Tag Archives: speaking

Are you a visual teacher? An amazing free resource based on pictures

As of yesterday, I’m almost (not yet though!) done with correcting essays for the year.  I cannot even tell you how happy this makes me. I’ve spent the whole long weekend trying to squeeze in time to correct students’ compositions.

I cooked, I corrected; I washed my hair, I corrected; I watched TV, I corrected.

Now, I am almost finished. And I’m celebrating by writing this post to share with you a website that I love.

What is there in a picture? I don’t know. What I know is how differently my students react and perform when the task has been introduced with a picture.

Imagine this, you need to do a reading text about Alcatraz, the infamous prison.

Option 1. Ok, now, open your books at page 7. We are going to do a reading about Alcatraz.

Option2.  Display a picture of Alcapone’s cell in Alcatraz. Don’ t tell them anything about the picture just yet. Ask the sort of questions that might arise interest to finally disclose that it is the picture of a cell where Alcapone lived in Alcatraz.

I won’t insult your intelligence by asking which option you think will arise interest in the reading test, but the truth is that it takes nothing to introduce the reading with a picture of the prison and it makes a world of difference.

 

I am a very visual teacher and  love working with images to enhance learning. In my humble opinion, images should play an important role in the language classes as they help students retain information and make learning more memorable and effective.

The site I’m sharing with you, Pobble365, is certainly worth a visit if you keen on using pictures in your classes. Pobble365 offers you engaging lessons based on images.

The site offers one interesting picture a day and different activities related to the picture. These activities include:

  1. A story starter: the perfect prompt if you want to do some creative writing with your students.
  2. A sentence challenge: it challenges you to write or say a complex sentence based on the picture. Perfect to improve your grammar skills while rising to the challenge.
  3. Question time: you are offered some questions to help you describe the picture. Excellent to boost your speaking skills.
  4. Sick sentences: in this part, you are offered the opportunity to improve some sentences, which are grammatically correct, but are too simple.

Some extra features:

  • It’s free and you don’ have to register unless you want to.
  • You can download the pdf for the lesson
  • You can also see other pictures with their corresponding resources by clicking on Pick a Day at the top right-hand corner.
  • You can search images with Pobble to find relevant images or videos to the topic you want to discuss. For example, say you want to find images or videos about the weather; you just type the word in the search box and see what Pobble has to offer.
  • Here you can read about  9 ways to use Pobble 365 with your students.

I hope you enjoy using Pobble.

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Six Low-Preparation Vocabulary Activities for the English Classroom

When I teach something new, I’m always worried about one simple thing. Will my students internalise any time soon the new “whatever it is”? How can I help them? How long does it take for them to feel confident using the new structure/expression/word? How many times do they have to be exposed to the new term? How many different examples/contexts do you have to give them? How long does it take before a word becomes familiar and therefore usable?

This is an article I wrote for Voices, the British Council magazine, where I suggest  Six Low-Preparation Vocabulary Activities for the English Classroom, which can help.

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

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

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

 

The Hot Seat. Revising and consolidating vocabulary.

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

PROCEDURE

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

Role-Play: at the doctor's

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

Step 1.  Working on pronunciation

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

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

Step 2.  Visiting the doctor

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

Step 3.

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

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

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

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

Step 4.

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

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

Cards here

Listening comprehension: Complementary and alternative medicine

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

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

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

True or False? Justify your answers

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

Answers: At the end of this post

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

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

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

Procedure: Gallery Walk

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

You can download the posters here.


Listening Comprehension Answers:

1.T  2.F  3.F  4.T  5.T  6.T  7.T


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Lacking inspiration? 6 awesome resource websites to find stuff for your classes

I like to consider myself a creative person and I’m always designing and devising activities to step away from the course book with the aim of sparking students ‘interest. Unfortunately, I’m not always in that mood. No problem :)Luckily, there are plenty of websites offering free resources that can really save the day.

These are my favourite go-to sites when I am feeling kind of lazy or uninspired, but still want to shine in class.


TED 4 ESL. Great for listening comprehension

This website offers activities based mostly on TED Talks videos. It provides free downloadable students’ and teachers’ worksheets and you can choose the video by topic or level (B1, B2 and C1)



Print and discuss.  Stimulating conversation questions

This site doesn’t probably offer an astonishing variety of discussion topics, but I find the questions in each set quite stimulating. Scroll down the page to find their selection of topics for your conversation classes.



EFL Magazine- Resources. Anything you need is probably here.

EFL magazine has collected a host of great resources from different sites around the world.

The site has an excellent collection of resources for teachers. There are sections for grammar, pronunciation, functions, business, tests, speaking topics, vocabulary and lesson plans.



