Tag Archives: B2

Lesson Plan: the 44th and 45th USA Presidents

As I was browsing the Teaching English- British Council facebook page (posts from visitors) I came across a lesson by Sean Banville, the owner of some popular sites like Breakingnewsenglish.com and Famous People lessons.com.

Mr Banville has put together a very timely lesson about Donald Trump and it got me thinking how I could best use it with my students. Fortunately, this prolific writer had also published a lesson about Barack Obama. So, I had everything I needed to tweak his lessons and adjust it to the way I teach. I just needed to ask for his permission, which he kindly gave me.


Level: Upper-Intermediate

Aim: This timely lesson aims at offering students the opportunity to discuss a current event and therefore boost their motivation to learn English. Students will get listening practice, learn new vocabulary and improve their communicative skills.

Materials:

 


STEP 1.Warm up.

Predicting. Write the following words on the board and ask students to guess what the activity is going to be about.

politician, businessman, wealthy, Republican, Democratic, controversial

Speaking

  • Show the picture of Donald Trump and ask students in pairs to share any information they have about the new president of the USA.
  • Slide the juxtapose, (that’s how the sliding picture below is called) and show the image of Barack Obama. Again, ask students to share what they know about the former president of the USA.

 


STEP 2. Listening

Divide the class into As and Bs. Tell As they are going to listen to some information about Barack Obama. Tell Bs  they are going to listen to some information about Donald Trump.

Give student A a photocopy containing Obama’s exercises for Listening Gap Fill and Synonym Match  and give student B a photocopy containing Trump’s exercises for Listening Gap Fill and Synonym Match. (see links above)

Procedure: Play Obama once and ask student A to fill in the gaps with the words they hear. Play Trump once and ask students to do the same. Play each part one or twice more, depending on the level of your students. Correct both exercises, teach any vocabulary they don’t know and drill pronunciation.


STEP 3.Working on Vocabulary

Ask students to do the Synonym Match exercise in their photocopies. Point out that this exercise is very important as they will need to use some of this vocabulary in the next exercise.


STEP 4. Building a word cloud with students’ suggestions.

Tell students that they will now have to read their part several times as the next step will be retelling their text in as much detail as possible. As they read, ask them to underline any key words that might help them retell their biography.

Open Wordle (it works better on Firefox) and ask students A to help you feed the word cloud with the words they have underlined. Open a new tab and do the same with student B.

Alternatively you can use mine 😉

OBAMA

 

TRUMP


Step 5. Retelling

Pair up student A and student B. Display the word cloud for Obama and ask student A to retell Obama’s biography in as much detail as possible and using the prompts in the cloud. Repeat procedure for student B.


Step 6. Homework

Check out the creative suggestions Sean gives for homework.


Hope you have enjoyed the lesson!

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3 Activities for Bringing Reading Comprehension Texts to Life

I have to admit that my least favourite activity to do in class is Reading Comprehension. I have the feeling that doing reading activities, as suggested in textbooks, somehow disconnects students from the interactive aspect I struggle so hard to maintain and promote during the whole session So, I’m always balancing two options. Either I set the reading task as homework or I try to devise an engaging activity that brings a bit of creativity and engagement into the reading process.

The activities you’ll find below aim at improving the most basic level of reader response, which is the oral retelling of the texts. Oral retelling exercises demand that students recall as many details from the text as possible therefore encouraging communication, oral language development and reinforcing students’ vocabulary.

So, here are three activities to bring Reading Comprehension texts to life.

 


Activity 1. Using word clouds. No preparation required.

Introduction: For this activity students will be working in pairs retelling the story in as much detail as possible with the help of word clouds to actively use vocabulary.

To create the word clouds I have used the cloud generator Wordle (it works better with Firefox), but you can also use Tagul or any other. Alternatively, you can just create your own word cloud on the board without using any technology.

Procedure:

Choose a text that can be easily split into two and divide the class into As and Bs.

Ask As to read the first part and Bs the second part once.

Tell students to underline any difficult words. Write them on the board. Explain meaning and drill pronunciation.

