Vocabulary activities

Submitted by admin on 17 June, 2010 - 14:00

Have you tried these practical activities to help students ith vocabulary learnin!"
#here$s somethin! %or all a!es and levels&

' Spot the vocabulary (
' )ollocation pelmanism (
' *uic+ revision !ames (
' ,ord association recitation (
' #he revision bo- (
' #he comparison !ame (
' Stop the bus (
' .dopt a ord (
' /e-ical threads (
' #he memory !ame (
' 0a+in! it up - 1hrasal verb stories (
' ,ord !rid (
' 1oetic introductions 2 1icture !ame (
' Sna+e-ord (
' #he %ly satter !ame (
' 3e%initions - 4et rid o% it (
' ,ord !uessin! !ames (
' $,all dictionary$ (
' Same, opposite or di%%erent dictation (
' Vocabulary bo- (
' Hot seat (
' Vocabulary phonemic revision activity (
' Vocabulary sel%-study activities (
Spot the vocabulary
Submitted by admin on 2 September, 2005 - 16:67
#his is a visual activity hich helps ma+e the process o% recallin! vocabulary motivatin!
and memorable& 0y students en8oy the $suspense$ aspect at the start, hich really !ets
them involved&
9 %ind this short activity or+s ell particularly ith loer levels, %or vocabulary that has
been studied thematically& 9t can be used at any point in a lesson, as a armer, %iller or
lead-in&
1reparation
:ou ill need a picture ;this could be an illustration %rom a boo+, %rom the eb, a photo,
even your on s+etch<= that depicts $thin!s$ on a particular theme hich your students
have recently learnt ;e-: %urniture2 %ood2 in the classroom=&
1repare one copy per !roup o% to or more students&

Sample %lashcard photos ;each >ip %ile contains a collection o% ima!es=
' 1ictures o% rooms 7?0+ >ip (
' @ood %lash cards 677+ >ip (

A .ll ima!es are copyri!ht )hris #ribble, Bin!$s )olle!e, /ondon Cniversity and used
ith his +ind permission&
1rocedure
' 9 hold up the picture so that the students cannot see it, and start buildin! up
interest by sayin!, $Hey, this picture is interestin!, isn$t it"$, $)an$t you see it"$&
' 9 then as+ students i% they ant to see the picture, turnin! it round %or them to see
8ust %or a couple o% seconds& 9 %ind my students are really ea!er to see more o% it<
' 9 then $accept$ to let them see it %or a bit lon!er, al+in! round the class %or each
person to see the picture %or a %e seconds&
' .%ter this %irst $suspense$ sta!e, 9 hand out a copy o% the picture to students in
pairs2small !roups& 9 tell them they have to minutes to identi%y and remember as
many thin!s as they can see %rom the picture, ithout ritin! anythin! don<
;D% course you may %ind your students tryin! to $cheat$ by ritin! thin!s don -
hich o% course is %ine, as this is li+ely to help their learnin!, ithout their realisin!<=
' Dnce the time is up, 9 ta+e bac+ the pictures and as+ students to rite a list o%
everythin! they can remember&
' 9 then pin up a %e copies o% the picture around the class %or students to !o up and
chec+ their list&
' ,hole-class %eedbac+ can then involve one o% various possibilities, dependin! on
the students$ mood by this sta!e and ho much more e-posure to the vocabulary
items the teacher %eels they need:
o students call out the items and the teacher rites them up
o the !roup ith the most items reads out their list %or the others to chec+
a!ainst
o each !roup contributes one item2 the item that %orms the lon!est ord on
their list& #hey can come up to the board to rite this
o the teacher and2or students pic+ out any items that they %ound di%%icult to
remember2pronounce and try to improve their +noled!e o% these items&
' . variation o% this adds a $!rammar$ component to the listin! o% the vocabulary
items& @olloin! a %ocus on $#here is2 #here are$, %or e-ample, students can rite their
list under these to headin!s& Dther !rammar %eatures that or+ ell are headin!s %or
sin!ular2plural, countable2uncountable or ad8ectives&

