Category Archives: Resources

Revising and Consolidating Vocabulary: No-Prep Fun Strategies

Before we dive into the content of the post today, I’d like for you to know a surprising fact about me. I love traditional teaching. Yes, chalk and board. I say “surprising” because if you have been reading this blog for a while, you will have probably noticed how often I incorporate technology in my lessons. True. I love surprising my students with a new idea to revise, learn or consolidate learning using a digital tool, but I absolutely also adore surprising them with an exercise where the only help is their mind, their classmates and occasionally their teacher.

If I combine both traditional and digital learning, then it’s just my dream lesson. And this is what you’ll find on this post, the traditional Cristina and an updated version of myself. Which one do I love best? That, I still need to decide.

B2 students revising vocabulary

  • Aim: revise and consolidate vocabulary in a communicative way.
  • Levels. B1 upwards

Although the ideas below work better for a topic-based lesson- in my case it was used to revise food-related terms-, I think it might also work to revise random vocabulary as long as you specify which vocabulary you want to revise.

Step 1: Standing Up 

That’s probably one of my favourite ways to revise the vocabulary learnt the previous days.  My students already know me, so when I say: “please, stand up”, they already know what is coming and automatically, it brings a smile to their faces.

Instructions: students need to come up with a food-related term from the ones studied in the unit. They take it turns to say their word and I repeat it loud enough for all the class to hear it. This also gives me a good chance to repeat the word that might have been occasionally mispronounced.

A student sits down, ie. is eliminated,  if…

  • he cannot come up with a word
  • if another student has already said the word
  • if he cannot come up with a word in 10 seconds.

Big applause for the last person to remain standing and one of the sweets I keep in my candy box.

Step 2: Using Slips of Paper. Moving around the class.

Once terms and pronunciation have been revised, it’s time to work on meaning.

  1. Give students a slip of paper. I use old photocopies printed only on one side and cut them lengthwise. You should get two slips of paper per copy.
  2. Ask them to write two terms they would like to revise. Encourage them to write big enough to see the words from a distance (Note: this is unnecessary but I find the bigger their letters are, the easier it is to understand their handwriting). Once they have done so, ask them to make sure they know how to define them. Also, help with pronunciation.
  3. Ask students to stand up. The desks in my class form a U so I tell them to move to the centre of the class. Students choose a partner and they take it turns to define their words for the other student to guess/revise. Before they move on to find a new partner, they swap cards. This is a very important step as once they swap, they will need to define/revise other words.

After 10 or 15 minutes, depending on the number of students, students sit down, Ask them to keep the last slip of paper they have defined.

Step 3:  Asking Open-Ended questions. 

Now, this is the part where I use technology and one of my favourite tools to get feedback. But, let’s go step by step.

a. Writing the questions

Students sit down. Ask them to write down an open-ended question using one of the words on their slip of paper. Tell them some of the questions will be chosen to do a speaking activity. Encourage them to write questions related to the topic, in my case food.

Questions are difficult in English so walk around the room helping students.

b. Using  Mentimeter.com to get feedback

As I mentioned above, this tool is one of my favourites to get feedback.

It takes less than 30 seconds to set up the task.

  • Go to mentimeter.com
  • Choose the open-ended slide
  • Click on Present and  display the slide with the OHP
  • Ask students to take out their mobiles and go to menti.com
  • Give them the code
  • Ask them to write their questions and submit them

Once their questions are displayed, correct possible grammar mistakes and choose 6 or 8  to be discussed in pairs or in groups of 3.

I hope you have enjoyed the lesson.

Teach and have fun!

Food for Thought Issues. A lesson about Food for B2 students

February is a short month. First round of exams is over and I need to concentrate on preparing my students to take standardized exams. I am beginning to feel the pressure. OMG! It’s only February and I  am already a bit stressed out. Will I make it to the end of the course with all my wits about me? Highly unlikely!

So, next topic on my list is Food and Nutrition and all the subtopics around it, which are …like a lot.

What you will see in this post is an example of how I prepare my students to take oral exams.

  • Revision and introduction of vocabulary-related terms
  • Listening Comprehension Activity: Food waste
  • Pronunciation Activity: Organic Food No More Nutritious
  • Speaking Activity through Reading passages with Follow-up Questions
  • Mediation Activities
STEP 1. Introducing New Vocabulary

Display the quiz below on the board and have the whole class contribute with their answers. You might want to explain the meaning of the incorrect options and the difference between the adjectives sour and bitter.

