Activities Archiv

Things I Love A0 – Activity 1

Follow up activity after watching Animation to check understanding.

Things I Love A0 – Activity 2

To provide students with a controlled practice of ‘Do you like..?’ ‘I love, I like, I don’t mind, I hate..’ language exchange

Things I Love A0 – Activity 3

To raise learners’ awareness of the pronunciation of ‘ING’ sound.

Things I Love A0 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Things I Love A0 – Activity 5

To engage learners creatively with target language through a joint project or pair work activity.

How many A0 – Activity 1

To check learner's understanding of the video.

How many A0 – Activity 2

To review the target language, the use of have/has got, from the video.

How many A0 – Activity 3

To ask and answer questions about a party scene that learners draw and colour themselves to recycle vocabulary from the video and practise the target language.

How many A0 – Activity 4

To sensitise learners to the correct pronunciation of the final -s in plural nouns and practise this in speaking in the form of an information gap activity.

How many A0 – Activity 5

To provide learners with the opportunity to use the target language in the context of finding differences between two pictures, based on the video learners watched.

How Many A1 – Activity 1

To check learners’ understanding of the video.

How Many A1 – Activity 2

To review the target language, the use of have/has got, from the video.

How Many A1 – Activity 3

To model how to describe items in a bag through a listening activity and then get learners to talk about the content of their own school bag to use the target language in a real-life context.

How Many A1 – Activity 4

To sensitise the learners to the differences in the pronunciation of numbers, e.g., 13 vs 30, 14 vs 40.

How Many A1 – Activity 5

To revise the use of have/has got by answering questions about the learners’ school, class, teachers and classmates.

I was so busy yesterday A0 – Activity 1

To check learners’ understanding of the video.

I was so busy yesterday A0 – Activity 2

To provide learners with controlled practice of was / were.

I was so busy yesterday A0 – Activity 3

To ask and answer Yes/No-questions with Past Simple.

I was so busy yesterday A0 – Activity 4

To raise learners’ awareness of the pronunciation of verbs ending in-ed.

I was so busy yesterday A0 – Activity 5

To provide learners with a freer practice of the use of regular past verbs in the context of talking about last Saturday.

I was so busy yesterday A1 – Activity 1

To check learners’ understanding of the video.

I was so busy yesterday A1 – Activity 2

To provide learners with controlled practice of recognising irregular past verb forms.

I was so busy yesterday A1 – Activity 3

To provide learners with freer practice of the Past Simple in the context of talking about an interesting day.

I was so busy yesterday A1 – Activity 4

To sensitise learners to the pronunciation of verbs ending in-ed.

I was so busy yesterday A1 – Activity 5

To provide learners controlled practice of was / were.

Things I Love A1 – Activity 1

Follow up activity after watching Animation to check understanding.

Things I Love A1 – Activity 2

To aid with memorisation of key words.

Things I Love A1 – Activity 3

To raise learners’ awareness of the pronunciation of ‘ING’ sound.

Things I Love A1 – Activity 4

To review key language for activities.

Things I Love A1 – Activity 5

To encourage students to use language they have learned to talk about their own experiences.

Places I Go A0 – Activity 1

Follow up activity after watching Animation to check understanding.

Places I Go A0 – Activity 2

Target language reinforcement to provide students with a controlled practice of ‘ How often do you go to….?/ I always/sometimes/rarely/never go to ….’

Places I Go A0 – Activity 3

To develop spoken interaction skills through a listening + pronunciation task.

Places I Go A0 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Places I Go A0 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

Places I Go A1 – Activity 1

Follow up activity after watching Animation to check understanding.

Places I Go A1 – Activity 2

Target language reinforcement.

Places I Go A1 – Activity 3

To develop spoken interaction skills through a listening + pronunciation task.

Places I Go A1 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Places I Go A1 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

People I know A0 – Activity 1

To check learners’ understanding of the video.

People I know A0 – Activity 2

To provide learners with controlled practice of the use of adjectives from the video.

People I know A0 – Activity 3

To practise pronunciation by raising learners’ awareness of the rhythm and sentence stress in questions and get the learners ready for the following speaking activity in Activity 4.

