3º ciclo, BOARD GAMES, Superlative board game

Superlative board game

Today was a funny day! Students in Level 6 were practising the superlative form of adjectives and How+adjective questions with a workgroup board game.


The players need one board and one set of cards for each group of three or four students; a fact file; counters and a dice for each group.


  1. Divide students into groups of three or four.
  2. Give each group a board, two fact files, a set of cards,
    counters and a dice.
  3. They should place the cards face down in a
    pile and place their counters on the pirate ship (START).
  4. Students should take it in turns to throw the
    dice and move round the board. When they
    land on a colour square, they should take a card
    from the pile according to the colour on the square and answer a question. The others should check the answer.
  5. If the answer is not correct, the player misses a turn.
  6. The player who reaches the treasure first is the winner.
  7. Once everyone has finished, put each group together with another group and get them to report back on the answers to the questions.

There are some special squares: if the players land on the island, they will miss a turn. The treasure map wil let the players go foward two spaces. On the other hand, if they land on the ship wreck, they will have to go back two spaces. The worst square is the one with a skull… It is the unluckiest square. They should start again!

Click here to download the resources

Superlative board game

Superlative board game cards

Superlative board game fact file

2º ciclo, 3º ciclo, WORLD MISSION


Are you ready for a new mission?

Little Toad has a terrible flu and the evil Wario wants to keep all the medicines.

Mario must cross the mushroom kingdom in search of the antidote for the disease before it spreads and makes everyone sick.

Every time you beat a level, Mario will get the medicines to heal Little Toad.

3º ciclo, level 5, level 5, level 5

Mission 2: A survey about frecuency

They got it! Mission 2 is over.

In this new mission, students in Level 5 found out about the frecuency students in Level 6 do something at the weekend and wrote a short report.

Nesta ocasión, os alumnos de 5º averiguaron a frecuencia coa que os alumnso de 6º fan unha actividade durante o fin de semans e escribiron un pequeno informe. Para iso, tiñan que superar estes niveis:

To do so, they had to beat different levels working in pairs:

Level 1: Select a survey topic and write a questionare.

In this level, I previously explain what a survey is and why people do them. Furthermore, we learnt how to plan a survey.

Neste nivel, previamente expliqueilles que era unha enquisa e porqué se facían, Asemade, aprendemos cales eran os pasos fundamentales a seguir cando planificamos unha enquisa.

The main aim in this level was each pair to use their initiative to choose a survey topic and write the appropiate question.

Primeiro, tiveron que empregar a súa iniciativa para escoller o tema da súa enquisa e escribir a pregunta apropiada.

Level 2: Interview students in Level 6

Students used a tally chart as a method to collect information they needed. Then, counting the tally marks , they had to represent the information using a pie chart or a bar graph as instruments to help us understand the information.

The aim of this level was to develop children mathematical skills when they doing a tally chart and converting the data into a pie chart.

Para realizar este nivel, as parellas empregaron unha táboa de conteo como método para recoller a información e, para representar a información podían empregar ou unha gráfica de barras ou unha gráfica circular. O obxectivo neste nivel era desenvolver as súas habilidades en matemáticas.

Level 3: Write a draft.

Level 4: Prepare the report.

Level 5: Make an oral presentation.


3º ciclo, level 6, Level 6

What’s in my kitchen?

What a delicious mission!This time, students in level 6 had to write about their kitchen and the food they have in their fridges and cupboard.

The mission had different levels:

Level 1: Make notes

Level 2: Draw or find pictures according to the notes.

Level 3: Write a draft

Level 4: Prepare the writing

Level 5: Make an oral presentation

Click here to download the RESOURCE

3º ciclo, likes and dislikes, ORAL GAMES: liske and dislikes

Oral games in EFL Level 5

Games are an essential part of teaching English as a foreing language. They can be used to warm up the class before our lesson begins, during the lesson to give students a break or to reinforce one subject, or even at the end of class when we have a few minutes left. The list of EFL games is endless and they can be used to test vocabulary, practice conversing, learn tense,…

Here you have some games we use for revising vocabulary related to books and films genres. They are also perfect for practicing grammar(likes and dislikes), tenses and speaking and listening.