Do the quiz twice to reinforce knowledge and then ask them to contribute with some other food-related words they might know. On the board, write only the ones that might prove a bit more challenging.

NOTE : (about the quiz) Hover over the photo and click on the + sign

What’s the difference between Sour and Bitter?
1. Take a drink of vinegar: This would be sour or so considered to be.
2. Take a bite of real pure dark chocolate: This would be considered bitter
1.A Grannysmith green cooking apple would be sour. Other sour foods are lemon, oranges. beer, spoilt milk                                                                                                                                                  2.Coffee without sugar or cream would be bitter. Other bitter foods are unsweetened cocoa, marmalade, beer, olives

STEP 2. Let's get loud! Reinforcing vocabulary in communicative activity.

Give each student in the class a slip of paper and assign a word from the quiz to each student. Ask them to write it down. If you have more students than words in the quiz, choose from the ones on the board.

Ask students to stand up and move to the middle of the class. Ask them to pair up and try to explain the meaning of their word to the other student. Once they have both explained the meaning and guessed the right word, they swap slips of paper and move on to find another partner.

 

Step 3: Food waste.

A.  Show students the following picture and ask them in groups of three to talk about what it suggests to them.

Get feedback and ask questions such as: How often do you waste food? What can be done to reduce food waste?

It might be a good idea to do this quiz created by WWF.

B. On the board, write the words The Food Loop and ask students what they think it means. Play the video, point to the words The Food Loop and ask again.

Play it once again and ask students to take down notes and explain in detail the whole process.

The Food Loop- Discover where your food waste goes from Obeo on Vimeo.

Step 4: Reading, Speaking, Pronunciation and Acquiring Vocabulary: Food-subtopics

Is there a better way to naturally acquire vocabulary than by reading?  Arguably, there is not.  In this exercise, students are asked to read about food sub-topics and answer in pairs or in threes the follow-up questions.

A. Working on pronunciation.

Introduce the topic of organic food by listening to this short extract from breakingnewsenglish.com “Organic Food No More Nutritious” There are lots of food-related terms in this piece of news students might be mispronouncing.

I use these short extracts very often in class. This is how I work with them:

  • I play it once. Students just read silently and listen.
  • I play it a second time. Students read along but without making any sound.
  • I play it again. Students read along. This time aloud.
  • I focus on some words, point to them and ask students to repeat them
  • I split the text into two, ask students in pairs and assign a part of the text to each student.
  • Whole class: I ask students to read aloud a sentence each.

The whole process takes less than 10 minutes.

b. The texts. PDF here

Step 5: Mediation

Two mediation activities for B2 students

Activity 1 ] Activity 2

Blog de Cristina is on Facebook and on Twitter. 

 

Human Tac Toe to Revise Vocabulary

Shall I say Happy Christmas? When is the right time to start saying happy Christmas? Anyway,  I love that we are right in the hustle and bustle of the season. Everybody seems to be in a good mood and this is the perfect time to try a game I have been looking forward to doing with my students.

I know I post about games quite a bit, but I really believe students learn better when they are having fun.  Mark the word “learn” because playing without learning is a waste of time in my class. So, my students already know that after the game, there is going to be revising and reinforcing.

 

 

If you have been kind enough to be reading this blog for a time, you probably know I love Ellen DeGeneres’s games and I am always looking for a way to adjust them to my own context of teaching.

This is Ellen’s interpretation of the game  Tic Tac Toe (more info here). She calls it Hunk Tac Toe and you’ll just have to watch the video below to understand why she called it Hunk Tac Toe 🙂

After watching her more appealing version, you’ll read my own version. More humble and less visually appealing, but hey, we are trying to learn English here, aren’t we?

 

 

I have designed two variations of the game. One is funnier than the other. The funnier one requires more preparation but trust me when I say it pays off.

Preparation for both versions:

1. You will need to prepare a set of questions to revise the target vocabulary.

Ask simple questions of the type:

  • What do you call the person who…?
  • What’s the opposite of…?
  • Fill in the gap in this sentence….
  • How do you pronounce…?
  • How do you spell…?

