Tag Archives: C1

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.

 

Sentence Betting: a Vocabulary Revision Game

I’m really happy to welcome  again Angeles Jimenez as guest writer on the blog. Ángeles is a friend and fellow teacher from EOI Oviedo with over 25 years’ experience teaching adults and, in this blog post, she will be sharing with us a fun engaging game to revise vocabulary.

The Sentence Betting  game is a vocabulary revision game which requires students to recognize, correct and explain vocabulary related to the topic of work. It’s highly adaptable to any semantic field and it’s a great game to review vocabulary as end-of-unit activity and usually a lot more fun than the typical course book review.

Level: This game in particular works best with C1 students since there are difficult expressions B2 students haven’t studied yet.

Preparation: Prepare a worksheet for students to check for word-usage mistakes related to the topic of work. Include correct sentences in a random order.

Time: about 45 minutes

Materials:

  • A sentence betting worksheet (see handout).
  • Fake money or poker chips (optional). You can download play money here

How to play:

1. Divide the class in teams of 4 students. If you want to play with bigger groups, split each group into two teams.

2. Give each team a handout of the betting sheet. Allow them 10 minutes to go down  the list of sentences to decide and mark which one is either correct or incorrect.

They need to put a tick or a cross and bet a sum of money between 1$ and 5$ depending on how confident they feel about their answer.

3. The auction. Call sentences aloud one by one and ask each team to bet a sum of money stating whether they think is correct or incorrect. Display the answer on the screen. Ask students to fill in the 3rd column with the amount won or lost.

For example, if a pair of students bet 5$ on a sentence because they believe it’s true and they’re correct, then they win 5$. But if they get it wrong, then they lose that sum.

Students add up the figures both plus and minus. The winner is the team with the most money at the end.

Once a team has won the bet by correctly saying that a sentence is wrong, they have the chance to double their money again by correcting it.

Remind students that once the game starts you will limit the amount of time they have to decide if the sentences are right or wrong.

Variation: If you want to build up excitement, divide each group into two teams appointing a spokesperson, who will be in charge of reading each sentence aloud and giving the correct answer after each bet.

Tip: if you want to keep the activity fast-paced, it may be better to play in teams as poor pronunciation will slow down the game.

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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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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10 Games and Activities to Practise Personality Adjectives.

Ten entertaining ways to  practise personality adjectives with activities for all ages and levels. In this post, you’ll find listening,writing, speaking activities and games to help students master this vocabulary.

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This is me.  

Ask students to work in pairs and write down as many personality adjectives as they can in two minutes.

On the board write three columns: positive, negative and neutral adjectives and ask students to provide adjectives for the three columns. Have students choose one adjective from each column to describe their personality and in pairs talk about how these adjectives they have chosen are representative of their personality. Ask students to elaborate on their answers and provide examples to support their choice of adjectives.

Roleplays
Prepare cards with a personality trait written on it (talkative, cheerful, arrogant, stubborn, immature, possessive…etc). Give students a card telling them this is their personality. Pair up students and ask them to start a conversation and act the way the card says until their partner guesses what adjective they were given. Ask students for example to talk about buying a present for the teacher or deciding on what do at the weekend.

Reading your signature.

What does your signature say about you? According to handwriting analysts, signatures reveal a lot about your personality.

  1. Ask students to write the sentence Write soon on a piece of paper and then sign under the sentence.
  2. Ask them to work in pairs and look at their partner’s signature and explain what it means. See interpretation here
  3. Ask them to discuss whether they agree with their partner’s interpretation and why or why not.

What’s your job?

Research has shown that different personality traits tend to have distinct preferences in their choice of careers. On the board write the jobs below. Ask students in pairs to choose five and discuss what personality types the jobs would attract and why. Then discuss their choices with another pair:

Tax inspector    Teacher      politician     computer programmer   librarian

Actor    fashion model    psychologist   entrepreneur   judge

Acting out

Prepare cards with personality adjectives. Divide the class into 2 teams. For each team’s turn, set a time (1 minute).

On the board write the sentence: I want to go to the cinema tomorrow.

Team 1 begins and choose a player to sit at the front of the class. The player draws a card and acts out the phrase according to the adjective on the card. When the team guesses correctly, he can draw another card. He continues until the time is up. The timer is set again for the other team, and turns continue until all the slips are gone. Count the slips and give those points to their teams.

Quotes.

On the walls of the class stick the following quotes. Students in threes stand up and discuss what the quote means and whether they agree or disagree with them.

  • Always be yourself, express yourself, have faith in yourself, do not go out and look for a successful personality and duplicate it. Bruce Lee.
  • It is better to be hated for who you are, than to be loved for someone you are not. André Gide. 
  • If somebody likes me, I want them to like the real me, not what they think I am
  • Beauty attracts the eye but personality captures the heart.
  • Nearly all men can stand adversity, but if you want to test a man’s character, give him power.
  • It’d never too late for what you might have been. George Elliot.

