Category Archives: Vocabulary

Travel, Trip and  Journey: How to use them

I am going to be honest here and tell you that although I love Asturias and have always lived here, I miss the light.  Whenever it gets cold and blustering outside, whenever I look through my window at 6 pm and see darkness outside, the number one thing that I always crave is travelling to a place where it’s summer and the days are long and sunny and bright. I dream. I daydream.

So, almost winter in Spain. Time to talk about holidays.

Have a look at these two sentences. Are they correct or incorrect?

  1. Have a safe travel!
  2. The trip by train took two hours.

Let’s find out!

Travel, Trip and  Journey: How to use them

TRAVEL
  • As a verb: “travel” is normally used as a verb. It is used to refer to the general activity of moving from place to place

I travel to work by car

  • As a noun: “travel” as a noun is normally uncountable

The pass allows unlimited travel on all public transport in the city.

As it’s uncountable, things such as “ I had a nice travel” are wrong

Note: although uncountable, sometimes “travel” can be used in the plural

This exhibition reflects scenes and inspiration from his travels at home and abroad.

The novel is based on her travels in Asia

More common collocations associated with the noun “travel” are

  • Travel expenses
  • Travel agency
  • The travel industry
  • Travel sickness
  • A travel bag
  • Air travel
JOURNEY
  • “Journey” is also usually used as a noun. It means the time when you travel from one place to another. The emphasis is on the travelling itself, it does not refer to the time you stay there.

It was a long and difficult journey  through the mountains 
      I read during the train journey to work. 
      Did you have a good journey? 

 

TRIP
  • “Trip” is used as a noun and it’s countable. A “trip” is when you go on a short journey, or a journey you do not usually make, and come back again. We use this when the emphasis is on where you are going or why you are going there. The time you stay there is important.

         It was my first trip to the States
I am going on a business trip
Was it a good trip? 

Let’s go back to our two sentences at the beginning of this post. Are they correct or incorrect?

  1. Have a safe travel!
  2. The trip by train took two hours.

They are incorrect.

  1. “travel” is uncountable, you cannot use the indefinite article “a” with it. The correct sentence would be. “Have a safe journey”
  2. It’s incorrect because the focus is only on the travelling itself, we are not interested in where you are going or what you are going to do there, only on the duration. The correct sentence would be: ” The journey by train took two hours”.

Ready for some exercises now?

Drag and drop the sentences in the right column

“All work and no play makes Jack a dull boy”- Playing with Baamboozle

Ohhh! The power of a game! I don’t know anybody who does not welcome a bit of fun while learning/teaching. Playing a game transforms everyone’s mood. It is magical to see what having a little break from routine tasks, can do for students who have been working hard.

I teach two-hour lessons and trust me when I tell you that even people who do not typically like games go out of their way to beat the other teams.

If, to the thrill of playing competitively among teams, you add movement, give them the opportunity to stretch by asking them to stand up and also offer them the chance to change partners frequently, smiles and good vibes are guaranteed.

For this game, I have used the free website baamboozle.com/, which is super easy to use and allows me or my students to create and play games.

  • If you do not want to register, you can still click on Featured games and choose from the large bank of games saved on the website.
  • If you register, you can create your own games.

You can use Baamboozle in 2 ways:

  • On your own, choosing the study mode option
  • In class, in teams, choosing a number, doing the task and getting the points

The game shown below has several goals in mind.

  • Provide students with the opportunity to revise some common collocations associated with Health and Illnesses
  • Provide students with some conversation questions about health and illness
  • Have a break from the textbook and have a bit of fun.

Procedure:

  • Divide students into two or more teams. You can have up to 4 teams.
  • Ask each team to choose a competitive name for their team. The team will also need to name a spokesperson.
  • On the board, display the game.
  • Team A starts by choosing a box. Once I click on the box the points assigned to this answer are displayed.
  • Team A will have 15 seconds to decide on the correct answer. They can have a brief discussion but when the time is up, the spokesperson will need to give an answer.
  • Click on Check and if it is correct, click the Okay! button and the points will be added to their team. If it is incorrect, click the Oops! button and no points will be added.
  • Ask students in pairs to answer the question and repeat procedure for team B.