People I know A0 – Activity 4

To provide learners with controlled practice of asking and answering mainly Yes/No-questions about themselves.

People I know A0 – Activity 5

To provide learners with an example of controlled practice as well as a freer practice activity in the context of asking and answering mainly Yes/No-questions to describe people.

People I know A1 – Activity 1

To check learners’ understanding of the video.

People I know A1 – Activity 2

To provide learners with controlled practice of asking and answering Wh-questions.

People I know A1 – Activity 3

To provide learners with an opportunity to use the target language in a real-life context.

People I know A1 – Activity 4

To raise learners’ awareness of word stress.

People I know A1 – Activity 5

To provide learners with an example of a freer practice activity in the context of asking and answering Wh-questions to describe people.

Cool School A0 – Activity 1

To check understanding of the animation.

Cool School A0 – Activity 2

To provide learners with a controlled practice of ‘Can you? Yes, I can/ No, I can’t’

Cool School A0 – Activity 3

To develop spoken interaction skills through a listening + pronunciation.

Cool School A0 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Cool School A0 – Activity 5

To engage learners creatively with target language through a joint project or pair work activity.

Cool School A1 – Activity 1

To check understanding of the Animation.

Cool School A1 – Activity 2

Target language reinforcement to provide students with a controlled practice of ‘can you..?’ question forms.

Cool School A1 – Activity 3

To develop spoken skills through a listening + pronunciation task.

Cool School A1 – Activity 4

To connect topic to real life experience and introduce ‘have to’ rules for school.

Cool School A1 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

The Best Pet A0 – Activity 1

To check understanding of the main ideas in the video by asking multiple choice questions. The questions use the grammar of to be, can, have – 3^rd person singular has

The Best Pet A0 – Activity 2

To practice vocabulary of the topic Pets.

The Best Pet A0 – Activity 3

Practising and developing pronunciation of key language from the video focusing on the short vowel sound /æ/as in CAN, HAS, PANDA, ANIMAL, RABBIT, PARROT and as in CAT, RAT, HAMSTER, CAMEL, BAT, CRAB.

The Best Pet A0 – Activity 4

A group work speaking activity to drill the grammar focus of the verb phrases - to be forms, can, have in 3rd person singular and vocabulary focus – adjectives.

The Best Pet A0 – Activity 5

To practice grammar, vocabulary and speaking.

The Best Pet A1 – Activity 1

To check understanding of the main ideas in the video by asking multiple choice questions. The questions use the grammar of to be, can, have – 3^rd person singular has.

The Best Pet A1 – Activity 2

To practise descriptive vocabulary.

The Best Pet A1 – Activity 3

Practising and developing pronunciation of key language from the video focusing on the short vowel sound /æ/

as in CAN, HAS, PANDA, ANIMAL, RABBIT, PARROT and as in CAT, RAT, HAMSTER, CAMEL, BAT, CRAB

The Best Pet A1 – Activity 4

To practice grammar, vocabulary and speaking.

The Best Pet A1 – Activity 5

A group work speaking activity to drill the grammar focus of the verb phrases - to be forms, can, have in 3rd person singular and vocabulary focus – adjectives.

Move your Body with me A0 – Activity 1

To check learners’ understanding of the video.

Move your Body with me A0 – Activity 2

To help learner to practice and learn vocabulary and grammar related to body parts and movements, as well as improve their pronunciation and ability to give instructions using the imperative form.

Move your Body with me A0 – Activity 3

To practice and review the names of sports and activities from the video, develop learner’s speaking and listening skills related to sports and activities they can and can't do.

Move your Body with me A0 – Activity 4

This activity helps students practise pronunciation of different sports and activities.

Move your Body with me A0 – Activity 5

To helps learner review and practice the language they learned in the video and previous lessons, learn new vocabulary related to body parts and movements, work collaboratively with their classmates, and create their own "I can..." statements using the target language.

Move your Body with me A1 – Activity 1

To check learners’ understanding of the video.

Move your Body with me A1 – Activity 2

To help learners practice and learn collocations related to sports and activities using verbs; improve their pronunciation of different sports and activities, and improve their spelling of nouns related to various sports and activities.

