Tag Archives: C1

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  😆 

Crime and Punishment: Some Engaging Classroom Activities

I am not a big fan of watching TV. I find most programmes dull and very often uninteresting. However, one of the very first things I do as soon as I wake up (this, of course after my first cup of coffee) is to watch the news. However, lately, I have been considering skipping them. Is it me or do you have the impression that the news is filled with disaster and corruption?  How can you be expected to rise and shine when the world is going crazy,  when all the stories in the news are about crimes and criminals? I’d rather watch the weather forecast! Hey! Hold on!! Just heard about hurricanes and floods? I think I’ll stick to Netflix.

Anyway, please excuse my rambling and let me share with you some of the activities I have designed to help my students learn and practise vocabulary related to crime in a series of engaging speaking activities.


Using grass skirts. Making up a funny crime story

Preparation:

  • Choose a number of crimes and write them down. You can use my own template. See it here.
  • Cut a line between words (see picture) but don’t cut them all the way so that the slip of paper doesn’t detach.
  • Each poster contains 9 crimes. If you have between 10 and 18 students you will need two copies of the poster.
  • Put the poster(s) on the walls of the class.

Procedure:

  • Point to the posters on the walls of the class.
  • Tell students they will have about 10 minutes to make up a funny crime story. They can take notes but they cannot write the whole story.
  • Ask students to stand up and take a crime. They will do it by tearing off the piece of paper containing the crime.
  • Students sit down and began making up their funny crime stories.
  • In groups of 3 or 4, they share their stories and decide on the best story in the group.
  • The best story in each group will be then shared with the whole class and again the best story will be chosen.

 


Using a Feedback Tool to play a game to revise vocabulary.

This one is a lot of fun. Believe me!

Aim:  to revise vocabulary related to crime using the free online tool Answergarden

Preparation: Minimal.

If you have never used a feedback tool, you really should give it a try. I have used feedback tools and also backchannels in my classes in a number of ways to teach English and I like them for several reasons.

  1. They are very effective
  2. They tell you in real time whether students are really learning or not.
  3. They give voice to all the students and not just to the ones who always raise hands.
  4. They are fun and make classes more interesting and engaging.

Downside: it requires the use of devices with an internet connection. However, two students can share the same device.


If you find it hard to integrate technology into your classes, I run workshops  on the use of online free tools in the language classroom (tool+practical tested ideas+practice designing your own activities- see workshops here)


How to set a room in Answergarden in less than 1 minute.

  • Go to Answergarden and click on Create Answergarden
  • Type your topic or question
  • Set Classroom or Brainstorm Mode
  • Set the answer length to 20 characters
  • Click on Create and share the link with your students.
  • Students submit their answers and they are represented in the form of a growing word cloud.

Tip: Don’t forget to refresh your page to see all the answers the students are submitting or to choose the expand tab which will refresh the page automatically every 5 seconds.

The Game.Procedure

Step 1. Creating the wordcloud

Share the link for the Answergarden you have created and ask students to submit words related to crime. Their answers will be represented in the form of an attractive wordcloud.

(Note: This is an active answergarden. You can submit words, but please, only words related to crime 🙂

Step 2. Playing

  1.  Divide the class into two teams and ask a representative of each team to come to the front of the class facing away from the board where the word cloud is displayed. Let’s call them Captain A and Captain B. Place a table in front of the students and on the table place two reception bells. If you can’t find the bells, any other sound would do! But, there has to be a sound, mainly, because it’s fun!
  2. Set a timer for 90 seconds. Teams have 1m 30´ to describe as many words as possible. Point to a word and ask the class to describe the word using synonyms, definitions or paraphrasing. If a captain knows the word, he will need to press the bell and then say the word.
  • If the answer is correct, his team scores a point and the game continues in the same way until the time runs out.  The teams choose other captains to continue playing.
  • If the answer is incorrect, he won’t be allowed to guess again until the other captain has had a chance at guessing.


