Tag Archives: slides

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

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.

 

Four Excellent Sites for Online Dictations

Oh boy. Does it bring back memories!
Dictations! To be completely honest with you, I have mixed feeling as regards dictations. I remember back in primary school when the language teacher gave us lots of dictations like a well- deserved break after a tough grammar lesson; and then, this feeling of “I don’t want to ever hear the word dictation again” that I got from my classes at university where the teacher gave us one-page-long dictations so quickly that when he finished, he was panting for breath and we were seeing red.

Although doing dictations is somewhat regarded as an old-fashioned technique, it is undeniable that a lot of benefits can be derived from doing this exercise. In fact, it is an integrative activity requiring the use of various skills like listening, writing and reading -when you read the passage you have written, looking for grammar or spelling mistakes. You might even add speaking if the dictation is used as a prompt to encourage discussion of the passage.

In case you are not fully convinced that dictations also have their place in the twenty-first century classroom, here are some more benefits you might want to consider:
• It improves spelling.
• It improves recognition of grammatically correct sentences.
• It helps students distinguish sounds in continuous speech.
• It improves students’ awareness of punctuation.
• It gives students practice in comprehending and helps them gain fluency in writing.

If I have managed to convince you, here are some links to online dictations you might want to try or if you are a teacher, heartily recommend to your students.

Dictations  Online.

This site specializes in dictations and although it is free, you can sign in to do more dictations or keep track of your score  and view your score history. They are graded from elementary to advanced.

The students hear the dictation four times

  • The first time, the whole passage is read at normal speed to listen for gist.
  • The  second time, each phrase is read slowly twice, with punctuation.
  • Then the whole passage is read again to check your work.
  • And finally, the written text is shown  for you to see  your mistakes.

Englishclub.

I like the site. It is very user-friendly. The dictations are graded going from Elementary, with short recordings of one or two phrases, to Advanced with recordings of one or two paragraphs.

Learn English free

This site features two levels: elementary and intermediate. It has a very clean interface where you’ll see two recording of the same dictation. One recorded at a normal speed and the other one at a slow speed with pauses to give you time to write down what you hear. You only need to follow the instructions.

ESL: English as a Second Language

Aimed at Intermediate and Upper-intermediate students, this site offers an amazing numbers of dictations

Do you like these sites or would you rather create your own dictations? Here are two online free tools to convert text to speech.

VOKI

SLIDETALK

Blog de Cristina is also on facebook. Follow us!

Teaching I Wish/If Only through Music and Visuals

“Maybe all  one can do is hope to end up with the right regrets”. Arthur Miller.

Hopefully!  I surely have had my fair share of mistakes, and consequently  a few regrets too although to be honest,  I don’t really know if the are of the right kind. There are a couple of things, or maybe more, that I would probably have done differently if given the chance but…. this is  now water over the bridge and it’s no use crying over spilt milk! What about you? Do you have any regrets?

Let’s talk about regrets today.

Aim: to teach students how to express regrets using the structures I wish/if only

Level: B2

Lead in:  Play this 45-second audio clip and ask students to try to identify the next structure you are going to teach them.

1. I WISH (THAT)/IF ONLY+SIMPLE PAST

Introducing: display the picture below and draw students’ attention to the reflection of the man in the mirror. Ask: What does the old man see in the mirror? What is he thinking?

Listen to the students’ suggestions and use each of them to introduce

  • I wish (that)/if only + simple past

I wish/if only I was younger or I wish I was in my twenties.

I wish/if only I was handsome or I wish I was stronger… etc

Explaining the grammar: we use this structure to express a desire for a situation that does not exist right now in the present. A wish is a desire to change a real situation into an unreal one. This unreal situation is expressed in the simple past. In a wish sentence, the simple past does not indicate past time; it only indicates that the situation is unreal.

  • That is optional.

I wish/if only I lived in the countryside, but I don’t. I live in a city.

  • Were is used for both singular and plural subjects in a formal context

I wish/if only he were younger, but he’s not. He is old.

Practising. Guided practice.

1. Pictures.

Students look at the pictures and make a sentence using “wish”. Flip them to see a possible answer.

2. The power of music. A meditation activity.

Ask students to close their eyes. Turn off the lights, close windows and play some soft music to create the right atmosphere and help them relax. Tell them you are going to ask them some questions about themselves. Use a low, slow, soothing voice. They will need to imagine how they would answer the question using the structure I wish/if only + past tense. Read out the questions one by one, take your time and remember to keep your voice slow and calm.