Teaching English- British Council. Excellent for lesson plans and methodology

This is an excellent site. The section for lesson plans specifically offers well-designed lesson plans to suit adults and teens. It also provides downloadable worksheets for both teachers and students.

Highly recommendable is also their Facebook page where tips, ideas, practical advice and lesson plans are offered.



 Road to Grammar. Awesome for quizzes.

Road to Grammar is the place to go if you want to find a simple interactive grammar or vocabulary quiz. Don’t miss the Games Section with my favourite online game Fluent. It’s addictive!

You might also want to have a look at Road to Grammar Junior



Busy Teachers. Also called “teacher’s paradise”.

Awesome compilation of resources for every level. On this site, you’ll find worksheets for grammar, vocabulary, speaking, reading, writing and pronunciation among other things.

My favourite section is the Listening Section, where you can filter the activities by level (from complete beginner to advancedd)


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What are favourite sites? Can you add to the list?

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

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

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

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

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

The warm-up. Setting the context

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

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

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

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

The vocabulary

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

The challenge.Did you know?

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

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

Speaking. The questions.

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

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

Education

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

Methodology: collaborative retelling

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

This activity will be set as homework.

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

2. Homework.

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

Writing. An opinion essay.

Write an opinion essay on the following:

Our current system of education is now outdated and ineffective.

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

Five Steps to Writing an Excellent Opinion Essay

Thanks for reading!

Ready-Made Lesson: Personal Identity

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

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

About the lesson:

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

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

 


Part 1. Talking about your name

A video-based listening activity

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

Introduce: 

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

Procedure:

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

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

Discussion questions:

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

Part 2. Talking about your personality

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

The warm-up

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

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

Homework.  The Website.

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

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

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

Gathering Feedback

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

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

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

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

Speaking

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

Ask them to discuss the following questions.

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

The Quiz: As Free as a Bird. 

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

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

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

Enjoy!

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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Oral Exam: Monologue Based on One or More Pictures. Some Tips and Ideas to Get Started

In the intermediate and more advanced exam you will be presented with one, two or more pictures about the same topic but in clear contrast. It’s important to remember that you are not supposed to give a detailed description of everything that is happening in the picture(s). On the contrary, what is important is that you talk about the topic or idea suggested in the picture(s). If you are given  for example 3 minutes to talk, use just one minute of this time to describe in general, using appropriate language and structures; the rest of the time should be dedicated to talking about the topic and giving your opinion.

BEFORE THE EXAM

  • Make a list of the most common topics asked in the exam.
  • Brainstorm vocabulary you can use related to this topic. Mind mapping works perfect here. I use the free site Goconqr.

Mapa Mental creado con GoConqr por Cristina Cabal

  • Practise using sets of pictures in contrast. You can use my own selection here. (Scroll down)
  • If your problem is that you never know what to say, I suggest you have a look at some conversation questions you might be asked about the given topic. It will probably help you get started. Have a look at some common topics with questions here.
  • Listen to other students taking the exam (for example here) or read some examples here (fashion, global warming, jobs, new technologies and food)
  • Time yourself to control the time it takes you to develop your ideas.
  • Record yourself and then listen to the recording and see how you can improve it. You can use the app Soundcloud, which allows you to stop the recording and write comments.

(You can write a comment on a track through the text box below the waveform that says ‘Write a comment…’ and press your return or enter key to send. The comment will appear at the point on the waveform where you first started typing. Alternatively, you can click any free space in the comment section to leave a comment at that specific point)

  • The day before the exam, revise all the topics and the vocabulary you can use.
  • Half an hour before the exam, don’t speak your mother tongue. Spend the time listening, doing some silent reading or pronunciation exercises in English.

DURING THE EXAM

Before you start speaking:

  • If you are allowed 1 minute to organise your ideas, use that minute. I have often seen candidates not taking this minute and making a mess of the exam just because they didn’t take the time to organise their ideas.
  • Scan the pictures and identify the topic. Sometimes there is a title or a heading that helps you.
  • Try to come up with three ideas about the topic suggested by the pictures. Expand on these ideas.

Taking the exam:

  • Begin by giving an overall idea of what the pictures are about, using a variety of structures, modals to indicate possibility and the useful “look” or “seem”.
  • Talk about the topic. It’s easier if you relate it to yourself, but if you don’t have this experience, talk about a friend’s or just lie. This is an English exam, not a lie detector.

via GIPHY

 

  • Develop your ideas. Try to use linkers to connect your ideas.
  • Don’t give too complicated explanations. I’m sorry to say, you’ll probably make mistakes.
  • Give your opinion. Say which one you prefer and why.

