free sample activity for group activities for advanced esl students2

7/24/2019 Free Sample Activity for Group Activities for Advanced ESL Students2

1/14

By Paul J. Hamel

eslworksheetsandlessonplans.com

Group Activitiesfor Advanced ESL Students


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GROUP ACTIVITIESFo r A d v a n c e d S t u d e n t s

By Paul J. Hamel

The activities in this e-book have been developed to supplement English-as-

Second-Language textbooks and curriculum -- not to replace them. They are mea

to enhance and bring variety to an already-existing English language teachin

program. These activities are designed for advanced ESL students who may neeadditional practice in grammar, speaking, and body language. Each workshe

is accompanied by a detailed step-by-step lesson plan and suggested teachin

techniques to assist the instructor in providing an interesting and successful lesso

The activities can also provide a useful resource for substitute teachers and tutor

The e-book opens in a PDF and there is no need to print out the whole book. Th

activities can be printed out as needed.

Copyright 2012 by Paul J. Hamel

All rights reserved

No part of this publication may be stored in a retrieval system or transmitted in any form or

any means electronically, mechanical, recording, or otherwise without the prior permission

the copyright owner.

For more information concerning this publications go to eslworksheetsandlessonplans.com

or contact Paul J. Hamel at [email protected].

Thanks to Michael Breyer for his valuable web knowledge and for Donald Leach f

proofreading.


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Group Activities for Advanced ESL Students

TITLE ITEM # PAGE

ntroduction 2-4

. Asking Personal Questions Using the Present Perfect Tense 0162 5-10

This activity contains detailed teachers notes, 24 question cards,

and a student handout listing the questions used in this activity.

. Homophones and Homonyms 1 0163 11-17

This activity contains detailed teachers notes and 36 ash cards.

The activity was designed to review the spelling and the meanings

of common homophones and homonyms.

. Homophones and Homonyms 2 0164 18-24


The activity was designed to review the spelling and the meaningsof common homophones and homonyms.

4. Homophones and Homonyms 3 0165 25-31


The activity was designed to review the spelling and the meanings

of common homophones and homonyms.

. Idiomatic Adjectives with Preposition Combinations 1 0166 44-55

This activity contains detailed teachers notes, 60 ash cards,

and a ll-in-the-blank quiz. The activity was designed to review

the use of adjectives with preposition combinations and reinforce

words in the context of humorous photos

. Idiomatic Adjectives with Preposition Combinations 2 0167 56-65


and a ll-in the blank quiz. The activity was designed to review

the use of adjectives with preposition combinations and reinforce

words in the context of humorous photos

. Idiomatic Verbs with Preposition Combinations 0168 56-65


and a ll-in-the blank quiz. The activity was designed to review

the use of idiomatic verbs with prepositions and reinforce words

in the context of humorous photos

. Information Search - Using a Daily Newspaper 0169 66-67

This activity contains detailed teachers notes and a handout.

The activity is designed as a scavenger hunt type activity in which

students have the opportunity to explore a daily newspaper.

. Reading Body Language 1 - Hand Gestures 0170 68-77

This activity contains detailed teachers notes, a student handout, and

48 ash cards. The activity was designed to review the meaning of

common hand gestures through photos.

TABLE OF CONTENTS


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0. Reading Body Language 2 - Facial Gestures 0171 78-85

This activity contains detailed teachers notes, a student handout, and

36 ash cards. The activity was designed to review the meaning of

common facial gestures through photos.

1. Reading Body Language 3 - Emotions 0172 86-93

This activity contains detailed teachers notes, a student handout,

and 48 ash cards. The activity is designed to review the meaning

of body language as it relates to emotions.

2. Using Reported Speech 0173 94-103

This activity is a grammar review of how to change direct speech to

reported speech. This activity contains a grammar review handout,

a pre-quiz, detailed teachers notes, 36 two-sided ash cards, and

a nal quiz.