 

  • If there is one thing you could change something in your body, what would it be?
  •  If you could change something about your personality, what would you change?
  • If you could change anything about your job, what would it be?
  • If you could change something about you partner, what would it be?
  • If you could change something about your life, what would it be?
  • If you could change one thing in the world, what would it be?

Practising. Freer practice. 

Students in pairs  talk about their anwers to the questions above. Let them choose the ones they want to talk about as some answers could be a bit personal.

2.  I WISH (THAT)/IF ONLY+ WOULD

Introducing: display the picture below and ask students to describe what they see.

Now, ask students to provide a sentence with “wish” about the picture. At this stage, students will probably suggest “She wishes he didn’t see so much TV”.

Draw students’ attention to the girl’s mood and offer this alternative sentence

She wishes/if only he wouldn’t watch so much football

Explaining grammar: the structure wish+ (that)/if only +would is used to talk about what other people do that annoys or irritates us and that we wish was different.

Practising. Guided practice.

Play the video and ask students to make sentences based on the pictures using I wish+would.

Practising. Freer Practice.

Students in pairs answer these questions:

  • What annoys you about living where you live now?
  • What annoys you most about living at home with your family?
  • What annoying habits does your best friend have?
  • What is the most annoying thing about your partner?
  • Is there anything about your teacher that annoys you? 🙂

3.  I WISH/IF ONLY + (THAT) + PAST PERFECT

Introducing. Display the picture below and ask: do you think he has any regrets?

Elicit: He wishes he hadn’t drunk so much or he wishes he hadn’t danced so much

                                                      Photo by JeanJulien

Explaining the grammar: 

We use ‘wish’ + past perfect to talk about regrets from the past. These are things that have already happened but we wish they had happened in a different way.

Practising. Guided Practice.

Introduce the activity by asking students to think back to the time when they were teenagers. Ask them if they have any regrets.

For example: I wish I hadn’t given up my studies.

Tell students they are going to watch a video of a song Mistakes of my Youth  by the American rock band Eels. In this video, the singer thinks back on his childhood and all the things he did wrong. Ask them to watch the video and write down as many I wish/if only + past perfect sentences they can think of based on the video.

Freer practice.

What are your regrets when you think back on your life? Make a list of three regrets and tell the story to your partner.

Grammar pdf

ADDITIONAL ACTIVITIES

  • Writing a dialogue. Working in pairs, the students should write a conversation among two friends who are complaining about their boyfriends/girlfriends or bosses. Tell them to use as many I wish/if only sentences as possible. Ask students to act it out.
  • Writing about being the opposite gender.  Ask students to write a compositions about how their lives would be different if they were the opposite sex. Ask  them to use I wish/ if only sentences
  • Discussion about cultural customs. Lead a class discussion about what customs in their country wish were different.

Blog de Cristina is also on facebook . 

Stars in their Eyes

When I was a kid in my hometown, a little village in the north of Spain, there used to be a cinema. Not any more and not for a long time. In fact, it seems to me there are very few towns or even cities which still have a cinema and I’m not talking about the outdoor cinemas, which are so popular in summer, I am talking about the real thing. Cinemas with endless rows of seats smelling oldish and where the usher always told you off before you even got to your seat and started cracking up. I remember we didn’t get to see the latest films until they were 4 or 5 years old and then, they were not new any more as our friends from the capital city kindly reminded us rolling their eyes in disbelief when they came on holiday, but all the same it brings back very good memories. I must be getting old!

So today I’m sharing with you an engaging lesson with lots of activities around the theme of films and the cinema. Hope you enjoy it!

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

Activity 1. Warming-up. Learning and using vocabulary.

Step 1.Wordcloud.
Display the word cloud and ask students to guess the topic. Click on the words you want to highlight and ask students to guess meanings and try to use them in a sentence. Alternatively, you can choose the latest box-office hit and ask students to give you a sentence about this film containing the targeted word.

 

Step 2. Mind mapping.  Handout with vocabulary here

Ask students to work in pairs. Write on the board a mind map as the one below (give them only the words inside the circles) to help them revise vocabulary related to this thematic area. Allow them some minutes to complete their mind maps and get feedback from the whole class, completing the mind map on the board with their suggestions.

