Very young learners or beginners can simply be taught to ask easy questions like, “What’s your name?” and “How old are you?”, then introduce their new friend to the class: “This is Sandra. Once they’re done interviewing each other, each student has to introduce his or her partner and tell the class what they've learned about that person. More advanced students, may be simply given areas to investigate, like:Įncourage them to take notes, and try to remember as much as they can about their partner. For example, beginner-intermediate students should have a list of questions, like: Have some prompts written down on the board or on a handout, and they should be suitable to their level. Split them up into pairs and have them take turns asking each other questions.
This activity is a good way to start a class of adult learners who are not complete beginners. To get the year off to a great start, try either of these icebreakers, and you'll see your students will be more relaxed and less anxious about learning English. No matter how old or how young your students are, there is always a little anxiety when speaking a language that is not their own. Never underestimate the importance of activities to break the ice on the first day of class (you have already checked our new ‘ Warmers and Ice-Breakers’ category, haven’t you?). It also helps you as the teacher to learn and remember their names. This helps put them at ease and to get to know their classmates. It asks students basically how much they enjoy certain activities like singing, coloring, playing games, etc., and it will give you an idea as to what type of learner each may be.Īnother idea and something easy to do is to have students design a name tag for themselves. This will help them to get to know their new classmates, and the last part of the worksheet is particularly useful for teachers. Ask them to share the information they’ve written down with the class. This activity is similar to the one above but for students who are already able to read and write in English.
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