Tag Archives: listening

Lesson Plan: Online Shopping and Traditional Shopping

So, who doesn’t like shopping???

I know, I know, I can see some of you raising an eyebrow and thinking… “well, I must be weird then, if I don’t like shopping”. Of course, you are not, it’s just that I love it so much that now that I don’t have as much spare time as I used to have, I miss it like crazy.

But I know, not everyone is a shopper, not everyone is a consumer. However, we all need to buy, whether it’s clothes, food or any other stuff. So, this lesson might come in handy whenever you decide to set your foot in a shop.

Hold on! Shop? Did I just say, “set your foot in a shop”? Like in a physical shop? It seems to me that right now, the online shopping experience has become so incredibly diverse and sophisticated that no matter what you need, it is simply a click away from you. You don’t even need to physically go to a shop. You can get yourself the latest craze from anywhere in the world without actually moving from your sofa. Kind of awesome!  Yeahhh, awesome but boring!!!

Anyway, in this lesson aimed at B2 students, we will be focusing on the topic of shopping and we ’ll be comparing online shopping to traditional shopping.

 

ONE: Lead-in Activities

A. Types of shops

Although students have a B2 level, I find they always welcome an opportunity to review vocabulary and maybe learn the names for some less common shops.

  • Play the video once without stopping and at the end of it, ask students in pairs to write down as many different kinds of shops as they can remember from the video. Write the words on the board for correct spelling and drill pronunciation.
  •  Divide the class into As and Bs. Ask As to face the board and Bs to face away from it.   Play the video, display the first picture and ask As to quickly describe the kind of shop they see on the board. As describes half the pictures and then they change roles with Bs doing the description and As guessing the shop.

Note: The slides contain music. Turn down the volume if you do not want it.

You’ll find the list with all the shops featured in this video at the end of the post.

 

B.  Speaking. 

Click on each of the pictures below to enlarge them and ask students in pairs to comment on them briefly. Ask for feedback.

Note: the slides contain music. I didn’t want it, but I did not have an option. It’s Mozart. Turn down the volume now if you prefer not to be distracted by the music.

TWO. Brainstorm and introduce new vocabulary

Give students two minutes to write down as many words as they know related to shopping. When the two minutes are over, ask them to stop.  After a quick round to see who has written the highest number of words ask students to tell you their words, writing on the board only the ones that are a bit more challenging.

For example, words such as “deal” or “goods” will be written on the board while “shop” or “money” will not.

More useful vocabulary:

  • A good deal: if something is a good deal, you pay a low price. You can say that a store has some great deals, for example
  • A bargain: the same as above
  • 20% off : the price is now 20% less than the original price
  • Overpriced: if sth is overpriced, it costs much more than you think it should
  • To order: when you order something that you are going to pay for, you ask for it to be brought to you, sent to you, or obtained for you. “to order things online”
  • Order number
  • To place an order
  • If you have a discount on the retail price, you pay less price than the price normally charged
  • Goods: things made to be sold
  • To be scheduled for delivery (tomorrow)
  • Online form
  • A secure payment page
  • To enter your card details
  • Get a refund
  • You can pay “Cash on Delivery”
  • To exchange a product
  • To track your package
  • Shipping rates

Ready to test your knowledge?  Fill in the blanks with some of the words above.

THREE. Listening. Video Activity: Singles’ Day

Lead-in: Ask students if they know anything about Singles’ Day. Info, here

  • Play the video once without giving students any tasks.
  • Give students the gapped text and ask them to complete it with the words they hear. Play the video.
  • Play it again, if necessary

See the activity here. You can check the answers by activating the subtitles in the video.

FOUR. Speaking: Online Shopping versus Traditional Shopping

Divide the class into two groups: those preferring online shopping and those preferring traditional shopping. Ideally, you would pair up students in this way, but more often than not, you’ll have to persuade some students to take a different view for the sake of the exercise.