0arta Joyce Sabbadini, #eacher E #rainer )ameroon
)ollocation pelmanism
Submitted by admin on F Dctober, 2007 - 1F:00
#his activity %ollos on %rom the #hin+ article /e-ical e-ploitation o% te-ts& 9t is o%ten
necessary to recycle ne ords several times in class be%ore they become part o% learners$
active vocabulary, and the same is true o% collocations&
,hether the collocations are introduced throu!h a te-t, as described in the article, or
e-plicitly tau!ht, the memory !ame pelmanism can provide a use%ul revie activity in a
later lesson&
1reparation
#hree e-ample sets o% collocations are included belo, as ell as a template %or
producin! your on& 9 have %ound that about telve collocations ;i&e& 24 cards to match
in pairs= or+s ell&
1rocedure
' 4ive students, in !roups o% F-4, a set o% cut-up cards, and instruct them to place all
the cards %ace-don and spread them out on the table&
' #he %irst student turns over to cards& 9% the to cards %orm a stron! collocation,
he +eeps the pair and has another !o&
' 9% the cards do not collocate, he turns them over a!ain, leavin! them in the same
position on the table, and the ne-t student has a turn&
' #he inner is the person ho has most pairs at the end&
' 9n order to collect pairs, learners need to remember the position o% the cards as
ell as the collocations, so it$s important that they do not move the cards around too
much& 9t$s also a !ood idea to demonstrate the !ame ith a stron! student the %irst
time you use it in class& 9% you later use the same activity a!ain, you$ll probably %ind
that learners remember hat to do&