2. In both versions, you’ll need to choose two students (student O and student X ) to play the game. Place a table at the front of the class and ask the two contestants to stand behind it facing the class. Students take turns marking the spaces in the 3×3 grid. The player who succeeds in placing three of their marks in a horizontal, vertical, or diagonal row wins the game.

 Funnier version:

Preparation: print nine Xs and nine Os. You can download them here

Procedure:

  • Ask 9 students to sit forming three rows of three students each forming a 3×3 human grid. (see the pic above)
  • Give each of these students an X and an O
  • Toss a coin to decide who starts playing. Let’s say Student X starts playing.
  • Student X chooses a student in the grid. Let’s say, Ana.
  • Ask Ana a question from the ones you have previously prepared. If she answers correctly, she will hold the X, if she doesn’t answer correctly, then no letter will be displayed.
  • Now it’s Student O’s turn to choose another student. Again, if he answers correctly he will display the O letter if not, no letter will be displayed
  • The winner will be the student who succeeds in placing three of their marks in a horizontal, vertical, or diagonal row.

 

Less funny version, but also fun.

  • Choose the two students who are going to play the game.
  • On the board draw a 3×3 grid and fill it with students’ names (see picture above)
  • Toss a coin to decide who starts the game.
  • Student X or O chooses a student from the grid.
  • Follow the same procedure as above.

Tip: I have played the game twice. The first time I used the less funny version and then I went for the funnier one. The combination worked just awesome!

Enjoy teaching! Enjoy learning!

Travel, Trip and  Journey: How to use them

I am going to be honest here and tell you that although I love Asturias and have always lived here, I miss the light.  Whenever it gets cold and blustering outside, whenever I look through my window at 6 pm and see darkness outside, the number one thing that I always crave is travelling to a place where it’s summer and the days are long and sunny and bright. I dream. I daydream.

So, almost winter in Spain. Time to talk about holidays.

Have a look at these two sentences. Are they correct or incorrect?

  1. Have a safe travel!
  2. The trip by train took two hours.

Let’s find out!

Travel, Trip and  Journey: How to use them

TRAVEL
  • As a verb: “travel” is normally used as a verb. It is used to refer to the general activity of moving from place to place

I travel to work by car

  • As a noun: “travel” as a noun is normally uncountable

The pass allows unlimited travel on all public transport in the city.

As it’s uncountable, things such as “ I had a nice travel” are wrong

Note: although uncountable, sometimes “travel” can be used in the plural

This exhibition reflects scenes and inspiration from his travels at home and abroad.

The novel is based on her travels in Asia

More common collocations associated with the noun “travel” are

  • Travel expenses
  • Travel agency
  • The travel industry
  • Travel sickness
  • A travel bag
  • Air travel
JOURNEY
  • “Journey” is also usually used as a noun. It means the time when you travel from one place to another. The emphasis is on the travelling itself, it does not refer to the time you stay there.

It was a long and difficult journey  through the mountains 
      I read during the train journey to work. 
      Did you have a good journey? 

 

TRIP
  • “Trip” is used as a noun and it’s countable. A “trip” is when you go on a short journey, or a journey you do not usually make, and come back again. We use this when the emphasis is on where you are going or why you are going there. The time you stay there is important.

         It was my first trip to the States
I am going on a business trip
Was it a good trip? 

Let’s go back to our two sentences at the beginning of this post. Are they correct or incorrect?

  1. Have a safe travel!
  2. The trip by train took two hours.

They are incorrect.

  1. “travel” is uncountable, you cannot use the indefinite article “a” with it. The correct sentence would be. “Have a safe journey”
  2. It’s incorrect because the focus is only on the travelling itself, we are not interested in where you are going or what you are going to do there, only on the duration. The correct sentence would be: ” The journey by train took two hours”.

Ready for some exercises now?

Drag and drop the sentences in the right column

Hey! Hold On! A Simple Activity to Fix Slipping to the Present Tense when Talking about the Past

Oh my goodness, I’ve been completely obsessed with this tense these past few weeks. Even though my students are studying a B2 level, they still seem to have problems when talking about past events, especially those related to their own lives.  It might be because they are so focused on telling their own real stories that grammar tends to be forgotten. It might or it might not. The thing is  that I find myself constantly reminding them not to slip to present tenses. I have used several techniques but none of them seem to be working.