Give each student their corresponding handout and ask them to read the information on it. Their aim, when pairing up with a student holding an opposing view, will be to try to convince their partner to change their mind.

  • Handouts  for student A and B here
  • Functional language to be used here

FIVE: Oral mediation

NOTE: These activities will be in Spanish. Students will need to act as mediators in an oral interlinguistic mediation activity.

This is the first time I am going to do an interlinguistic oral mediation activity with my students. My students are going to take the role of mediators and use a source text in Spanish and relay the selected information to an English speaker, who does not understand Spanish.

What is a mediator and what does he do?

The mediator acts as a facilitator in a social event during which two or more parties interacting are experiencing a communication breakdown or when there is a communication gap between them.

Watch the video and find out a bit more about mediation.

These are the first two tasks I have prepared for my students. More would be coming!

Task 1   〉    Task 2

SIX. Discursive writing. A pros and cons essay.

Write an essay of about 200 words on the advantages and disadvantages of buying in local shops.

Tips and example here

Shops featured in the video:

clothes shop, chemist’s, fishmonger’s greengrocer’s, baker’s, bookshop, shoe shop, butcher’s, record shop, haberdashery, florist’s, barber, optician’s, newsagent’s, petrol station, pet shop, toy shop, stationer’s, chain store, charity shop, corner shop, tobacconist’s, sports shop, travel agent’s,  jeweller’s,

Lesson Plan: Good Manners, Customs and Strange Traditions

I know, I know, there is more than one blog post about unusual traditions here, but there are so many of them and they are so much fun to listen to.  Who doesn’t like being told about a totally surprising or creepy custom? It’s like when you were a little child and liked being told stories about far-away places filled with strange characters doing the most extraordinary things.

Well, this is how I feel when people tell me about unusual customs around the world.

So, whenever in the textbook I am following there is a slight reference to unusual traditions, I jump at the opportunity to do something with it.

In this lesson aimed at B2 students, you’ll find:

  •  Two texts about unusual customs
  •  A video about unusual customs with Ellen Degeneres telling the story. By the way, one of them a surprising Spanish custom I didn’t know about.
  •  The quiz : What nationality are your manners?
  •  How I use Google slides for collaborative projects

In this lesson, students will have to:

  • Read a text about an unusual custom and retell their partner – (aimed at improving reading and speaking abilities)
  • Answer a few questions or summarize the traditions heard in the video (aimed at improving listening abilities)
  •  Learn vocabulary and comment on different manners around the world by doing the personality quiz “What nationality are your manners?”
  • Use technology in a collaborative project (aimed at improving students’ digital competency)
  • Give a speech of about 3 minutes about an unusual custom around the world (aimed at improving students’ speaking skills)

Lead-In : Speaking

Display the picture below and ask students in pairs to comment on it. After a couple of minutes, get feedback.

There is always someone who has read or knows a bit about this custom, mainly because every single time a member of the British Royal family goes to New Zealand this is the most popular picture to take. In case they know nothing about it, you can tell them this is the Maori way of greeting people, called Hongi. It is used at important ceremonies. Through the exchange of this greeting, one is no longer considered a visitor.

Have a brief conversation about the etiquette of kissing in your country

Listening: Odd Traditions Around the World (0:00-2:06)

If you have been reading this blog for a while, you’ll probably know that I’m a big fan of Ellen Degeneres. Write her name on the board and ask students if they know who she is. Tell students they are going to listen to a short extract from Ellen Degeneres show about Odd Traditions around the world.

Note: I have only used the first two traditions (0:00- 2:06 ), the third one is way too weird for my taste.

  1. Write Groundhog Day on the board. Tell students this tradition will be mentioned in the video, but they will learn more about it in the next activity.
  2. There are no questions here. The first time you play the video, students will be required to write down the names of the two festivals. The second time, they will have to explain everything they have learned about the two festivals.