Move your Body with me A1 – Activity 3

To practice speaking and grammar through a game of Tic-tac-toe, using movement verbs and body parts to practice prepositions.

Move your Body with me A1 – Activity 4

To practice and improve the pronunciation of words ending in '-ing' related to sports and activities. Review and practice previously learned vocabulary and grammar, and learn irregular spellings of verbs in gerund form used in sports and activities.

Move your Body with me A1 – Activity 5

To practise the target language in the context of their own fitness club.

I’m Hungry A0 – Activity 1

Checking understanding of the video and revising vocabulary.

I’m Hungry A0 – Activity 2

Revising vocabulary and automation of terminology.

I’m Hungry A0 – Activity 3

Revising vocabulary, listening and pronunciation.

I’m Hungry A0 – Activity 4

Connecting vocabulary to real life experience.

I’m Hungry A0 – Activity 5

Practising ability to ask and answer simple questions about food we like and dislike.

I am Hungry A1 – Activity 1

To check understanding of the main ideas in the video by asking multiple choice questions in sequence while watching the video.

I am Hungry A1 – Activity 2

Speaking activity to drill the grammar focus of the main phrases.

I am Hungry A1 – Activity 3

Practising and developing pronunciation of key language from the video focusing on the short and long vowel sounds. /ɪ/ versus / іː/ and /ʊ/ versus /uː/.

I am Hungry A1 – Activity 4

Group work speaking activity to drill the grammar focus of the main phrases:

Do you like….? Yes. I do. / No, I don’t.
Do you want….? I want. I don’t want.
Would you like? Yes, please.
I love…
Can I have? Yes, of course. Here you are.

I am Hungry A1 – Activity 5

To practice reading comprehension on the topic of food and practice speaking on the findings.

My Journey to School A0 – Activity 1

Checking understanding of the video and practising vocabulary.

My Journey to School A0 – Activity 2

Gaining familiarity with the vocabulary and revising terminology.

My Journey to School A0 – Activity 4

Practising creating sentences and questions with adverbs of frequency and question adverbs.

My Journey to School A0 – Activity 3

Developing pronunciation of key language focused on sound phonics /ai/ and /ei/.

My Journey to School A0 – Activity 5

Engaging creatively with the language and revising the usage of question adverbs.

My Journey to School A1 – Activity 1

To check understanding of the main ideas in the video by asking multiple choice WH- questions

My Journey to School A1 – Activity 2

To revise vocabulary means of transport, to start a discussion about going to school using present simple tense.

My Journey to School A1 – Activity 3

Practising and developing pronunciation of key language focusing on long vowel sound /ai/ and long vowel sound /ei/.

My Journey to School A1 – Activity 4

A groupwork speaking activity to practice forming questions, using question words (who, what, when, where, why, how) using means of transport vocabulary and adverbs of frequency.

My Journey to School A1 – Activity 5

A group work speaking activity to:

practice forming questions, using question words- who, what, when, where, why, how
answering yes/no questions using means of transport vocabulary and adverbs of frequency giving opinion talking about a habit showing knowledge

Travel Vlog A2 – Activity 1

To check understanding of the Animation.

Travel Vlog A2 – Activity 2

To provide students with a controlled practice of vocabulary for social media.

Travel Vlog A2 – Activity 3

To aid with memorisation and correct pronunciation of irregular verbs.

Travel Vlog A2 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Travel Vlog A2 – Activity 5

To engage learners creatively with target language through a joint project or pair work activity.

Travel Vlog B1 – Activity 1

To check understanding of the Animation.

Travel Vlog B1 – Activity 2

To reinforce the target language.

Travel Vlog B1 – Activity 3

To develop spoken skills through a listening task.

Travel Vlog B1 – Activity 4

To teach names of countries in English using an online game.

Travel Vlog B1 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

Power Cut A2 – Activity 1

To check students understanding.

Power Cut A2 – Activity 2

To reinforce correct use of common prepositional verbs.

Power Cut A2 – Activity 3

Understanding that there are some vocabulary-related differences between British and American English.