You might think I am a bit nuts here but when I have some time to kill, I sometimes find myself thinking about my students’ problems with the language and trying to devise new games or strategies to help them overcome their difficulties.

This strategy came to my mind on my way to Marbella to run a workshop. The plane was delayed by an hour and I had some time to kill. The technology I have used to display the prompts is one that I often use, but the idea for the layout sprang from seeing one of the teachers in the workshop work with Spark Adobe Page ( thanks Monica Redondo).  Obviously, you don’t need technology to do this activity but it looks so much nicer!!

Aim: to help students avoid making the mistake of using the present simple when talking about past events.

This engaging past simple activity requires that students help each other fixing the very common mistake of switching to the present tense when talking about events, situations or anecdotes related to their pasts.

  • In this activity, students work in pairs. Display the first prompt. Student A will talk while Student B will listen. Every single time, Student A slips to the present simple when referring to the past, Student B will stop him by saying: ” Hey! Hold on!”
  • At this point, student A will need to start again.
  • Points: every time the student needs to start again, he will score -1 point :(.
  • Fun: every time a student slips to the present simple, he will have to quickly stand up and sit down 🙂  This also allows you, as a teacher, to see who needs more help.
  • Allow about 3 minutes and emphasize that even though they don’t make a mistake, they’ll need to talk for the entire three minutes. This will prevent stronger students from finishing before the 3 minutes are over and will challenge them to keep talking by elaborating on their stories.
  • When the three minutes are over, display a new prompt and ask Student B to do the talking and Student A to help him by paying close attention to the tenses he uses and stopping him using the “Hey! Hold on” technique.
  • After both Student A and B have talked, ask them to stand up and choose a new partner. Display a new prompt and repeat procedure.

Ready? Let’s start!

Hey! Hold On!

“All work and no play makes Jack a dull boy”- Playing with Baamboozle

Ohhh! The power of a game! I don’t know anybody who does not welcome a bit of fun while learning/teaching. Playing a game transforms everyone’s mood. It is magical to see what having a little break from routine tasks, can do for students who have been working hard.

I teach two-hour lessons and trust me when I tell you that even people who do not typically like games go out of their way to beat the other teams.

If, to the thrill of playing competitively among teams, you add movement, give them the opportunity to stretch by asking them to stand up and also offer them the chance to change partners frequently, smiles and good vibes are guaranteed.

For this game, I have used the free website baamboozle.com/, which is super easy to use and allows me or my students to create and play games.

  • If you do not want to register, you can still click on Featured games and choose from the large bank of games saved on the website.
  • If you register, you can create your own games.

You can use Baamboozle in 2 ways:

  • On your own, choosing the study mode option
  • In class, in teams, choosing a number, doing the task and getting the points

The game shown below has several goals in mind.

  • Provide students with the opportunity to revise some common collocations associated with Health and Illnesses
  • Provide students with some conversation questions about health and illness
  • Have a break from the textbook and have a bit of fun.

Procedure:

  • Divide students into two or more teams. You can have up to 4 teams.
  • Ask each team to choose a competitive name for their team. The team will also need to name a spokesperson.
  • On the board, display the game.
  • Team A starts by choosing a box. Once I click on the box the points assigned to this answer are displayed.
  • Team A will have 15 seconds to decide on the correct answer. They can have a brief discussion but when the time is up, the spokesperson will need to give an answer.
  • Click on Check and if it is correct, click the Okay! button and the points will be added to their team. If it is incorrect, click the Oops! button and no points will be added.
  • Ask students in pairs to answer the question and repeat procedure for team B.

Ready to play?

Follow-up:

  • Revising: give students the link to the game and ask them at home to revise using the Study Mode.
  • Writing: ask students to choose one of the questions and write about it for about 15 minutes paying attention to their grammar, punctuation and spelling mistakes. During the class, the next day, choose a box, tell students to quickly provide the collocation and ask a student who has written about it to summarise his ideas for the rest of the class.