Ready to play?

Follow-up:

  • Revising: give students the link to the game and ask them at home to revise using the Study Mode.
  • Writing: ask students to choose one of the questions and write about it for about 15 minutes paying attention to their grammar, punctuation and spelling mistakes. During the class, the next day, choose a box, tell students to quickly provide the collocation and ask a student who has written about it to summarise his ideas for the rest of the class.

The Supporting Act- A Beautiful Lesson to Work with -Ed/-Ing Adjectives

I’m currently in the middle of —what I like to call—beginning-of-the-course chaos. I am busy doing nothing, wasting time on probably unnecessary things and when the day ends, I find I have done nothing from the to-do list I carefully planned in the morning. Total chaos.

Today, I have a guest post from a colleague from EOI Oviedo, Ángeles Jimenez,  who from time to time, saves my a** by agreeing to send me some of her creative activities. This is one of them. I hope you like it as much as I did.

This lesson plan is based on a two-minute short film launched by the B.B.C on Christmas 2017. It’s suitable for intermediate and higher levels.

The lesson starts with a lead-in speaking activity to help students differentiate -ed from -ing adjectives. It’s then followed by a brainstorming activity where students get a lot of talking time.

-ed / -ing adjectives can be a challenging task to teach as students mix them up easily. Sometimes such confusion can lead to amusing mistakes such as “I’m boring” or “I’m tiring” when they truly mean “I’m bored” and “I’m tired”.

STEP 1

To clear up the confusion, I start with a warm-up activity. I write, on the whiteboard, 3 or 4  -ing adjectives and tell students they will need to come up with a wide range of things, activities and/or people that can fit in each category. “Boring”, “Exciting”, “Frightening” and “Disgusting” are some of the -ing adjectives that work well.

For example, if I write the adjective ” Boring” students might say: studying for exams, politics, queuing at the supermarket…etc. 

This is an engaging warm-up as students can personalise the grammar point you’re trying to teach.

I  begin with myself writing the word “moths” in the “frightening” column. They may not be familiar with the noun but students love it when the teacher includes anecdotes and personal examples. They get involved in the activity in no time!

Once the whiteboard is full of the students’ own ideas, I then follow with a “How do you feel” question to elicit the -ed adjective.

Example: “How do I feel about moths? I feel frightened”

and I write the word “frightened” on the board with capital letters underlying the -ed part to emphasize that’s how I feel. To make sure they’ve understood the difference, I go through the adjectives on the board asking the same question: “How do you feel about studying for exams?” To round up, a simple graphic is very helpful:

                  Something ING  ⇒  makes you feel ED

Step 2

I project the frame above from the silent advert because it’s open to interpretation, it offers a lot of speaking practice and I find it’s a great way to revise the use of narrative tenses, especially for intermediate levels. I ask my students to come up with a short story that can explain what is happening/happened, what the girl is/was doing, how she is feeling and what they think is going to happen at the end.

At a more advanced level, they can even make deductions. Elicit some examples such as “It’s late. She must be worried because her parents haven’t arrived home yet”

Also, make sure they use as many adjectives related to feelings as they can.

STEP 3: 

  1. Play the video.
  2. Speaking: Ask students to compare it with the stories they created. Ask some follow-up questions: Did they like it? Did they find it touching? Can they relate?
  3. Vocabulary and speaking.  Pdf here. Give the students the handout that accompanies the video activity. It includes an exercise to learn new vocabulary, another exercise to revise -ed / -ing adjectives and last, but not least, a more ludic and relaxing one to test how good their memory is. You can see the first two exercises below:

Vocabulary exercise. Summarising the story. Choose the most appropriate word from the drop-down menu

Oral exercise. Using adjectives -ed adjectives to talk about feelings. Ask the following questions and encourage students to use -ed adjectives

  1. Watch the T.V add and talk about how the girl felt…
  • when she came out of school. Ex: excited
  • when she gave her dad the talent show leaflet.
  • when her dad answered the call.
  • when she rehearsed at home, in the street…
  1. How did her dad feel when he saw her jumping on the escalators?
  2. Why did she slam the door?
  3. How did she feel when she …
  • drew the curtains?
  • couldn’t remember the dance?
  • when her dad came out of the audience to help?
  • the dance finished?

