Word formation cards

Level: B2 upwards / Age: teenagers and adults

Let’s get creative! What would you do with the word formation cards posted below? How would you use them to practise language? Would you give students the cards or display them? What game would you play?

Here are my two ideas:

  1. Hot potato – Put the cards on the table face down. A student picks up a card with a suffix or a prefix. Students take turns to say a word including the suffix/prefix. To add an element of competition use an interval timer that generates various intervals (example). You can play it in teams or as a whole class.
  2. Make up a story – Ask students to tell a story. First brainstorm characters / places / problems that will have to be included in the story and put them on the board. Start the story by picking up a card and making a sentence and using the suffix/prefix from the card. Nominate the student who has to continue the story. If a card is used correctly the student gets to keep it as their point. If they cannot think of a word they must put away the card and they do not get a point for their sentence. Set a time limit or a card limit for the activity.
  3. ‘Jeopardy’ – Put students in teams. Stick the cards on the board in three columns according to their category. A team chooses a category and the number of points. Once the card is revealed they must say 3 words that contain the suffix/prefix. If they answer correctly they are awarded the points. If not, that card cannot be used any more.

word formation jeopardy

What are your ideas? Please write in the comments below.

word formation cards


Unfinished sentences

Unfinished Sentences

This is a nice communication activity from Keep Talking that can be done at any time of the academic year. There are several ways of doing it, but I tried the following procedure last week and it worked very well.

Level: B1/B2         Age: Teens/Adults         Time: 15 to 30 minutes


1 Print/ Photocopy the activity sheet and give one to each student.

2 Tell the students to read all 20 sentences, choose 10 and complete them with something true/interesting.

3 When everyone has finished, ask one student to read out his/her completed answer to one sentence.

4 Then, looking at the rest of the class, he/she says, “How about you?”

5 Other students who have completed the same sentence read out their answers and the class votes for the ‘best’ one.

6 Continue until all the finished sentences have been heard and voted on.

Stem Sentences

This is a similar but shorter activity, also from Keep Talking.

Enjoy the activities!

Unfinished sentences

by Judy Graham-Scott

Future tenses – fun writing for teenagers

Level: A2+, B1 / Age: teenagers / Time: 20 mins

This activity is meant to help consolidate or revise future tenses.


  1. Students get a piece of paper, draw a vertical line towards the left side of the sheet.
  2. Students are going to write 6 sentences using three different structures: going to, will, Present Continues. In each sentence they need to leave out the subject and instead draw a line on the left side of the vertical line they have drawn and continue the sentence on the right side. They also have to make sure all their sentences are 3rd person singular. Tell students to make their sentences funny or unusual but never offensive (e.g. ____________ is going to eat a snake tonight.).

3. Once they are finished writing they self-correct the sentences paying special attention to grammar (e.g. verb forms, appropriate time expressions, prepositions). The teacher monitors helping with language and making sure the content of their sentences is appropriate.

4. When they have all finished writing, students fold their paper along the vertical line and pass on their sheet to their right, making sure that the other students can’t see the sentences but the side with the gaps.

5. Once they have a different sheet students complete the gaps with the names of students in the group written in random order.

6 . They again pass the sheet to their right.

7. Students are put into groups of 3-4 and read out the funniest sentences from their sheets.

8. In a whole group feedback session each student shares what they have found out about themselves (e.g. I am going to eat snake tonight.)

It would be a good idea to stick the students’ sheets to the walls so they can reread them when they feel like it and have a laugh. Here are some of my students’ sentences.


In this fun and personalised way students practise learned grammar in writing. It’s a great alternative to gap fill exercises where sentences have no context and mean nothing to teenage students.

by Kasia Kępka

Turn taking games

This post originally comes from my blog where you can find more ideas on how to use the material presented below. Here is a fragment taken from the post.


Level: B1-B2 / Age: teens, adults / Time: 20 mins

This material works very well with groups preparing for PET or FCE exams where students are assessed on using turn taking language as well as for discussions on general courses.



  1. Revise or pre-teach phrases for agreeing, disagreeing, expressing and asking for opinion. I normally project a slide with a collection of expressions and check with the students the meaning of unfamiliar phrases. You may also first practise them with your students using Quizlet.
  2. Go through the exam task (PET speaking part 2, FCE speaking part 3) and make sure students know what to do. Alternatively, you could have a list of questions/topic for students to discuss (I would give them one topic at a time).
  3. Put students into pairs or threes. Give each team a set of cards with the turn taking expressions written on the them (see the pdf file below), which they then spread face up on their table.
  4. Set a 3min limit for the discussion. Tell students to discuss the topic using the expressions on the cards. Every time they use one of the expressions they take away the card and keep it. The object of the game is to collect as many cards as possible in one round. (Some useful rules are: you cannot use two or more expressions one after the other, but you can use up to 3 expressions in one turn.)
  5. In the next rounds students continue collecting cards without returning them to the table. They keep playing until they use up all the cards (in this way you will ensure they have practised using all the expressions).



For more games with the turn taking cards and downloadable material visit my blog

by Kasia Kępka