Explain that the aim of the exercise will be retelling their part  in as much detail as possible so they will have to read it several times. Give them some more minutes for this task

Display the word cloud text box and ask them to tell you what keywords will help them remember the text. Type the words they suggest and create the cloud ( to keep words together for phrases, use ~ between each word). The idea is to retell the text in as much detail as possible with the help of key words included in the cloud

Open a new tab and repeat the same procedure with Bs

Retelling. Display word cloud 1 and ask As to retell the text using as much vocabulary from the cloud as possible. Display word cloud 2 and repeat procedure with Bs.

(Wordcloud Student A)


Activity 2. Retelling Competition. No preparation required

Introduction: For this activity students will be competing in teams retelling the story in as much detail as possible and the teacher will guide the competition by monitoring the time each team speaks and by making sure the development of the story is as close to the original as possible.

Procedure:

 Ask students to read the text once and underline any difficult words. Write them on the board. Explain meaning and drill pronunciation.

Explain that they will need to retell the text giving as much information as possible. Ask them to read it slowly several times.

Divide the class into two teams and ask them to close their books. Explain that they’ll need to retell the story in as much detail as possible. The winner will be the team who ends the story.

Decide which team starts telling the story. Ask this team to choose one of their members to start.

Rules:

  • Each team can only speak one minute and only one person at a time. At the end of this minute, the other team will continue the retelling of the story.
  • The other team can interrupt the team doing the retelling if
  1. The information is not correct
  2. If they have missed something important

The winner is the team who manages to tell the end of the story.


Activity 3. Using pictures. Some preparation required.

Introduction: For this activity students will be working in pairs or in small groups retelling the story in as much detail as possible with the help of pictures and some selected vocabulary.

Before the class, you will need to find some pictures to illustrate each part and select some vocabulary you want your students to use. There will be as many students in the group as parts you have split the text into.

Procedure:

Choose a text that can easily be split into meaningful paragraphs (a story or a biography are excellent for this kind of activity)

Ask students to read the text once and underline any difficult words. Write them on the board. Explain meaning and drill pronunciation.

Explain that they will need to retell the text giving as much information as possible.

Put students in small groups and split the text into meaningful parts assigning each student a part. Their aim will be to retell the story using the pictures as prompts and incorporating the vocabulary shown next to the pictures. Ask them to read their part slowly several times.

Display the pictures for the first part and ask students to start the oral retelling. Encourage them to use the vocabulary accompanying the pictures. Repeat procedure.

Tools used : befunky and playbuzz

Below, example of the activity with a text from File Intermediate

The Article in English: Explanation, Exercises and a Challenging Quiz

Although the use of the article in English seems a priori an easy subject to teach, the truth is that some students struggle with the use and omission of it.

What can you find in this post?

  • Intermediate level:
  1. Animated video with some rules on the use and omission of the articles “the, a/an”
  2. Some links to exercises from around the web to consolidate knowledge.
  • Advanced Level:
  1. An engaging quiz with feedback notes featuring some difficult cases related to the use and omission of articles.

 

Grammar. Watch the presentation. Pause it as often as necessary to understand and assimilate the rules.

Exercises: Links to interactive exercises  from around the web to consolidate knowledge.

 


The quiz

 

A Project-Based Learning Activity: Unusual Traditions

These past few days have been hectic with lots of exams to be written and then marked, plus all that red tape I can’t stand involving end-of-term exams. To top it all, my old friend the flu decided to pay me a visit. Very timely.  Right now, thank goodness, deadlines have been met and everybody seems to be winding down for the holiday season. Me, too. So, that’s probably going to be the last blog post of the year.

 

  • Organisation: Group work
  • Level: B2 and upwards
  • Materials: tackk tutorial here (optional)
  • Aims: to encourage collaborative work by giving students the challenge of researching, selecting and presenting a project about unusual traditions around the world.
  • Online tools: Padlet and Tackk

Project Based Learning- What is it?

