•Student 1 writes an if sentence / time clause 

•Student 2 continues with the second part of the sentence and the last student in the team finishes the story.

  Example:

•After I do my homework, I’ll watch TV

•After I watch TV, I’ll help my mum.

•If I had a lot of money, I’d travel round the world.

•If I travelled round the world, I’d---

Instead of adding the sentences in turns, you can group or team them, set time limit or say they have to write 10 chain sentences. After the activity you can choose the most creative or the interesting one.

You can use it at the beginning of the lesson as a warm up to revise the previous lesson or at the end of the lesson, as a filler, to practice the new language.

Write a name, colour, a title, just 5 numbers etc that are related with you.

I’ll write something like this.

•fried green tomatoes  

•2001

•1984

•Sailor

•50

Tell them these are important for you and ask them to find out why they are important for you.

Then you can ask the volunteers to come and prepare his/her life star and wait for her classmates find out what are they?

You can use it as a warm up or a filler. They enjoy talking about themselves and they also want to find about the teacher. I’ve been using it for years and it’s always my favourite.

One Word : http://www.oneword.com

Journal Jar: http://exclusivetutors.com/apps/journaljar/

Prepare a handout and ask them to answer the following questions

What shape is grief? Why?

What is the colour of emptiness? Why?

What is the texture of grief? Why?

What is the smell of hunger?

How is the taste of anger?

What colour is happiness?

What is the texture of ambition?

Then compare their answers.

Ask sts to write a wish for present, an ability that they want to have, a regret, an annoying habit of sb that they are irritated. 

For example: I want a motorbike. My sister keeps reading my diary, etc

•You can ask them write questions and the one who opens the paper answers the question.

•For reported speech you can ask them to gossip about sb and the one who opens the snowball should turn the direct statement to reported speech.

•If you trust your class, this activity is a great energiser.

Material: copies of 4 (or more) different texts or 4 paragraphs of the same texts or dialogues or some motivational quotes.

Divide the class into as many groups as you have texts. Stick the texts on the walls or on the blackboard at an equal distance from all the groups. Each group must choose someone who is going to run to it and read it, try to memorize as many words as possible and run back to his team to dictate the text to them. 

Give them a situation.

For example:
You are in the class. The teacher is explaining a new topic. But you are very excited because you want to share a fantastic news with your classmate so you start writing notes to each other. 

Set time limits.

Ask a student to say the alphabet silently,

Stop him and lethimtelltheletter

With the chosen letter, tell students to write a noun

Tell them to write an acrostic poem for that noun

Tell them to write as many words as they can, beginning with that letter until you stop them (2 or 3 minutes)

Choose some of them (you decide/5 or 6 ) and tell them to write a paragraph 

Write a word, beginning with that letter.

Tell them to write what the word associates for them

Paragraph writing or poems can be a follow up

•Give students strips of papers or post-its.

•Name a topic

•Tell students to write a question related to the topic on the piece of paper.

•Tell them to stand up and walk around asking their questions.

•When a pair has asked each other their questions, they swap questions and move off to ask the new question to a new partner then swap again.

•Set a time limit if you like.

Play the music and tell them walk around until you stop the music
and when you stop the nearest person is the one to ask questions.

•Play music and tell them they will walk around the classroom and stop when you stop the music and do what you instruct them to do. 

•Get them say the words in quotation marks in the context that follow.

  ‘Hello’

‘Goodbye’
‘How are you?’
‘What have you done?’

•Each sentence must have at least 5 words.

•Each word in the sentence must begin with the same letter given by the teacher.

•You may use a proper name but only once in a sentence.

•The winner is the one who can manage to write a correct sentence.

Eg: Some students sometimes speak slowly.

Good dads shouldn't tell lies.

Teachers sometimes save eager rabbits.