3. Pronunciation of regular past tense -ed endings 0160 104-119

This activity consists of detailed teachers notes, 105 ash cards,

and a student handout. The activity is designed to review the

pronunciation rules for forming the regular verb -ed ending and

practice the pronunciation of the -ed ending in the context of

complete sentences.

4. Asking Hypothetical Questions using the Conditional - WOULD 0162 120-123


and a handout listing the questions used in this activity.

This activity is designed to review and practice the use of the

conditional using would and provide the students the opportunity

to share their opinions and views about hypothetical questions.

5. Using the Unreal Past Conditional - WOULD HAVE 0174 124-127


and a handout listing the questions used in this activity. This activity

is designed to review and practice the use of the unreal conditional

in the past and provide the students the opportunity to share their

opinions and views.

INTRODUCTION

These activities are meant for advanced ESL students. No matter how good or complete the content of your textbook or curric

may be, there will always be a need to ll in the gaps in knowledge and skills your students were assumed to have learned.

These activities are designed to

provide advanced ESL students with a fun group activity

encourage group interaction and discussion

increase individual students speaking time during class

expand students use of new vocabulary and expressions

review and understand already-taught materials in a new way

keep their minds active and engagedlearn new words and phrases in context

make inferences, evaluating choices, and drawing conclusions

refresh grammar points and vocabulary they have already learned

Making the Flash Cards

Some of the activities will require you to make double-sided photocopies. This may take a little effort, but once you have the ca

ou will have a popular group activity that will last you many years. Card stock is recommended, but regular paper is ne.

When photocopying, place the sheets containing the trivia questions followed by the sheets containing the answers. For exam

Sheet 1A should be followed by the Sheet 1B, etc After you have made the two-sided photocopies, cut the sheets along the do

ne to form cards. Place them in a small envelope for easy access and store them for future use.

Paul J. Hamel, January, 2012


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IndirectSpeech

Theorangutangsthatwehadtohethemiftheyweregoingtosurvive.

IndirectSpeech

Lucysaidthatshewastalkingtome/us.

USING REPORTED SPEECH

Youmusthelp us

ifweregonnasurvive.

Theorangutangsaid...

Iwastalkingtoyou

!

Lucysaid...

IndirectSpeech

Maxsaid(that)it

hadstartedwhenhe

hadbegunsmoking.

Maxsaid ...

ItstartedwhenIbegansmoking.

IndirectSpeech

Miraaskedwhatfreegriftwas.Moeaskedifallgiftswerentfree.

Whatisa

freegift?

Arentall

giftsfree?

Miraasked... Moeaske

d...

This activity has been designed for advanced ESL students as a grammar review of how to change direct spee

reported speech. Students should have already been exposed to this grammar point. This activity contains a gra

review sheet, a pre-quiz, detailed teachers notes, 36 two-sided ash cards, and a nal quiz.

Paul Hamel has been teaching ESL for over 40 years and is currently teachingat the American Language Center at UCLA Extension

From the author

This activity was designed to review the formation and use of reported speech

practice the grammar structure in a meaningful way

encourage group interaction and discussions

increase individual students speaking time during class

reinforce grammar using humorous comics and photos

expose students to new vocabulary and expressions

Paul J. Hamel 2012 Lessoneslworksheetsandlessonplans.com

Group Activities for Advanced ESL Students

eslworksheetsandlessonplans.com

ntroduction

Ask a student a simple question. After the student answers the

question, immediately ask another student what the rst student

said. Ask What did he/she say? Elicit a sentence in reported

speech which begins with He/said .... Continue with several

other questions.

Review Grammar Rule

Review the grammar rules for using reported speech. Use the

Grammar Review: Reported Speech worksheet.

Review Pre-Quiz

Have the students work with a partner or in small groups of

hree or four. Go over the directions and examples at the top ofhe page.

Tell the students to fold the sheet in half along the dotted line.

Tell them to discuss the sentences and change them from direct

o reported speech.

Tell them to use the verbs said,asked, or told.

Have them begin each sentence with Nick said, told, asked...