 

Guess who. A speaking or writing activity.

Speaking. Before the class, prepare a set of pictures of famous people with very clear personality traits. For this activity the students are sitting in pairs, one student (A) facing the board and the other (B) with his back to the board. Display the photo of a celebrity and ask student A to describe this person in general terms focusing on his personality.

Writing. Before the class, prepare a collage with pictures of famous people with very clear personality traits. Ask students to write a description of one of them focusing on their personality without saying their names. Descriptions are read aloud and students will need to determine the identity of the person being described.

The four big questions.

Tell students you’re going to analyse their personality by asking them four key questions to which they should answer using three adjectives for each question. Adjectives cannot be repeated.
1. Choose a colour, the first colour that comes to mind.
Once you have that colour, list three adjectives that describe it.

2. Choose an animal, the first animal that comes to mind.
Once you have selected an animal, list three adjectives that describe it.

3. Choose a body of water like a river, ocean, sea, or lake. Once you have chosen a body of water, list three adjectives that describe it.

4. Let’s say you are in a white room with no windows no doors, list three emotions that you are feeling.

When you are done answering those questions, highlight the following to get your results: your colour represents what you think of yourself, the animal represents what you think of other people, the body of water represents your love life, and the white room represents what you will feel like when you are about to die.

Birth order

Do you think birth order has any influence on our personality?

Ask students to work in groups of 4. Tell them they are going to see a video where personality is related to birth order. Assign each person in the group the task of writing down information they can gather from the video about either first borns, middle children, last borns or only children.

Whole class discussion. Starting with “first-borns”, write on the board all the information the students learnt from the video. Start a class discussion where first borns in the class will say whether they agree or disagree with the content in the video. Repeat procedure for middle children, last borns and only children.

 

Tic Tac Toe

Tic Tac Toe. also known as noughts and crosses or Xs and Os is a game for two players, X and O, who take turns marking the spaces in a 3×3 (3×4 in this game) grid. The player who succeeds in placing three of their marks in a horizontal, vertical, or diagonal row wins the game.

In this game, to place their mark they’ll need to talk for about two minutes about the question in the box.

 

 

 

Lesson Plan: A Picture-Based Activity to Enlarge Students’ Vocabulary on Travelling

I’m really happy to introduce a guest writer to you. Maria Jose Díaz is a friend and fellow teacher from EOI Avilés and, in this blog post, she will be sharing with us an excellent communicative activity for C1 students based on pictures. María Jose also runs a blog Ingles en Aviles, which is really worth a visit.

Once again I have to cover the topic of travelling with my C1 students. You might think there shouldn’t be a problem dealing with this theme because everybody likes travelling plus it’s a common topic in the elementary and intermediate levels, which means students are familiarised with it. However, what might be seen as an advantage is a disadvantage for me: students seem bored with talking about different kinds of accommodation, means of transport and flopout versus niche holidays.

After racking my brains for a while I came up with this idea to help students talk about travelling from a different point of view.

Aim: activating new vocabulary through class discussion and providing students with new ideas to talk about travelling.

Level: C1

Materials: pictures of prehistoric people, explorers, missionaries, pilgrims, refugees and holidaymakers.

Instructions:

1. Start the lesson by asking students why people travel. From my experience, they will come up with the following: to broaden their minds, to work, for business, to relax, to know other cultures or to brush up a foreign language.

2. Ask for more reasons and show a picture with prehistoric people. Ask why people travelled in those times and try to get words like look for edible plants, follow animals to hunt (game), survival, look for better climes, nomads, caves…

3. Show a picture with explorers to help them think about people who travelled searching for better trade or commercial routes; they can give examples like Columbus or Marco Polo. You can also show them the silk route.

4. Show pictures with pilgrims or missionaries or the Mayflower. The idea is to make them think about why people move for religious reasons, either to evangelise new civilisations or to go on pilgrimage to places that are important to their faith and beliefs such as Santiago de Compostela, Meca or Jerusalem. Also, some people are forced to leave their countries to avoid persecution because of their religious beliefs or because they do not follow the religion of the country where they live.

5. The idea of persecution links the pictures in number 4 with the picture below. Refugees or asylum seekers also flee their countries to avoid persecution or to escape conflicts or wars, they seek refuge or asylum somewhere else, they look for a better life, in the same way immigrants and emigrants did in the past (and in the present!).

6. Finally, show the pictures below and make students think about their relationship with holidays. Hopefully they will talk about volunteering, ethical tourism and niche holidays.

 

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