Reading about Two Unusual Traditions. Retelling.
  • Ask students “Have you heard about any unusual traditions in your country or around the world? Ask students to talk in pairs and get feedback
  • Ask students to work in pairs. Student A will get a copy of Groundhog Day (American tradition) and Student B, a copy of Guy Fawkes Day (British tradition).
  • Give them some minutes to read it a couple of times and then,  in pairs, ask them to tell their partner about their tradition in as much detail as possible.

Guy Fawkes PDF , Groundhog Day PDF

Speaking: Giving a short speech about an unusual celebration.

The only thing probably worth mentioning here is the fact that we have used Google Slides to work collaboratively.

I am a very visual person. I do not want to imply that listening to my students’ speeches is boring, but I cannot deny that it is much more pleasant to look at some pictures of the tradition being described, while listening to the students’ performances.

Problem? Every student will bring their own flash drive, we will need to Insert the flash drive into the USB port on the computer, run a virus scan …. etc and this takes time. A lot of time.

Solution? I created a Google Slides Presentation, used the first two slides to give instructions and then wrote the names of my students on the slides. One slide per student. I shared the URL with Edit permissions and asked them to, instead of their name, write the name of their festival and then insert a picture below it.  Problem solved.

 

A speaking Activity Using the Quiz: What nationality are your manners?

This fun quiz contains some very interesting questions which can spark a lot of discussion in the class.

Do the quiz with the whole class.  Display question number 1 and ask a student at random to choose the answer that is true for him.  Ask the whole class to discuss some of the other options.

Find the quiz here

I hope you have enjoyed the lesson!

Three Activities to Do on a Spooky Gloomy Halloween Day

You see, Halloween and me, we are not on friendly terms. I don’t really get good vibes off this holiday.  Gory and scary … just scares me. But, that’s ok. I don’t have to like every single holiday. However, I have students and teaching a language is not only about words, it’s also about the culture and traditions of the country you are trying to teach. Halloween is important in Anglo-Saxon countries so this year I have made a point of trying to give it some real attention. I’ll even attend a small Halloween party, where I’ll be wearing a knife-through-head prop and some Halloween skeleton tights. Organising the party? Let’s start small! This year, the party will be hosted by my enthusiastic colleague Marta Dominguez, who has also provided me with some of the activities you’ll see below.

Activity 1.  Video Activity. The Ten Steps (2004)

This activity aims at

  • learning vocabulary: adjectives to describe houses
  • improving their listening skills

This is a great short film (less than 9 minutes and worth every second) that sets the right atmosphere. Draw the curtains and turn off the lights.

I would like to just for one day forget I’m an English teacher and just play the film, but I can’t.  So, we are going to work a bit on vocabulary before the film starts and we are going to focus on some questions to answer in pairs after watching the film.

Before playing the video, show them the picture below or alternatively pause the video. Do the vocabulary exercise with them ( handout)

PDF here

The Ten Steps

 

Activity 2. Writing and Story-Telling

This activity aims at

  • developing creative writing
  • using their stories to develop oral fluency

Remember the lights should be off and the curtains drawn. Lighting a candle might be a good idea for two reasons: it helps create a mysterious atmosphere and prevents students from reading from their essays.

The New York Times has a site where, every day, they publish a picture prompt to inspire students writing. Days prior to the great Halloween Day, I have shown my students this picture and asked them to write a scary story about this house. They should bring their stories on the day of the party.

The idea is to put students in groups of four and tell (not read) their stories. Each group will decide on the best and the whole class will listen to the best stories from each group and then vote on the best one.

It’s also a good idea if you share a story of your own and yes, in case you’re wondering, I’ll still need to correct their stories.

Activity 3.  A bit of fun with Kahoot.

This activity aims at:

  • teaching about traditions
  • developing digital abilities
  • having fun 🙂

I would just not feel fine if, after all the spooky storytelling, my students went home and couldn’t sleep that night, so a Kahoot is in order.

