My Energy Levels

Individual work

- The teacher assigns one or more cards to the student.
- The student reads the card, thinks about their energy level in that situation (1 = very low, 10 = very high), and prepares 2–3 sentences about how they usually feel and what they usually do.
- The student then shares their answer and says their energy level.
- The teacher can model a sample answer before the activity.
For example: Late at night — "I usually have a lot of energy late at night, so I often watch series instead of going to bed."
Encourage students to:
- use the phrase starters
- describe their usual feelings and routines
- explain why their energy level is high or low

Pair / Group work (including breakout rooms)
-m The teacher assigns one or more cards to the pair or group.
- One student reads the card and describes the situation without saying their energy level.
- Their partner listens, asks follow-up questions if needed, and guesses the student's energy level from 1 to 10.
- The student reveals the correct number, and the partners briefly compare their answers before swapping roles with a new card.

Extra Ideas
- Students find three situations where they have a similar energy level.
- Students rank their cards from the highest to the lowest energy level and compare their rankings with a partner.
- Students find the situation where they have the highest and lowest energy and explain why.
- Students try to find a classmate with exactly the same energy level for three different situations.