Tag Archives: methodology

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!

Quiz: Persistent Spelling Mistakes and some Orthodox and Unorthodox Techniques to Get Rid of them

The course is almost finished.

Admittedly, I’m in sore need of a respite from the pressure of end-of-the-course classes, but it’s also true that I have a lot of ideas to try and share sitting on the drafts shelf of my mind. Little by little they will see the light.

My students struggle with English spelling. Who doesn’t? Little by little I can see they’re making progress, but unfortunately there are some spelling mistakes that I keep finding in my student’s exams. A quick search on the Internet reveals that the occurrence of these spelling mistakes has little to do with your mother tongue though, admittedly, the quiz is based on my students’ spelling mistakes who are, for the most part, Spanish.

What about you? Do you also make these mistakes? Let’s find out!


Some orthodox and unorthodox techniques to get rid of these spelling mistakes


  1. Write them down. This is the dull, traditional but effective way of correcting spelling mistakes. Start with one mistake and write it down, at least 10 times. This was my mother’s favourite method. I guess it served two purposes: to help us learn the correct spelling and also to keep us quiet for a while. I can’t blame her. I have 4 siblings and there are 6 years between the youngest and the oldest.
  2. Do the quiz. Do it once and write down all the targeted words you can remember. Take the quiz again. Correct the ones you misspelled. Repeat procedure.
  3. Ask someone to help you. Write a list of the words you have trouble spelling. Write the translation in your own language next to each one. Ask someone in your family to call any of these words at random. Write them down and ask this person to correct them. Once you have mastered the spelling of the words, you might want to buy your helper a drink. He deserves it.
  4. Write a short story. Write the words you seem unable to spell correctly. Make sure you write them down properly. Read them several times. Write a short story containing them and give yourself a high five if you got most of them right. Warning: don’t ask anybody to read it. The story will probably not make any sense at all.
  5. Stick on the walls of your house flashcards with the correct spelling. I used to do it with phrasal verbs when I was at uni. It worked but my flatmates were not very happy.
  6. Use Quizlet or any other app to create flashcards. This app is great to work with spelling as it offers a variety of games to practise the correct spelling. I’ve made a short video tutorial. See it below.

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2 Superb Activities with Posters to Review Topics before Oral Exams

I love working with posters and these two activities combine some of the elements that guarantee a successful lesson: movement, interaction, visuals and fun.

It is great if you need to revise a number of topics before an oral exam.

 

ACTIVITY ONE: 

Aim:  to revise several conversation topics integrating grammar, speaking and writing.

Level: B1 (intermediate and above)

Time: 50 minutes or more

Materials: post-it notes (alternatively, you can use pieces of paper+ Sellotape/blu-tack). I have used the free website Canva to create my posters. You can see them here. I have used the free website wheeldecide to create a wheel for the wh-words. (short video tutorial here)

Task. In this engaging activity students will need to work in pairs or small groups and provide the questions which will be later answered in groups about a certain topic.

Preparation:

  • Create as many posters as topics you want to revise and display them on the walls on the class. See mine above. You can also do this activity without posters by writing the different topics on pieces of paper, although obviously this is less appealing. Ideally, the topics should be written big enough to be seen from the back of the class.
  • Create a wheel containing wh- words and a yes/no question option. See mine below. If you don’t want to use a wheel, you can write the wh- words on pieces of paper and put them in a box.

In class

This activity is divided into two stages

Stage 1.

  • Direct students’ attention to the walls of the class and read the different topics to be revised.
  • Ask students to work in pairs or small groups.
  • Spin the wheel. Students in their groups choose a topic  from the ones displayed on the walls and write a question about it beginning with the wh- displayed on the wheel. Give students sticky notes and ask them to write their question there, and then stick it next to the poster it refers to.

For example: the wheel displays How?. Group A decides to write a question about City life and Country Life. They might write something like: How are city people and country people different?

  • Spin the wheel again and repeat procedure as many times as you want. Each time students will need to choose a different topic.