Silent movies have a great potential for language teaching. They’re a fantastic tool to get students to produce language at any level since it’s the task the teacher sets the one that provides the level. They usually find it easier to memorise vocabulary and grammar when it’s associated with a captivating image or story and when it comes to holding their attention, a short clip does the trick.

Thank you Ángeles, a beautiful activity.

Using an Interactive Image to Play a Game to Revise and Consolidate Feeling Adjectives

Autumn is probably my favourite season. Autumn is the season of birthdays in my family. Also, it’s not too hot or too cold. This year, this is especially important for me as I have been assigned a small class facing south and I know, come May,  I’ll be sweating up a storm. So, for the time being, let’s enjoy beautiful autumn.

This year I am teaching 2-hour lessons so, more than ever, I feel the necessity to design activities that might change the pace of the lessons and keep my students from dozing off in my classes. The activity below is aimed at that. Still, I need to be completely honest here. I have not started teaching proper lessons so this activity has not been tested yet.  I’ll let you know how it goes and if I hear any snores or see people yawning, then I would know it has been a complete failure.

 

Aim:

  • to revise and consolidate adjectives related to feelings
  • to use these adjectives in a speaking activity.

Tool: Genial.ly. For this activity, we will use the grid below with gifs representing different feelings. This is an interactive image created with an awesome tool called Genial.ly, which I am proud to say is a Spanish start-up used all around the world. Genial.ly lets you create engaging interactive visual content and for this activity, I have used the “Hide” effect so if you mouse over the gif, you’ll be able to see the adjective. Also, the questions for discussion will be displayed when you click on the numbers.

(click on the arrows to enlarge the image)

 

Procedure

For each of the squares in the grid, do part 1 and then part 2.

FIRST PART: WORKING ON VOCABULARY

  • Ask students to work in pairs. Student A will be playing “against” Student B.
  • Ask student As to choose a number from the Feelings Grid below. You can ask all the As to agree on a number, but in some classes, it might prove a difficult task to reach quick consensus, so you might want to just choose a random student A to decide on a number.
  • Once they have chosen a number, both student A and B will write the adjective they think is hidden behind the gif representing the feeling. Allow 30 seconds for this step. Let student A and B compare their answers and then mouse over the gif to display the hidden adjective.
  • If they have guessed the adjective, they score 2 points. If the adjective they have written is a synonym, they score 1 point. Ask students to keep score of the points they get.
  • On the board, you might want to write the target adjective and the synonyms they come up with. Drill pronunciation of the adjective and all its synonyms.

For example, if they choose Gif  9 and the adjective is worried you might want to accept “anxious, troubled or concerned” as synonyms. You can use a synonym dictionary, like this one https://www.thesaurus.com/. There is no shame in this. 😉

SECOND PART: WORKING ON SPEAKING

  • Click on the number, in this case, number 9 and a question will be displayed. Ask students in pairs to discuss the question. Set about 4 minutes per question. Walk around. Monitor and help. Avoid overcorrecting.

Now, B’s choose a new number from the Feelings Grid.

Note: if you haven’t taught any of the adjectives, you can still use the activity.  Change the rules of the game and instead of scoring two points if they guessed the adjective, you might want to give them the points if they come up with a synonym even though it’s not exactly the one hidden behind the gif.

To be on the safe side, and to avoid wasting time checking the dictionary, you might want to write a list of synonyms before you play the game.

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Countable and Uncountable Nouns: a Game and a Quiz with Partitives

Most of the times, it is easy to tell when a noun is countable (ie. can be counted) and when it is uncountable.  Think about the words “dog” and “sugar”. Easy, isn’t it?

We can say one dog, two dogs or a dog, ie, you can count “dogs

But can you count “sugar”? Of course, you can’t. You can’t say one sugar, two sugars or sugars, not even a sugar.