It is a student –centred teaching method in which students acquire knowledge and skills by investigating and responding to a complex question, problem or challenge.

PBL is an active learning style which inspires and motivates students because they take an active role in their learning process and experience success in their own learning. The role of the teacher here is of mere facilitator and coach.

In PBL students are encouraged to work in pairs or in groups, which is also good because it creates a friendly atmosphere which is a boost to their motivation and creativity.


Project-based learning structure

  1. Choosing the problem or challenge
  2. Organisation
  3. Brainstorming
  4. Coordinating
  5. Sharing learning and refining
  6. Presenting and sharing

1.Choosing the problem or challenge.

For this project, students will be rising to the challenge of presenting information about unusual customs in the world.

2. Organisation.

My classes are quite large so students will work in groups of 4 or 5.

On the board the class as a whole decide on 4 or 5 areas, they want to talk about. There should be the same number of areas as groups you have. Each of these areas is assigned to a group to research.

In this project

  • Relationships
  • Festivals
  • Law
  • House and Home
3. Brainstorming

This step is done entirely at home with the help of an online collaborative free tool. My students are adults, some as old as 70,  and they only see each other in class  twice a week, so it was important to provide them with some kind of free online tool  they could use to brainstorm ideas, share them with the members of the group and organize their project (timing, visuals, specific assignments..etc). I used a Padlet, a well-known collaborative tool, which is very easy to use, something really important as some adults are reluctant to use new technologies. Each group was assigned a different Padlet and given a week to do research on the internet and post on Padlet their ideas.

Below is the Padlet the group”House and Home” used.

Hecho con Padlet

 

4. Coordinating.

This stage might take the first or last 10 minutes of your lesson. Once they have shared their ideas on Padlet, in class they decide on the number of traditions they are going to present, who is going to do what, the order in which they are going to present the information and the visuals or videos they are going to use.

5. Sharing learning and refining

In the next class, allow students time to get together in their groups and share their drafts. Offer help and guidance but ask students to help each other by swapping their drafts within their group  to improve and proofread their written work.

6. Presenting and sharing

Agree with the students on the order of the groups and let the show begin. Below is a picture of one of the groups on stage.

Sharing it with the world is also important. Here’s how we did it. Again, we used a free online digital tool called Tackk.com, which allows  you to beautifully showcase your projects. I gave my students this simple tutorial to help them get familiar with the tool.

Here’s the tackk my students have created.

 

I’m Shamelessly Addicted to this Game

Yes. It’s true. I love this game. It’s just the right kind challenge for someone studying English.

The game is called Fluent and this is how it works:

  • There are 20 different trivia categories all dealing with grammar and vocabulary.
  • You’ll have to answer each question before you run out of time.
  • You have 3 lives.
  • You’ll need to answer 5 questions correctly to go to the next level.
  • As you level up, you are given less time to answer.
  • You can play it pairs (or 2 teams) and the winner is  the top scorer after 8 questions.

Ready for some fun, a bit of challenge and lots of learning. Here we go, then!

Click on the picture.

fluent

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Collaborative Writing Activity: Writing an Article

Do we really dedicate enough time to writing activities? Or is it something we keep putting off because it consumes precious time we feel we can’t afford to lose?

Most of my students think that writing is boring. I haven’t asked them. But do I need to?

Let’s face it! It can be boring. Ok. I might agree.  But most of my students, at the end of the course,  will have to sit external exams containing writing tasks. So yes, writing might be boring, but necessary.

Lately, I have been designing activities to make my students change their minds about the whole process of writing . My far-fetched aim when shaping these activities is that my students leave the class with a smile on their face, even after spending a whole session writing.

With this in mind I have created this activity, which can easily be adapted to any kind of essay, where students will need to follow several steps to create a final product: an article for the school newspaper.

Level: B2 and upward.
Aim: to collaboratively write an article in class.
Materials: the writing process handout, checklist, a model article, PDF of the activity
Time: 50 minutes
Note: this task is to be done after explaining the Writing Process, the parts of an essay and the tips to raise their essay score (handout above).Students will need to refer to this handout. Students will also have read a model article, which can be found in most textbooks.