  • Exercise on types of films here
  • A crossword with film words here

Activity 2. A game.

The class is divided into two groups. In turns, one member from each group sits on the Hot Chair facing  away from the whiteboard. The members of their group have  one minute to describe the film being displayed  without mentioning the title ( that goes without saying, but just in case, I’m saying it). The aim is to guess as many films as possible in one minute. Then, it’s the other team’s turn.

They will need to talk about:

Kind of film/ Nationality of the film/ director/ plot/

Some hints:

♥The film ‘_______’ is a(n) _______ film which takes place in _______.
♥The film is set in __(ancient Greece)__.
♥The story is based on __(a popular novel)__.
♥The film is directed by _______.
♥The main character(s) in the film is/are _______.
♥_______ is a character who _______.
♥__(Johnny Depp)__ stars as __(Captain Sparks)__.
♥In the film, __(Jack Black)__ plays __(a rock guitarist). The story is about _______
♥The best scene of the film is_____

Activity 3. A listening : interview with Hitchcock talking about his film Psycho.

Ask students: What kind of films do you like? Do you have a favourite director?

Write on the board Alfred Hitchcock and Psycho and ask students if they know who he is and if they know any of his films. Students most probably will have heard about Hitchcock and seen some of his films, but in case they haven’t, tell them Hitchcock is considered “the master of suspense” and “Psycho”(1960) s is arguably Hitchcock’s best-known film.

Play the video and ask students to answer the questions. (Find the answers at the end of this post).

  1.  What’s Hitchcock’s opinion of films such as Frankenstein?
  2.  What’s his idea of a horror film?
  3. When he made Psycho, did he have a mind a horror film or an amusing film?
  4. Was the film “Psycho” a very violent film? If not, why did it make people scream? Explain in your own words.

Activity 4. Speaking.

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

Activity 5. Writing a film review.

Handout with the task and useful vocabulary and expressions to use in your review.

Blog de Cristina is also on facebook. Follow us!

Answers to the listening

  1. What’s Hitchcock’s opinion of films such as Frankenstein?He thinks they are very easy to make and that they are props.
  2.  What’s his idea of a horror film?
    He believes in putting the horror in the mind of the audience and not necessarily on the screen.
  3.  When he made Psycho, did he have a mind a horror film or an amusing film?
    An amusing film
  4. Was the film “Psycho” a very violent film? If not, why did it make people scream? Explain in your own words.

There is only one violent scene in the film, which is at the beginning when the girl is     violently murdered in the shower. As the film developed, there is less and less violence. The horror and the tension are transferred to the mind of the viewers, which are the end of the film are screaming.

Tools used
Tagul, Hot Potatoes, Picture Trail, Thematic

Five Steps to Writing a Good For and Against Essay

An essay is a formal piece of writing which describes, analyses or discusses a particular issue.

The most common types are:

  • Opinion essays. They present the writer’s personal opinion of the topic, supported with examples and reasons.
  • For and against essays. They   present both sides of an issue in a balanced way. In the concluding paragraph you can say why you find one side more convincing than the other.

In this post, I’ll guide you step by step to help you write a good for and against essay.

  • Step 1. Tips and Guidelines +sample essay (pdf)
  • Step 2. Presentation + sample essay (reinforcing)
  • Step 3. Using connectors of contrast
  • Step 4. Using connectors of purpose
  • Step 5. Write: 53 topics to write about. (pdf)

Step 1. Tips and guidelines+sample essay 

Download pdf

1. The first stage in writing is producing ideas. It’s important to dedicate two or three minutes to carefully planning what you are going to say. Make a list of the points for and against. Remember that the key to writing a good balanced essay is to include as many arguments you disagree with as those you agree with. They should be noted impartially although in your conclusion you can say why you find one side more convincing than the other.

2. Producing and organising ideas is one thing. Shaping ideas and the organisation of your writing is another. But often the most difficult part is starting a first draft.

Once you have your first draft pay attention to how you have organised the information into paragraphs and grouped ideas.

Once this is done you can focus on expression. This means looking at sentence structure, tense usage and vocabulary. It’s important to write clearly and economically. This can mean either rephrasing ideas in two sentences instead of one, or rewriting two longer sentences as one shorter sentence. So, go over your first draft, looking for ways of improving sentence structure, tense usage and vocabulary.