Some expressions you can use:

Remember it’s better if you start by giving a general idea of what the pictures are about.  Don’t start like this:

In the first picture I can see

Start like this:

  • In this worksheet there are two photos. They both show different ways of (shopping).
  • These photos are clearly both connected to the topic of (science)… but in two quite different contexts. In the first one… In contrast, the second picture shows…
  • The photo/picture shows …
  • The first thing that strikes me about this picture is…

 

Remember that you are describing a picture, so you cannot be 100% sure of what is happening. Use language that suggests this:

  •  I think…
  • Maybe / Perhaps…
  • I guess they are…
  •  Modal verbs of deduction: she must / can’t /
  • Modal verbs of possibility: could, may, might
  •  She looks/seems… (tired)/ She looks like … (a teacher). It looks/seems as if (it’s raining)

PRACTICE.

Go to http://www.cristinacabal.com/?page_id=4906  and scroll down to the section SET OF PICTURES FOR PRACTICE and just “practise”. “A  lot!” 🙂

 

Are we Killing or Promoting Creativity? A Collaborative Writing and Speaking Lesson

Every child is an artist, the problem is staying an artist when you grow up.” – Pablo Picasso

I had a full-blown, real, very much needed holiday. The last two months had been unbelievably hectic: end-of-term exams, working full-time during the week and some teacher training weekends and, to top it all, I was also writing a project to apply for a European grant, which unfortunately I won’t get.

So, there I was, fully enjoying my break , when I stumbled upon an article in El Pais about a short animated short film “Alike”, which had won a Goya award in 2016, and I was struck with how beautiful, touching and thought-provoking the video was. And I just knew I had to show it to my students, do something with it and well, here it is. I hope you enjoy it as much as I did.

About the lesson: In this lesson, aimed at B2 students and above, students watch a short silent film called Alike (7 minutes) with two main aims:

  1. To give voice to the story and for this:
  • they will have to collaboratively write the story
  • they will have to collaboratively retell the story

2. To discuss some questions related to education, the promotion of creativity and         daring to be different.


Step 1. Warm-up: Copi and Paste

Tell students they are going to watch a short  video called Alike, where the main two characters are a father and a son whose names are Copi and Paste. Focus on the names, write them on the board and ask students to predict what the story could be about. Hopefully, students will come up with some of these ideas

  • (Lack of)Creativity
  • Imagination
  • Routine
  • Lack of ideas
  • Plagiarism
  • Inspiration
  • Deception

Step 2. Introducing the video and the task

Explain that the video they are about to see is an animated short film (7 minutes) called “Alike” where there is no dialogue. However, the video is so touching and thought-provoking that words are not necessary; images and especially colours play an essential role and are enough to tell this beautiful story and to give us something to think about.

Play the video once asking students to focus on how the colours (or lack of colour) help tell the story. You can also tell them that, later in the lesson, they will need to narrate the story so they need to concentrate on everything that happens.


Step 3.Working on vocabulary.


The next step will focus on teaching/revising the vocabulary they will need to know to write the story.  Below, some flipcards I have used with my students.
Flash Card Deck created by Cristina Cabal with GoConqr

 


Step 4. Collaborative Writing and Retelling

1. Form groups and assign each group a part of the story. The aim is first to write and then to tell their part of the story as it happens, but also to analyse the hidden meaning and the values it tries to highlight.

  • The day begins (0:06- 1:32)
  • At school/ at work ( 1:33-2:38)
  • Leaving the office/school (2:39-3:07)
  • The next days (3:08-3:52)
  • Copi’s surrender (3:53-5:00)
  • But one day (5:01-6:50)

Depending on the number of students, you can ask them to work in pairs or assign each group two parts.

2. Play the story once again for the students to take down notes and get stsrted with the writing task. Walk around offering help and guidance.

3.  Play the story again to help students polish their part.

4. Ask each group to name a spokesperson and ask these students to come to the front of the class and give voice to the story as you play it once again.  Be ready to pause the video as required.

(below my students performing)

via GIPHY

 


Step 4. Speaking


For this activity there should be a supportive atmosphere within the class.

Form groups to discuss the following questions. When all the questions have been discussed, the groups should report back to the whole class.

  • Have you ever done something different or behaved differently from your peers?
  • Do you remember a time when, for some reason, you stood out as different?
  • Do you remember a time when you went against the established rules?
  • What’s something you know you do differently than most people?
  • Do you think the way education is organized destroys children’s creativity?
  • Do you think education for children under seven is excessively focused on the curriculum?
  • Do you think that be learning to be creative is more important than knowing how to spell correctly?
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