Category Archives: General

Confusing Words: Danger, Peril, Threat, Hazard, Menace and Risk

Have you ever wondered whether you should say risk or danger, or what makes a threat different from a menace? These words all relate to harm or trouble, but they’re not exactly the same—and choosing the right one can really sharpen your English. I

In this post, you’ll find clear and simple definitions, each one explained with examples where only one word fits. And to make things even more fun, we’ve turned it into a mini game inspired by Who Wants to Be a Millionaire? Can you pick the right word under pressure?

Here we go!

Danger

Definition: A general term referring to the possibility of harm, injury, or negative consequences. It is often immediate or imminent.

Example: Driving at high speed through a foggy road presents a danger to all passengers.


Peril

Definition: A more intensified or extreme form of danger, often involving a high likelihood of serious harm or death. Note: “Peril” is more literary or formal in tone than “danger.”

Example: Mountaineers caught in an avalanche are in peril—their lives are at significant risk.


Threat

Definition: The possibility or expression of future harm, often intentional or directed. A threat may not be immediate but implies a potential for conflict, damage, or danger.

Example: A hostile email from a rival company can be perceived as a threat to your business operations.


Hazard

Definition: A source or condition that can cause harm or damage if not managed. Hazards are often discussed in health and safety contexts. Difference from danger: A hazard is the source, while danger is the condition or situation that may result.

Example: Chemical spills in a laboratory are a serious hazard that must be addressed immediately


Menace

Definition: A person or thing that is persistently troublesome, harmful, or threatening. The word carries a strong connotation of nuisance or long-term disturbance. Stylistic note:Menace” can describe both people and abstract concepts and often implies social or moral concern.

Example: The gang operating in the neighbourhood has become a real menace to the community.


Risk

Definition: The probability or likelihood that harm will occur. It is often measured or calculated, especially in fields like finance, engineering, or healthcare.Difference from danger: Risk is about possibility, while danger is about the actual presence of harm.

Example: Investing in a startup involves risk, as you may lose your capital if the company fails.

Term Focus Immediacy Connotation Example
Danger Harmful situation or condition Imminent Neutral/serious Standing near a live wire
Peril Severe or extreme danger Critical Formal/literary Lost at sea during a storm
Threat Possibility or intent of harm Future Negative/hostile A cyberattack warning from a hacker
Hazard Source of potential harm Latent Technical/safety Oil on a kitchen floor
Menace Nuisance or ongoing harm Ongoing Strongly negative A dictator seen as a menace to global peace
Risk Probability of harm occurring Theoretical Neutral/analytical Investing in volatile stock markets

 

Let’s play!

Answers explained

1. Chemical __________ that could cause severe respiratory issues.

Correct: hazard

  • Danger – too general, lacks the focus on the source.

  • Risk – not about probability, but about an object/source.

  • Threat, peril, menace – these imply intent, intensity, or agency, which a chemical lacks.
    Only “hazard” fits: it’s used technically to describe potential harm from substances.


2. His life was under serious __________.

Correct: threat

  • Danger – doesn’t convey intentionality (implied here).

  • Risk – focuses on probability, not active danger from others.

  • Peril – too dramatic/literary here, and not idiomatic with “under”.

  • Hazard, menace – not used in this collocation.
    → “Under threat” is a set phrase and contextually appropriate.


3. The child was in immediate __________ on the train tracks.

Correct: danger

  • Peril – close, but not idiomatic with “immediate” for this age group.

  • Hazard – refers to the source of danger, not the situation.

  • Threat, menace, risk – not idiomatic or accurate here.
    → “In immediate danger” is a standard and idiomatic expression.


4. Climbers were in grave __________ in the storm.

Correct: peril

  • Danger – weaker in tone than “grave peril.”

  • Risk – doesn’t convey immediacy and severity.

  • Hazard, menace, threat – incorrect register or meaning.
    → “In grave peril” is formal, intense, and collocationally precise.


5. Financial __________ to the company.

Correct: risk

  • Danger – rarely used with financial terms.

  • Peril – literary and awkward in business contexts.

  • Hazard, menace, threat – do not fit financial collocations.
    → “Financial risk” is a fixed collocation in business discourse.


6. The gang had become a __________ to the neighbourhood.

Correct: menace

  • Threat – possible, but “menace” better fits long-term disturbance.

  • Hazard, peril, risk – not used for people/social behaviour.

  • Danger – less precise for ongoing nuisance.
    → “Menace” strongly implies persistently harmful behaviour.