3. Organise your essay into three parts:

  • Introduction- Paragraph 1- Introduce the topic. The opening should engage the reader’s interest and give a hint of what is to follow.
  • Main Body- Normally you have two paragraphs. In Paragraph 2, you state your arguments for and in Paragraph 3, your arguments against.
  • Conclusion– In paragraph 4 you refer back to the topic and summarize. Here you can say why you find one side more convincing than the other.

4. It’s important that you begin each paragraph with a main idea and then develop this idea. For a new idea, begin a new paragraph.

5. This is academic writing, so don’t use informal style ( no contractions, colloquial words, or emotional language).

6. Remember to use a variety of structures and vocabulary adequate to your level.

Step 2. Presentation + sample essay (reinforcing ).

Powered by emaze

Step 3. Using connectors of contrast.

Using connectors is important to express different relationships between ideas. Here, you’ll learn how to use connectors of contrast.

Read the flyer below to learn how to use: despite/in spite of, nevertheless, however, on the other hand, although, even though, though, yet, still, but and while/whereas. 

At the end of the flyer there are some interactive exercises to test your knowledge.

Step 3. Using connectors of purpose.

Now we learn how to express purpose with the following words: to, in order to, so as to, for, so that and in case.

Test your knowledge

Step 5. Write: 53 topics to write about.  Pdf here

Are you ready to write now? Here’s a compilation of 53 for and against topics to write about from different sites and course books. Take your pick, follow all the tips and guidelines and good luck!

EDUCATION

  1. Should schools start later in the morning?
  2. Benefits of teaching children second languages early on.
  3. The pros and cons of single gender classrooms.
  4. Is sex education the job of parents or of the school?
  5. The pros and cons of reduction of physical education hours in our current school system.
  6. The pros and cons of security cameras in schools.
  7. Pros and cons of a 4-day school week.
  8. Should parents pay students for good grades?
  9. The pros and cons of bilingual or dual language education.
  10. The pros and cons of wearing a uniform.
  11. The pros and cons of banning junk food in schools.
  12. Should sexual education be taught in high schools?
  13. The education a child receives at home from having parents who are positive role models is more important than the academic education a child receives at school. To what extent do you agree or disagree?

 

HEALTHY ISSUES

  1. Plastic surgery- vanity or need?
  2. Is vegetarianism a healthy diet?
  3. One of the largest parts of government expenditure is health. Some people argue that this money would be better spent on health education on the principle that prevention is better than cure. To what extent do you agree or disagree?

MORAL ISSUES

  1. Should parents be allowed to choose their child’s gender?
  2. Pros and cons of having exotic animals as home pets?
  3. Should advertising for plastic surgery be illegal?
  4. Should priests be celibate?
  5. What does everyone think about zoo animals? Is it a good or a bad thing?
  6. Does legal prostitution reduce crime?
  7. To what extent is the use of animals in scientific research acceptable? Discuss the pros and cons.
  8. Some people argue that the amount of violence shown in films and on television has led to an increase in violent crimes in society. Do you agree with this argument? Should the government control what is shown on television and in the cinema?
  9. Should rich countries forgive all debts for poor countries?

TECHNOLOGY

  1. The pros and cons of children under the age of 10 playing video games.
  2. The pros and cons of film, television, and music piracy.
  3. Should kids under the age of 13 have a phone?
  4. Advantages and disadvantages of digital spying on kids and teens.
  5. The pros and cons of owning an electric car.
  6. Have we become too dependent on technology? Discuss the pros and cons.
  7. Should students be allowed to have cell phones in elementary and high schools?
  8. Should we ban the sale of violent video games?
  9. Some people say that the Internet is making the world smaller by bringing people together. To what extent do you agree that the Internet is making it easier for people to communicate with one another?

SPORTS

  1. Should pro wrestling be considered a sport?
  2. Should sport hunting be banned?
  3. Many people want their country to hold the Olympics. Others believe that international sporting events bring more problems than benefits. Discuss both views and state your opinion.

FREE TIME

  1. In the future, we will have more and more leisure time as machines replace many of the tasks we do at home and work. Discuss the benefits this will bring and also the problem it will cause.
  2. It is said that travel broadens the mind. What can we learn by travelling to other countries? Should we first explore our own countries? Discuss.
  3. In many countries tourism is a major part of the economy, but it also causes environmental damage and ruins the places it exploits. It is argued that tourists should pay an additional tax to compensate for this damage. Do you agree?
  4. Should museums and art galleries be free of charge for the general public, or should a charge, even a voluntary charge, be levied for admittance? Discuss this issue, and give your opinion.