Random Questions- A Speaking Activity.

I have created the presentation with questions to discuss about crime and punishment with the free tool Genial.ly

Procedure:

  1. Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “ to be sentenced to” for example, encourage them to write the whole expression and not just “sentenced “.
  2. Click on the random question button in the presentation. Ask students to swap slips of paper with their partners and get them to discuss the question reminding them to use as many words from the slip of paper as possible. Allow 4 or 5 minutes to discuss this question.
  3.  Ask students to swap lists again before asking them to stand up and find a new partner.
  4. Click on the random question button in the presentation again and repeat procedure.

Hope you have enjoyed the activities.
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Let’s Talk about Crime: is it Rob, Steal or Burgle?

Do you know the difference between steal, rob and burgleHow do we use these three verbs?

TO STEAL

You steal when you take (unlawfully) what belongs to someone else. The object of this verb is generally what you have stolen.Generally, you steal things. The person who steals is a thief.

  • Someone’s stolen my watch
  • He stole all my money
  • They wanted me to steal your ring

You can also  steal something from someone

  • He stole from me and from my friends
TO ROB

You rob when you unlawfully take something from its owner.You rob someone or you rob a place (bank, shop, house…etc. The person who robs is a robber.

  • I have been robbed
  • Robin Hood robbed the rich
  • He robbed a bank

 

A person or institution is robbed of something by someone or an entity

  • She robbed me of all my money
TO BURGLE

It means to steal from a building, a home…etc.   The person who breaks into houses, shops … etc to steal things is a burglar.

  • My house was burgled last night
  • She has been burgled

Test your knowledge with this exercise.

Click at the top right-hand corner to enlarge the window (red arrows)

 

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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Top Website to Help you with Writing

I’m not a native speaker. I work in English, write, read and watch TV in English. In short, I breathe English. But I’m not a native and I’m not ashamed to admit that sometimes, especially when correcting written work, I have this feeling that a collocation is just not right but I cannot I come up with the correct one straight away.

Has it ever happened to you?

I could rely on my instinct, I could certainly do it, but sometimes I just can’t without making sure I’m doing the right thing. Problem is that a dictionary would be no help here as we are dealing with more complex issues. We are not talking about grammar or vocabulary meanings, we are dealing with how words collocate with some words, but not with others and this is just something that if you are not a native, you will have a hard time deciding whether it is correct or a bad translation from your native language. The problem, of course, is that to your non-native ears it might sound perfect.

For example, let’s take this simple sentence

Global warming is produced by…

Does it sound Ok to you?

For a Spanish speaker, this sounds just right.  But is it a natural collocation in English?

Doesn’t Global warming is caused by… sounds better?

When I am in doubt, I  have a bunch of useful websites I use, but my favourite for this kind of problem is Netspeak. Please check my post Six amazing Websites that Make your Writing Stronger to read about this “bunch”  I was referring to.

So, when I am not sure if “xxxx ” is correct, this is what I do.

What else can you do on Netspeak?Among other things:

  1. If you have forgotten a specific word, type ?   Ex:  ? for granted
  2. If you need to find many words, type   Ex …granted
  3. If you are not sure about two words or want to compare them [] Ex It sounds [good well.

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The Two-Corner Technique. How I Train my Students to Pass the Standardized Speaking Exam.Part 2

It’s Monday. I swear it was Friday when I last blinked. Exam time is inching closer and closer and I figure it’s about time I share part 2 of how I prepare my students to take oral exams. Please, note that attending classes and piling up dozens of photocopies helps, but this alone does not guarantee you are going to pass the exam. Practice. Keyword here.

In Part 2, you are going to read about the two-corner technique and the websites  I use to help my students gather ideas.

The anecdote.

What I am going to relate here is one of the reasons why I try to offer my students not only vocabulary and structures but also ideas. Yes, I present them with different ideas, but  I don’t ask them to study and use them as if they were theirs, I ask them to discuss them. Why? Mainly because by discussing ideas they can develop their own, acquire some others and also learn to challenge opinions they do not agree with.

