Tag Archives: writing

Learning or Teaching Reporting Verbs? 5 Low-Tech and High-Tech Activities

And finally, it’s springtime. “Here comes the sun da-da-da-da”. After, like two months raining non-stop and cold spells whimsically coming and going, I was beginning to flirt with the idea of leaving “sunny” Spain. But, fortunately, it seems spring is here to stay. And this means light. Don’t you feel more energetic when you wake up in the morning, and there is this beautiful sunny day waiting for you outside? I do.

It seems to me that even explaining reported speech introductory verbs is a lighter task.

Here you can read some of the activities I did with my students to introduce, revise and consolidate reporting verbs. I have used a variety of online free tools. Free tools, as usual.

  • Aim: to introduce, revise and consolidate reporting verbs other than “say” “ask” and “tell”
  • Level: B2

AN INFOGRAPHIC TO CONSOLIDATE THE GRAMMAR STRUCTURE OF SOME REPORTING VERBS

I like infographics. They are colourful and can be displayed on the walls of the class for students to refer back to if they, God forbid, forget the grammar of these verbs. Honestly? I like creating them. I like playing with the fonts, icons, lines and anything the site has to offer to create them.

reporting verbs by cristina.cabal    I have created this infographic with Canva.

Direct link here


A "HALF-A-CROSSWORD" GAME TO HELP THEM REMEMBER THE MOST COMMON REPORTING VERBS.

This kind of exercise gives students a nice opportunity to use a variety of skills.

I have used a free website with a very complicated name, which I am not even going to attempt to write. Here’s the link. The only thing you need to do is write the terms in the box provided and then print the outcome. It’s magic.


A GALLERY QUIZ: A MATCHING EXERCISE WITH SOME REPORTING VERBS

This exercise takes students a step further as they will have to associate the meaning of a sentence in direct speech with the corresponding reporting verb.

This is a visual exercise you can do more than once to consolidate knowledge.


A STUDY-SET OF FLASHCARDS

Students should be ready to get into more demanding exercises as are the ones I suggest below.

In this exercise, students orally provide the reporting sentence.  The exercise has been created with quizlet, a well-known free tool I highly recommend as study sets are very easy to create and it’s great for rote learning. Although it offers a premium version, the free one is quite generous.
Depending on how confident your students feel, you can set this task to be done as an individual written exercise or orally as a whole class exercise.

Created with quizlet


USING GRASS SKIRTS: A TRANSLATION EXERCISE

This is game from the archives. I highly recommend you do it with your students. Lots of learning and lots of fun too. Your students are going to adore you.

Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.

Now, you are ready to start.

Procedure:

Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.

Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.

Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.

Rules.

  • The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
  • The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
  • Groups can only tear off sentences from their assigned posters.
  • The first group to have a tick in all 8 sentences is the winner.

Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them.  Focus on any common problems you might have noticed.


THE FRUIT MACHINE: A MORE DEMANDING EXERCISE ALLEVIATED WITH A BIT OF FUN

This activity is probably the most challenging in this compilation.

How to go about it:

  • Divide the class into two teams, Team A and Team B. Ask a representative of each team to come to the front of the class facing away from the board where the fruit machine is displayed. Let’s call them Captain A and Captain B.
  • Set a timer for 90 seconds.

The activity has two parts:

Part 1.  Team A starts playing. Spin the fruit machine and a reporting verb will be randomly chosen.

For example: Suggest

Team A  needs to, using direct speech, come up with a sentence to exemplify “suggest”

For example: “Why don’t we go to the cinema?”

Captain A needs to guess the reporting verb associated with the sentence. If he does his team scores 1 point.

Part 2. Ask team members to repeat their sentence and have Captain A report the sentence using the reporting verb in indirect speech. If he does, his team scores an extra point.

Teams have a maximum of 90 seconds to do part 1 and 2.

Now, it is Team B’s turn to play.