Power Cut A2 – Activity 4

Building stronger listening and speaking skills, using common technology-related vocabulary with ease.

Power Cut A2 – Activity 5

To develop students’ digital and communication skills.

Power Cut B1 – Activity 1

To check students understanding.

Power Cut B1 – Activity 2

To reinforce correct use of common prepositional verbs.

Power Cut B1 – Activity 3

Understanding that there are some vocabulary-related differences between British and American English.

Power Cut B1 – Activity 4

Building stronger listening and speaking skills while summarizing important facts from a BBC video.

Power Cut B1 – Activity 5

To develop students’ digital and communication skills.

Tree Planting Challenge A2 – Activity 1

To check students understanding upon watching the animated video.

Tree Planting Challenge A2 – Activity 2

To reinforce correct use of essential social English phrases used in the video.

Tree Planting Challenge A2 – Activity 3

Practise pronunciation with correct word stress.

Tree Planting Challenge A2 – Activity 4

Building stronger listening and speaking skills while summarizing important facts from a YouTube video.

Tree Planting Challenge A2 – Activity 5

To develop digital and communication skills.

Tree Planting Challenge B1 – Activity 1

To check students understanding upon watching the animated video.

Tree Planting Challenge B1 – Activity 2

To reinforce correct use of essential social English phrases used in the video.

Tree Planting Challenge B1 – Activity 3

Correct pronunciation of words related to the video/topic of environment. Word stress.

Tree Planting Challenge B1 – Activity 4

Building stronger listening and speaking skills while summarizing important facts from a YouTube video.

Tree Planting Challenge B1 – Activity 5

To develop digital and communication skills.

Amazing Animals A2 – Activity 1

Checking understanding of the video.

Amazing Animals A2 – Activity 2

Target language and grammar reinforcement- comparative and superlative adjectives.

Amazing Animals A2 – Activity 3

Listening for specific information, adjective practice, and vocabulary expansion.

Amazing Animals A2 – Activity 4

Connecting the topic with real life.

Amazing Animals A2 – Activity 5

Learn key phrases for making suggestions, responding, and giving an opinion. Practise the use of these phrases.

Amazing Animals B1 – Activity 1

Checking understanding of the video.

Amazing Animals B1 – Activity 2

Target grammar reinforcement- comparative and superlative adjectives.

Amazing Animals B1 – Activity 3

Pronunciation of common words with silent letters.

Amazing Animals B1 – Activity 4

Connecting the topic with real life.

Amazing Animals B1 – Activity 5

Learn key phrases for making suggestions, responding, and giving an opinion. Practise the use of these phrases.

Jobs in your Free Time A2 – Activity 1

To check students' understanding of the video, familiarise them with job-related vocabulary, develop their speaking skills through extended answers, and improve their listening skills.

Jobs in your Free Time A2 – Activity 2

Activity 2a (mini-activity) - Language presentation

To introduce the examples of the target language presented in the video (talking about plan& asking for and offering advice), as well as to elicit and clarify the meaning and the form of the target language.

Activity 2b - Language practice

To help students practise the language for asking for and giving advice.

Jobs in your Free Time A2 – Activity 3

To practise the pronunciation of the target language (asking for and giving advice)

Jobs in your Free Time A2 – Activity 4

To raise students' awareness of issues related to finding a summer job for teens, develop their listening and speaking skills within the context, and provide additional practice opportunities for the target language.

Jobs in your Free Time A2 – Activity 5

To help students in integrating speaking skills and life competences, including collaboration, teamwork, negotiation and critical thinking; practise and personalise the target language in the context of finding a summer job for teenagers, ultimately aiming to develop their presentation skills.

Jobs in your Free Time B1 – Activity 1

To check students' understanding of the video, sensitise them to the lexical set relating to topic of jobs in free time (focus on collocations), develop speaking skills through extended answers to comprehension questions, enhance their listening skills, and review vocabulary from the video.

Jobs in your Free Time B1 – Activity 2

This activity has been designed to help students practise the second conditional in the context of finding a summer job and being a teen entrepreneur.