Cloze Test Activity, Blog de Cristina’s Style

We are talking about Cloze Tests today. Not the printed fit-all-size cloze texts that you can get and photocopy from any textbook or exam preparation book, but the online tailor-made no-prep cloze tests you can get at the wonderfully simple site created by L. George. See it here

Why is it Cristina’s way, you might be wondering? Well, because it combines two of my favourite ingredients in an activity:

  • A touch of technology
  • A game-like activity

The online tool I have used to create the cloze has two features you can choose from: text only (that you can easily copy/paste into a document) and interactive (that you can save as an HTML page). The tool is free and you don’t even need to register.

In this exercise, I have used the simpler text-only version.

Cloze Test Exercise with a Twist

Choose a text that contains a variety of terms you want your students to revise or work with.

  • Go to l.georgesCopy/paste the text in the box
  • Choose Text Only and No Clues
  • On the right yellow box with the options, choose “every… words” ( I have chosen to gap my text every 9 words)
  • Using the OHP, display the gapped text on the board or alternatively, print it and give it to your students. Two students can share a copy.

TASK
  • Ask students to work in pairs.  Give or show the Close Test and ask them to predict the lexical category or part of speech that could fit each gap: is it a noun, an adjective, a preposition or maybe an article? Allow a couple of minutes for this task. You might want to show an example.

For example, I wrote a letter___ my mother (students will most likely agree, they ‘ll need   a preposition to fill in this gap)

Let’s start:

  • Ask Student A to face the board. Ask Student B to face away from the board and concentrate on the text.
  • Tell students you’ll write the words on the board in random order, but each of the words will be identified with a number. If you have 8 gaps in the cloze text, you will write the words on the board preceded by the number. Tell Student B to do the same in case he cannot guess a word in the allotted time. For ex: 1. house  2. wrote 3. for.
  • Write one of the missing words on the board, and ask student A to define the word, or give a synonym or antonym for student B to guess and write down. For example, if the word on the board is “wrote”, Student A might say “it’s a verb in the past and you use a pen or a pencil to do it”.
  • Tell students you’ll write a new word every 30 seconds. If Student B guesses the word quickly, he might try to use the rest of the time (up until the 30 seconds)  to try to place the word in the right gap but tell them you’ll not wait.
  • Continue in the same way until you have written all the missing words. The words should be written in random order.

NOTE: If one of the words hasn’t been guessed, at the end of this part Student A will need to try to define the words again. (Remember that the words are still written on the board).  This time, Student A can help Student B  by giving him the first letter.

  • Once they have all the words, Students A and B will work together to complete the gapped test.
  • Place a bell on your table and ask the first pair to finish to come up to your table. Silently check that the exercise is correct and if it is, ask them to ring the bell. From that moment, the rest of the class will have one minute to finish the exercise.
  • Choose another text and repeat procedure. This time Student B will face the board and Student A will concentrate on the text.

 

Note: If you are a student, this is a great tool for self-study. Choose a text from around the web, gap the text every 10 words and then select the interactive feature, which will check your exercise.  Enjoy learning English!

The Supporting Act- A Beautiful Lesson to Work with -Ed/-Ing Adjectives

I’m currently in the middle of —what I like to call—beginning-of-the-course chaos. I am busy doing nothing, wasting time on probably unnecessary things and when the day ends, I find I have done nothing from the to-do list I carefully planned in the morning. Total chaos.

Today, I have a guest post from a colleague from EOI Oviedo, Ángeles Jimenez,  who from time to time, saves my a** by agreeing to send me some of her creative activities. This is one of them. I hope you like it as much as I did.

This lesson plan is based on a two-minute short film launched by the B.B.C on Christmas 2017. It’s suitable for intermediate and higher levels.

The lesson starts with a lead-in speaking activity to help students differentiate -ed from -ing adjectives. It’s then followed by a brainstorming activity where students get a lot of talking time.

-ed / -ing adjectives can be a challenging task to teach as students mix them up easily. Sometimes such confusion can lead to amusing mistakes such as “I’m boring” or “I’m tiring” when they truly mean “I’m bored” and “I’m tired”.

STEP 1

To clear up the confusion, I start with a warm-up activity. I write, on the whiteboard, 3 or 4  -ing adjectives and tell students they will need to come up with a wide range of things, activities and/or people that can fit in each category. “Boring”, “Exciting”, “Frightening” and “Disgusting” are some of the -ing adjectives that work well.

For example, if I write the adjective ” Boring” students might say: studying for exams, politics, queuing at the supermarket…etc. 