You have probably heard students, or experience if you are one, talk about this fear of not knowing what to say.

Only last week I set a writing activity to be done in class. I asked students to write for about 20 minutes giving their opinion about a topic we had already discussed in class.

I observed one of my students was not writing but staring into space. After 5 minutes, I approached him and asked why he wasn’t writing. He said he could not come up with any ideas, said he wasn’t inspired and that he was afraid this would happen on the day of the exam.

And I worry. Even though my students study hard, sometimes they find it hard to think on their feet and start talking or writing.

It’s with this in mind that I try to provide my students not only with grammar and vocabulary but also with other people’s points of view on a given topic so that they can discuss these ideas and develop their own arguments. Speaking is not only talking about what you would do but also about what you wouldn’t do.

Topic:  Ebooks versus paper Books

Level: B2 (upper-intermediate)

Time: about 30 minutes

  • Step 1.  Brainstorming vocabulary.  As usual, we brainstorm vocabulary on the board. This is a necessary step as you don’t want students to get stuck because they can’t come up with a term.
  • Step 2. Posing the question.  I write on the board ht e big question. In this case: What do you prefer? Ebooks or paper books?
  • Step 3. Using the two-corner teaching technique.  This technique is actually called the four- corner technique, but I find a two-corner approach suits my classes better. With this technique, you get your students out of their seats and thinking about the topic they are going to discuss. In one corner of the classroom, I put up a notice saying paper books and in another corner a notice with ebooks written on it.

I ask students, still in their seats, to think which corner of the room they would choose and think of the reasons why they prefer one choice to another. After a bit of thinking time, I ask them to stand up and go to their corner of the room. Once there, they talk to the members of their group sharing ideas and talking about why they favour one choice and not the other.

  • Step 4.  Getting ideas from other sources.

Time to see how others express your same idea and maybe get some others. Give students in favour of ebooks handout A and give handout B to students who prefer paper books. Let them read it and comment it in their groups.

  • Step 5. Persuading and Convincing

This is the part I like best. Pair up students from both corners. Their aim will be to campaign on behalf of their choice and try to convince a student from the opposite corner to flip sides.

For this activity, I have used the website https://netivist.org/ , which is a platform where users can debate and engage in thoughtful discussion sharing different points of view.

Other  similar websites  are:

https://www.kialo.com/

https://debatewise.org/

Going the extra mile?

  1. Students practise talking about what these two sets of pictures suggest to them

2. Students listen to what other people have to say on the subject.

If you have missed Part 1 of how I prepare my students to take oral exams, you can read it here

The Environment: a Lesson Plan for Upper-Intermediate Students

As I thrust this lesson plan towards my students, I realize how little I know about what some environmentally-related terms mean. I know I have heard people talking about the carbon footprint and acid rain, but honestly, I have never given it much thought.  I recycle. I really try to. I don’t eat meat and try to buy local products. But thinking hard. I guess that’s it.  I am drowning in eco-guilt, but this needs to change.

I have promised myself two very simple things: to use reusable shopping bags and to cut down on the minutes I spend singing in the shower. The shower thing is going to be hard. Really hard.

I have just read in the The Guardian this list with 50 easy ways to save the planet. Really, point 16 and 34 are just gross.

 

This lesson is aimed at students with a language level of B2  (upper-intermediate) and focuses on revising, learning and using vocabulary related to the environment and environmental issues through a variety of engaging activities which will help them improve listening and speaking.

You can see this lesson in digital format here and you will also find it embedded at the end of this post

Introducing the Topic

On the board, write I’m eco-guilty of … Ask students in pairs to discuss their environmental dirty secret and then come up to the whiteboard and write it down. Help with vocabulary and then, discuss some the eco-sins written on the board.