Jobs in your Free Time B1 – Activity 3

To review and practise the pronunciation of the target language (lexis related to finding a summer job).

Jobs in your Free Time B1 – Activity 4

To help students be more aware of issues related to being a teen entrepreneur; develop their listening and speaking skills in the context of being a teen entrepreneur, and further practise the target language in this context.

Jobs in your Free Time B1 – Activity 5

To help students in integrating speaking skills and life competences, including collaboration, teamwork, negotiation and critical thinking, as well as practising and personalising the target language within the context of being a teen entrepreneur, ultimately aiming to develop their presentation skills.

How I Stay Healthy A2 – Activity 1

To check students’ understanding of the video, sensitise students to the lexical set relating to staying healthy (focus on collocation), and develop their speaking skills by getting them to provide full/extended answers to comprehension questions.

How I Stay Healthy A2 – Activity 2

Activity 2a (mini-activity) Language presentation - The meaning

To introduce the examples of the target language presented in the video (Zero and First conditionals), as well as elicit and clarify the meaning of the target language.

Activity 2b (mini-activity) Language presentation - The form

To offer students another exposure to the examples of the target language presented in the video (Zero & First conditional), as well as elicit and clarify the form of the target language.

Activity 2c Language practice

To practise the zero and first conditionals in the context of staying healthy.

How I Stay Healthy A2 – Activity 3

This activity has been designed to help students better pronounce long and short vowels (/u:/ and /u/).

How I Stay Healthy A2 – Activity 4

To increase students' awareness of mental health problems faced by teenagers, develop their listening and speaking skills in the context of such issues, and provide further practice for the target language (If statements) in the context of giving advice about depression.

How I Stay Healthy A2 – Activity 5

To help students in integrating speaking skills and life competences, including collaboration, teamwork, negotiation, creativity and critical thinking, as well as practise and personalise the target language in the context of staying healthy tips for teenagers, and developing presentation skills.

How I Stay Healthy B1 – Activity 1

To check students’ understanding of the video; sensitising students to the lexical set relating to staying healthy (focus on collocation) and develop their speaking skills by getting them to provide full/extended answers to comprehension questions.

How I Stay Healthy B1 – Activity 2

Activity 2a (mini-activity) Language presentation- The meaning

To introduce the examples of the target language presented in the video (Zero & First conditional), as well as elicit and clarify the meaning of the target language.

Activity 2b (mini-activity) Language presentation – The form

To offer students another exposure to the examples of the target language presented in the video (Zero & First conditional), as well as elicit and clarify the form of the target language.

Activity 2c - Language practice

To practise the zero & first conditional in the context of staying healthy.

How I Stay Healthy B1 – Activity 3

This activity has been designed to help students better pronounce contracted forms of the auxiliary verb will in the context of the first conditional.

How I Stay Healthy B1 – Activity 4

To increase students' awareness of mental health problems that teenagers may experience, develop their listening and speaking skills within the context of mental health issues among teenagers, and provide further practice for the target language (If statements) in the context of giving advice about depression.

How I Stay Healthy B1 – Activity 5

To help students in integrating speaking skills and life competences, such as collaboration, teamwork, negotiation, and critical thinking, as well as practicing and personalising the target language within the context of providing staying healthy tips for teenagers, ultimately aiming to develop their presentation skills.

Shop till you Drop A2 – Activity 1

To check students’ understanding of the video, sensitise them to the use of subject questions and the use and order of adjectives through comprehension questions, and further develop their speaking skills by encouraging comprehensive and extended answers to comprehension questions.

Shop till you Drop A2 – Activity 2

Activity 2a Language presentation (mini-activity)

To introduce the three examples of the target language presented in the video (order of adjectives), and elicit the order of adjectives.

Activities 2b & 2c Language practice

To extend students’ vocabulary (shopping/fashion adjectives), and practise order of adjectives in the context of fashion & shopping.

Shop till you Drop A2 – Activity 3

To help students in practicing the pronunciation of key words from the lexical set related to shopping, providing further practice and drilling of the target language from the video, sensitising students to word stress in compound adjectives and compound nouns, as well as familiarizing them with weak forms in the phrase "Do you...?".