Again, I have not created it. My colleague Marta has just chosen one from the enormous bank of Halloween quizzes Kahoot has and we have adapted it to our needs.

Happy Halloween! Let’s enjoy the holiday break!

3 Useful YouTube Tricks, a Video Listening+Speaking Activity. A Flipgrid Proposal.

Unit 1 of my textbook is dedicated to questions. All sorts of questions: indirect, with prepositions at the end, negative interrogative questions, echo questions, question tags… etc. Yeah, I know. Lots of teaching here. On the bright side, teaching questions offers such a variety of activities you can do with your students that sometimes it is hard to find the time to do all the amazing stuff published all around the web.


This year, for my first lessons dealing with questions, I have decided to choose one of the hundreds of interviews to celebrities available online. It is still the beginning of the course and I wanted something quick and not too difficult to understand. And, I found this interview with Selena Gomez who, to be honest with you, I didn’t know much about just perfect as it is all about questions and, more specifically, get-to-know-you questions.
Anyway, I wanted a short simple listening exercise and I wanted to post it on the blog so that my students could do it again at home. To do the whole activity, I needed to solve a few technical issues regarding YouTube which I’ll detail below, in case you find them helpful.

YOUTUBE VIDEOS: SOME TRICKS YOU MIGHT WANT TO KNOW
  • Sharing a youtube video with a specific start time

You probably know how to share a video starting at a specific point. You don’t? Well, that’ s pretty easy to do.

  • Sharing a youtube video with a specific start and end time

That’s a bit more complicated. Keywords “ a bit”. The first thing you need to know is the specific time you want your video to start and to finish. For example, if you need your video to run from 1:20 to 2:15, you need to convert it into seconds.

1:20 -1 minute= 60 seconds+ 20= 80 seconds (start time)

2:15- 2 minutes= 120 seconds+15 = 135 seconds (finish time)

Now, grab the embed code for the video. In my case, it was

<iframe width=”560″ height=”315″ src=”https://www.youtube.com/embed/_GFkHA5EZdE?start=1″ frameborder=”0″ allow=”autoplay; encrypted-media” allowfullscreen></iframe>

Change the start time and instead of 1, write 80 and then add &amp;end=135

The resulting embed code is

<iframe width=”560″ height=”315″ src=”https://www.youtube.com/embed/_GFkHA5EZdE?start=80&amp;end=135 ” frameborder=”0″ allow=”autoplay; encrypted-media” allowfullscreen></iframe>

  • Getting the transcript. Call me lazy but if technology can save me some time….

You can easily get the transcript from a youtube video clicking on the three dots next to the save button.

VIDEO-BASED LISTENING ACTIVITY:  18/73 QUESTIONS WITH SELENA GOMEZ

(Follow -up activity:  I am looking for  one or two EOI teachers, teaching the B2.2 level, to work with me on a  simple single get-to-know-you project using the free online tool Flipgrid. If anybody is interested, please send me an email)

  • Level: B2
  • Skills: listening and speaking

As I have mentioned above, I wanted a short listening activity which could serve as a springboard for a speaking get-to-know-you activity among my students.

LISTENING COMPREHENSION

Procedure:

  • Play the video once and ask students to just listen. At the end of the video (the video is set to stop at 2:08) students will probably complain that it goes too fast. My advice? Smile and say “You can do it! “, because they actually can.
  • Give them the handout with the questions and play the video twice more.
  • Before you play it a third time, ask students to share their answers in pairs and, needless to say,  in English.
  • Play the video once more, pausing after each answer. Ask students to provide the answer and repeat procedure for question 2.

Here are the questions. To get the answers, just display the transcript as indicated above.

