Tag Archives: onlinetools

Some Activities to Teach Gerunds and Infinitives

I always claim that English grammar is easy, especially when compared to the Spanish or French grammar, but it gets a bit messy when it comes to verbs followed by infinitive or gerund.

The easy thing to say is that

  • some verbs are followed by infinitive (promise to go)
  •  some verbs are followed by gerund (can’t stand ironing).

But then we find that,

  • some other verbs are followed by infinitive or gerund with no change of meaning (start to study/start studying)
  • while some others are followed by infinitive and gerund with a change of meaning (stop to smoke/stop smoking)

And to add insult to injury,

  • some verbs are followed by infinitive with to (offer to help)
  • some others by infinitive without to ( make me study)
  • some verbs are followed by gerund, but if there is an object pronoun in between the verb and the gerund, then the gerund becomes infinitive (recommended reading / recommended her to read) …

Amazing, isn’t it?

Well, I suppose there’s nothing we can do about it, so let’s get down to some serious studying.


  • Level: Intermediate
  • Time: 60 minutes

THE GRAMMAR.

      THE PRACTICE:

Exercise 1. The Quiz


 


Exercise 2: The Rewriting Exercise


 


3.  Speaking and/or Writing: Storytelling Competition


  • Go to wheeldecide.com. Ask students to tell you verbs followed by gerund first, and then verbs followed by the “to” infinitive. Feed the wheel with these verbs.
  • Explain that in this activity they will need to seat in a circle in groups of 4.
  • Explain that you will write on the board the beginning of a story and then, in their groups, they will need to continue it.
  • Write on the board the beginning of a story. You can use this Short Story Generator.
  • Spin the wheel.
  • To make sure students will use the verb in the correct way, ask them to tell you whether the verb displayed in the wheel is followed by infinitive or gerund.
  • The oldest person in the group will start telling the story using the target verb in the wheel.
  • Give the student one minute to continue the story and then spin the wheel again for the next student.
  • If a student cannot come up with an idea to continue the story, he’s eliminated.
  • Continue until there is only one student left. This student will be the winner if he manages to give the story in his group a suitable ending.

Here’s the wheel I have used with my students.

Join us on Facebook

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

Irregular Verbs? Yes,Please!

My son Lucas was complaining he was going to have a permanent crick in his neck from spending hourrrrrs (or words to that effect) trying to learn irregular verbs in English when it occurred to me  there might be plenty of sites on the Internet to help students, and my own son in this case, with this seemingly daunting task.

And just as I predicted there are some cool sites that offer a nice alternative to the traditional pen-and-paper method of learning irregular verbs.

Hard to believe me? Then, try these games and I bet you’ll be delighted next time you are asked to study them. Dear Lucas, this post is for you!!!

Jeopardy Quiz Game

Fun activity to teach action verbs in the irregular past simple tense. It can be played in teams (up to 4). It is especially useful for teaching ESL intermediate learning and teaching.

Irregular Verb Wheel Game

An enjoyable game where irregular verbs are chosen at random from a spinning wheel. In this game you have 2 minutes to answer questions related to the verb forms of the irregular verbs displayed in the wheel. You get 1 point for every correct answer plus a bonus 10 points for every verb you get 100% correct.

Hangman Game

From eslgamesplus.com, the always entertaining hangman game; in this case, with irregular verbs. A great timed activity to review irregular verbs while reinforcing their spelling.

Irregular Verbs Walk the Plank

A fun activity where the teacher is presented as an animated character on a pirate ship about to be eaten by sharks. You’ll need to answer correctly all the questions to see the teacher being eaten by the sharks (don’t worry, there’s no blood!). A game for kids that I enjoyed a lot and played more than once 🙂

Create your own.

If you’re not happy with any of the games above, you can always create your own. Superteachertools gives you the possibility of creating your own jeorpardy quiz in a very easy way.

Who said learning English is boring?

Blog de Cristina is also on Facebook. Follow me!! 🙂

Lesson Plan: Do you Speak English?

This lesson is aimed at students with a language level of B1  (intermediate) and focuses on revising, learning and using vocabulary related to learning languages through a variety of engaging activities.

In this lesson students will get listening and speaking practice, learn new vocabulary, and have the opportunity to improve their writing skills.

Topic: Learning languages

Level:  Intermediate and above

Time:  60/90 minutes

Materials: PDF vocabulary, teacher’s notes

Online tools used: Spark adobe and Playbuzz


Warm up:

Guessing the topic.This funny sketch below works like magic to introduce the topic. The idea is to play this short funny video (2:48) and let students guess what we will be talking about.

Now, ask students to discuss these 2 questions:

  1. What’s the most spoken language in the world?
  2. What’s the most widely spoken language in the world?

Revising, introducing and using vocabulary

The idea is to elicit vocabulary by posing some questions and showing some pictures meant to stimulate spontaneous speech and class discussion. New vocabulary will be written on the board. See PDF with targeted vocabulary here

Tell students that of a total of 1, 5 billion speakers only 375 million are native speakers, so this means that over 1 billion people speak English as a second language. Ask them:

  • How do you think your country ranks in terms of English language proficiency?