Stage 2

  • Ask the groups to stand up and stand next to a topic. Students read the questions on the sticky notes and discuss them. Encourage the use of specific vocabulary.
  • After five minutes, ask the groups to rotate to the next topic.

 


ACTIVITY TWO: 

Aim:  to revise several conversation topics .

Level: B1 (intermediate and above)

Time: 30 minutes or more

Materials:  I have used the free website Canva to create my posters. You can see them here

Task. In this fun activity students will alternate playing the roles of interviewer and interviewee while reviewing different topics before taking an oral exam.

Preparation:

For this review activity you’ll need to create posters on different topics and write two or three topic-related questions to be used in the interview.

In class

Ask as many students as posters you have displayed on the walls of the class to stand up and stand next to a poster. One student, one poster. Let’s call them Student A. They are now the interviewees. There should be, at least, the same number of students sitting down. Let’s call them Student B. They are the interviewers.

Ask Student B to stand up and choose a student A to interview using the questions on the poster. Encourage Student A to elaborate on the answers. Allow 3-4 minutes.

Ask student B, i.e. the interviewer, to exchange places with Student A and become the interviewee and ask student A to rotate to the next topic and become the interviewer.

In this way, students alternate being the interviewer and interviewee while revising a variety of topics in a dynamic way.

Repeat procedure until all the topics have been covered.

(Note: this activity can also be done if you need to have two Students B in one station. They’ll just have to take the role of interviewer twice before becoming an interviewee.

Hope you enjoy the activities!

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2 Fresh & Fun Activities to Practise Both, Neither and Either

If you think that teaching both, neither and either is a bit boring, I have good news for you. In fact, I dare say great news!  It can also be fun!

It’s no secret on here that I love having fun in my classes but what people may not know is that although flexible when necessary, my classes are carefully planned and  games are not played just  to keep my students entertained; on the contrary, they are carefully designed and used to improve certain abilities and with a clear goal in mind. If at the same time we can have a nice time, that’s the icing on the cake.


1.SOULMATES

This is a team game and it aims at practising the structures

  • Both/Neither of them
  • Both… and / neither…nor

Materials:

  • 2 white cards with YES written on one side and NO on the other
  • Teacher’s here

PROCEDURE

  1. Divide the class into two or three teams.
  2. Ask the teams to select two people to play for them and take the “hot seats”. These two students will sit facing their team.
  3. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game.
  4. Explain you’re going to give each of the two members of the team a white card withYES written on one side and NO on the other. Tell them you’re going to ask them 10 yes/no questions.
  5. Their team will score a point every time these two students show the same answer to the questions asked, and the team provides a correct sentence containing the target structure.
  6. Repeat procedure for Teams B and C and give a big applause to the winners.

Example 1.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: YES
  • TeamBoth of them have scored 10 out of 10 in an exam / Both Mary and Peter have  scored 10 out of 10 in an exam (1 point)

Example 2.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: NO    Student B: NO
  • Team: Neither of themhave/has scored 10 out of 10 in an exam / Neither Mary nor Peter has scored 10 out of 10 in an exam (1point)

Example 3

  • Teacher: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: YES (0 points)

2. CHANGING SCHOOLS

This communicative activity has two parts.

In part 1, students will have a conversation where the aim is to agree with their partner using the structures:

  • So do I- to agree with a positive statement
  •  Neither do I or  I don’t either- to agree with a negative statement

In part 2, students will report back to the class using:

  • Both/Neither of us…
  • We both…
  • Both … and … / Neither … nor…

PROCEDURE. 

PDF teacher’s here

  1. Ask students to work in pairs and give them Handout A and B.
  2. Ask them to complete the answers.
  3. Explain the context. You have just changed schools and you don’t know anybody in the class. You want to make new friends quickly and the best way, if not the most honest one, would be to agree with whatever the student sharing your desks says. So, five minutes before the next class starts you decide to strike a conversation with the student sitting next to you.
  • Start by introducing yourself and then ask your classmate some questions.
  • Your classmate will introduce himself and also ask some questions. Make sure you agree with everything he/she says using the structures.