 


INTRODUCTION. What’s an article?


An article is usually written for a magazine or newspaper. The main purpose is to engage the reader, so the opening paragraph should catch your reader’s interest. Attracting the reader’s attention can be done in a number of ways (refer to handout “The writing process “Part 2).

An article is usually factual and includes some comment, recommendation or opinion. It can be formal or informal depending on the target audience. Remind them, this is academic writing, so they cannot use contractions, abbreviations, or colloquial language.

An article consists of the following parts:
• Opening. It is the general presentation of the topic.

• Body (two or more paragraphs). The first paragraph should contain the strongest argument or example. The second paragraph the second strongest argument and the third the weakest.

A paragraph consists of several sentences about a certain topic. It has the following parts:
o A topic sentence, i.e. an idea.
o One or several supporting sentences to expand on the idea.
o A concluding sentence.

Conclusion. It is the paragraph that summarizes the main idea or presents a conclusion, depending on the kind of essay you need to write. Some things to bear in mind:

o It should not bring new ideas.
o It shouldn’t be very long.
o It can be similar to the opening, but presented in different words.

PROCEDURE


Step 1. Getting Started


• Ideally students work in groups of three. If necessary, ask them to work in pairs trying not to pair two weak students together.

• Suggest the following topics to write about and ask groups to choose one. Topics can be repeated.

1. Family reunions
2. Life lessons learned
3. Moving to another city


Step 2. Writing a Draft


Organisation:

1. Writing the Opening.

In this part, students introduce the subject.
The whole group works on the opening paragraph. Remind them of the three ways to catch the reader’s attention. Refer to Part 2 of “The Writing Process” handout.
Useful language:
Can you imagine…? Have you ever…? Would you like to…? Did you know that…?

2. Writing the Body

In this part, students give facts and details about the subject.
1. The whole group brainstorms for ideas. Refer back to handout the Writing Process to see how to do it effectively.

2. Students choose an idea to use in their paragraphs, and expand it, as explained in the Writing Process handout. One idea= one paragraph= one student. If you have a group of three students, they’ll need to write a body with three paragraphs. If there are only two students, two paragraphs.

3. Students, individually, write their paragraph developing their idea. Remind them to go from “general to specific”.


Step 3. Proofread your draft.


The whole group proofreads and improves their essays making sure the ideas flow naturally and the right connectors are used. Ask them to use the checklist provided.


Step 4. Writing the Conclusion


In this part, students sum up the main points and possibly give an opinion or recommendation.
1. The whole group works on the Concluding paragraph.
Useful language: In my opinion…, in conclusion…. As I see it…, Why not give t a chance..? Why not try it…?

2. The whole group proofreads the essay. Ask them to read it aloud, circling anything that needs to be improved, corrected or clarified. Does it sound “right”? Then, it’s ready.


Step 5. Writing your final essay.


Ask students to write their essays neatly on a clean sheet of paper (I used a different coloured paper for each group.) Display them on the walls of the class and ask students to stand up and read their partners’ articles.

And, of course, you’ll need to take them home to correct errors and offer advice.


On the other hand, I’ve been experimenting with Tackk, and embedded below is an example of some of the things you can do with this tool. But what I found more interesting, and will need to explore further, is the possibility of using this tool as a collaborative tool.  I’ll try to use it soon and tell you how it works.

Thanks for reading!

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Using Genial.ly to Create Visual Activities for the Classroom

Here I am again. Trying another tool.

To be honest, the tool was suggested to me by one of the teachers (Marga Valdés) attending a talk I gave last year. It was a talk about creating activities for the classroom using free online tools, and when I finished the presentation, this teacher came up to me and said she was surprised I hadn’t mentioned Genial.ly. I confessed to her I didn’t know the tool and promised I would give it a go.

It was almost the end of the course and although I gave it a quick try, my mind was in holiday mode, and I didn’t put my heart into it. Now, after trying the tool, I run the risk of becoming addicted to it!.

