Brazil in the World Cup Finals in 1994

The activity below was designed as a final project for a course I took in 2009 called “WEBTOOLS FOR EDUCATORS” and conducted by Carla Arena. The goal was to make an advanced group of students interested and prepared to talk about the topic, which was soccer. In order to make that happen, they were presented vocabulary related to soccer and a video with drawings I had made. The ultimate task was to write about a soccer game they had watched, using the vocabulary learned.

My Super Duper School

The images below are supposed to be used to practice describing one’s school. Students can practice CAN for permission, CAN’T for prohibition, HAVE TO for obligation and DON’T HAVE TO for not necessary. They can also practice saying which their favorite subject is and when they have it and which their least favorite subject is.To wrap things up, students may be asked to write a short paragraph about their school.

Super Duper studies in the morning. He goes to school in Brasília, Brazil. Click on the picture below and see what it is like.

Super Duper Backpack


Family Members – Option 2

After practicing the family members and how to introduce them, students are given sheets of paper and instructed to fold them and draw the members of their family. Some students have very big families, so instruct them to draw just the ones that live with them. Afterwards, they write about them using the structure learned.

Step 1: FOLD

The number of folded parts will depend on the number of people in the student’s family. (Sometimes, it is very difficult for them to fold the sheet, so you can do it for them. Ask them how many people they have in their family and fold it accordingly.)

Step 2: DRAW

It is only necessary to draw one on the first rectangle. (Point out that the ends of the arms and legs have to touch the edges of the sheet. )

Step 3: CUT OUT
Students cut it out. (This step may be even more difficult than folding, so you might need to cut a few in order for them not to wreck it.)

Students draw and color the details of each member in their family

In the end, give each student a colored sheet of paper. Students paste their family and write about them. Collect and display them on the walls. You can also digitize their work, so their parents can see it. Here is an example.


With very simple lines you can draw adjectives that describe people. The images below can be used to practice pronunciation. (For instance, they pronounce the word sad in a sad way, the word happy in a happy way, etc…) It’s fun, they love it! Students could also write a story using the  pictures at any order. The simple past would be appropriate in this case.

Daily Routine

To introduce the lesson, which is about daily routine, I arranged students in pairs and showed them the images below. They discussed for awhile and after that I elicited the activities that the images represented.

OPTION 2: Instead of showing students the images, divide them in two teams and name one member of each team to draw the activities on the board. Have the names of the activities on small slips of paper and put them in a can. Then, the student in team A draws three slips from the can. He draws the activities and the team has to guess. The same thing with team B. The student draws the remaining slips from the can. He draws the activities and the team guesses what they are. Time the two teams during the task. The winner is the team that guessed the activities in a shorter period of time. In the end, elicit what the activities have in common. (They are daily activities).In the end, elicit what students do every day.

Wacky Race – Option 2

This activity is suitable for children after they practice describing wild animals (abilities and physical characteristics). Students are given a sheet of paper in blank. Each student draws, colors and cuts out a different animal of their preference. After all students finish cutting out their animals , take them to a large place (in case the classroom is not big enough) and use duct tape to make a start and a finish line on the floor. Students sit behind the start line and wait for the teacher’s command (‘This animal has beautiful feathers’, ‘This animal can run fast’, ‘This animal has a long trunk’, etc…). The students whose animals’ characteristics match the commands blow their animal on the floor so it moves forward (Yes, they can´t use their hands). Tell students that they can only blow the animal once for each command, otherwise they are disqualified. The winner is the student whose animal reaches the finish line first.

Wacky Race

Material needed: A die, sheets in blank, duct tape and colored pencils/markers.

I do this activity with all levels. I give each team a sheet in blank so they can draw, color and cut out a car. I draw a race track on the board and tape the cars to it. I also draw a couple of bombs on the way. Then, I ask students questions about the lesson learned or show them sentences to be completed or questions about vocabulary. In other words, any task related to the content. Students take turns performing the task proposed. If the team is right, they roll a die and move their car. If they stop at the bomb, they go back to the starting point. The winner is the car that reaches the finish line first. Once the game is over, I collect the cars but I do not throw them away. I tape them to the wall, so I can use them again in the future.

Once the game is over, I collect the cars but I do not throw them away. I tape them to the wall, so I can use them again in a future activity.