So do I- to agree with a positive statement

Neither do I or I don’t either- to agree with a negative statement

  1. Ask students to report back to the class using:
  • Both/Neither of us..
  • We both…
  • Both … and … / Neither … nor…

Ex. Both of us have one brother/We both have one brother/ Both Peter and me have one brother

Neither of us can speak Norwegian/ Neither Peter nor me can speak Norwegian

Example Handout Student A


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Introducing Reported Speech Statements,Questions and Orders in a Different Way

This week’s post was not supposed to be a grammar post, it just so happened to turn out like that. Come to think of it, I have been teaching lots of grammar lately so I shouldn’t be surprised if my brain is filled with ideas for grammar teaching.

If I want my classes to be different from the ones I had when I was studying English at school (teacher-centred and book-centred), I cannot introduce all those digital tools I’m so keen on using and then go and spoil it all by asking students to read straight from a photocopy when it comes to grammar. I’m not saying it’s the wrong way to go about it, I’m just saying it’s not the way I teach or the way I’d like to be taught.

Admittedly, grammar is grammar, but can we make it a bit more appealing to our students?

Reported speech is probably one of my favourite grammar points and this is how I have introduced reported speech statements, questions and orders in my classes this week.


INTRODUCING STATEMENTS.

To introduce statements I often use quotes from famous people. The presentation you’ll see below is one I often use as my students, for the most part, are adults. But if you’re teaching teenagers, you can easily change the people in the slides and use celebrities they can relate to.

So the idea is to play the presentation, read the quote and then ask: “What did Marilyn say?” Guide students through the changes in reported speech and then show the second slide where the reported sentence is displayed.


INTRODUCING QUESTIONS.

I’ve been introducing reported speech questions in this way all my teaching career. The reason? Students collaborate from minute one and this is something I treasure.

I tell the students my son Daniel is 4 years old and he’s always asking questions. With all the drama I can muster I tell them that yesterday I got home really tired and wanted to rest a bit but my son Daniel had other plans for me and could not stop asking questions.

I draw on the board a boy and I call him Daniel and a woman and I call her Cristina- my name. I draw a big bubble next to Daniel and I ask students to guess what sort of questions he might have asked me. As they provide the questions I write them inside the speech bubble making sure there is a variety of wh- and yes/no questions and a variety of tenses. Once the questions have been written, I go on telling them that when my husband got home I was lying on the sofa with an ice pack on my forehead and looking dead tired  -remember drama is important- and when he enquired why I was so tired I told him all about my day and how I couldn’t rest because Daniel had asked all those questions.

  • He asked me why I was smiling
  • He wanted to know if he could watch cartoons.

INTRODUCING REQUESTS AND ORDERS.

To introduce request and orders I write inside a circle on the board

First day instructions

and ask students to try to remember some of the instructions I gave them on the very first day in class.  Encourage them to tell you the exact words I used. They will probably say:

  • Use English
  • Put your mobiles on silent mode
  • Don’t be late.
  • Change partners regularly.
  • Don’t forget to bring your workbook

Write them on the board and choose a student who couldn’t attend that first day.

Tell students they now need to inform this student of the instructions I gave this very first day.

  • The teacher told us to use English in class
  • Cristina told us not to forget to bring our workbook

Hope it’s helpful! You might also be interested in this other post

Some nice activities to practise Reported Speech

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

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

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

Tools used:

Aims:

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

Before the class.

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

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

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

 

During the class.

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

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

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

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

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

Five: Set homework.

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

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

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

See one of the Padlet below

 

Hecho con Padlet

You Have an Email! An Interactive Writing Activity

It’s true that although I’m a technology enthusiast there are still some things that I want to see written in paper. Especially when I’m studying I want to be able to underline, highlight, mark as irrelevant or write side comments in the margins.

So, for this activity, and despite finding lots of beautiful online presentations explaining the art of writing informal emails or letters (does anyone write letters anymore?), I have decided to stick to the traditional handout.