Shop till you Drop A2 – Activity 4

To help students in reviewing and practicing vocabulary learned in Activity 2b; practise the order of adjectives, and make connections between the target language and real life via describing celebrities and influencers popular among young people

Shop till you Drop A2 – Activity 5

To help students in integrating speaking skills and life competences, including collaboration, teamwork, negotiation and critical thinking, as well as practising and personalising the target language in the context of designing their own clothing shop window, ultimately aiming to develop their presentation skills.

Shop till you Drop B1 – Activity 1

To check students' understanding of the video, sensitising them to the lexical set relating to shopping through comprehension questions, and helping them in developing their speaking skills by encouraging full and extended answers to comprehension questions.

Shop till you Drop B1 – Activity 2

To integrate skills and help students in practicing collocations relating to shopping, pronunciation of shopping-related words and collocations, giving opinions in the context of shopping, comparative adjectives, and using intensifiers and mitigators with comparatives.

Shop till you Drop B1 – Activity 3

To practice the pronunciation of key words related to shopping, further practice and drill the target language from the video and previous activities, and sensitize students to connected speech and chunking, the schwa and weak forms, as well as silent letters.

Shop till you Drop B1 – Activity 4

To help students in reviewing the target language, personalise it by practicing shopping collocations in the context of their lives, reviewing and practicing the use of "Have you ever...?" for discussing life experiences, as well as the past simple tense, and developing their speaking skills.

Shop till you Drop B1 – Activity 5

To help students in integrating speaking skills and life competences, such as collaboration, teamwork, negotiation, and critical thinking, as well as practising and personalising the target language in the context of shopping tips for teenagers, ultimately aiming to develop their presentation skills.

My Worst Holiday Ever – A2- Activity 1

Follow up activity after watching animation to check understanding.

My Worst Holiday Ever – A2 – Activity 2

To provide students with a controlled practice of past simple question forms.

My Worst Holiday Ever – A2- Activity 3

To develop listening comprehension for travel.

My Worst Holiday Ever – A2 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

My Worst Holiday Ever – A2 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

My Worst Holiday Ever – B1- Activity 1

Follow up activity after watching Animation to check understanding.

My Worst Holiday Ever – B1 – Activity 2

To provide students with a controlled practice of past continuous forms.

My Worst Holiday Ever – B1- Activity 3

To develop listening comprehension for travel.

My Worst Holiday Ever – B1 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

My Worst Holiday Ever – B1 – Activity 5

To engage students creatively with target language through a joint project or pair work activity.

Are Schools the same in Other Countries? A2 – Activity 1

Follow up activity after watching Animation to check understanding.

Are Schools the same in Other Countries? A2 – Activity 2

To provide students with extra vocabulary on the topic.

Are Schools the same in Other Countries? A2 – Activity 3

To aid with memorisation and pronunciation of school subjects.

Are Schools the same in Other Countries? A2 – Activity 4

To connect topic to real life experience and teach vocabulary via a game format.

Are Schools the same in Other Countries? A2 – Activity 5

To engage learners creatively with target language through a joint project or pair work activity.

Are Schools the same in Other Countries? B1 – Activity 1

Follow up activity after watching Animation to check understanding.

Are Schools the same in Other Countries? B1 – Activity 2

To provide students with a controlled practice of key language.

Are Schools the same in Other Countries? B1 – Activity 3

To provide authentic listening practise + generate discussion.

Are Schools the same in Other Countries? B1 – Activity 4

To connect topic to authentic materials.

Are Schools the same in Other Countries? B1 – Activity 5

To engage learners creatively with target language through a joint project or pair work activity.

Breakfast Around the World A2_Activity 1

Checking understanding of the video and practising vocabulary .

Breakfast Around the World A2_Activity 2

To reinforce target structures and practice language functions (offering, refusing, and accepting food).

Breakfast Around the World A2_Activity 3

Developing pronunciation of key language focused on “I’d like”.

Breakfast Around the World A2_Activity 4

Connecting topic to real life experience and revising the key phrases.

Breakfast Around the World A2_Activity 5

Engaging creatively with the language and revising vocabulary.