If only it were that easy! 🙂 Take for example vegetables and fruit. Vegetables are countable, but fruit is normally uncountable, though in some cases, to complicate things, it can be made plural when referring to different kinds of fruit.

The vast majority of commonly consumed fruits qualify as non-starchy.
Would you like some fruit for dessert?

There you have it, this is English!

If you want to know more about countable and uncountable nouns, here,  it is clearly explained.

On this post, I want to share with you two activities I did with my Upper-intermediate students in case you want to use them in your classes.

 Game: Sit down. Stand Up

The first one is a very simple activity, perfect to use after a tedious lesson when you see attention is beginning to fade. Actually, it is not a game as there is no competition and nobody is eliminated but, to be honest, I don’t know how to call it. An energizer, perhaps? What is clear is that it will keep your students engaged and motivated.

I have used this activity with upper-intermediate students so the concept of countable or uncountable (mass) is not new to them.

Before the class: prepare a list of names that are clearly either countable or uncountable.

How to play:

  1. Tell students you are going to call out nouns that can be classified as either countable or uncountable.
  2. Tell them they will need to sit down if the noun is uncountable and stand up if it countable.

This is the list of nouns I have used:

Uncountable nouns: weather, advice, accommodation, luggage, staff, furniture, scenery, rubbish, behaviour, health, cotton, politics, work, homework, news, clothes, money

Countable:  vegetables, worksheet, newspaper, item, journey, grape, difference

As you can see there are far more uncountable than countable nouns because my students already have a clear idea of what countable and uncountable means. If you are introducing this concept for the first time, I would suggest you use more or less the same number of countable and uncountable nouns.

The Quiz

So, how can we make an uncountable noun countable? That’s easy! Very often, we can use “a piece of…” before the uncountable nouns.

We can say:

A piece of fruit/cake/cheese/baggage/furniture/news/rubbish/research… etc

But English wouldn’t be considered one of the richest languages if you could just use “ a piece of” with every uncountable noun, would it? So here’s a quiz where you will learn some other partitive structures used with uncountable nouns.

How I suggest you work with the quiz:

You can certainly do the quiz once if you have a prodigious memory and are able to remember every combination, but if you are like the rest of the mortals, taking the quiz once is not enough.

I would suggest taking the quiz two or three times, then writing down all the combinations you can remember and then taking the quiz again to check and consolidate.

Reporting verbs: A Translation Exercise Using Grass Skirts

Do you like translation exercises?

If you think they are boring, perhaps I might succeed in changing your mind once you read about this activity.

Writing is always on my mind (like Joe Manganiello 😀  ).  It ‘s true that I should probably dedicate more time to writing tasks in class, but writing takes a lot of time and time is a luxury I cannot always afford. For this reason, I try to do small writing activities that take less time but have proven very effective.

 

 

 

 

 

 

 

 

 

 

 

 

If you have been reading my blog for some time you have probably guessed a thing or two about me:  I am a huge fan of competitions and anything that brings fun and a relaxed atmosphere – and probably a little bit of noise- into the classroom.

I think the exercise I’m about to describe combines perfectly well the two above. I have used it to revise reported speech (indirect speech) and more specifically reporting verbs, but it can be easily adapted to any other point of grammar you need to revise.

In case you are wondering, below is a picture of the grass skirt I have used for this activity. You can also call them tearable sentences, but I like grass skirts better.  You can make your own template o download the one Tekhnologic very kindly offers on his website. I have used his.

 


The activity


Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.

Now, you are ready to start.

Procedure:

Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.

Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.

Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.

Rules.

  • The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
  • The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
  • Groups can only tear off sentences from their assigned posters.
  • The first group to have a tick in all 8 sentences is the winner.

Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them.  Focus on any common problems you might have noticed.