Level: B1 and above

Materials: checklist and handout (I have slightly modified it to adjust to my students’ needs)

Aims:

  • To teach students how to write informal emails with different purposes
  • To give students practice in writing some of these emails
  • To help students self-correct their own writings

THE THEORY

As explained above, I gave my students this excellent handout and we went through it. To make this process a bit more interactive, before each section we did a bit of brainstorming on the board tapping into the students’ prior knowledge. It is amazing to see how much they already know when you just take the time to ask them. After these brainstorming sessions, I always tell my students “Now, a bit more”. This “Now, a bit more” is based on the idea that new knowledge is constructed from old knowledge and I firmly believe this approach really makes it easier for students to learn and improve.


THE PRACTICE.

In this part the students will have to write two emails: a short one (50-60 words) and a longer one (140-160 words) in reply to a short one.

ONE. On the board write the following

  • Giving news
  • Apologizing
  • Inviting
  • Requesting
  • Thanking
  • Congratulating

 

TWO. Ask students to choose one. Make sure there is variety. They will find useful expressions for the email they have chosen to write in the handout provided.

THREE. Explain that they will need to write, on a clean sheet of paper, a short email to someone in the class. Tell them to follow the “salutation/body/closing structure. They will need to refer to the purpose of their email and then ask 2 or 3 further questions, related or not to the reason for writing their email. Remind them to keep this email short. Allow 10 minutes for this part.

FOUR. Once they have finished, ask students to swap emails with the person sitting behind them making sure they have not written the same kind of email. In that case, help them find someone else to swap emails with.

FIVE. Students will have to write an email in response to the email received, answering any questions asked. Ask them to refer to the handout and use a variety of expressions and a good range of vocabulary and structures. Allow 25 minutes for this part. They should aim to write between 140-160 words.

SIX. Students swap emails again and read the reply to their email.

SEVEN. Ask students to use this checklist to correct their partner’s email and give it a mark taking into account the following:

  • Content: Has he fulfilled the task? Has he answered all the questions?
  • Communicative Achievement: Has he used the right register or is it too formal? Does it sound natural?
  • Organisation: Is it well-structured? Is it logical and ordered? Has he used the right punctuation?
  • Language: Has he used a wide variety of vocabulary and structures? Is it adequate to the level? Are there spelling mistakes?

Correcting each other’s emails is not something the students feel confident about, but if before they start correcting, you write some repetitive mistakes on the board they’ll feel more confident correcting them. Ask them to underline anything that sounds incorrect to them and offer help.

EIGHT. The final step would be pairing up senders and recipients to comment on mistakes and marks awarded.

Guardar

Guardar

Vocabulary Competition: a Nice Simple Activity to Revise

A nice simple idea to start a lesson.

I always like to start my lessons doing some quick revision of what I taught the previous day. I do it using different techniques, but they always have something in common: they help get students into the mood and start using English from minute one.

The idea in this activity is to combine two things:

  • Revision of targeted vocabulary
  • Consolidation of relative sentences

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.(see picture above)
  2. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game.
  3. Display the first word cloud on the board.
  4. Team A will choose a word or expression from the word cloud and define it for its player. Once the player has guessed the word, the teacher will cross it off and the team will define another one. 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 and this same team continues defining words and scoring points.
  5. Continue until all the words have been defined.
  6. Procedure is repeated again with word cloud 2. The teams choose other players to take the “hot seats”. Team B starts playing now.

As stated above, the idea is to revise relative sentences, but obviously in the heat of the game I’d allow any paraphrasing students can come up with.

Online Word Cloud used: ABCya. A word of warning: this tool is so easy to use that you’ll soon get addicted to it! See tutorial below.

Word Cloud 1

Word Cloud 2

Lesson Plan: the 44th and 45th USA Presidents

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

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


Level: Upper-Intermediate

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

Materials:

 


STEP 1.Warm up.

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

politician, businessman, wealthy, Republican, Democratic, controversial

Speaking

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

 


STEP 2. Listening

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

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

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


STEP 3.Working on Vocabulary

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


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

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

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

Alternatively you can use mine 😉

OBAMA

 

TRUMP


Step 5. Retelling

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


Step 6. Homework

Check out the creative suggestions Sean gives for homework.


Hope you have enjoyed the lesson!

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