EMPLOYMENT

  1. Unemployment is one of the most serious problems facing developed nations today. What are the advantages and/or disadvantages of reducing the working week to thirty five hours?
  2. Most high level jobs are done by men. Should the government encourage a certain percentage of these jobs to be reserved for women?
  3. Should retirement be compulsory at 65 years of age?

 GLOBALISATION:

  1. Differences between countries become less evident each year. Nowadays, all over the world people share the same fashions, advertising, brands, eating habits and TV channels. What are the advantages and disadvantages of this?
  2. Television has had a significant influence on the culture of many societies. To what extent would you say that television has positively or negatively affected the cultural development of your society?

HOUSING

  1. Some people like living in a house, while others prefer an apartment. Are there more advantages than disadvantages to living in a house rather than in an apartment?

FAMILY AND RELATIONSHIPS

  1. The pros and cons of gay marriage.
  2. Some parents choose not to have a television at home because of the influence on their children. Is this a good or a bad thing?
  3. Some people believe in the traditional idea that the woman’s place is in the home, while others say that idea is outdated and that women should play an increasingly important role in the workplace of the future. What is your opinion?
  4. People are now living longer than ever before and many old people are unable to look after themselves. Some people believe that it is the responsibility of families to look after the elderly, while others say governments should provide retirement homes for them where they can be looked after properly. Discuss.
  5. Are women better parents than men?
  6. If children behave badly, should their parents accept responsibility and also be punished?

Have you visited my writing section yet?

Blog de Cristina is also on Facebook. Follow us.

Phones and Music: a Superb Combination

Funny thing! Every single year, no matter the level I’m teaching one of my lessons is  dedicated, without fail, to mobile phones.

This year, in November, I published a lesson for my B2 (upper-intermediate) students (lesson here) and now, it seems to be the turn of my B1 (intermediate) students.

This year my lessons about this topic seem to revolve around Adele’s hit “Hello”. Hey! What else did you expect? It’s not like every single year we have a song with
so many scenes where the leading actor is the mighty mobile phone. We certainly need to take advantage of this. Besides, I love Adele.

The lesson

This lesson is  aimed at students with a language level of B1 and focuses on discussing, reading and writing about mobile phones.There is also some general phone vocabulary and a song.

 

Warm-up: Speaking. Ask students as a whole class some of these questions.

  • What do you use your mobile phone for?
  • Have you ever lost your mobile phone?
  • How many text messages do you send every day?
  • Would you say you’re addicted to your mobile or the Internet?
  • Have you ever…?
  1. lost you phone?
  2. sent a message to the wrong person?
  3.  forgotten to turn your phone off/set to silent or vibrate mode (with embarrassing                      consequences)?

Teaching Vocabulary. You might want to show the slides twice to consolidate vocabulary. I would suggest doing it a third time at the end of the lesson.

Conjunto de Fichas creado con GoConqr por cristina.cabal

The song.
Warm-up. Students are going to listen to a song, so it may be a good idea to get them into the right mood by introducing the activity in a lively way.
Don’t tell students just yet we are going to listen to a song. After revising the vocabulary from the previous exercise, make a long pause until you have all the students staring at you, and say “hello”; I assume everybody should say “hello”. Pause again. Say “Adele”. I bet half the class would add “It’s me”. There you are! The perfect introduction!
(you might want to remind students that to introduce yourself over the phone “ It’s “ or “this is” are used ie. It’s Adele (speaking)/ this is Adele (speaking))

Task 1. Give students a list of words or expressions from the song. Give them some time to read them. If necessary, review how to pronounce the most difficult words. Depending on your class, you might want to keep the words in the order they are going to hear them or if you want a bigger challenge you can shuffle them and/or add some words that are not in the lyrics. Play the song and ask students to cross off the words as they hear them. Play the song once or twice depending on how challenging you want  the activity to be.
Handout here

 

Task 2.  Give students a photocopy with the lyrics of the song and ask them to sing/read along focusing on pronunciation.

Handout here

Reading and writing. Ask students to read online “7 strange stories of lost cell phones”  from the website mentalfloss.com and write a similar short story about something strange, funny or unusual that happened to them using their mobile phones.