Then, tell them to unfold their sheet and check their answer.

Making the Flash Cards

This activity will require you to make double-sided photocopies.This may take a little effort, but once you have the cards, you will

have a group activity that will last you many years. Card stock is

ecommended, but regular paper is ne.

When photocopying, place the sheets containing the photos

ollowed by the sheets containing the answers. For example,

Sheet 1A should be followed by the Sheet 1B, etc. There are

hree different sets of sheets of cards for a total of 36 cards.

After you have made the two-sided photocopies, cut the

sheets along the dotted line to form cards. Place them in a small

envelope for easy access for future classes.

Flash Card Activity

Break up the class into groups of three or four.

Distribute the cards equally among the groups.

Tell the students to place the cards in the middle of the g

with the photo or illustration face up.

As each student takes a turn choosing a card, they must cha

the wording to reported speech.

As groups nish their collection of cards, have them excha

cards and continue the activity. (For large classes you may

to make extra copies so that each group can have all 36 ca

After the activity, collect the cards and save them for a fuclass.

Final Quiz

Distribute the nal quiz and have the students complete

sentences below the pictures using reported speech.

The answers to the quiz are at the bottom of the page.

To quickly correct the written quiz, try making an overh

transparency and projecting the written quiz directly on

chalkboard/whiteboard where the students can write

answers.

TEACHERS NOTES


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The duck questioned ...Jane told the driver ...

The driver responded ...

Slow down,please!

Ok, Imslowing up.

Max said ...

Cindy told her brother ... Sally asked ... Jerry said ...

Ken asked Pearl ...

Pearl told Ken ...

Dont worrybecauseIm herefor you.

Flash Card Activity: Photo copy sheets 1A & 1B back to back. Then, cut along the dotted line to make cards. SHEET

Smiley asked ...

Bucky the beaver said ...

Not really.

Mark Twain said ...

Why do people say

heads up when they

should duck?

It started whenI began smoking.

Whowas thatfantastic

man?

I didnt

attend the

funeral,

but I sent a

nice letter

saying I

approved

of it.

I had to chop the tree downbefore chopping it up.

Mark TwaHumoris

1835-191

Lucy said ...

I was talking to you!Would you

like to go outon a datesometime?

We may be alittle late for dinner.

How come you

stopped calling?

The boss asked the trainee ...The trainee said ...

No, I didnt.

Didnt you understand?


7/14

The duck questione

why people say/sai

heads up when theshould have ducked

Indirect Speech

Jane told the driver

to slow down.

The driver

responded (that)

he was slowing up.

Indirect SpeechIndirect Speech

Max said (that) it

had started when he

had begun smoking.

Indirect Speech Indirect SpeechIndirect Speech

Sally asked whothat fantastic

man was.

Cindy told herbrother (that) she

was here for him.


Smiley asked how

come (why)I/we had

stopped calling.

Ken asked Pearl if sh

would like to go out o

a date sometimes.

Pearl told Ken (that

she really wouldnt


Mark Twain said thathe hadnt attendedtheuneral, but he had senta nice letter saying thathe had approved of it.

Flash Card Activity: Photo copy sheets 1A & 1B back to back. Then, cut along the dotted line to make cards. SHEET 1

Lucy said that

she had been

talking

to me/us.

Bucky the beaver

said that he had ha

to chop the tree dow

before chopping it u

The boss asked the

trainee if she had

understood.

The trainee said

that she hadnt

(understood).

Jerry said thatthey might be

a little late for dinner.


8/14

Emily asked her brother ...

Then, she said ...

Can I borrow

a dollar?

Ill pay you

back tomorrow.

We asked ...

We were told ...

What does thisword mean?

It meansdanger.

I practicedbefore

the gamestarted.

JIM

Jim said ... The rst ant asked ...

The second ant said ...

Why is thelittle boy antconfused?

Because aof his uncl

are aunts


Ella told Andy ...

Say you

love me!

You love

me ...

Jill told Jack ... Jack told Jill ... Jeff asked ... Beth told him ...