I have created this activity with classtools.net. Click on the image to see the fruit machine in action. Warning: you might want to turn down the volume in your computer.

6 Steps to Getting a Job: How to write a Cover Letter Applying for a Job and a Résumé

When applying for a job, there are some things you might have to do:

  • Send a résumé or a CV ( Curriculum Vitae)
  • Fill in an application form
  • Write a letter applying for a job

 

In this post, I’ll guide you step by step to help you write a good cover letter and a résumé

  • Step 1. The difference between a résumé and a CV
  • Step 2. Writing a CV or a résumé. Templates
  • Step 3. Writing a cover letter. Some tips. 
  • Step 4. Layout of a cover letter.
  • Step 5. Sending your cover letter via email.
  • Step 6. Some tips on how to answer a job interview.

Let’s start.

Step 1. What’s the difference between a résumé and a CV?

It’s more or less the same. The CV is longer than the résumé. The résumé includes a summary of your education, experience, and skills and it’s usually one page long whereas the CV is two or three pages long and includes more details like research, awards, presentations, publications …etc. It’s ideal for academics.

Some tips:

  • Keep it simple. It shouldn’t be longer than two pages.
  • The content should be  easy to read
  • Use reverse chronological order. You should put your most recent job first and then write the other jobs going back in time.
  • You don’t have to write full sentences. Ex: “Developed a social media strategy…”
  • Skip personal information such “Divorced and with 2 kids”.

 

Step 2. Writing a CV or résumé. Templates.

 

Here are two links to templates to write your CV or résumé. (Please note that this is not a sponsored post)

  • Canva: you will need to register. Find the templates in the Documents section. Make sure you use a free template
  • Uptowork: provides guided free templates to build your résumé or CV.

 

Step 3: Writing a cover letter. Some tips

A job application letter, also known as cover letter normally accompanies a résumé or CV. Nowadays, unless you are specifically required to send a letter by snail mail, cover letters are normally sent by email or attached as a file in online application systems.

Sending an email instead of a letter makes little difference. It’s only the layout that varies slightly.

Now here are some tips:

  • Use formal language.
  • Don’t use contractions and punctuation such as dashes and exclamation marks.
  • Don’t use personal or emotional language.
  • If you are replying to an advertisement, relate to all the points asked for and give additional information.
  • Mention your skills and experience and give supporting details.
  • Have spaces between paragraphs
  • Keep it short and to the point.
  • Use a professional email address; kittylou@gmail.com might not be appropriate or very professional.
  • Remember to check that you have used the appropriate style for the person you are writing to.
  • Check your email carefully for spelling, grammar mistakes, and punctuation
  • Make sure you sign your cover letter.
  • If you are sending your CV or résumé, put “Enclosed: CV/résumé” at the end of
    your cover letter

 

Step 4. Layout of a cover letter.

Presentation

 

On the Right

  • Your address: on the right-hand side of the page (without your name)
  • Date: below your address. Leave a blank line in between.

On the left

  • Position/name of the person you are writing to. Start one line below the date.
  • Address of the person or company you are writing to.

Greeting:

Use an appropriate formal greeting. Use a comma after the greeting or nothing.

If you know the name of the person you are writing to:

  •  Dear Mrs/Miss/ Ms + surname if you are writing to a woman
  • Dear  Mr+ surname if you are writing to a man.

If you don’t know their names, use

  • Dear Sir or Madam or Dear Hiring Manager or Dear Human Resource Manager
  • Alternatively, you can use To whom it may concern

Note that all the salutations start with Dear.

Follow the salutation with a comma.

Opening Paragraph:  Always start by stating what the purpose of your letter is. Here you should mention the position you are applying for and where you learn of the vacancy. This section should be short and to the point. It’s the most important part of your letter. Here, either you grab the reader’s attention or you can bore him and decide not to continue reading.