3onloads
Glan+ template( 175+
#ip: ,hen producin! your on sets o% cards, ma+e sure there are not too many possible
collocations other than the ones you intend to practise& 9t can be very di%%icult to include
only one possible ay o% combinin! ords, so tell students to loo+ %or common
collocations, or speci%ically those covered in the previous class&
Verb-noun collocations %or routines( ;Hlementary= 167+
/1 inter%erence can o%ten lead to incorrect verb-noun collocations such as $ta+e a cup o%
co%%ee$& #his set o% cards practises common verb-noun collocations %or routines&
Gusiness Hn!lish collocations( ;9ntermediateI= 1?4+
9n the business orld, there are a hu!e number o% collocations hich e-press speci%ic
ideas very succinctly, %or e-ample, $customer service$,$Juality control$& 9% learners are not
%amiliar ith these collocations, they ill be %orced to e-plain the concept, hich is
li+ely to lead to errors and puts a strain on the listener& #his set %ocuses on business-
related noun-noun collocations, hich can be particularly problematic %or learners&
)ollocations ith phrasal verbs( ;Hi!her 2 advanced= 160+
.dvanced level learners may be aare o% the meanin!s o% many phrasal verbs, but are not
alays able to use them appropriately& #his is partly because phrasal verbs o%ten have
very speci%ic connotations and much narroer collocational %ields than the $synonyms$ e
use to help learners understand their meanin!& @or e-ample, i% e tell learners that $turn
up$ means $arrive$, this can lead to inappropriate utterances li+e $,hat time did you turn
up"$, implyin! criticism here this may not be the intention& @or this reason it$s a !ood
idea to introduce phrasal verbs in conte-t, e&!& throu!h a te-t, ith their common
collocates& #his set o% cards !ives an e-ample o% ho to revise such collocations in a
subseJuent lesson&
)atherine 0orley, #eacher, #eacher trainer, 0e-ico
*uic+ revision !ames
Submitted by admin on 17 0ay, 2007 - 1F:00
3ivide the class in to teams& 4ive each team a set o% slips ith %ive ;or three or to,
dependin! on their level= thin!s they have to name&
H-amples:
' Kame %ive thin!s that move
' Kame %ive drin+s
' Kame %ive thin!s you ould be doin! i% you eren$t here
' Kame %ive ays to !et rich
' Kame %ive animals
. member o% the team reads the cate!ory o% thin!s they have to name and the hole team
shouts the ords&
,hile team . is doin! this, team G have to remain in silence& #hen it$s team G$s turn&
#ime each team& #he %aster team is the inner&
)ate!ory !ame
#his activity can be used as a revie& Students usually !et very e-cited&
#he teacher chooses a cate!ory ;animals, colors, school ob8ects, +itchen !ad!ets&&&= and
each student has to say a ord that belon!s to that cate!ory&
9% a student doesn$t +no, he 2 she stands up& #hen, the teacher chooses another cate!ory
the %olloin! student starts a!ain& 9n the %olloin! round, the student ho$s standin! ill
have another chance& 9% he 2 she can say a ord that belon!s to the ne cate!ory, he 2 she
can sit don&
9t$s a !reat !ame %or revision and to !et students tuned into the lesson topic& 9t may also
be used to elicit %rom the student hat they already +no about a certain topic&
0arcelo Hlias, #eacher, Grasilia, Gra>il
,ord association recitation
Submitted by admin on 2 @ebruary, 200F - 12:00
#his is a !ood ay o% !ettin! students to memorise ords and practise their pronunciation& #he
activity reJuires no preparation&
1rocedure
' ,ith a bi! class, rite a ord on the board, %or e-ample,$Sun$&
' 4et the students to come up ith a ord that they ould associate ith that ord,
%or e-ample, $round$&
' ,rite that ord beside the ori!inal ord on the board& Ko !et the students to
come up ith an association %or the ne ord&
' )ontinue the ord association !ame until you have a !ood number o% ords on
the board %or the si>e o% your class ;%or a class o% 40 people, about ? ords ill do=&
' Ko !et each student to Juietly choose a ord %rom the ords on the board ;they
don$t have to rite it don, 8ust memorise it=&
' )on%irm thin!s by !oin! throu!h each ord as+in! people to raise their hand i%
they have chosen that ord& :ou need to do this because i% there is a ord that
nobody has chosen then that ord, hen it comes time to recite the list, is replaced
ith a clap&
' Hrase all the ords %rom the board and 8ust leave a circle in the place o% each one&
' #hen prompt the students to recite the list %rom memory by pointin! to the circles
on the board and as+in! the students to say their chosen ord hen the time comes&
' #he students are listenin! to hat ord comes be%ore their ord as a cue hen to
say their ord& ,hen they !et to any unchosen ords, the class claps in unison& 4o
%orards and bac+ards throu!h the list at varyin! speeds&
' /astly, !et all the students to say all o% the ords to!ether
#he revision bo-
Submitted by admin on 2 @ebruary, 200F - 12:00
#his activity can be used %or both levels in teachin! Hn!lish as a second lan!ua!e& 9 use it
mainly %or intermediate students and they %ind it interestin!&
1reparation
#he teacher uses a vocabulary bo-& #his bo- must mainly comprise o% ords on pieces o%
paper ;either verbs, ad8ectives, adverbs etc&= all said by the learners themselves in
previous lessons& 9mportantly a lot o% ords are reJuired %or this activity&
1rocedure
' #he bo- ith all the ords is circulated around the class& Hach learner is !iven a
chance to pic+ a ord %rom hich he 2 she ill have to construct a short and
!rammatical sentence&
' Hach sentence said is ritten on the board 8ust as the spea+er said it& .%ter 12 to
20 sentences the sentences are analysed to see i% they are !rammatically correct ith
the emphasis placed mainly on the ord %rom the vocabulary bo-&
' )orrection o% the sentences can then be done and learners, a!ain dependin! on
time available, prompted to produce the correct sentences ith the same ord %rom
the bo-&
9t really !ets learners tal+in! hile at the same time identi%yin! their mista+es&
Gravoh /inosi, Kamibia
#he comparison !ame
Submitted by admin on 2 @ebruary, 200F - 12:00
9n this activity, students compare the properties o% di%%erent but similar ords& 9t can ta+e
up to 50 minutes or be done Juite Juic+ly usin! %eer ords and is desi!ned %or loer
intermediate students,thou!h a!ain this depends on the number and comple-ity o% the
ords used&
1reparation
1repare a collection o% ords hich have a similar meanin! or semantic %ield or hich
your students o%ten con%use&
1rocedure
' Hlicit the ord $similarity$ and $di%%erence$& ,rite these to ords ne-t to each
other at the top o% the board, and dra a vertical line beteen them - ri!ht don to the
bottom o% the board&
' Hlicit the di%%erence beteen a $pen$ and a $pencil$ as an e-ample and put the +ey
ords on the board in the relevant sections& :ou can also elicit !rammatically correct
sentences ith these ords ;e&!& L:ou can rite ith both a pen and a pencilL=
' ,rite your pairs o% ords on the board: e&!&
o ca%M - restaurant
o nespaper - ma!a>ine
o +ettle - teapot
o cloc+ - atch
o house - %lat
' #ell your students to copy them don - and as+ them to leave spaces on the ri!ht
under the headin!s $similarities$ and $di%%erences$&
' 3ivide your class into !roups o% three and tell each !roup to or+ ith one pair o%
ords ;allocate them so that all the pairs o% ords are bein! or+ed on at the same
time, but by di%%erent !roups=&
' .s+ the students to rite don as many similarities and di%%erences as possible in
note %orm&
' .%ter to minutes say L)han!e<L - 9nstruct each !roup to or+ on the ne-t pair o%
ords&
' .%ter each !roup has %inished each pair o% ords, as+ the students to re!roup, so
that each ne !roup is composed o% students %rom di%%erent !roups&
' .s+ the ne !roup to compare and edit their in%ormation - addin!, deletin!, and
modi%yin! points&
' 4et the hole class$s attention and elicit the +ey similarity and di%%erence %or each
pair o% ords& 1ut these +ey ords on the board&
' )reate an e-ample sentence usin! the +eyords hich includes a similarity and a
di%%erence ;e&!& L. +ettle is similar to a teapot because you put ater in both, but a
+ettle is di%%erent %rom a teapot because you put cold ater in a +ettle and boilin!
ater in a teapot&L=
' Split your class into pairs, and as+ each pair to rite a similar sentence, usin!
their on e-amples&
' 4et the students to read out some o% their sentences&
,hy it or+s
Students use a variety o% di%%erent %aculties, %or e-ample brainstormin!, short-term
memory, and an analysis o% their perception o% everyday thin!s&
@ollo-up
.s+ your students to %ind out the di%%erence beteen more con%used ords, e&!&
$university$ and $colle!e$& 4ive each student di%%erent pairs o% ords to research& #hese
pairs o% ords ill depend on their ability&
1aul Gress
Stop the bus
Submitted by admin on 2 @ebruary, 200F - 12:00
#his is a !reat !ame to revise vocabulary and you can use it ith any a!e !roup and any
level by chan!in! the cate!ory headin!s&
9t really !ets students %ocused and or+in! on tas+s as a team and can be a saviour to %ill
the last ten minutes o% a class hen you have run out o% ideas<
1rocedure
' 1ut the students into teams o% three or %our&
' 3ra on the board a table li+e the ones belo and !et each team to copy it onto a
piece o% paper&
' Students simply have to thin+ o% one item to !o in each cate!ory be!innin! ith
the set letter&
' 4ive an e-ample line o% ansers %or the %irst time you play ith a ne !roup& #he
%irst team to %inish shouts NStop the Gus<O &
' )hec+ their ansers and rite them up on the board and i% they are all o+ay that
team ins a point& 9% there are any mista+es in their ords, let the !ame continue %or
another %e minutes&
' 9% it !ets too di%%icult ith certain letters ;and you canPt thin+ o% one %or each
cate!ory= reduce the amount o% ords they have to !et& :ou can say& ND+& @or this
round you can Stop the Gus ith 4 columnsO&
H-amples:

.ni
mals
)olours
@oo
d
)lothe
s
)ount
ries
Sport
s
#
#i!e
r
#urJuoi
se
#un
a
#rouse
rs
#unisi
a
#enni
s





@or hi!her levels chan!e the cate!ory headin!s& @or e-ample:
Somethin!
in the
+itchen
Somethin! in
the livin!
room
Somethin!
in the
bedroom
Somethin!
in the
bathroom
Somethin!
in the
o%%ice
Somethin!
in the
!arden
Spices So%a Sheet Soap Staples Seat





Dr, %or even hi!her levels:

Somethin!
made o% metal
Somethin!
made o% !lass
Somethin!
made o% plastic
Somethin!
made o% ood
Somethin!
made o%
material
G Gi+e Gottle Gin Gench Gelt





#his activity %irst appeared in the 4ames section( o% the Gritish )ouncil /an!ua!e
.ssistant( ebsite&
Jo Gudden, Gritish )ouncil, Spain
.dopt a ord
Submitted by admin on 2 @ebruary, 200F - 12:00
.t the start o% the school year 9 as+ my students to $.dopt a ord$ and share it ith the
class&
1rocedure
9
!ive
my
stud
ents
tem
plate
s
ith
head
in!s:
,or
d
0eanin
!
1art o%
speech
H-ample o%
usa!e

' #he students choose a ord that they ould li+e to adopt and do some research on
it usin! the template above&
' Hach student then !ives a short presentation on his or her adopted ord until all
the class has had a chance&
' #he ords are then stuc+ to a lar!e paper chart on the all&
' #his activity carries on the entire year ith students sharin! more and more
ords&
' 9n beteen e have Jui>>es about the ne ords& #he students !reatly en8oy
contributin! ords, researchin! and presentin!&