Show them the picture below. If their country is not there, click here to see how it ranks. Elicit any reactions to the picture.

  • Does the ranking surprise them? Why (not)?

Get students in pairs to discuss the question below:

  • What do you find most difficult about learning English? Why do you think is that?

 

 


Listening and speaking

In this section there are 3 videos. Below you’ll find instructions to work with them. You can watch all of the snaps in a row or freely jump around from snap to snap.

Part 1: Speaking. English borrowings.

Follow the instructions in the video.

Part 2. Listening Comprehension. Note taking exercise.

Alex Rawlings, who speaks 11 languages, says that the way to start speaking a language more fluently and more proficiently is to practise speaking. In the video, he gives us four tips to get more practice speaking the language we’re learning.

      1. Get a conversation partner
      2. Talk to yourself.
      3. Learn vocabulary in phrases
      4. Imagine how you’ll use the language.

Watch the video and summarise what he says about each of these tips.

Part 3. Speaking. Reasons for learning a foreign language.

After watching the video, in groups of 3 share the reason why you’re learning English

Answer the following questions

      • Do you know anybody who has emigrated from your country?
      • Do you know any immigrants? Can they speak your language?
      • Before entering your country, should immigrants be required to speak the local language?

Speaking

Do you Speak English?


Writing

Write an article on one of the following:

  • “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Zig Ziglar
  • “There is no elevator to success; you have to take the stairs”.Zig Ziglar

Post on how to write an article here

Don’t miss any posts and follow us on facebook

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

Spicing up my Lessons: Talking about Holidays in a more Visual Way.

Spark Adobe is my new addiction. I’m hooked on it and I am not ashamed to admit it.

It’s soooo easy to use and the result is amazing. Only last week, I was running a workshop and I was behind schedule, but I just couldn’t leave without showing the bunch of dedicated teachers  attending a Saturday workshop, a glimpse of how  Spark Adobe could be used in the classroom. So, in five minutes, I briefly explained how to use it. After thanking the teachers for their attention, a Portuguese teacher came up to me and asked me to have a look at what he had created for his next class. Pity I can’t share it with you, but I can assure you that his students are going to be very pleased this Monday.

Embedded below you’ll see the speaking/listening  activity I have designed for my B2 students on the topic of Travelling, created with the Page feature.And make sure you don’t forget to try the Video option with lots of potential for language learners.

By the way, have I mentioned that it’s free?

Hope you enjoy it and don’t forget to visit the three sections on the blog dedicated to speaking activities

Off the Beaten Track

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

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.

 

Teaching Both, Neither and Either with List.ly

Several times I have been on the verge of almost writing a post exclusively to share with you this beautiful presentation tool without any reference whatsoever to English teaching.

But I didn’t. I don’t know why, but I’m glad I didn’t.

Normally posts about tools and apps you can use in the classroom go unnoticed, unless you’re clearly into incorporating technology into your classes.

So, next week I’ll be teaching the grammar for both, neither and either and I thought it would be nice to use this tool to present and teach these pronouns as, among other things, List.ly helps you build beautiful presentations, add text and links.

Now, if you’re not interested in incorporating List.ly into your classes, you can skip all about List.ly below and go straight for the grammar. 🙂 although I hope you don’t.


About List.ly


What is List.ly?

Basically it’s a tool for creating and curating lists. With List.ly you can

  • Curate content
  • Create original post content
  • Get feedback from your students

Other features

  • You can add items with or without links, photos, text, video, audio…etc
  • Also, it’s a highly collaborative tool. Students can participate:

-by voting individual lists items up or down

-by adding to the lists

-by writing comments

  • It’s free ( you can create 3 free lists) and you can easily share it and embed it on your blog.
  • You can choose from 6 formats: list, gallery, magazine, slideshow, minimal and badge.
  • You can make it private. You can obtain the link and share it privately.
  • You can moderate the list to approve any comments or contributions to the list.
  • You can decide the order in your list: curated order (great for collaborative storytelling), crowdrank (great for voting), alphabetical or newest.
  • Below you can see some of the things you can add to your list

 Tutorial: here

   How can I use it in the classroom?

Given that you can allow students to collaborate, there are endless possibilities. To mention just a few:

  • Create a list of tips. For example: for scoring high in the oral exam and have students vote the most helpful.
  • Choose a topic, for ex. stereotypes and let students add their own ideas to the list.
  • Create a list linking to specific content they need to see or study: videos, grammar exercises, topic-related lessons, …etc.
  • As you can also upload audio, give them a topic for discussion and ask them to add to the discussion by uploading a recording with their own view on the issue.
  • Create beautiful presentations with links to extra content.
  • Writing contest: share their writing and ask students to vote on the best.
  • Start a list with the songs they would like to work with, ask them to add their favourites and then vote on the best.
  • Collaborative Speaking activity: brainstorming of ideas.

Any other ideas?

 


 Using BOTH, NEITHER AND EITHER


  1. Traditional? Pdf with exercises here. 
  2.   A bit less traditional? Down here!

I have embedded the presentation using two formats:

  • slideshow format
  •  List format

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!

Blog de Cristina is also on Facebook. Join us!

 

Related Posts Plugin for WordPress, Blogger...