Tourism: Developing Writing Skills through Collaborative Writing

It is true that I don’t dedicate enough time to writing activities. I ask my students to do small writing tasks but not the real thing, at least not as often as they would probably need. Would it be a plausible excuse to say that I have 148 students and that it takes an awful lot of time, time I don’t have, to correct their essays? No, I know. I need to make amends, and I have started this week.

Haven’t you always dreamed of travelling to exotic off the beaten track destinations? Well, this activity is all about it! I guarantee you’ll not only enjoy writing and presenting your chosen destination, but you’ll also love hearing what your classmates have to say!

This lesson plan, which aims at developing writing skills through collaborative writing, is based on the theme of tourism and travelling.

Topic: Tourism

Level: Upper Intermediate and above

Time:  About 2 teaching sessions

Aims

  • To consolidate and extend understanding of vocabulary associated with tourism and travelling
  • To develop writing skills through collaborative writing
  • To give a presentation in front of an audience

Materials: suggested destinations here

THE TASK

Setting the context. You own a travel company and offer luxury holidays. Business has been bad the last couple of years due to the crisis and you have decided to lower the price of one of your most successful package tours, which happens to be a three-day trip to… (chosen destination)

You and your team have decided to attend the international tourism trade fair in London and try to sell your trip there.

You’ll need to explain the following to the potential customers:

  1. Brief description of the tour
  2. Transport to the chosen destination and once there
  3. Accommodation (options available) and meals included in the price (any extras?)
  4. Brief description of the three-day tour itinerary (sightseeing/ things to do…etc)
  5. Why customers should book with your agency

Display on the walls of the class posters of different package tours. Ask students to stand up and stand next to the tour they would like to take. There should be about 4 students per tour. Suggested  destinations pdf  here.

Writing. Students sit in groups now. Assign the following writing task to the group:

Student 1-

  • Brief description of the tour
  • Why the customer should book with your agency

Student 2 –

  • Transport to the chosen destination and once there
  • Accommodation (options available) and meals included in the price (any extras?)

Students 3 and 4 –

  • Brief description of the three-day tour itinerary (sightseeing/ things to do…etc)

Walk around the class offering help and guidance.

Presenting. Ask students to imagine they are at the International tourism trade fair in London and that they are going to try to sell their trip to their potential customers (the students in the class). Ask all the students in a group to come to the front of the class and read their part enthusiastically.

Buying. Ask students in the class to vote for the best trip.

(below, students trying to sell their trip)

Below, a nice presentation of Nepal created by Noelia Espinosa, Isabel Pardo, Yolanda Alonso and Silvia García. And here’s a link to the beautiful website created by Sharon Calderón as support for her presentation.  Thank you girls!

 

Photo by Kerry Lee Smith

Creating visual content for my classes with two awesome free online tools

Let’s go visual!

If you have been following my blog for a while you probably know how much I like exploring new tools to spice up my lessons. We all know students prefer looking at a screen than at a book so, for this lesson I have decided to explore two new free online tools, which have a lot of potential for language teaching.

 

Perhaps  you have never considered creating your own content because you think you aren’t tech-savvy and you don’t really know how to go about  these  modern things, but I can assure you that creating these two videos has been as easy as falling off a log.

In class, we are studying how to express preference with the structure would rather and (would)pefer  and this is just the perfect excuse to “play” with these two little tools.

1. For a revision of the grammar for Would Rather and Prefer, I have used biteable.com. This is how this tool works:

  • Login for free.
  • Click “create a new video”.
  • Choose your scenes one by one and enter the text. You can choose between animation scenes, footage scenes and image scenes where you can upload your own pictures. Click + to add a new scene.
  • Choose the colours for your presentation and then the music track or upload your own.
  • Click Preview and the video will be sent to your email address once it’s created.
  • At this point, you can download it, share it on facebook and twitter, or post to youtube.

(presentation created with biteable)

2. For a speaking activity using Would Rather, I have used emaze.com. This is how this amazing free online tool works:

  • Log in for free.
  • You can create a new presentation form scratch or upload a power point presentation.
  • Choose a template.
  • Share it or embed it on your blog.

(presentation created with emaze)

Powered by emaze

Give them a go! You won’t regret it!

Blog de  Cristina is also on Facebook

 

Expressing General Preference with the verb PREFER

Let’s start working on the grammar .

Let’s continue with a bit of Oral Practice. Make sure you use the verb Prefer when you answer.

Related Posts Plugin for WordPress, Blogger...