May I holdyour hand?

No thanks, itisnt heavy.

I love youand I woulddie for you!

How soonwould

that be?

James said ... Carol asked ...

Alice told her boyfriend ...

I wasthinking

about you.

Betty asked ... Billy asked

Whatsyour pho

number

If we becomeengaged, willyou give me

a ring?

The waitress asked ...

The customer asked ...

Would you likeyour coffee black?

What other colorsdo you have?

Leave it

alone, andlet the beebe.

The boy said ...The horse sai

Thats funnYou dont lo

like a hors

I have a sorethroat, and Ima little hoarse.


9/14

Jim said

(that) he had

practiced before the

game had started.

Indirect Speech

We asked what

this word meant.

We were told (that)it meantdanger.


The rst ant asked

why the little boy

ant was confused.

The second antanswered (that) all his

uncles were aunts!


Betty asked Billy if

they became engaged,would he give her a

ring?

Billy asked what her

phone number was.

Jeff asked her (Beth)

if he might hold her

hand.

Beth told him no and

that it (her hand)

wasntheavy.

Jill told Jack to say

(that) he loved her

Jack told Jill (that)

she loved him.


Ella told Andy

to leave it (the bee)

alone and (to) let

the bee be.

The waitress asked the

customer if he would

like his coffee black.

The customer asked

what other colors she

(the waitress) had.

James said that he

loved her (Carol) an

he would die for he

Carol asked how

soon that would be


The boy said that he had a

sore throat, and that he (the

boy) was a little hoarse.

The horse said (that) that

was funny and (that) he (the

boy) didnt looklike a horse.

Alice told her

boyfriend (that)

she was thinking

about him.

Emily asked her

brother if she could

borrow a dollar.

Then, she said that s

would pay him back t

next/following day.



10/14

The psychic asked ... Paul asked himself ...

Whats the difference betweenpartly cloudy and partly sunny?

What is afree gift?

Arent agifts free

Mira asked ... Moe asked

Albert asked ...

Which witchdo you like

best?

HALLOWEEN contest I arrivedat two to

two.

The witch asked ... Frick said ... Frack said .

I got here atwo to two, to

NICK

Kim asked Nick ... Nick replied ...

If I said that mygirlfriend was

indescribable,wouldnt that bedescribing her?

Have youever had anickname?

Never

had one.


Mom said ...

Billy told her ...

Joey asked ...

Then whyshould I

practice?

Practicemakes

perfect.

Nobodys

perfect.

Tom said ... Pam added

I havent seen

Julie lately.

Buddy asked ... Princess replied ...

Could youhelp me?

I wouldif I could,but I cantso I wont.

You must help usif were gonna survive.

The orangutang said ...

Would you mind notstaring at me!?

Max told us ...

Have you ever

read about a

psychic winning

the lottery?

Neither

have I.


11/14

The psychic asked

I/we had ever heard

about a psychicwinning the lottery

Indirect Speech

Paul asked himself

what the difference

between partly

cloudy and partlysunny was.


Mira asked what a

free grift was.

Moe asked if allgifts werentfree.


Frick said (that) he had

arrived at two to two.

Frack said (that) he

had gotten there

at two to two, too.

The witch askedwhich witch

I/we liked best.

Albert asked if he

had said that his

girlfriend had been

indescribable,

wouldntthat have

been describing he


Tom said (that) he

hadnt seen Julie lately.

Pam added neither had

she. (or)

Pam added (that) she

hadnt either.

Mom said that practicemakes perfect.

Billy told her that

nobody was perfect.

Joey asked why he

should practice.

Kim asked Nick if

he had ever had a

nickname.

Nick said that he

had never had one


Max asked us

if we would mind

not staring at him.

The orangutang said

that we had to help

them if they were

going to survive.

Buddy asked (Princes

if she could help him

Princess replied tha

she would if she coul

but she couldnt

so she wouldnt.