Listening: How Environmentally Friendly are you?
  • Lead in: ask students, in pairs, to write their best tips on how to be environmentally friendly. Write their suggestions on the board.
  • Listening Comprehension: How to be environmentally friendly. 

This is a note-taking exercise. Students listen to some more tips and write them down.  Comment on the tips. Correct using subtitles.

Vocabulary: Revising and Introducing New Vocabulary.

After doing the previous activities, students will probably have learnt lots vocabulary. Yes, I know. Wishful thinking. Anyway, let’s keep trying. Draw a mind- map on the board and brainstorm newly-acquired vocabulary drilling pronunciation. Introduce some new terms if appropriate.

Here’s the vocabulary my students will need to learn and use.

Speaking Activity using Posters

An activity my students always enjoy is gallery-walking. It gives them the opportunity to get out of their seats and interact with other students in the class.

  • Display posters on the walls containing some predictions about the future. See my posters here.
  • Ask students, in pairs, to write on a post-it (a scrap of paper+ sellotape would do) a list of 5 words or expressions they have learned related to the topic. Take their lists and put them on the walls next to the posters. There should be at least one list per poster.
  • Gallery Walk: ask students, in pairs or small groups, to stand up and discuss the sentences written on the posters making sure they use some of the words on the list.
Listening: Environmental Issues our Planet is Facing.
  • Warm up: Ask students, in pairs, to brainstorm environmental issues our planet is facing. Write their suggestions on the board and discuss them.
  • The listening task: Play the video below ( only from 0:00 to 1:35)and ask students to find the answers to the following :
  1.  How old is the earth?
  2. How old is the human race?
  3. List 4 general problems mentioned in the video related to the sea, the animals, the ocean and climate change

Check their answers. Play the video with the subtitles on.

Speaking
  • Discussion Questions:

In this part, students will work in pairs. Encourage the use of the vocabulary they have learned in previous exercises. Use the lists of vocabulary students wrote for the posters activity, giving each pair of students one of these lists. Ask them to swap lists as we move through the questions.

Embedded below. you will find the online lesson with the questions for discussion. Just scroll down the different activities.

  • Picture Prompted

Students, in pairs, talk about the topics suggested in the pictures. Brainstorm ideas for a minute or so, and ask them to speak for about 4 minutes.

There are two sets of pictures.

Photo credit: Frits Ahlefeldt – FritsAhlefeldt.com on Visual hunt / CC BY-NC-ND

I hope you have enjoyed the lesson.

 

The Environment

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!!!

 

Step by Step: How I train my students to pass Part 2 (the pictures) of the standardized speaking exams. Part 1.

Alright, alright!

I know this is the third time I’ve posted this week. It seems I’m full of energy after the Christmas break. I really needed that break, didn’t you? Anyway, happy to go back to teaching, but hanging ominously over my head like a black cloud about to burst is the pressing necessity to start training my students to take their standardized speaking exams which will allow them to promote to the C1 (advanced level).

For those of you who are not familiar with the exam, let me explain how it goes. You might find you can apply it to your own classes, even though it’s not exactly the same kind of exam.

There are two tasks in the speaking exam.

  • Part 1: examiner-led conversation. The examiner asks questions about a topic and the students give full answers.
  • Part 2: the monologue, where the students are given a set of pictures (normally two or three).

About Part 2

In this second part, the one this whole post is built upon, the student is offered two or three colour photographs. Normally, the photos are in contrast or represent different options of the same issue.  Also, there is a title or a statement which suggests the topic of the monologue. After some thinking time, normally a couple of minutes, the student is given the opportunity to speak for about 4-5 minutes without interruption.

At this level, students are expected to talk about the topic using a wide range of vocabulary and grammar structures and they will have to compare and contrast the pictures talking about the most important issues related to the topic.

Students face different fears when preparing for the oral exams. Some of them are:

  • Do I know enough specific vocabulary?
  • Will I be able to use a variety of structures or will I stick to the simple subj+verb+complement structure?
  • Now,  the topic is “food”?  3 or 4 minutes talking about food? Seriously?  For heaven’s sake, I cannot even talk for one minute, let alone three or four!