Some useful expressions:

  • I am writing in response to your advertisement for…
  • I am writing to express my interest in the …. position listed on …(name of the website)
  • I am writing with reference to your advertisement…
  • I would like to apply for the …. position advertised in /on……

Main Body:  It can be divided into several paragraphs. Organise your content into the different paragraphs.

Here you need to expand on your experience and qualifications showing how you are relevant to this job.  Give clear details and examples. You don’t need to repeat all the information on your résumé but highlight what is relevant to this position. Emphasize your strengths.

Emphasize also your interest in the job and why you think you are suitable for the job. Remember that your goal is to get a job interview.

If you have attached a copy of your résumé or completed an application form, mention it.

Useful expressions:

  • I think I am the right person for the job because…
  • I feel I am well qualified for the position
  • I think I have the knowledge and experience that is needed for…
  • I have some/ a lot of experience working with…
  • With regard to your requirements, I believe that I am a suitable candidate for this post as
  • I believe I would be good at…
  • I believe I would make a good …. because I am…
  • I am very reliable and I get on well with people…
  • I have always had an interest in…
  • I think I would be suitable for the job / a good choice ( to be a/ an…) because...

Closing Paragraph: 

Explain why you think your application should be taken into consideration. If relevant, mention that you enclose a CV/ reference. State that you are willing to attend an interview and thank the reader.

Useful expressions:

  • A résumé/CV giving details of my qualifications and experience is attached
  • As requested, I am enclosing my CV and two references and my completed job application
  • I hope you will consider me for the position.
  • I would be able to start immediately
  • I would be happy to attend an interview any time convenient to you.

Signing  off

  • Using  I look forward to hearing from you   or Thank you for your time and consideration  are good ways to end a formal letter
  • End with Yours faithfully if you begin with Dear Sir/Madam
  • End with Yours sincerely if you begin with Dear Mr/Mrs/Miss/Ms + surname

In American English, Yours truly and Yours sincerely are commonly used in both cases.

If in the greeting you have followed the salutation with a comma, write a comma also after Yours faithfully/sincerely.


Some words commonly used in job applications

Nouns such as preference, qualifications, company, reference, information, opportunity, experience, position, vacancy, ability, advertisement, employment, résumé, details, interview…etc

Verbs such as  apply, reply, advertise…etc

Adjectives such as  convenient, excellent, qualified, enthusiastic, necessary, energetic, suitable, available, attached, experienced, interested, responsible, possible, friendly…etc

Adverbs such as immediately, recently, extremely, sincerely…etc


Get some practice writing cover letters here

Step 5.  Sending your cover letter via email
  •  In the subject line of the message, write your name and the job you are applying for.
  • Don’t write the date or the employer’s contact information. Start your email with the salutation
  • Don’t forget to write all your contact details after you sign off.

Practice:

Write a cover letter/email applying for one of these two jobs.

Step 6: Some tips on how to answer a job interview
  • When they ask you to describe yourself in three words, they are asking you about your professional persona and how you would fit in the company. Talk about what makes you stand out. Talk about accomplishments and skills that you know are relevant to the job you are applying for.
  • Do some research on the company and show it in your answers.
  • Don’t give them personal details. They are not really interested in your life or your problems.
  • It’s Ok to ask the interviewer questions about the job. You also want to make sure this is the right job for you and at the same time show the interviewer you are interested in the job. Prepare them beforehand  and try not to ask yes/no questions:
  • Can you tell me about the responsibilities of this job?
  • What are the biggest challenges facing the company/department right now?
  • What are the next steps in the interview process?
  • Avoid questions about salary, holidays, etc

Hope this post helps you get the best job 🙂

PDF for this lesson here

Special thanks to Shanthi Cumaraswamy Streat from English with a Twist for answering some of my questions.

Here’s a funny sketch where former President Obama tries to sharpen his skills to pass a job interview. Don’t miss it!

Reporting verbs: A Translation Exercise Using Grass Skirts

Do you like translation exercises?