Flash Card Activity: Photo copy sheets 3A & 3B back to back. Then, cut along the dotted line to make cards. SHEET 3


12/14

NICK

NICK

1. Nick plays basketball.

2. Nick is playing basketball.

3. Nick played basketball.

4. Nick has played basketball.

5. Nick was playing basketball.

6. Nick had been playing basketball.

7. Nick had played basketball.

8. Nick will play basketball.

9. Nick can play basketball.

10. Nick must play basketball.

11. Nick should play basketball.

12. Nick may play basketball.

13. Nick might play basketball.

14. Nick ought to practice.

15. Jill, would you go to the game with me?

16. Do you like basketball?

17. Please dont be late!

18. Could you sit with me, please?

19. Hurry up, Jill!

20. Dont be late, Jill!

I like to play basketball.

Direct speech

1. Nick said (that) he played basketball.

2. Nick said (that) he was playing basketba

3. Nick said (that) he had played basketbal


5. Nick said (that) he had been playing basketba

6. Nick said (that) he had been playing basketba


8. Nick said (that) he would play basketball

9. Nick said (that) he could play basketball

10. Nick said (that) he had to play basketba

11. Nick said (that) he should play basketba

12. Nick said (that) he may/might play basketba

13. Nick said (that) he might play basketba

14. Nick said (that) he ought to practice.

15. Nick asked if she would go to the game with hi

16. Nick asked if Jill likedbasketball?

17. Nick told Jill not to be late.

18. Nick asked Jill to sit with him.

19. Nick told Jill to hurry up.

20. Nick told Jill not to be late.

Jill asked Nick if he hada nick name.

Do you have a nickname?

Pre-Quiz: Reported SpeechDirections: Work with partner. Fold the sheet in half along the dotted line. Discuss the sentences below

change them from direct to reported speech. Use the verbs said,asked, or told. Begin each sentence w

Jim said, told, asked... Then, unfold your sheet and check your answer. See the examples below.

Direct question

Reported speech

Dont be late for the game.

Polite request

NICK

Nick told Jill not to belate for the gam

Reported speech

Nick said that he liked to play basketball.

Reported speech

Paul J. Hamel 2012 Lessonslworksheetsandlessonplans.com


13/14

Grammar Review: Reported Speechn reported speech, we usually report

what was said at a different time, and so

we change the tense to reect a past time.

We use a reporting verb like sayand tell.

Here are some examples of tense changes:

Simple PresentNick plays basketball.

ill said (that) Nick played basketball.

Present Continuous

Nick is playing basketball.

ill said (that) Nick was playing

asketball.

Simple Past

Nick played basketball.

ill said that Nick had played basketball.

Present Perfect

Nick has played basketball.ill said that Nick had played basketball.

Past Continuous

Nick was playing basketball.

ill said that Nick had been playing

asketball.

Present Perfect Continuous (no change)

Nick had been playing basketball.

ill said that Nick had been playing

asketball.

Past Perfect (no change)

Nick had played basketball.ill said (that) Nick had played basketball.

Future

Nick will play basketball.

ill said (that) Nick would play basketball.

Can

Nick can play basketball.

ill said (that) Nick could play basketball.

Must

Nick must play basketball.

ill said (that) Nick had to play basketball.

Pronoun Changes

Sometimes we need to change the

pronouns such as I to he, for example.

We also may need to change words like

my, his, her, and your. Also change

words about place and time.

Direct:I played with my friend last week.

Reported: Nick said (that) he had playedwith his friend the week before.

No Verb Change

Sometimes, we dont change the present

tense into the past if the information is still

true or a general fact.

Direct:Nick is still a great player.

Reported: Jill said (that) Nick is still a

great player.

Modals

Modal verbs like could, might, would,should, ought to, had better usually

do not change in reported speech.

Direct:Nick should play basketball.

Reported: Jill said (that) Nick should

play basketball.

Direct:Nick may play basketball.

Reported: Jill said (that) Nick may/might

play basketball.

Direct: Nick might play basketball.

Reported: Jill said (that) Nick might play

basketball.