From ‘Hey’ to ‘Dear Sir’: Leveling Up our Formal Email Game

You know that moment when you think your students have totally nailed something… and then reality taps you on the shoulder?

That’s exactly what happened after I gave my class a test where they had to write a formal email. Structurally? Nailed it. They knew how to open and close it like pros.
But the language? Ohhh no. We had “I wanna,” “Hey,” and “It’s pretty bad” floating around like they were writing to a friend, not a company rep.

And you know what? It really got me thinking. Had I not explained things clearly enough? Had we just not practiced it enough? Or… had they maybe skipped a bit of the studying part?

Whatever the reason, I knew one thing for sure: I wanted to sleep with a clear conscience! So, I decided to come back to this writing task—but from a slightly different angle. This time, we weren’t going to talk about structure or where to put your “Dear Sir/Madam”. Nope. We were going to zoom in on what really makes a formal email sound formal:
👉 the language.

Comparing informal and formal vocabulary

I created a one-page reference sheet comparing informal and formal vocabulary and gave them some time to read it. It includes:

  • Everyday verbs such as buy, get, and find out → elevated to purchase, obtain, and ascertain 🔝
  • Basic connectors like but and so → upgraded to however and therefore
  • Casual phrases such as Any questions, just ask! → replaced with Please do not hesitate to contact me… 

PDF here: Vocabulary+Exercises+Teacher’s

Practice Activities

But we all know a list of vocabulary alone doesn’t do the trick.

I gave students two short emails—both written in a very informal tone. One was a complaint email; the other was a grant information request. Both had the kind of casual language you’d expect in a message to a friend, not an institution.

COMPLAINT EMAIL

For the first task, I asked students to take the complaint email and transform it into a formal version in their notebooks. The instructions were clear and simple:

“Transform the following informal email into a formal email. Use the vocabulary provided in the INFORMAL VS FORMAL LANGUAGE section of the document to replace the informal words and phrases with their formal equivalents. Maintain the original meaning and intent of the email.”

The goal here wasn’t to expand or rewrite the message—just say the same thing, but using formal vocabulary.
As they worked, I moved around the room, offering individual feedback and answering quick questions. It was a calm, focused activity—great for noticing patterns and building confidence.

GRANT REQUEST EMAIL

From ‘Hey’ to ‘Dear Sir’ de cristina.cabal

Then came the second task—same idea, but a different format. This time, the students tackled the grant request email, but in a much more dynamic way.

I paired them up and gave each pair a section of wall space with a small whiteboard. (If you don’t have mini whiteboards, sheets of paper work just as well!) Each pair worked together to rewrite the informal email in a formal tone, using the same vocabulary support as before.

As they wrote, I provided real-time feedback, corrected mistakes, and asked guiding questions. We wrapped it up by asking students to read and compare each other’s versions.
It’s always interesting to see how different pairs interpret and rephrase the same content!

Finally, once both activities were done, I gave students a “teacher’s version” of both emails to keep as a reference. That way, they could clearly see what was expected and how close they had come.

3 Fun Ways to Personalize, Engage, and Totally Wow Your Students Using Artificial Intelligence

How cool would it be if your students walked into class and felt like the lesson was designed just for them? Like, not some generic worksheet, but content that feels real, relevant, and totally engaging. Well,guess what? With a little help from artificial intelligence, we can actually make that happen!

Let me walk you through three super fun, highly customizable activities I’ve designed using AI tools — and trust me, your students are gonna love them.

While this example focuses on the topic of crime, the real beauty of these activities is their flexibility. The prompts, tools, and AI-generated content can be easily adapted to suit any topic or level — from beginners learning food vocabulary to advanced students tackling social issues. It’s all about making the content work for your class

Creating  a Personalised Listening Comprehension Text and Questions

We’ve been diving into the topic of crime for the past two weeks, and students have already built up a solid bank of vocabulary: burglary, fraud, suspect, on probation, to be sentenced, life sentence, to sue… you name it. So I thought, why not take it up a notch?

I used ChatGPT to help me craft a fictional news story about a crime happening right in their own region. Yep, something that felt local, real, and instantly relatable. I made sure to weave in the vocabulary they’d been learning — so as they read, they were like, “Wait, I know that word!”

But I didn’t stop there. I also asked ChatGPT to generate comprehension questions — true, false, or not stated — based on the story.

These are the prompts I used.

Prompt 1. Create a piece of news about a crime in Asturias for C1 students of English. Use C1 vocabulary and structures. Include the words: assault, on probation… Length:about 250 words.