Genial.ly works like Thinglink but, in my opinion, it’s a lot better.  Genial.ly is a web tool to create engaging interactive visual content. You can make interactive pictures, infographics, presentations, posters and questionnaires or guides. And, for me, the best thing about this tool  is that you can choose from a wide variety of free templates to create very professional interactive content or you can upload your own pictures and start from scratch. It also gives you the ability to integrate videos, audio, and any embeddable code among other things.

THREE ACTIVITIES I HAVE CREATED USING GENIAL.LY
Using how long+present perfect in combination with simple past

Aim: To orally practise asking and answering questions using Present Perfect and Simple Past.

Competition: revising irregular Verbs.

Click on “instructions” to see how to play

 

Indirect questions + questions about money.

A speaking activity revising the grammar for indirect questions and questions about money.

 

Quiz: Word of the Year 2016 and 15 New Words Added to Dictionaries

After much discussion Oxford Dictionaries has decided to choose the adjective “post-truth” as its Word of the Year 2016. The adjective means ”relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief” and although it has existed for a decade now, this year has seen a spike in its use due, mainly, to the referendum in the United Kingdom and the US elections.

Some common collocations for the adjective are:

  • post-truth politics
  • post-truth age
  • post-truth era
  • post-truth democracy
  • post-truth society

The term, closely associated with the noun“post-truth politics” has been chosen ahead of terms such as “Brexiteer” (someone who supports the Brexit) and “alt-right”, (group of people with far right ideologies who reject mainstream conservatism in the United States).

I would gladly explain and elaborate a bit more on this adjective, but it isn’t worth the effort as Oxford Dictionaries has published a beautiful explanatory article giving all the details. You can read it here.

I’m not going to lie. This week has been tough for a multiple of reasons, and believe it or not, one of the things that brought a smile to my face was designing this little quiz with all the new words added to dictionaries this year. To be honest, I didn’t know most of them and learning what they meant and inventing false definitions for the quiz was something I really enjoyed.

So, without further ado, here’s the quiz. I hope you enjoy it!

The Writing Process and 13 Tips to Raise your Essay Score

Writing is a process. For some students it might seem like a daunting task, but if you look at it as a succession of small steps to follow instead of looking at it as the big final product, writing can be fun and easy.

Useful Links:


Part 1. The Writing Process


Brainstorm for ideas

  • Write down all the ideas you can think of. You can try mind mapping your ideas. It is a good technique to generate ideas and expand on them. You can begin by writing a big bubble in the middle of the page with the topic and then use arrows to draw new bubbles with ideas and again arrows with more specific points or observations about this idea.
  • At this stage, don’t worry about spelling or grammar mistakes.

Organise your ideas

  • Decide which ideas to keep.
  • Group similar ideas together.
  • Organise your ideas according to the writing task.

Focus on language 

  • Think of words and expressions you will need in your work.

Write a draft

  • Write quickly. Don’t worry about things such as accuracy or neatness.
  • Use a pencil so that it is easier to make corrections and erase things.
  • If you are writing your draft by hand, leave a wide margin for notes and space between the lines for additions and corrections.
  • If you can’t think of a word in English, write it in your own language. You can look it up in a dictionary later.
  • If you don’t know the spelling of a word, write it anyway you can. You can look it up in a dictionary later.

Improve your draft

  • Do it slowly and conscientiously.
  • Check spellings in the dictionary and look up any word you felt unsure of. Here’s a very useful post Six Amazing Websites that Make your Writing Stronger.
  • Use a checklist to improve your work. See the one my students use here.
  • Read your draft aloud. Circle the things that need to be improved, reworded or clarified.
  • Take a break from writing and reread your draft after 30 minutes. Does everything sound right?

Write a final draft

  • Copy your corrected work neatly on a clean sheet of paper.
  • Make sure your paragraphs are clearly indicated.

Adapted from Burlington Books


 Part 2. Writing an Essay


An essay consists of several paragraphs about a topic. Although there are many different kinds of essays, they all have the same basic structure.