SPEAKING  ACTIVITY:  15 minutes
  • Play the video again, this time and depending on the number of students, play a couple more minutes or if necessary the whole video.
  • Tell students, they will need to listen very attentively to the questions asked to Selena and choose one they would like to ask their classmates.
  • Ask them to write it down and check with you that it’s Ok.  When they are ready, ask them to stand up in a mingling activity and interview as many classmates as possible.

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

Health and Illness: A Lesson Plan for Upper-Intermediate Students

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

This lesson plan works well on its own, but I have used it to complement Unit 2 of the course book New English File Upper-intermediate.

 

The Hot Seat. Revising and consolidating vocabulary.

A fun way to revise and consolidate vocabulary is playing the hot seat with the wheel of fortune.

PROCEDURE

    1. Divide the class into two teams and ask them to choose a person to play for them and take the “hot seats”. These two students will be facing their teams and with their backs to the whiteboard
    2. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game. Tell them each team will have one minute to describe and guess as many words as possible.
    3. Spin the wheel. Team A will have to define the word for its player. Once the player has guessed the word, the teacher will spin the wheel again for the same team. For every word they guess, they will get 1 point. If the player for Team A doesn’t know the word, then Team B gets the chance to define the word for its player. If he guesses, the team gets 2 points for this word.
    4. Repeat procedure for Team B.

Role-Play: at the doctor's

At this stage, students will have already learned the vocabulary for minor and more serious illnesses and conditions so now, it’s time to practise it.

Step 1.  Working on pronunciation

On the board, write some of the words students have found most difficult to pronounce and revise their pronunciation. In my case, they might include:

Stomach ache   cough   temperature   consciousness   sprained   antibiotics   antihistamine  wound     blood pressure   medicine    paracetamol

Step 2.  Visiting the doctor

      • Ask students about the last time they were ill. What symptoms did they have? Did they go to the doctor? What was the treatment? Did you follow his advice? Could you go to work/school?
      • Tell students that they are going to role-play a conversation at the doctor’s where half the class will be patients and the other half will be doctors.
      • Students playing the role of patients will get a card with their ailment and they will need to talk to the doctor, describe their ailment and get some advice or treatment.
      • Students playing the role of doctors will have to ask questions and then prescribe some medicine, if necessary, and give some advice (rest, diet…etc).

Step 3.

Build the basic guidelines of the conversation on the board with the students’ help

Doctor: “Good morning/afternoon. What seems to be the problem?”

Patient: “I haven’t been feeling well for a few days/ I don’t feel well”. Explain your symptoms

Doctor: Asks more questions like ” Are you taking anything for… ?“Do you have a headache”? When did it start?” Have you taken your temperature?” …etc

Step 4.

Ask half the class (the doctors) to remain seated at their desks and ask the other half (the patients) to stand up and move to a corner of the room. Give each of the patients a card with their illness and ask them to choose a doctor and role-play the conversation.

When a student playing the role of patient finishes, he should go back to the corner and wait there for another student (patient) to swap the cards. Students will role-play as patients twice.Once this step is over, change roles: patients will now be doctors and doctors will role-play as patients.  Give them new cards or reuse the previous ones.

Cards here

Listening comprehension: Complementary and alternative medicine

Write “alternative medicine” on the board and ask students if they know what it is and if they have ever tried it.

There is a nice Reading Comprehension on Acupuncture here

Tell students they are going to watch a video where Dr Mc Cann discusses traditional medicine and alternative medicine. Ask them to listen once and then, in pairs, share any ideas they got from the video.

Ask students to listen a second time (even a third, if necessary) and answer the following:

True or False? Justify your answers

      1. Integrative medicine is a combination of traditional medicine and complementary and alternative medicine.
      2. At medical school, professors show you some alternative and complementary medical practice.
      3. Dr McCAnn thinks a doctor needs to treat patients with either conventional or alternative medicine
      4. According to alternative medicine, the human being can heal himself
      5. Patients of integrative medicine are willing to take an active role in their healing process.
      6. Some patients of integrative medicine are not ill at all.
      7. Dr McCAnn believes integrative medicine is here to stay.

