Opportunities

e l e m e n t a r y

Name ..

Class:

BOARD GAME
1

2
SING A
SONG!

Next
Weekend

My Best
Friend

10
Music

Pets

A Good Book

21

A Good
Film

My Birthday

12

19
GIVE
SOMEONE
A BIG
KISS!

14
A Celebrity
I Admire

18
Next Summer
Holiday

22
My House and
Neighbours

23
PULL A
FUNNY
FACE!

6
My Hobby

TELL A
JOKE!

13
DO A
DANCE!

5
My Holiday
Last Summer

When I
grow up ...

20

2050

9
My Family

11

15
The BEST or
WORST Day
of my Life

17
Britain

16
Weekends

24
Things To Do
In My Town

25
My Favourite
Place

David Mower

www.longman.com/opportunities
PHOTOCOPIABLE

Pearson Education, 2002

Opportunities

e l e m e n t a r y

LESSON NOTES
BOARD GAME
This is a speaking activity in the form of a board game to play in groups. Students have to
speak spontaneously and practise a wide variety of grammar and vocabulary they have learned
throughout the year. They can play the game after Module 14.
Materials: One photocopy of the board game per group; a dice and four counters per group.
Time: Thirty minutes.
Preparation: Photocopy the board game (one per group). If you havent got dice and counters
in school, ask some students to bring in dice to play the game. You can use coins as counters.
Step 1: Divide the class into groups, ideally four students per group.
Step 2: Explain the game. Students take turns to throw the dice. When they land on a square,
they have to talk about the topic for an agreed period of time, for example, 15 seconds - the
others in the group will time this meticulously! If they stop talking, or repeats themselves,
then they miss their next turn. The game continues until one student reaches the last square.
Step 3: Students play the game. While they are playing, walk around and listen. If you wish,
use the opportunity to assess your students, or a selected few of them. Alternatively, you
could listen for mistakes which you could go over later in the class; dont just be negative,
though point out to the class examples of good English that you heard and praise the
students.
Note: Board games are easily prepared for any age or level. They can encourage practice of
particular structures or freer speaking practice. Squares could contain sentences with errors for
students to correct, or sentences to transform into another structure (e.g. active to passive).
Squares can contain simple topics such as My family or more complex topics such as the drug
problem for older or more advanced students, and you can ask students of higher levels to
take longer turns.

David Mower.

www.longman.com/opportunities
PHOTOCOPIABLE

Pearson Education, 2002