Sameena Qi>avi, 1a+istan
/e-ical threads
Submitted by admin on 2 @ebruary, 200F - 12:00
#hese are to o% the le-ical threads that 9 use hen dealin! ith the vast amounts o%
ords that come up ithin my on classroom teachin!&
#he main beauty o% le-ical threads is that they become %amiliar to the learners, they are
easy to plan and aid memory& .%ter doin! these activities, once the students don$t need
any %urther e-planation o% hat to do hen they are repeated& #his leaves the teacher
important time to listen to the students ithout orryin! about ho to mana!e the
activity&

#hread 1 #he verb dome
#his is a %avourite activity o% my learners that ori!inally started out as a armer& Dne o%
my students !ave it its name and it 8ust stuc+& #his is not lin+ed to any themes or part o%
the course but it enables students to see ho much they +no in a %un ay&
1reparation
:ou only need the board and a pen and most importantly your students&
1rocedure
' @irst split the students up into to !roups& Have one student !ive you a letter %rom
the alphabet ;ma+e sure they don$t say R or S thou!h=&
' #hen have each !roup call out a verb, in its in%initive %orm that be!ins ith the
letter chosen& Hach !roup calls out a ne ord and you record it on the board& #he
!roup ho can$t thin+ o% anymore loses&

,ith this activity you ill %ind you can rite a lot o% lan!ua!e on the board& 9t is hi!hly
motivatin! hen learners see ho much they +no& @or this activity lan!ua!e emer!es
%rom the +noled!e o% the students and teachin! is +ept to a minimum& 9 %ind that i%
someone shouts out a ord the others don$t +no, instead o% havin! to teach the ord, the
students usually tell each other hat the ord means as the !ames !oes on& 9t helps them
recall ords they may have only seen once or tice and aids memory&
@ollo up
.%ter a %e classes you can choose another letter and do this a!ain or as+ %or them to do
this %or collocations o% phrasal verbs& #his time the students call out the verb and must
complete it ith another ord that collocates naturally ith the other& @or phrasal verbs
have the learners call out the phrasal verb ith %olloin! noun or phrase that helps them
sho they understand its meanin!&
#hread 2 1re-teachin! slips
#his activity is use%ul hen 9 come across a ne unit o% lan!ua!e in the course boo+ or
start a ne theme or topic e are about to discuss&
1reparation
@irst previe the ne lan!ua!e that you thin+ ill be use%ul or hich your learners may
need to complete the tas+& .s the headin! says, this activity consists o% slips o% paper ith
/2 collocations or idioms on one side and their translation or de%inition on the other&
:ou$ll need to prepare these be%ore class&
1rocedure
' ,ith the learners seated sho one phrase to the %irst student, have them
pronounce the phrase correctly& ,hen they have done this !ive them the phrase& Ke-t
do the same ith the ne-t student ith a ne phrase and do this ith the rest o% the
!roup until all o% the phrases have been !iven out& Have the students stand up and
$teach$ their in%ormation to the others& #hey must ma+e sure each person pronounces
their in%ormation correctly be%ore shoin! it to the ne-t one&
' ,hen all o% the learners have seen all o% the phrases collect the slips and have
learners sit don&
' Ko mi- up the slips and approach each student individually and sho the %irst
slip o% paper and have them e-plain the de%inition or say the translation& 9% they !et it
ri!ht, sho the slip to everyone and put it aay %or the ne-t phase&
' 4o to the ne-t learner and do the same& 9% one should !et it ron! move round to
the ne-t student until you receive the correct anser& .!ain put the slip aay&
' ,hen all this e-ercise has been success%ully completed do it all over a!ain, this
time ith the translation or de%inition side bein! shon so the learners have to say the
ord&
' 1ronunciation is an important reJuirement at this sta!e& ,hen all o% the slips have
been said correctly put them aay&
' Ko have the students rite them all don in their noteboo+s ;%or teens 9 !ive
them a pri>e i% they can note don correctly all o% the vocabulary covered in the
e-ercise=&