Opening

It is the general presentation of the topic. Try to get the reader interested in your essay. How can you do that? For example, by beginning

  • With a surprising fact.

Humans usually imitate the speech of someone with a strong accent due to empathy and to create a bond and assimilate with them.

  • With a short anecdote.

If you could interview anybody in the world, who would you choose?” asked the teacher. “Nelson Mandela”, I replied.

  • With a question.

Did you know that there is an island in Japan that has more than 450 people living above the age of 100?

 The Body.

The body can have one or more paragraphs which develop the topic. The first paragraph should contain the strongest argument or example. The second paragraph the second strongest argument and the third the weakest.

A paragraph consists of several sentences about a certain topic. It has the following parts:

  • A topic sentence, i.e. an idea.
  • One or several supporting sentences to expand on the idea.
  • A concluding sentence.

The parts should flow logically and the ideas should be easy to understand.

  • Go from general to specific. Give a general idea and then expand it.
  • Avoid unnecessary repetition by using pronouns to refer back to nouns already mentioned.
  • Use connector to join sentences and show the connection between ideas.

 The Closing

It is the paragraph that summarizes the main idea or presents a conclusion, depending on the kind of essay you need to write. Some things to bear in mind:

  • It should not bring new ideas.
  • It shouldn’t be very long.
  • It can be similar to the opening, but presented in different words.

 


13 Tips to Raise your Essay Score


  1. Read the assignment thoroughly, several times if necessary and underline anything relevant. Sometimes there is a question or several. Make sure you cover all of them. Focus on the purpose of the composition, on the tone and the style required and also on the length requirements.
  1. Plan your writing. You need to dedicate several minutes to planning what you are going to say and how you are going to say. It makes a big difference.
  1. Write a first draft. Use pencil, if possible, to erase or correct errors.
  1. Begin each paragraph with a topic sentence and then write some supporting sentences about this topic sentence. 1 idea= 1 paragraph.
  1. Use a variety of vocabulary and grammar structures. Avoid repeating the same words over and over again. Use synonyms or paraphrase. A thesaurus or a lexicon is useful as a source of alternative words. Use a range of grammar, sentence structure should be varied and clear.
  1. Use connectors to join ideas. They also play an important part in stringing together sentences and paragraphs.
  1. Time management. Organize the time you are given to write the essay. If you have one hour to complete the task, dedicate 10 minutes to planning and organizing your ideas and allow about 10 minutes at the end to proofread your essay before giving it to the teacher. You will still have 40 minutes left to write and develop your ideas.
  1. Keep to the topic. Don’t write about things that have nothing to do with the assignment.
  1. Sound natural. Just because you know lots of connectors, it doesn’t mean you have to use all of them.
  1. Punctuation. Pay attention to punctuation, especially to the correct use of commas and periods. Your text can be confusing if you don’t use them adequately.
  1. Style. Think about the purpose of the assignment and the audience it addresses and use the correct style and tone. If it’s informal, you can use colloquial language, simple and shorter sentences, contractions, abbreviations and emotional language. On the contrary if it’s a formal assignment, you will need to use more complex sentences, avoid contractions and abbreviations and you should definitely avoid emotional language or colloquial expressions.
  1. Proofread your essay. Have a coffee or go for a walk. Come back, take your essay and reread it aloud. Does it sound “right”? Then, it’s ready!
  1. Read a lot and try to write about anything for 30 minutes every day. You’ll soon get better.

Thanks for reading!

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Some Personality Adjectives Spanish Speakers can Easily Remember & Why

Do you speak Spanish? Then, it’s your lucky day today! Why? Because without you being aware of it, you know lots of personality adjectives in English. Unfortunately, in most cases, you’ll  still have to learn the Germanic equivalent if you want to sound informal, but we are off to a good start and besides, sometimes we all want to sound a bit more academic, don’t we?

A bit of history first.

Why does English have so many words of Latin origin?

Although some of the most frequent used words in English have Germanic roots, there are lots of words in English that have Latin origins.

