Venn diagrams

GESE Grade 4 (CEFR A2)

Teacher Training Workshop

Venn diagrams Venn Diagrams

Students design a Venn diagram to include things they have in common and things they
don’t by encouraging students to find out about each other through dialogue.
Grade: GESE Grade 4 (CEFR A2) LEVEL
CEFR level A2 – GESE Grade 4
Time: 20 minutes TIMING
20 minutes

Exam task focus: EXAM TASK FOCUS

§ To practise the vocabulary for Grade 4

» To practise the vocabulary for Grade 4 § To practise making comparisons

RESOURCES
» To practise making comparisons § Handout with a blank copy of the Venn
Diagram
§ GESE Exam Information Booklet

Resources: PROCEDURE
1. Give out a blank Venn diagram to each

» Handout with a blank copy of the Venn Diagram pair.

2. Ask students to talk together about one of
the conversation areas e.g. school, free
» GESE Exam Information Booklet time, holidays, etc.
3. Now, students write in the appropriate
space on the Venn diagram what they
have in common and what they don’t have in common.
To do this, students need to ask each other questions. At lower levels it’s a good idea
Procedure to model the activity yourself by interviewing the whole class and filling in a large
Venn diagram on the board.
Questions could include: Do you like singing? Did you go to the park at the weekend?
Are you going to go on holiday this year? Etc...
1. Give out a blank Venn diagram to each pair. At higher levels, students can be encouraged to be more creative in the range of
questions they ask.
4. Invite each pair to join another pair. Each pair now introduces themselves to the new
2. Ask students to talk together about one of the conversation areas eg school, free time, holidays, etc.
pair using the information on their Venn diagrams as a starting point. For example:
I’m Anna and this is Manuela. We both learnt to play a musical instrument when we
were at school. I play the piano and Manuela plays the violin. Manuela was better at
3. Now, students write in the appropriate space on the Venn diagram what they have in common and what they don’t have
school than me – she really enjoyed it but I hated school. It was too boring for me.

in common. To do this, students need to EXTENSION

ask each
Display the Venn other questions.
diagrams around the room in At lower
the next class. levels it’s
Ask students a good
to read them idea to model the activity
and to try to work out which pair of students wrote each one.
yourself by interviewing the whole class VARIATION
and filling in a large Venn diagram on the board.
Instead of working in pairs, put students into groups of three to complete a triple Venn
diagram (three interlocking circles).

Taken from Dialogue Activities, Nick Bilbrough, Oxford University Press

Questions could include:
Adapted from ‘Venn Diagrams – CEFR A1 A2’
Do you like singing? Did you go to thehttps://bcelt.trinitycollege.it/mod/data/view.php?d=5&advanced=0&paging&page=0
park at the weekend? Are you going to go on holiday this year? Etc.
At higher levels, students can be encouraged to be more creative in the range of questions they ask.

4. Invite each pair to join another pair. Each pair now introduces themselves to the new pair using the information on their
Venn diagrams as a starting point. For example:
I’m Anna and this is Manuela. We both learnt to play a musical instrument when we were at school. I play the piano and
Manuela plays the violin. Manuela was better at school than me — she really enjoyed it but I hated school. It was too
boring for me.

Extension
Display the Venn diagrams around the room in the next class. Ask students to read them and to try to work out which pair
of students wrote each one.

Variation
Instead of working in pairs, put students into groups of three to complete a triple Venn diagram (three interlocking circles).

Taken from: Dialogue Activities, Nick Bilbrough, Oxford University Press

 Teacher Training Workshop

Venn Diagrams
Venn diagrams