This is a previuos activity used to engage and motivate before starting each lesson as an element of our gamification. Students have to answer or ask their teacher a question in order to get “checkpoints” on their passport.

It is a great way of testing what your students learnt about the subject worked on previous lessons. It allows them to learn from their classmates as well as they have to stay focusing on the activity in order to achieve the best results.

When use it? Before the lesson

Why use it? Grammar, vocabulary, oral skills, students’ attention, learn to learn


This is a pair work activity which students have to complete the missing information by asking a series of yes/no questions and giving information about people’s interest.

Oral game from Go far 5! Macmillan

In this pair work activity students will complete the missing information by asking about people’s interest.

When use it? during the lesson/end of the lesson

Why use it? Grammar, vocabulary, oral skills, listening comprehension, speaking


This is a really fun way to end a lesson. In this speaking work game, students play a board game where they will practice and review what they have learnt in this unit. Divide the class into pairs and give each group a copy of the game board( better A3), a dice and counters. They then take it in turns to roll the dice and move their counter along the board. When one student lands on a square, he/she has to ask his/her classmate a question. If the student can’t answer the question, he/she misses a turn.

When use it? end of the lesson/unit

Why use it? Grammar, vocabulary, oral skills




3º ciclo, Level 6, WORLD MISSION

World Mission 1 in Grade 6

World Mission 1 in Grade 6 is over. Although it was a long hard task, the final leaflets were awesome.

This time our work plan promoted single and group working. The goal of this mission was not just carrying out the task, but they had to learn how to work in small groups giving their best.

Working in a collaborative way has a variety of benefits, including increasing students’ self-esteem and responsability. And I must say that it got to know each other a little bit better and we could learn more about our skills and strengths.

A nosa primeira misión en 6° está rematada. A pesares de que nos levou o seu, os folletos finais quedaron xenial.

Desta volta o noso plan de traballo incluía tanto o traballo individual como en pequeño grupo. O obxectivo da misión non era soamente realizala, senón que os rapaces foran quen de traballar xuntos dando o mellor de si.

O traballo colaborativo ten moitos beneficios no alumnado, incluindo o aumento da súa autoestima e da responsabilidade. Teño que recoñecer que nos permitíu coñecernos un pouco millor e aprender sobre as nosas habilidades e fortalezas.



    1º ciclo, 2º ciclo, 3º ciclo, Halloween.

    Halloween Escape “School”

    During this week, students participated in a special Halloween/Samaín Escape "School" . It has been the first time we organize this type of activity and I have to admit that I had never seen students so excited and engaged in an activity.

    Ao longo da semana, os rapeces e rapazas participaron nun Escape “School” moi especial. Esta é a primeira vez que organizamos no centro este tipo de actividade e teño que admitir que nunca antes os vira tan involucrados e entusiasmados nunha actividade.

    One of the most important reasons to organize an Escape room is that while children work together, they must use their skills and knowledge to help the group.They have to learn to play as a team!!!!

    Unha das razóns máis importante para realizar un Escape room é que os rapaces e rapazas deben empregar as súas habilidades e coñecementos para axudar ao grupo. Deben aprender a actuar como un equipo!!!

    Three witch sisters, the Sandersons have returned in Halloween to create havoc at school and children have to solve different puzzles in different rooms: the English room, the ICT room, the Music room, the gym and the library.

    If they are able to solve each puzzle, they will get code to open the spellbook and send the witches back to the spellbook.

    But, they only have 30 minutes to complete the challenge!!!

    As tres irmáns Sanderson retornaron en Halloween para crear estragos no cole e os nenos e nenas teñen que resolver distintas probas en certos lugares do cole(a clase de inglés, a biblioteca, a clase de música, a de informática e o ximnasio) para acadar un código que permita abrir o libro de conxuros das bruxas e devolelas a onde nunca deberon de sair.

    Pero so teñen 30 minutos para completar as probas!!!!