Prompt 2. Write 10 True, False, or Not Stated statements based on the text, ensuring you do not copy the exact wording but instead paraphrase or use synonyms. The statements should follow the same order as the information appears in the text and include a balanced variety of true, false, and not stated items. Be careful that the Not Stated sentences are clearly distinguishable from the false ones. For each statement, provide the correct answer (True, False, or Not Stated) and indicate the relevant section or line of the text as evidence where applicable.

PDF: Teacher’s and Student’s


From Teacher to News Presenter — with a Little AI Magic!

This is where things got extra fun — I took a photo of myself (because why not?) and turned it into an AI avatar that read the story out loud in a perfect native English accent. And listen, my English is good… but let’s not kid ourselves — it’s not BBC News-level good!

Did I feel awkward about putting my animated face on a fake newscast? Nope. Not even a little. I mean, I’m clearly past the point of being easily embarrassed — and honestly, it was a hit! I used a  news-style template, added some dramatic music and headlines, and just like that, we had a super realistic, super fun classroom news report.

The students? Mesmerized. It was like watching the 6 o’clock news — except starring their teacher, speaking English they actually understood!

I have used Canva for education to create the video and the avatar

From Teacher to App Creator: Making Vocab Revision Fun with AI

Okay, now let’s talk about Claude, one of my favorite language models (yes, I’m a bit of a fan). I used it to create an interactive app that helped us revise all that juicy vocabulary we’d been working on — and throw in some new words too. And let me tell you, that mix of revision and fresh vocabulary? It made the whole thing way more exciting!

So,  I designed the game for two teams to compete. The rules were simple: each team took turns choosing a square on the grid and picking the correct option. If they got it right, they scored a point automatically and the grid changed to green. If a team got it wrong, the other team could choose that square again and steal the point by answering correctly.

But here’s where the fun kicked in: some of the vocabulary was just revision, while other words were completely new. This added a whole new layer of competition!

This the prompt I have used. I have had to iterate 4 or 5 times until I got what I wanted.

Create an interactive board game using html. I want two Teams. Team A and Team B who take turns answering questions. Each team has its own score counter that updates when they answer correctly. There should be visual indicators showing which team’s turn it is.

The game should include 20 different questions about crime and punishment, vocabulary appropriate for C1 English students. Each of the 20 squares has a unique question. When you click on one square a question about crime and punishment for C1 students will be displayed. When a team answers a question correctly, the corresponding square permanently changes to green.

The background colour should be red and the website link “www.cristinacabal.com” is displayed at the bottom

Finally, can you give me the answers to the questions in the game?

Ready to try them and adapt the prompts to your own context?

Revising, Teaching and Consolidating Different Crimes, Cristina’s Style

I have some awesome activities to share with you today! From traditional pen-and-paper tasks to the most advanced AI possibilities and more… I hope these fun ideas inspire you to create something exciting of your own. And if nothing else, I hope they make you smile when you see me dressed up as a police officer. 😄

When you’re teaching a C1 class and introducing a big topic like Crime and Punishment, jumping straight into phrases like “contest a verdict” or “beyond reasonable doubt” can be overwhelming. It’s just too much too soon—and nobody wants cognitive overload!

So instead, we took a step back. We began with the basics: different types of crimes. Just the vocabulary. A total of 25. Now, C1 students already know quite a few, so this was more of a review… with a little something extra. Like I always say, “just un poco más.” Once the crime words are clear—burglary, fraud, arson, and the rest—then it’s much easier to explore the more complex collocations and legal language. One step at a time, building confidence as we go.

Let’s hop into it!

FIRST CLASS: REVISING AND INTRODUCING VOCABULARY

Step 1: Preparation: A paper, a Bag and 10 crimes

Here’s a fun little activity we did using just some paper and a bag. I cut 10 small pieces of paper and wrote a different crime on each one. Then, I popped them all into a bag. I split the class into two teams so that each team would end up with five crimes total.

Let’s say Team A goes first. I pull a paper from the bag and read the crime aloud. Now, here’s the twist—any student on Team A who thinks they know the meaning of the crime in Spanish must stand up. The number of students standing becomes the number of potential points they could win—or lose!

How do they win or lose those points? A student from Team B chooses one of the standing students and challenges them to give the correct meaning in Spanish. If the answer is right, Team A gets all the points (equal to the number of students who stood up). If the answer is wrong, they lose those points instead.

Then it’s Team B’s turn.