This is due to the fact that during the Renaissance period, which started in France but reached England via France, there were a lot of new ideas or old ideas rediscovered. The problem was that there were no words to describe them in English, so the language adopted or adapted Latin words. In fact, during this period the English lexicon is said to have doubled in size.

What is more, for more than a century, the English aristocracy couldn’t speak any English. William the Conqueror had conquered England (1066) but he didn’t speak the language and although he tried at first, he very soon gave up. He was the first Norman King of England and all the barons he appointed spoke French. But not only did the aristocracy speak French, the religious institutions also spoke French. And that’s the reason why Latin words sound more prestigious than Germanic ones.

About 10,000 French words entered English in the century after the Norman invasion.

It was not until 1204 that the English nobility lost their estates in France and it is then when they started to adopt English as their language, but the Latin form coexisted with the Germanic one.

So, English has a huge number of synonyms, where the main difference is the level of formality, being the prestigious form the Latin option.

Think for example of the adjectives friendly, motherly or clever and their synonyms amicable, maternal and intelligent where the difference is the level of formality, being the Latin choice the most formal one.

So, these are some of the adjectives to describe personality you didn’t know you knew. Warning: spelling sometimes is different. Every cloud has a silver lining!

Source: Oxford Dictionary blog

At the end of the list, you’ll find a spelling quiz .

PERSONALITY ADJECTIVES SPANISH PEOPLE CAN EASILY REMEMBER

  • Responsible /rɪˈspɒn.sə.bəl/
  • Rebellious /rɪˈbel.i.əs/
  • Emotional /ɪˈməʊ.ʃəəl/
  • Anxious /ˈæŋk.ʃəs/
  • Strict /strɪkt/
  • Adventurous /ədˈven.tʃəəs/
  • Affable /ˈæf.ə.bəl/
  • Calm/kɑːm/
  • Considerate /kənˈsɪd.əət/
  • Ambitious /æmˈbɪʃ.əs/
  • Generous /ˈdʒen.əəs/
  • Sociable /ˈsəʊ.ʃə.bəl/
  • Creative /kriˈeɪ.tɪv/
  • Diplomatic /ˌdɪp.ləˈmæt.ɪk/
  • Intellectual /ˌɪn.təlˈek.tʃu.əl/
  • Intelligent /ɪnˈtel.ɪ.dʒənt/
  • Passionate /ˈpæʃ.əət/
  • Persistent /pəˈsɪs.tənt/
  • Practical /ˈpræk.tɪ.kəl/
  • Romantic /rəʊˈmæn.tɪk/
  • Competitive /kəmˈpet.ɪ.tɪv/
  • Aggressive /əˈɡres.ɪv/
  • Insecure /ˌɪn.sɪˈkjʊər/
  • Impatient /ɪmˈpeɪ.ʃənt/
  • Patient/ˈpeɪ.ʃənt/
  • Immature /ˌɪm.əˈtʃʊər
  • Mature/məˈtʃʊər/
  • Affectionate /əˈfek.ʃəət/
  • Independent /ˌɪn.dɪˈpen.dənt/
  • Stupid /ˈstjuː.pɪd/
  • Honest /ˈɒn.ɪst/
  • Organized /ˈɔː.ɡəaɪzd/
  • Imaginative /ɪˈmædʒ.ɪ.nə.tɪv/
  • Conservative /kənˈsɜː.və.tɪv/
  • Conventional /kənˈven.ʃəəl/
  • Cruel/ˈkruː.əl/
  • Extrovert /ˈek.strə.vɜːt/
  • Introvert /ˈɪn.trə.vɜːt/
  • Modest /ˈmɒd.ɪst/

On the hand, be careful with these “false friends”.

  • Sensible /ˈsen.sə.bəl/= someone who has common sense and is practical
  • Sensitive /ˈsen.sɪ.tɪv/ = a person who is easily hurt or offended
  • Sympathetic /ˌsɪm.pəˈθet.ɪk/= someone who understands other people’s feelings

Here’s a little spelling quiz.

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