This is an engaging warm-up as students can personalise the grammar point you’re trying to teach.

I  begin with myself writing the word “moths” in the “frightening” column. They may not be familiar with the noun but students love it when the teacher includes anecdotes and personal examples. They get involved in the activity in no time!

Once the whiteboard is full of the students’ own ideas, I then follow with a “How do you feel” question to elicit the -ed adjective.

Example: “How do I feel about moths? I feel frightened”

and I write the word “frightened” on the board with capital letters underlying the -ed part to emphasize that’s how I feel. To make sure they’ve understood the difference, I go through the adjectives on the board asking the same question: “How do you feel about studying for exams?” To round up, a simple graphic is very helpful:

                  Something ING  ⇒  makes you feel ED

Step 2

I project the frame above from the silent advert because it’s open to interpretation, it offers a lot of speaking practice and I find it’s a great way to revise the use of narrative tenses, especially for intermediate levels. I ask my students to come up with a short story that can explain what is happening/happened, what the girl is/was doing, how she is feeling and what they think is going to happen at the end.

At a more advanced level, they can even make deductions. Elicit some examples such as “It’s late. She must be worried because her parents haven’t arrived home yet”

Also, make sure they use as many adjectives related to feelings as they can.

STEP 3: 

  1. Play the video.
  2. Speaking: Ask students to compare it with the stories they created. Ask some follow-up questions: Did they like it? Did they find it touching? Can they relate?
  3. Vocabulary and speaking.  Pdf here. Give the students the handout that accompanies the video activity. It includes an exercise to learn new vocabulary, another exercise to revise -ed / -ing adjectives and last, but not least, a more ludic and relaxing one to test how good their memory is. You can see the first two exercises below:

Vocabulary exercise. Summarising the story. Choose the most appropriate word from the drop-down menu

Oral exercise. Using adjectives -ed adjectives to talk about feelings. Ask the following questions and encourage students to use -ed adjectives

  1. Watch the T.V add and talk about how the girl felt…
  • when she came out of school. Ex: excited
  • when she gave her dad the talent show leaflet.
  • when her dad answered the call.
  • when she rehearsed at home, in the street…
  1. How did her dad feel when he saw her jumping on the escalators?
  2. Why did she slam the door?
  3. How did she feel when she …
  • drew the curtains?
  • couldn’t remember the dance?
  • when her dad came out of the audience to help?
  • the dance finished?

Silent movies have a great potential for language teaching. They’re a fantastic tool to get students to produce language at any level since it’s the task the teacher sets the one that provides the level. They usually find it easier to memorise vocabulary and grammar when it’s associated with a captivating image or story and when it comes to holding their attention, a short clip does the trick.

Thank you Ángeles, a beautiful activity.

Using an Interactive Image to Play a Game to Revise and Consolidate Feeling Adjectives

Autumn is probably my favourite season. Autumn is the season of birthdays in my family. Also, it’s not too hot or too cold. This year, this is especially important for me as I have been assigned a small class facing south and I know, come May,  I’ll be sweating up a storm. So, for the time being, let’s enjoy beautiful autumn.

This year I am teaching 2-hour lessons so, more than ever, I feel the necessity to design activities that might change the pace of the lessons and keep my students from dozing off in my classes. The activity below is aimed at that. Still, I need to be completely honest here. I have not started teaching proper lessons so this activity has not been tested yet.  I’ll let you know how it goes and if I hear any snores or see people yawning, then I would know it has been a complete failure.

 

Aim:

  • to revise and consolidate adjectives related to feelings
  • to use these adjectives in a speaking activity.

Tool: Genial.ly. For this activity, we will use the grid below with gifs representing different feelings. This is an interactive image created with an awesome tool called Genial.ly, which I am proud to say is a Spanish start-up used all around the world. Genial.ly lets you create engaging interactive visual content and for this activity, I have used the “Hide” effect so if you mouse over the gif, you’ll be able to see the adjective. Also, the questions for discussion will be displayed when you click on the numbers.

(click on the arrows to enlarge the image)

 

Procedure

For each of the squares in the grid, do part 1 and then part 2.