The crimes in the bag were: burglary, harassment, shoplifiting, squatting, smuggling, hijacking, mugging, blackmail, bribery, forgery

Step 2. The Song "City of Crime": A Fill-in-the-gçGaps Traditional Exercise with a Personalised Twist
Time for more crimes —but hang on a sec!  Because there’s a world of difference between giving students  a boring list of offences … and, turning it into a full-blown musical experience. A song (yes, made with AI), sung by none other than me—in full police officer gear. Don’t I look very pretty?
Print the activity here
Now

City of Crime de cristina.cabal

SECOND CLASS: CONSOLIDATING VOCABULARY

Step 3.  An Interactive Personalised  Taboo Game

Yes, they’ve learned the crimes and offences—but if we want that vocab to stick, we have to  help them use it! So, it’s game time: an  AI-powered Taboo, totally personalized and right on trend with the whole vibe coding movement.In just minutes, I created an interactive crime-themed Taboo Game that’s fun, fast, and super effective.

Do I know how to code? Nope.
Do I need to? Not with AI!

Game

Step 4: Speaking

Now it’s time to put this vocabulary into action!  Students have learned the words and now it’s their chance to talk and share opinions.

Speaking: Crimes de cristina.cabal

 

THIRD CLASS:  SPACED PRACTICE: Poetry and Song (yes, again)

Let’s face it—our brains aren’t always great at holding onto new vocabulary after just one try. That’s where spaced repetition comes in! By reviewing content at regular intervals, we help our memory lock it in for the long term.

This time, we’re making it a little more creative (and a lot more fun) by revisiting this vocabulary through poetry and a song. Yes, but a different song.

Step 5: Poetry. Flipcards

No, I am not a poet, but it seems ChatGPT is. And hey, if when asked to create a song, he gives me lines that rhyme, who am I to say no to a good verse?  So, students read the lines with the correct entonation and try to guess the crime.

There are seven crimes. You might need to register to see all of them. Here

Step 6: Freeze that Crime

And  finally, we revise spelling. How??? With a song and some challenge.

I asked ChatGPT to create a song using some of the trickiest crime-related words to spell ( 8 words), placing each one at the end of a verse.

Here’s how it worked:

  • I told students I’d play the song and pause it 8 times. They numbered their papers from 1 to 8, and each time I stopped the music, they had to write down the last word they heard. The song is only played once.
  • Then, they swapped papers with a partner, and we corrected the answers together on the board. For every correctly spelled word: 1 point. Final scores were written on the paper before giving it back to the original student to check their mistakes.

Song Lyrics here. In red, the words where I stopped the audio,

Freeze that Crime de cristina.cabal

And of course—what’s a challenge without a prize? hahahahThe winner got a big round of applause and a sweet.

A super engaging way to lock in spelling and make it stick!

Read Along: Reading and Pronunciation Buddy for Beginners

It’s been a long time since I haven’t written a post for primary teachers and A1 learners, but hey!  This one’s for you!

If you’re just starting your reading journey—or helping little ones do the same—Google’s Read Along is the perfect tool to make learning fun! While designed primarily for children, these stories can still be valuable for adult learners focusing on reading skills and pronunciation practice. The child-friendly content doesn’t diminish its effectiveness as a learning tool for readers of any age. For me and my adult students, it just makes the whole activity more visually appealing while still focusing on the same goal—helping you improve your reading and pronunciation.

What is Read Along?

It is a FREE tool (yep, no cost at all!) that helps students learn to read  and pronounce correctly while having fun. It works both as an app and online, making it super accessible for everyone.

How does it work?

Meet Diya, the friendly reading buddy!

  • She listens to students and helps them then they struggle with reading
  • Students can choose from hundreds of levelled stories
  • Students can earn badges and rewards as they read

Ready to pronounce? t is important to activate the microphone.

  • Diya, the reading buddy, will prompt you to pronounce;  or alternatively, you can click on the words to hear them being pronounced.
Why do I like it?
  • There are four levels of stories, each with a different level of difficulty. The higher the level, the more challenging the reading—so you can progress at your own pace.
  • You can listen to individual words in a story, and there are also fun activities where you get to record yourself reading aloud! Perfect for practicing pronunciation and building confidence!
  • Uses AI to offer real-time feedback
  • Completely inclusive and accessible for all learners
  • Helps students gain confidence and fluency in reading

So, whether you’re a teacher looking to support your students or a beginner reader wanting to improve pronunciation, Read Along might be the tool for you.