Give runners a round of well-deserved applause and maybe something to drink  😆 

A Low-Prep, Low-Tech Discussion Game to Activate New Vocabulary with a Simple Scrap of Paper

Naturally, I am a huge supporter of any activity that involves students getting out of their seats and interacting with other students. Also, if you have been reading me for a while, you will surely know that I am always worried about making vocabulary stick.
So, this super simple activity combines these two things+ zero preparation. How does that sound? Yes, I know. Besides, it’s compatible with any topic you are working with. Believe me, this activity is a hit.
There is a 99% chance that you will end up participating in the activity, but please, do not get all proper and spoil the fun by telling students to keep their voices down. Let them enjoy.

Aim: to make vocabulary stick by revising, reinforcing and using it.
Topic: Any. I was working with the theme of environment, but any topic would do
Level: Any.

How to go about it

Revising.

1. Revision with slips of paper. Start by revising the vocabulary you have introduced in previous lessons. I usually write the vocabulary I need to revise on slips of paper, place myself in the middle of the classroom (desks are arranged in a U shape) and very quickly give a short definition, synonym or antonym. The student who guesses correctly gets the slip of card. The winner, as you might have guessed, is the student who has more cards at the end of this activity. I do this activity very often. I think I like it because I can see that my students love it and it is a good exercise not only to revise meanings but also to work on pronunciation.

Writing.

2. Writing 5 newly- acquired words. Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “make the most of” for example, encourage them to write the whole expression and not just “make the most “.

Speaking

3. On the board, write a question for the students to discuss in pairs.

4. Tell the students to stand up with the scrap of paper containing their words and choose a partner to talk to. They can sit down if they want to or they can remain standing.

5. Ask them to swap the pieces of papers and read the 5 words on it making sure they know what they mean. If they don’t, they should ask their partner to explain or clarify meanings

6. Point to the question on the board and ask them to discuss it trying to introduce as many words as possible from their list of words. Allow 4 or 5 minutes to discuss this question.

7. Important step: Ask students to swap lists again before asking them to stand up and find a new partner.

8. Write a new question for discussion on the board. Ask students to sit down with their new partner, swap the scraps of paper and repeat procedure.

My students said they loved the game! Let me know what your students think if you decide to give it a go.

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Making Vocabulary Stick: a Fun Game to Make New Terms Stick

It is said that you need to use a new word at least ten times to be able to remember it. I don’t know what to say about it.

I should probably not be saying this, I know I shouldn’t, but I can’t let it pass.  For some students, using the word once or twice is enough and for some others, you can work on it and repeat it until the cows come home and still, no luck. If you are a teacher, I know you understand what I mean. Fortunately, this is not true for most of my students  🙂 🙂

 

This is a simple activity you can do to encourage the use of newly-acquired vocabulary and to help students remember it.

I’m afraid if you don’t have a computer and OHP in your classroom, this activity would probably be useless to you. So, I won’t blame you if you stop reading right now.

  • Topic: Travelling and holidays. (You can easily use any other topic).
  • Level: Upper -intermediate (I would say this activity will work well with B1 students and upwards)
  • Time: about 30 minutes

Pre-game

  1. Activating previous vocabulary. I introduced the topic by asking students to discuss in pairs some uncomplicated questions, such as:

      What kind of holidays do you prefer?  Do you prefer package holidays or making your own?

       2.Introducing new vocabulary.  Nothing fancy here. I introduced and worked on new vocabulary using a variety of activities, but most from their textbook.

Boring part over.

Game.

  1. Brainstorming. I asked students to close their books and, in pairs, brainstorm words and expressions related to the topic. I completely forbade “easy” words such as plane, ticket or suitcase. Reserve some “Awesomes and well-dones” for the advanced vocabulary they are likely to provide.
  2. Using a word cloud. In my computer, I opened the free word cloud generator https://wordart.com/ . I like this tool for two reasons:
  • it allows you to maintain words together very easily.
  • It very nicely highlights the words you want to work with.

I asked a student to help me with the typing of the words. So while I was writing on the board the words students volunteered, he was typing these same words in the wordart app.

  1. Magic. When all the words were written and after drilling pronunciation and meaning, I cleaned the board, turned on the overhead projector and magically displayed the word cloud containing all words they had provided.

(click on the image)

Steps 1, 2 and 3 took about 5 minutes.