FIRST PART: WORKING ON VOCABULARY

  • Ask students to work in pairs. Student A will be playing “against” Student B.
  • Ask student As to choose a number from the Feelings Grid below. You can ask all the As to agree on a number, but in some classes, it might prove a difficult task to reach quick consensus, so you might want to just choose a random student A to decide on a number.
  • Once they have chosen a number, both student A and B will write the adjective they think is hidden behind the gif representing the feeling. Allow 30 seconds for this step. Let student A and B compare their answers and then mouse over the gif to display the hidden adjective.
  • If they have guessed the adjective, they score 2 points. If the adjective they have written is a synonym, they score 1 point. Ask students to keep score of the points they get.
  • On the board, you might want to write the target adjective and the synonyms they come up with. Drill pronunciation of the adjective and all its synonyms.

For example, if they choose Gif  9 and the adjective is worried you might want to accept “anxious, troubled or concerned” as synonyms. You can use a synonym dictionary, like this one https://www.thesaurus.com/. There is no shame in this. 😉

SECOND PART: WORKING ON SPEAKING

  • Click on the number, in this case, number 9 and a question will be displayed. Ask students in pairs to discuss the question. Set about 4 minutes per question. Walk around. Monitor and help. Avoid overcorrecting.

Now, B’s choose a new number from the Feelings Grid.

Note: if you haven’t taught any of the adjectives, you can still use the activity.  Change the rules of the game and instead of scoring two points if they guessed the adjective, you might want to give them the points if they come up with a synonym even though it’s not exactly the one hidden behind the gif.

To be on the safe side, and to avoid wasting time checking the dictionary, you might want to write a list of synonyms before you play the game.

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Countable and Uncountable Nouns: a Game and a Quiz with Partitives

Most of the times, it is easy to tell when a noun is countable (ie. can be counted) and when it is uncountable.  Think about the words “dog” and “sugar”. Easy, isn’t it?

We can say one dog, two dogs or a dog, ie, you can count “dogs

But can you count “sugar”? Of course, you can’t. You can’t say one sugar, two sugars or sugars, not even a sugar.

If only it were that easy! 🙂 Take for example vegetables and fruit. Vegetables are countable, but fruit is normally uncountable, though in some cases, to complicate things, it can be made plural when referring to different kinds of fruit.

The vast majority of commonly consumed fruits qualify as non-starchy.
Would you like some fruit for dessert?

There you have it, this is English!

If you want to know more about countable and uncountable nouns, here,  it is clearly explained.

On this post, I want to share with you two activities I did with my Upper-intermediate students in case you want to use them in your classes.

 Game: Sit down. Stand Up

The first one is a very simple activity, perfect to use after a tedious lesson when you see attention is beginning to fade. Actually, it is not a game as there is no competition and nobody is eliminated but, to be honest, I don’t know how to call it. An energizer, perhaps? What is clear is that it will keep your students engaged and motivated.

I have used this activity with upper-intermediate students so the concept of countable or uncountable (mass) is not new to them.

Before the class: prepare a list of names that are clearly either countable or uncountable.

How to play:

  1. Tell students you are going to call out nouns that can be classified as either countable or uncountable.
  2. Tell them they will need to sit down if the noun is uncountable and stand up if it countable.

This is the list of nouns I have used:

Uncountable nouns: weather, advice, accommodation, luggage, staff, furniture, scenery, rubbish, behaviour, health, cotton, politics, work, homework, news, clothes, money

Countable:  vegetables, worksheet, newspaper, item, journey, grape, difference

As you can see there are far more uncountable than countable nouns because my students already have a clear idea of what countable and uncountable means. If you are introducing this concept for the first time, I would suggest you use more or less the same number of countable and uncountable nouns.

The Quiz

So, how can we make an uncountable noun countable? That’s easy! Very often, we can use “a piece of…” before the uncountable nouns.

We can say:

A piece of fruit/cake/cheese/baggage/furniture/news/rubbish/research… etc

But English wouldn’t be considered one of the richest languages if you could just use “ a piece of” with every uncountable noun, would it? So here’s a quiz where you will learn some other partitive structures used with uncountable nouns.

How I suggest you work with the quiz:

You can certainly do the quiz once if you have a prodigious memory and are able to remember every combination, but if you are like the rest of the mortals, taking the quiz once is not enough.

I would suggest taking the quiz two or three times, then writing down all the combinations you can remember and then taking the quiz again to check and consolidate.