Recipes Tagged ‘description

I have used this recipe to hilarious effect over my teaching years. Always a winner!  It focuses on the present perfect continuous tense and gets students practicing this form/conjugations. Come to class dressed up kind of looking like Mr. Bean. Tell students you are Mr. Has Been.  Have a set of flashcards or word cards […]

One great recipe is to play a video with vocabulary content. Not flashcards but something real and beautiful.  Then, students either write or speak or brainstorm all the vocabulary from the video in the specific category you mention.  An example is the video Forgotten. Play and get students to list all the places in the […]

This is an excellent video to study places in a house. As the video plays, you can have students note the places in the house.  Check by replaying.  Ask the students how the place has changed, what was happening in the room and what is happening now. Lots of critical thinking embedded in this simple […]

      The Society for Technical Communication’s award-winning  Technical Literacy Project adapts many real-world science instructions and descriptions for use in high-school science classes.  These cases gradually build student writing skills by revising, correcting, or expanding scaffolded, sequenced text samples adapted from practical materials outside the classroom.   Such structured technical-writing practice is especially  […]

This is a nice game to play to practice describing people (an important language skill). Simply put up this photo. or this one. Print it out if you want students to work in pairs / groups. Students take turns describing the faces and others guess who it is . One guess / person so they […]

Here’s a way to practice vocabulary and sentences related to describing facial and body features, but it can be modified to include clothing and colour vocabulary, too. First, practice the vocabulary and language: Stand at the front with a whiteboard and marker, and secretly draw a figure on the whiteboard to prompt the target language […]

Bring an item that is so unusual that the learners are not likely to recognize what it is. Spend some time eliciting basic descriptions of the item and guesses about what it is and how it’s used. If possible, pass the item around. This is an activity in observation and inference, so don’t answer questions. […]


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