If you think they are boring, perhaps I might succeed in changing your mind once you read about this activity.

Writing is always on my mind (like Joe Manganiello 😀  ).  It ‘s true that I should probably dedicate more time to writing tasks in class, but writing takes a lot of time and time is a luxury I cannot always afford. For this reason, I try to do small writing activities that take less time but have proven very effective.

 

 

 

 

 

 

 

 

 

 

 

 

If you have been reading my blog for some time you have probably guessed a thing or two about me:  I am a huge fan of competitions and anything that brings fun and a relaxed atmosphere – and probably a little bit of noise- into the classroom.

I think the exercise I’m about to describe combines perfectly well the two above. I have used it to revise reported speech (indirect speech) and more specifically reporting verbs, but it can be easily adapted to any other point of grammar you need to revise.

In case you are wondering, below is a picture of the grass skirt I have used for this activity. You can also call them tearable sentences, but I like grass skirts better.  You can make your own template o download the one Tekhnologic very kindly offers on his website. I have used his.

 


The activity


Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.

Now, you are ready to start.

Procedure:

Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.

Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.

Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.

Rules.

  • The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
  • The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
  • Groups can only tear off sentences from their assigned posters.
  • The first group to have a tick in all 8 sentences is the winner.

Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them.  Focus on any common problems you might have noticed.

Give runners a round of well-deserved applause and maybe something to drink  😆 

Top Website to Help you with Writing

I’m not a native speaker. I work in English, write, read and watch TV in English. In short, I breathe English. But I’m not a native and I’m not ashamed to admit that sometimes, especially when correcting written work, I have this feeling that a collocation is just not right but I cannot I come up with the correct one straight away.

Has it ever happened to you?

I could rely on my instinct, I could certainly do it, but sometimes I just can’t without making sure I’m doing the right thing. Problem is that a dictionary would be no help here as we are dealing with more complex issues. We are not talking about grammar or vocabulary meanings, we are dealing with how words collocate with some words, but not with others and this is just something that if you are not a native, you will have a hard time deciding whether it is correct or a bad translation from your native language. The problem, of course, is that to your non-native ears it might sound perfect.

For example, let’s take this simple sentence

Global warming is produced by…

Does it sound Ok to you?

For a Spanish speaker, this sounds just right.  But is it a natural collocation in English?

Doesn’t Global warming is caused by… sounds better?

When I am in doubt, I  have a bunch of useful websites I use, but my favourite for this kind of problem is Netspeak. Please check my post Six amazing Websites that Make your Writing Stronger to read about this “bunch”  I was referring to.

So, when I am not sure if “xxxx ” is correct, this is what I do.

What else can you do on Netspeak?Among other things:

  1. If you have forgotten a specific word, type ?   Ex:  ? for granted
  2. If you need to find many words, type   Ex …granted
  3. If you are not sure about two words or want to compare them [] Ex It sounds [good well.

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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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Do you Think Translation Exercises are Boring? Just the Opposite!

Believe me, they don’t have to be boring. In fact, just the opposite.

I know some teachers consider translation activities a thing of the past and that, arguably, they should be banned from our classes. I don’t completely agree.
If I am honest with you, I can’t say that I like giving students a whole paragraph to translate, but a one-sentence translation exercise can help consolidate and reinforce grammar and vocabulary.
And it doesn’t need to be boring. In fact, it can be a lot of fun. How?

Easy. Let’s combine a seemingly boring traditional exercise with an online fun tool and let’s turn it into a competition.

Preparation:

• Decide on few sentences you want students to translate. I’d suggest 6-8 sentences. If you like exploring tools, my favourite for this kind of activities is Playbuzz flip cards.
• Slips of paper

How to go about it:

1. Pair learners and give them as many slips of paper as sentences you want them to translate.
2. Write the first sentence on the board and ask students to translate into English. If you use the online tool I mentioned above, just show the first card. (See mine below)
3. Depending on the length or difficulty of the sentence to be translated, set a time limit.
4. Once the pair have their sentence, ask them to write it on the slip of paper big enough for you to see from a distance.
5. When the time is up, ask the pair to hold it up and quickly go through all the translated sentences awarding 1 point to the pair who has the correct translation.
6. The winner is the pair who get the most points.