  1. Teams. I divided the class into two teams and asked a representative of each team to come to the front of the class facing away from the board where the word cloud was displayed. Let’s call them Captain A and Captain B. Place a table (or two) in front of the students and on the table(s) place two reception bells. I got mine from the Chinese Bazaar shops. If you can’t find the bells, any other sound would do! But, there has to be a sound, mainly, because it’s fun!

Procedure:

Team A starts. I point to a word (very nicely highlighted in this app) and team A has to describe the word to their captain using synonyms or paraphrasing. The only problem is that both Captains can press the bell if they know the word. Teams have 1m 30´ to describe as many words as possible.

Award one point for each correct guess.

Some more rules:

  • If the two captains press the bell and answer at the same time, the point is awarded to the captain whose team is playing.
  • If the two captains answer at the same time, but one of them has not pressed the bell, the point is awarded to the other team.
  • If a captain gives the wrong answer, he cannot answer again until the other captain has had a chance at guessing. In this case, the other team can try to explain the word to their captain.

Have fun while teaching and your students will learn better!!!

 

Ready-Made Lesson: Personal Identity

I must have been in my teens, but I vividly remember my mother telling my father that someone called James Dean had called. The funny part was not only that the famous now-long- deceased actor had phoned my dad, but the way everybody pronounced his name, /jamez dean/, as if it was the most natural thing in the world, while me and my naughty siblings couldn’t help cracking up, repeating /james dean, james dean/while in stitches. (The Spanish pronunciation of the “j” is similar to the Scottish word “loch” or the German word “Bach”)

In case you are wondering, my parents (now almost 80)  had never ever heard a word in English so everybody said /james dean/ just like that and never gave it a second thought. We, me and my three siblings, just liked fooling around. I know better now!! 🙂

About the lesson:

In this lesson, aimed at B2 students and above, students discuss their names and their personalities through some engaging activities.

In part 2, you have the possibility of asking students to use their own devices and complete the task in class or alternatively set the task for homework.

 


Part 1. Talking about your name

A video-based listening activity

Tell students they are going to watch a short extract from the Graham Norton show, where the actresses Meryl Streep and Nicole Kidman discuss their birth names. Play from 0:00 until 2:50.

Introduce: 

  • To be named ( after someone)
  • To name someone
  • A pet name
  • A middle name
  • A nickname

Procedure:

Play the video once and ask students some comprehension questions. Play the video a second time if necessary.

  1. Meryl Streep was named Mary at birth. How did she end up being called Meryl?
  2. Is she happy about her surname? How does she wish it to be different?
  3. Why is Nicole Kidman called Hokulani? Who is she named after?

Discussion questions:

  • Are you happy with your name? Why (not)?
  • Does your name have a meaning? If so, what does it mean?
  • Do you have a middle name? What is it?
  • Do you have a nickname? If so, what is it and how did you get it?
  • If you could change your name would you? What would it be? Why?
  • U2’s lead singer, Bono, called his daughter Memphis Eve and Gwyneth Paltrow’s daughter is called Apple. Do you know any “normal people” with unique baby names? What about you, do you prefer giving your child a more traditional name or a unique name?
  • In some countries, when women marry they take their husband’s last name? What do you think of this?

Part 2. Talking about your personality

In this second part, we are going to revise and learn some more complex personality adjectives.  To introduce personality adjectives we are going to use a website which analyses your personality based on the numerical value of your name. Whether students believe in it or not should be irrelevant, we are only interested in language acquisition here.

The warm-up

As this lesson is aimed at upper-intermediate students and above, students will have some prior knowledge of the most common personality adjectives, at least enough to get them started.

Choose any activity from 10 Games and Activities to Practise Personality Adjectives, a very successful – if I might say so-blog post I wrote last year

Homework.  The Website.

Ask students whether they think a name can shape their personality and refer them to this website where they’ll have to write their name in the space provided and read about their personality.

You can always ask them to read their horoscope, but this is “old news”, so I thought this might better spark students’ interest.

At home, students go to the website and find out about their personality based on their names. They look up any new words they don’t know, especially personality adjectives, as they will need to share this analysis with their classmates and say whether they agree or disagree with it, giving reasons.