Answers: At the end of this post

 

Going the extra mile: Introducing more advanced vocabulary
      • To feel under the weather = to feel slightly ill
      • To be as fit as a fiddle= to be healthy
      • To phone in sick= to call work and say you’re ill
      • To suffer from a disease
      • To be a hypochondriac or a cyberchondriac /ˌhaɪ.pəˈkɒn.dri.ək/
      • To give someone a diagnosis /ˌdaɪ.əɡˈnəʊ.sɪs/ Ex: The doctor cannot give a diagnosis without doing some tests
      • To treat an illness such as asthma, depression, high blood pressure
      • To relieve a headache, dental pain, arthritis /ɑːˈθraɪ.tɪs/
      • To practise self-medication with non-prescription medicines /ˈmed.ɪ.sən//ˈmed.sən/
      • To have an operation, to undergo an operation
      • To donate organs, to be a donor
      • To go down with a cold / the flu
      • To need surgery /ˈsɜː.dʒəi/
      • Symptoms
      • A life-threatening illness
      • A tumour /ˈtʃuː.mər/ (UK) /ˈtuː.mɚ/ (US). Ex: Brain tumours develop in fewer than one in 50,000 people
      • The side effects of drugs
      • Vaccination
      • Integrative medicine: a combination of traditional and alternative medicine
      • Home-made remedies
      • Alternative medicine /ɒlˈtɜː.nə.tɪv/
      1. Homeopathy /ˌhəʊ.miˈɒp.ə.θi/: a way of treating illnesses using very small amounts of natural substances,
      2. Osteopathy /ˌɒs.tiˈɒp.ə.θi/:  the treatment of injuries to bones and muscles using pressure and movement
      3. Yoga
      4. Reflexology: a treatment in which your feet are rubbed and pressed in a special way in order to improve blood flow and help you relax,
      5. Acupuncture /ˈæk.jə.pʌŋk.tʃər/: to insert very fine needles into the body at points along the meridians
Controversial Statements about health.Discussion Posters

Using vocabulary is key in this lesson. In fact, all the lesson is aimed at motivating students to use vocabulary they are already familiar with and to give them a chance to use newly-learnt terms.

So, this lesson could not finish without devising another strategy to help them use the target vocabulary; this time with the help of visual images in the form of posters and with controversial statements that will, hopefully, spark discussion.

Procedure: Gallery Walk

On the wall of the class, display the posters. Ask students in threes to choose a poster and discuss the statement written on it. Encourage the use of target vocabulary.

You can download the posters here.


Listening Comprehension Answers:

1.T  2.F  3.F  4.T  5.T  6.T  7.T


Don’t miss any posts. Follow us on facebook

Lesson Plan: I don’t believe in paranormal but….

Fall has finally hit!This is Halloween’s week and it seems the weather has finally chilled out and stopped being silly. The truth is that I don’t see myself telling scary stories in class while the sun outside is shining bright. It just wouldn’t do! Telling scary stories requires a dark, grey, gloomy day; one cannot be telling scary stories and thinking about going to the beach.

Level: B2

Aim:

  • to introduce and revise vocabulary used to talk about paranormal or unnatural phenomena
  • to give students’ some listening and speaking practice.
  • to develop students’ writing skills

STEP 1. INTRODUCTION

Write Paranormal on the whiteboard. Ask students if they know what it means (if necessary, explain that a paranormal activity is not scientifically explainable), and ask them if they believe in paranormal phenomena.

STEP 2. LISTENING COMPREHENSION. A PARANORMAL STORY.

Ask students if they know what a Ouija board is and ask them whether they, or anybody they know, have ever played with a Ouija board. I have a real experience to share with them but in case you don’t, there are plenty of terrifying stories online you might want to share with your students (just to build the right kind of atmosphere).