Direct:Nick ought to practice.

Reported: Jill said (that) Nick ought to

practice.

Direct Questions

When we tell the question to someone

else, it isnt a question any more so we

need to change the grammar to a normal

positive sentence. Remove the question

words do and does and change the

verb to the simple past.

Direct:Where do you live?

Reported: She asked me where I lived.

Direct Questions with be

We change the position of the subject and

verb and put the verb in the past tense.

Direct:Where isthe gym?

Reported:Nick asked Jill where the gym was.

Direct:What are you doing?

Reported:Jill asked Nick what he was

doing.

Yes/No Questions

There are no question words so just u

if and change the verb.

Direct:Do you likebasketball?

Reported:Jill asked Nick if he liked

basketball.

Direct:Have you ever been to a

basketball game?

Reported:Nick asked Jill if she had

been to a basketball game.

Polite Request

Use ask + to + infnitive.

(It is not necessary to report every wo

Direct: Would you pleasego to the

basketball game with me?

Reported: Nick asked Jill to go to the

basketball game.

Direct:Would you minddriving me togame?

Reported:Jill asked Nick to drive he

the game.

Direct:Please dontbe late!

Reported:Nick asked Jill not to be la

Direct Speech:Could you stay after

game, please?

Reported Speech:Nick asked Jill to

stay after the game.

Giving an Order

Instead of using the word ask, use

+ to + infnitive.

Direct:Hurry up, Jill!

Reported: Nick told Jill to hurry up.

Direct:Dont hurtyourself!

Reported:Jill told Nick not to hurt

himself.

Other Reporting Verbs

When using reported speech, most pe

learn to use say and tell. Howe

there are a number of other repoverbs which can more accurately desc

what someone has said. Here are a f

added

announced

communicated

declared

disclosed

expressed

guessed

lectured

mentioned

replied

reported

rumored

shouted

suggested

whispered

yelled

I liketo play

basketball.

Nick said that

he likedto play

basketball.

Direct speech Reported later

NICK

Paul J. Hamel 2012 Lessonslworksheetsandlessonplans.com


14/14

Final Written Quiz: Reported SpeechDirections: Complete the sentences below the pictures using reported speech.

2. Paul asked himself _______

_________________________

_________________________

_________________________

Whats the difference betweenpartly cloudy and partly sunny?

3. Tom said _______________

________________________

________________________

4. Pam added ____________

________________________

________________________

I havent seenJulie lately.

Neitherhave I.

5. Max said _______________

_________________________

_________________________

It started whenI began smoking.

You must help usif were gonna survive.

6. The orangutang said ______

_________________________

_________________________

7. Lucy said ______________

________________________________________________

I was talking to you!

8. Cindy told her brother _____

_________________________

_________________________

_________________________

Dont worrybecauseIm herefor you.

9. Alice told her boyfriend ____

_________________________

_________________________

________________________

I wasthinking

about you.

10. Jerry said ____________

________________________

________________________

________________________

We may be alittle late for dinner.

Example:Emily asked her

brotherifshe could borrow a dollar.

1. Then, she said __________

_________________________

_________________________

Can I borrow

a dollar?

Ill pay you

back tomorrow.

wers:1.Then,shesaid(that)shewouldpayhimbackthenextday.2.Paulaskedhimselfwhatthedifferencebetweenpartlycloudyandpartlysunnymeant.3aid(that)hehadntseenJulielately.4.Pamadded(that)neitherhadshe.orPamadded(that)shehadnteither.5.Maxsaid(that)itstartedwhenhebegansmok

TheorangutangsaidthatI/wehadtohelpthemiftheyweregoingto(gonna)survive.7.Lucysaidthatshehadbeentalkingtome/us.8.Cindytoldherbrotherno rrybecauseshewashereforhim.9.Alicetoldherboyfriend(that)shehadbeenthinkingabouthim.10.Jerrysaid(that)theymay/mightbealittlelatefordinner

free sample activity for group activities for advanced esl students2

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