Hven i% you do about F0 phrases, it is ama>in! ho many students can remember even in
the ne-t class and by ritin! them don they have somethin! to loo+ bac+ to should they
%or!et&
Since this is a pre-teachin! tas+ students ill see these a!ain and a!ain throu!h the ne-t
%e ee+s o% your teachin!& #his ill !ive them a chance to notice their use in conte-t
and more importantly have opportunities to use them&
#his activity is an adaptation o% an activity 9 once sa at a Gra>-#esol or+shop& 9t helps
students to see, hear and %eel the ords and allos intonation and connected speech to be
emphasised& 9n the ori!inal you had the Hn!lish ord on one side o% the paper and the
translation on the other& #his ay it either uses translation or ith hi!her levels rite a
short de%inition instead o% the learners /1& 9 recommend that each side should be ritten
in di%%erent colours so you don$t !et mi-ed up as to hich side is hich, and also this
should stimulate visual learners&
Shaun 3olin!, #eacher trainer, )ultura 9n!lesa, Grasilia
#he memory !ame
Submitted by admin on 2 @ebruary, 200F - 12:00
#his is an adaptation o% the popular !ame e all played as children hen e had to pic+
up matchin! pictures, but in this activity e use the to parts o% collocations&
1reparation
3urin! re!ular classes, note don the ord combinations that come up& #hen put each
part o% the collocation on 2 separates pieces o% paper& Here is an e-ample 9 had hen e
ere tal+in! about the environment& #he ord combinations ere:
o>one layer
oil spills
environmental
ly
%riendly
cut don
trees
!reenhouse e%%ect
animal poachin!
endan!ered species
meltin! polar ice-
caps
recycle aste
#he %irst part o% each phrase should be ritten on one coloured sheet o% paper or, i% you
haven$t !ot coloured paper, in a di%%erent coloured pen& #hen ith a di%%erent coloured
pen, or paper, rite the second part o% the phrase, %or e-ample, $o>one$ on the %irst and
$layer$ on the second&
1rocedure
' 1ut all o% the %irst parts o% each phrase to!ether, %ace don on the %loor& #hen mi-
up the second !roup o% ords 2 phrases %ace don in a separate !roup to the %irst&
' 9n !roups students or+ to!ether to pic+ up one piece o% paper %rom each !roup so
as to ma+e a phrase %rom the previous class&
' .s the students match them up incorrectly students start to recall the correct
collocation or phrase&
' #he activity is %un hich also aids e%%icient memorisin! o% the tar!et lan!ua!e&
#he more opportunities e allo our students to see the ords the more li+ely they
are to actually have them $stuc+ in their heads$ %or easy access at a later sta!e&

Shaun 3olin!, #eacher trainer, )ultura 9n!lesa, Grasilia
0a+in! it up - 1hrasal verb stories
Submitted by admin on 2 @ebruary, 200F - 12:00
. persistent problem area %or students is phrasal verbs& #his story activity presents the
verbs in a conte-t helpin! the students to or+ out the meanin!&
9t is also memorable so it$s easier %or students to remember them too&
1reparation
Have each o% the phrasal verbs %rom the story ritten on a piece o% card, lar!e enou!h %or
all the students to read& Have the verbs in their in%initive %orm e&!& to !o out ith 2 to turn
up 2 to brea+ don etc& .lso ma+e sure the pronoun is in the correct place dependin! on
hether the verb can be separated %rom the particle or not e&!& to !et on ith somethin! 2
to as+ somebody in etc&
Sample story 46+(
1rocedure
' Qead out the story to the class sloly usin! !estures and mimin! to help meanin!&
1lace a phrasal verb on the board each time you say one&
' .%ter each para!raph invite students, ith your help, to repeat the story ith you&
' Dnce all the story has been presented put students in pairs and, usin! the cards on
the board as prompts, !et students to tell each other the story& 0onitor and a%ter they
have all tried to say the story !et them to tell you it themselves ithout you sayin! a
ord&
' Beepin! the students in pairs hand out the cards ;have copies ready i% you have a
lar!e class= so that each pair !ets about 6 or 7 each& ,or+in! to!ether the students
have to ma+e up a very short story usin! the verbs& Cse the same verbs %rom the story&
#hey can rite the story don i% they ant&
' ,hen they have %inished students have a %e minutes to remember their story so
that they can tell it to somebody ithout loo+in!&
' ,hen the students have %inished sap partners and !et them to ta+e it in turns to
tell their story& #he students should not be loo+in! at their stories 8ust rememberin!
them& #he listener can listen out %or hich phrasal verbs are bein! used&
@or to have no more
consolidation2revi
sion you can
ma+e a matchin!
verb and
de%inition e-ercise
ith the more
di%%icult verbs:
to call
;somebody= out
to run out ;o%=
to leave suddenly, Juic+ly,
une-pectedly
to pop out
to telephone somebody in order to
!et help

:ou can also provide a spea+in! activity that personalises the verbs:
' Ho lon! should you !o out ith somebody be%ore !ettin! married"
' 3oes you teacher sometimes pop out o% the class" ,hy"

Jac+ie 0c.voy, #eacher and materials riter, Gritish )ouncil, #unisia