Note: Be strict with spelling mistakes or any other tiny mistakes. Students love it when you are strict and don’t give away the points easily.

Follow-up: Revise again all the sentences, but this time orally.

Fun and Simple: Adjective Order

If you have following me for a while, then you know how much I love stepping aside from the course book and surprising students with activities that might add a spark to my classes.

Things like flip cards or wheels of fortune are constant guests in my classes. But for this activity, I have decided to invite an old friend I haven’t used for some time. Don’t ask me why. I still love him very much. Word clouds have a lot of potential when teaching languages and they are very easy to use. For this activity, I have used wordart.com.

Aim: to practise the order of adjectives before a noun (attributive position) in a writing competition.

Time: 5 minutes

Level: B2 students

Time: 10 minutes

Preparation: Go to wordart.com or any other word cloud generators and just type the words you want to see in the cloud. In my case, I typed five or six nouns and five adjectives relating to opinion, size, age, temperature, shape, colour, material and origin.

How to go about it:

1.  Revise. You might want to revise the order of adjectives before the noun before doing the activity.

Although not all grammarians agree on the order of the adjectives and the rules for adjective order are quite complicated, it is necessary to give them some kind of order they can stick to. I always use this sentence to help them remember.

 

Important points:

  1. Don’t overuse adjectives. While having two adjectives before a noun sounds natural, more than three would have the opposite effect.
  2. Purpose adjectives go just before the noun: riding boots (boots for riding), sleeping bags (bags for sleeping).
  3. Numbers go before adjectives: three huge houses.

2. Competition

  • Ask students to form pairs and either display the word cloud on the board or photocopy it.
  • Underline the nouns in the word cloud
  • Tell students they have two minutes to come up with the longest description for the any of the nouns in the word cloud.
  • The winners are the students who have managed to write the most adjectives before the noun.

Rules:

  • The adjectives before the noun must be placed in the correct order. Have the class check it while the students read their sentence.
  • It has to have sense, ie “a narrow boy” would be incorrect.

Have fun!

Storytelling Contest. Help me Find the Winner

About two weeks ago, to celebrate Halloween, I decided to set up a contest where my students could try their hands at writing a paranormal story. The task was to write a story beginning with:

I don't believe in paranormal, but one day...

I want to thank my students for making the contest a resounding success as 58 students wrote 58 great stories. Thank you very much for your effort. Your contribution was vital to the success of the contest.Now, it’s time to choose a winner!

I have selected these 4 stories. Please, read them and help me pick a  winner. After reading the four stories, you can vote. Please, vote only once!

Thanks for voting. Now, here’s the winner of the contest, Remedios Gámez. Thank you very much for your story “Hide-and-Seek”

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

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

Level: B2

Aim:

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

STEP 1. INTRODUCTION

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

STEP 2. LISTENING COMPREHENSION. A PARANORMAL STORY.

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

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

True or False? Justify your answer

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

Answer the following questions in your own words:

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

 

STEP 3. SPEAKING

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

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

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

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

Most of the questions are from this site. 

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

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

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

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

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

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

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

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

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

The warm-up. Setting the context

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

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

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

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

The vocabulary

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

The challenge.Did you know?

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

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

Speaking. The questions.

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

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

Education

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

Methodology: collaborative retelling

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

This activity will be set as homework.

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

2. Homework.

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

Writing. An opinion essay.

Write an opinion essay on the following:

Our current system of education is now outdated and ineffective.

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

Five Steps to Writing an Excellent Opinion Essay

Thanks for reading!

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