Vocabulary and ideas. Keywords here.

How I train my students. Topic: Food

This is how I help them step by step. Bear in mind this is the first post of a series of posts dedicated to training students to pass the oral exam. As students gain confidence, guidance will be less necessary and some of these steps will be either unnecessary or done by students as part of their learning process.


1. Brainstorming vocabulary. Learning progresses through prior knowledge, so tapping into students’ prior knowledge is an essential part of learning.

On the board, we brainstorm the vocabulary they already know. This is an important step because it helps students reinforce and bring to life the vocabulary studied in previous courses.

Then, I ask them some very simple questions where they can activate this vocabulary: What’s your favourite food? What is the most expensive restaurant that you have ever been to? What did you eat there?


2.Acquiring new vocabulary. We work on new vocabulary using a number of written and oral exercises. (Any good course book provides enough vocabulary input, at least to get started). It’s important to emphasize here the importance of learning words in chunks. Surely, you can teach the word “ obesity” on its own, but there some other words you really want to teach in collocations like, for example, “eating disorders” or to “be obsessed with”. Also important, essential I should say, is pronunciation.


3.  Getting Ideas. Reading and Speaking. More often than not students find it hard to think on their feet. They find it difficult to come up with ideas that will fill in the 3 or 4 minutes allowed for this part.

You might disagree with me here, but I always tell them that oral exams are like the rest of the exams they might take. They need to prepare. They need to study.

Lack of preparation might result in something I’ve seen very often when assessing oral exams; students might talk for one minute and then, suddenly, stop. Now, you might wait patiently for them to come up with something else but the truth is that very often, when prompted to continue, they just repeat the same ideas they have already used. Why? most of the times due to lack of preparation. They mistakenly think that they don’t need to study for oral exams. They do.

So, listen up dear students! You need to study for oral exams.

 

Reading about different issues related to the topic not only reinforces the vocabulary they have learnt and gives them a chance to see it used in context but also gives them ideas of what they can talk about when doing the real task.

I normally use short extracts from The Pais in EnglishHere’s my choice of extracts for the topic of food. This how we do it:

  • We read the extracts in class or set the reading task as homework.
  • We underline relevant vocabulary.
  • Students discuss the questions in pairs, followed by class discussion.

 


4. The pictures. I am lucky to have a computer and an overhead projector in my class, so I normally display a collage with two or three related pictures on the board. You can see the ones I have used for this topic here and here.

Together we read the title and brainstorm ideas to fill in these 3 or 4 minutes. This step should be easy now as we have previously discussed some ideas in the previous task. Some ideas could be:

Together, we brainstorm vocabulary

  • Pesticides
  • Label
  • To be obsessed with
  • Bulimia
  • Fats
  • Proteins
  • Carbs
  • …etc

  1. Tips.
  • Look at the pictures and the title if there is one. It will hint at what you need to talk about.
  • If you are given some thinking time, use it.
  • Remember that you are not asked to describe in detail what you can see in the pictures. You are asked to compare and contrast the pictures talking about the topic.
  • Focus on three or four ideas and develop them as much as you can without repeating yourself. Start with a short introduction about the topic, talk about the first idea, develop it; start with the second idea and repeat procedure.
  • Don’t forget to use specific vocabulary and a variety of structures.
  • Essential: practise a lot and record yourself taking the exam.

6. Homework. Further practice. Collaboratively writing on a Padlet.

This follow-up task has two main aims:

  • to reinforce acquired knowledge and strategies
  • to share ideas. By asking students to write on a  collaborative Padlet, they benefit from each other and see other ideas which might help them improve their own performance.

All the Padlets created for this purpose will then be shared in a single one where students, at a glance, can decide what topic to revise.

In the next post, we will move from writing to speaking on a Padlet.

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