Gathering Feedback

This activity can be done in a traditional way i.e board and chalk. Students call out an adjective and you write the personality adjective on the board.

Again, with the aim of creating a more engaging activity, I’m going to use a free online tool called “Answergarden” to get instantaneous feedback. The tool is very easy to use. Here’s a tutorial in case you need it, but it really has a very friendly intuitive interface making it very easy to use, even for those teachers who are not too tech-savvy. The app takes students answers and creates a word cloud that can be exported or embedded.  Students will need to use their own devices but, if necessary, every three students can share one.

Once you have created the word cloud in Asnwergarden, use the overhead proyector to display it and ask volunteer students to explain the meaning of the adjectives and say whether they think it is positive, negative or neutral.

Below, an example of a word cloud created with Answergarden.

Speaking

Put students in pairs and ask them to share their name report from the website and say whether they agree or disagree with such analysis.

Ask them to discuss the following questions.

  • What kind of people do you usually get along with?
  • What kinds of personality traits do you hate?
  • Is your personality more similar to your mother’s or father’s?
  • Do you think we are born with our personalities, or do we develop them because of what happens to us?
  • Do you tend to fall in love with good looks or with a great personality?
  • Does one person’s character affect the personalities of the surrounding people? Are you influenced by anybody you know?
  • Does birth order affect personality? What qualities do a first-born child, a last-born and an only child have?

The Quiz: As Free as a Bird. 

Let’s go the extra mile! In this quiz, you’ll find more colourful ways to talk about someone’s personality. In order to learn them, I suggest taking the quiz two or three times, the last time checking if just by looking at the picture students can remember the simile.

After doing the quiz, you can always ask some follow-up questions like:

Do you know anybody who is as stubborn as a mule?

Enjoy!

Integrating Technology for Active Learning: An Activity Using Google Slides and Padlet.

There is no denying I use a lot of technology in my classes. It gives me great pleasure to discover a new tool and design an activity around it. I really think this is what keeps me motivated after so many years teaching. The challenge that mastering a tool brings and the possibility to use it in my classes to boost students’ motivation and spark their interest is certainly something that keeps my own motivation alive and kicking

Today, I would like to share with you an activity that I did with my intermediate students. I loved designing the activity and the way my students got involved activating their communicative and writing skills during the whole process.

Tools used:

Aims:

  • to develop students’ communicative skills
  • to develop students’ writing skills
  • to revise vocabulary related to “work”
  • to integrate technology in the classroom
  • to encourage collaborative work

Before the class.

I created a Google presentation using Google Slides and wrote the content for the first two slides. I also added three extra blank slides (see below)

I created three Padlets and called them: Work 1, Work 2, and Work 3

In each of these 3 blank slides I inserted a link to one of these Padlets.

 

During the class.

 One. I asked students to form groups of 4. I have 12 students in this class, so I had three groups, one for each blank slide. If you have more students, you can easily add another slide to accommodate two more questions. I asked each group to write three or four questions related to “work”. I certainly encouraged them to come up with some juicy questions and avoid simple ones such as “Where do you work?”

Two. Once they have written their questions, the groups read them aloud and the class decides on the best two from each group to keep.

Three. At this point, there are two things you can do

  1. Assign each group one of the three slides and ask them to write their two questions, being careful not to delete the link to Padlet. Share the link for your Google Drive presentation making sure you share the link with editing permissions (read and write).  I have shortened the link using Google shortener.
  1. If you think this step might be complicated for your students, you can always write them yourself. Have the groups dictate their two questions and move on to the next stage.

Four: Speaking. Ask students in their groups to discuss the questions in the three slides encouraging them to use work-related vocabulary. Get feedback.

Five: Set homework.

Show the presentation from the very beginning where they will see the instructions for their homework.

Explain that at home they will need to answer one of the two questions in each slide. They can do it by writing their answers or by recording them.

Remind them it is the same shortened link you shared with them in Three.

See one of the Padlet below

 

Hecho con Padlet
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