  1. Play the first 0:53 seconds of the video and ask students to predict what will happen next. Listen to their predictions and then, play the rest of the story.
  2.  Play the video a second time and ask the following questions:

True or False? Justify your answer

  1. The narrator and his brother had just bought a Ouija board
  2. The narrator’s brother was willing to play with the board
  3. The first time, the narrator’s brother moved the planchette.

Answer the following questions in your own words:

  1. Why did they decide to play a second time?
  2. What is the ideal environment for a Ouija board?
  3. Why did the narrator leave the room?
  4. Why did he run back to the room and what did he see?

 

STEP 3. SPEAKING

Before asking students to discuss the questions you might want to pre-teach or revise some vocabulary.

  • To set the mood: gloomy, desolate, haunted, abandoned, scary, spooky, frightening, creepy and supernatural
  • To say how you feel:  horrified, terrified, petrified, panic-stricken, trembling, paralysed, shuddering
  • To talk about “people”: a ghost  ( a ghostly figure), an apparition, a shadow, an entity, an (evil) spirit, a hallucination, a medium, a UFO.

Ask students to work in groups and answer the following questions.

  • Do you believe in ghosts? If not, how do you explain people’s claims to have seen them?
  • Have you experienced the feeling of déjà vu? How do you explain this strange feeling?
  • Telepathy is communication directly from one mind to another. Is it possible to communicate this way?
  • Sometimes, the police use psychics to help them. What do you think about this?
  • Do you believe in hypnosis? What happens when a person is hypnotized?
  • Can people predict the future? Have you ever had a feeling about the future that turned out to be true?
  • Have you ever visited a fortune teller?
  • What do you think about UFO sightings?
  • Are you a superstitious person? What things are you superstitious about?

Most of the questions are from this site. 

STEP 4. WRITING CONTEST. I DON’T BELIEVE IN PARANORMAL, BUT….

I love telling stories, don’t you?  Well, the heading in this Step 4 needs no explanation. A contest.  A contest which will give me the opportunity to revise narrative tenses and connectors to help students sequence their ideas.

I’m going to use this excellent post from Thought.Co

A good contest, deserves a nice poster. Here it is.

Lesson Plan: Education is the most powerful weapon you can use to change the world

Education is the most powerful weapon you can use to change the world- Nelson Mandela

I’m so excited. Truly. I am. It’s been months since the last time I taught a class full of students. I know it’s going to be hard but I’m really willing to get back in the swing of things. I’m also preparing material for my workshops, and I have a bunch of work to catch up on, but I’m anyway feeling really motivated. So, it seems I am off to a good start.

This is a lesson for upper- intermediate students (B2) about education. In this post, you will find

  • Some vocabulary you might need to revise/learn when discussing this subject.
  • A small challenge with some confusing terms related to education
  • A video about  6 problems of our education system
  • Speaking practice: questions to discuss
  • A written assignment

The warm-up. Setting the context

I don’t think there is a better way to introduce a topic than by showing students a picture that will probably spark interest and hook students into the lesson. That’s the aim of the picture below.

Show the picture and listen to student’ reactions. Probably, the first one would be “Me, neither”, but let’s dig in for more profound reactions.

Tell students to get into pairs and think of three reasons why this boy wouldn’t want to go to school. Allow them 2 or 3 minutes and the write their suggestions on the board and discuss them.

Ask students: Can you relate to the boy in this picture? What can you remember about your kindergarten? In your opinion, what’s the ideal age to start school?

The vocabulary

Ask students to work in pairs. Write on the board the word “education” and ask students to brainstorm vocabulary related to the topic. Encourage them to mind map to help them revise vocabulary related to this thematic area. Allow them some minutes and get feedback from the whole class.  I gave handout 1   to my intermediate students last year, so this year (B2), I will probably need to revise and add the terms in handout 2 explaining difficult vocabulary.

The challenge.Did you know?

In this part of the lesson, students are presented with some confusing terms.

