Beyoncé When...? How...? Information Gap: Part 2 • Now, find a new partner. Take turns asking each other your questions and filling in the answers on your chart. • See how many questions you can answer for each other!

1. TEACHER TOOLKIT
Part 3: General Activities

2. Tips for Part 3:
General
Activities
This is a collection of other favorite
class activities, all with a focus on
student fluency & conversation.
Although many of these activities
use some form of movement, this is
not the focus (like in Part 2).
Try a new activity every week!

3. Salesperson (Teacher directions)
• This is one of my favorite class activities that works great live &
online.
• Choose a person to come up front. You already have an item
partially hidden inside a box or bag so that the class can see
the item, but the volunteer cannot.
• The volunteer becomes a salesperson and must try to sell the
item in the box (that he can’t see). Some items to try: toilet
paper, lotion, cooking utensils, anything!
• The audience can see the item, and they can ask questions.
• Use the next slide to pre-teach guiding questions.

4. Salesperson Audience Questions
 This is the best ____.
 You should buy this because _____.
 You can use it for ____ing.
 It only costs ____.
 It’s good for ____ing/thing.
 It is ____ (incredible, magical, etc.)
 You won’t be sorry. It will change
your life.
 Any questions?
 How much does it cost?
 Is there a discount?
 Do you recommend using it for
___ing/thing?
 Do you recommend using it to
___?
 How often do you use it?
 Does it ____?
 I’m going to buy it. / I’m not sure.
Other vocab: sell, product, item, helpful, beneficial, skin

5. Storytelling (Teacher directions)
• Bring four students to the front of the classroom. Three of them
should sit in a row, and one should stand behind them and act
as a controller. Give the controller a stack of cards with nouns
written on them.
• The controller will hand a noun to one of the three students,
who will start to tell a story. The student continues telling the
story until the controller decides to hand another noun to
another student, who will then take over the story.
• Continue until there’s a good opening to stop. Then change up
the students.

6. Deserted Island: Version 1 (Teacher directions)
• Give each student a piece of paper and tell them to draw an
item—any item. Collect the drawings and pass them out again;
no student should receive their own drawing.
• Next, tell the students that they’ve been stranded on a deserted
island. The only thing each student will have on the island is the
item in their drawing. Their goal is to convince the class that
they should survive based on that item.
• Alt: Teacher chooses a certain number of items. Ex: 4. The
class has to work together to choose only 4 items to use to
survive.

7. Deserted Island: Version 2 (Teacher directions)
• Follow the same directions as the previous version, but instead
of having students draw items, show them the next slide with
different items to choose from. Pre-teach the names of the
items.
• This version works great for online classes.

9. Debates (Teacher directions)
• Give each student a piece of paper with “agree” written on one
side and “disagree” on the other side. Read aloud a
controversial statement, and have each student hold up
their paper showing the agree or disagree side depending on
their opinion.
• Choose one student from each side to explain their position and
participate in a short debate.
• Interactive version: Label one side of the room AGREE and one
side DISAGREE. Students move to the side of their choice after
hearing each statement.

10. Yes/No (Teacher directions)
This is a great game for practicing the interrogative as well as for helping
students to learn a variety of ways to respond to questions.
Rules:
• One student goes to the front of the class. The other students have to ask
him or her questions one at a time with the intention of catching the
student at the front and getting them to say “yes” or “no.”
• Time the students. (Or skip this part and give each student 2 tries.)
• The student being questioned cannot say “yes” or “no” or say anything in
their native language. If they do, the timer stops. Whoever gets the longest
time wins.

11. Community Time (Teacher directions)
• Materials needed: Face cards, following slide with directions
• Students sit in a circle. When it’s your turn, you choose a face card.
Then do whatever the corresponding number says.
• For DANCE PARTY, the teacher plays music for 30 seconds. Students
jump up and dance.

12. Community Time
2: Ask the teacher anything you want.
3: Ask the person on your right a question.
4: Ask the person on your left a question.
5: Answer: I really need to ____.
6: Acting! The person on your left and on your right tells you one action
to do.
7: Ask anyone a question.
8: Words. Choose a topic. Ex: descriptions. Each person gives an example.
If you repeat a word or can’t think of a description, you answer a
question.
9: Dance party!
10: Skip. Choose the next person to start.

13. The UM Game
• You are going to tell a story about anything you want,
but there’s a catch: you can’t say um or like.
• Also, while you are talking, other students will call out
a random word. You need to think on your feet and
add that word into your story.
• Have fun!

14. What’s in the bag?
• Work in small groups.
• One person will receive a bag. ONLY that person can look
inside. Shhhh! Don’t show your group.
• Your group members will guess what is in the bag but can
only use yes/no questions.
• Think in categories. Example: Is it used for _______? Is it
something most people have?

15. Who’s the liar? (Teacher directions)
• Materials: Deck of cards, including 1 or 2 Jokers
• Give each student a card.
• The student with the Joker must lie. All other students must tell the truth.
• Going clockwise around the class, students take it in turns to ask any
other student one question about anything they want. Note: Students can’t
ask questions they already know the answer to.
Example questions:
• Where did you go for vacation last year?
What kind of music do you like?
How often do you go running?
• If a student thinks they have identified the liar, they can make a challenge, but
if they are wrong, they have to sit out the rest of the round.

16. Who’s the liar?
• Everyone gets a card.
• One person gets the Joker.
• Ask each other questions.
• Tell the truth UNLESS you are the Joker. The joker must lie.
• *You can NOT ask questions that you already know the answer to.
(Example: How many kids do you have?)
Variations:
-Questions must be in the past (or present perfect, etc.)

17. Word Scatter (Teacher directions)
• These are a great way to review vocabulary, introduce a theme and
get students talking. Have students brainstorm words connected to a
theme (for example, adjectives, the ocean, culture, marketing, etc).
Write these words on the board randomly as students shout them
out.
• When you have around 20 words on the board, go around the room
asking each student to describe one of the words. When it’s been
guessed, circle it and move on to the next student.
• Encourage students to let the describer say at least two sentences
before shouting out the answer.

18. Picture Swap
1) Draw a picture to describe what you did this weekend. Include at
least 2 different activities.
2) Pass your picture to the person on your left. Do NOT share with
them anything about your drawing.
3) Look at your new drawing. Use your imagination and what you know
about your classmate. What do you think he/she did?
4) Write 3-5 sentences to describe what “you” did this weekend as if
you were that person. Example: This weekend I slept for 9 hours and
then I…

19. Dictionary
• Work with a partner.
• Make as many words as you can. Use only the letters in
DICTIONARY.
• Example word: AT

20. Alphabet Line-up (Teacher directions)
• This is a simple activity to do at the beginning of the class.
• Students work in partners. You give them a category
(nouns, people, descriptions of a place, etc.). They have to
think of an example that fits the category that starts with
as many letters of the alphabet as possible.
• Project the next screen to help students get started. First
review pronunciation of the alphabet. (The vertical list is
just the first part, but I always list it at the top of the board,
too, so they can see all of the alphabet.)

21. Alphabet Line-up
1) Write the alphabet vertically on a piece of paper. (One per
partner group)
2) When the timer starts, write a word for each letter that is
part of the category the teacher says.
3) You get a point for every correct answer if no other group
has your answer.

22. A =
B =
C =
D =
E =
F =
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

23. Information Gap: Part 1
• Create a chart on your paper like the example on the
next slide. Write your own question for each question
word. Interview your classmates & write their
answers.

24. Student Who is your
favorite
singer?
What…? Where…? Why…?