Ask them to work in pairs and discuss the questions posed in the flip cards. Award 1 point to the student who has guessed the right answer.
Flash Card Deck created by Cristina Cabal with GoConqr
Speaking. The questions.

Ask students, in pairs or small groups, to answer the following questions about education, where they will revise some of the vocabulary learned in the previous step. Encourage the use of new vocabulary.

You can get the PDF with the questions here, but isn’t it more appealing to use the Spark below.

Education

Listening. The video: 6 problems with our school system.

Methodology: collaborative retelling

It is a longish video. It lasts almost 6 minutes so I’d suggest breaking it up and asking students to work on different parts of the video.  In the video, 6 problems with our education system are mentioned.

This activity will be set as homework.

  1. Introduction.  In class, play the first 34 seconds of the video and tell students to give you a summary. They will probably say that the video shows how our system of education has become obsolete and is not preparing children for the real world. Ask them whether they agree with this idea.

2. Homework.

  • Explain that everybody will need to listen to the introduction again (first 34 sec) which summarizes the content of the video.
  • Tell students the video talks about 6 problems our current education system is facing nowadays.
  • Form groups of six students and tell them that, in the next lesson, they will be working in groups of six and each of them will share what they have learned about their assigned problem and their opinion on whether this is a real problem in their country providing examples, if possible.Alternatively, you can form groups of 3 students and assign each student two problems.
  • Assign tasks to the different students in the  group
  • Student 1: Industrial Age values 0:35-1:26
  • Student 2: Lack of autonomy 1:26-2:18
  • Student 3: Inauthentic learning  2:18-3:12
  • Student 4: No room for passion 3:12-4:15
  • Student 5: Differences in how we learn 4:15-4:40
  • Student 6: Lecturing 4:40-5:56

Writing. An opinion essay.

Write an opinion essay on the following:

Our current system of education is now outdated and ineffective.

Here’s a nice post I wrote last year which might help you.

Five Steps to Writing an Excellent Opinion Essay

Thanks for reading!

Ready-Made Lesson: Personal Identity

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

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

About the lesson:

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

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

 


Part 1. Talking about your name

A video-based listening activity

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

Introduce: 

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

Procedure:

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

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

Discussion questions:

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

Part 2. Talking about your personality

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

The warm-up

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

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

Homework.  The Website.

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

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

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

Gathering Feedback

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

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

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

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

Speaking

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

Ask them to discuss the following questions.

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

The Quiz: As Free as a Bird. 

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

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

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

Enjoy!

A Listening and Speaking Lesson: Fair Trade

Level: B2 

Warming-up

  • Are you a coffee person or a tea person?
  • Are there any benefits to drinking coffee?
  • Do you check where coffee is produced before you buy it?
  • How do you decide which coffee to buy?
  • Do you know what fair trade is?

 

LITENING COMPREHENSION

Watch this video to learn more about fair trade and answer the following questions

 

Preteach: Yield /jiːld/ the total amount of crops, profits, etc. that are produced

  1. How does buying fair products help developing countries?
  2. Coffee farmers earn very little money with the coffee they produce. Why is that? ( 3 reasons)
  3. Fair Trade coffee makers are members of cooperatives. What are the advantages?
  4. What is the most important thing about the fair trade system?
  5. Fair Trade organisations also receive the fair trade premium. How can this money be used?
  6. How does the environment benefits from fair trade?
  7. How many fair trade products can be found in the market?

DISCUSSION QUESTIONS. 

In pairs, discuss the following questions

  • Have you ever bought or tried a fair trade product?
  • Why do you think fair trade products are more expensive?
  • You always wear a brand of trainers and one day you find out that they are made in factories where children work under very bad conditions. Honestly, would you continue buying this brand?
  • Do you think mass media and society influence consumerism, especially in teenagers?

PDF download

Related Posts Plugin for WordPress, Blogger...