The winners of the I Short Scary Story Writing Contest are announced!

It’s with great pleasure that I announce the three winners of the I Short Scary Story Writing Contest for Intermediate (B1)students.

It hasn’t been easy to choose a winner from the 45 scary stories you have sent me. I was really impressed by the talent shown.So I have decided to choose three winners .A big thank you to everyone who took the time to write the story.

Winner: Diana Corrales  with “Do you want to hear a story?”

Runners-Up: Andrea María González  with “At the end of the ladder” and  Verónica Rodríguez with “A horror story”.

 

DO YOU WANT TO HEAR A STORY? by Diana Corrales Caamaño

Have you ever been afraid of the dark? Have you ever felt that you weren’t alone in the middle of the night? And… have you felt scared? You should be!

It wasn’t the first night spent in that house. It wasn´t the first month, not even the first year  but that night, Mary, a seven–year–old girl who had never had nightmares, woke up screaming. Her parents ran to her side, but she couldn’t remember anything.

That evening, while her father was reading a bedtime story, she asked him:

“Daddy, who lived here before us?”

Her father, surprised, replied: “I don’t know Mary, why do you ask?”

“I can’t tell you! It´s a secret!” said Mary

“A secret between you and…..?” asked her father.

“Don´t insist Daddy! I won´t tell you! Good night!” said the girl.

Mary kissed her father and lay down in her bed.

During the following weeks, Mary was very happy. She was always playing in her room and her parents realized that she was becoming more independent. They thought it could be because she was growing up and one night Mary didn’t even want a story.

“I only want a story! The story about the girl who lived here before us, and you don´t know it”. She told her father

Her father felt sad and Mary looking at his father said: “Don’t worry Daddy, I still love you” but instead of kissing him, turned off the light and said good night.

Mary’s mother, worried about the distance that was growing between them and their daughter, decided to do some research about “the famous story” and thought that if she couldn´t find anything, she would invent it. It was very hard to find because the house had been empty for many years, but finally she found something. She discovered a terrible story.

“Honey, are you sure that Mary asked about the girl who lived here? She didn´t say family, she said “girl”, didn’t she?”

“Yes, sugar, she clearly said “the girl”; what is the problem?”

“I don’t understand how she could have known that in our house lived a girl. I didn´t even know, and the house has been recently renovated.”

“Maybe she just imegined it”

“Well, you will not believe what I´m going to tell you”.

That night, after dinner, Mary’s mother told her husband what she had discovered. In the house, there lived a girl called Catherine, who was killed by a thief who never got caught. All the neighbours suspected her parents because Catherine had a lot of problems with them; she never went out to play or went to school. People said she was crazy. Two days after Catherine’s death, her parents were found dead in the same way as Catherine, and on their foreheads, engraved with a knife, the words “sweet dreams”.

In that moment.  they heard a scream from Mary’s bedroom but when they entered the room she was sleeping.

“Baby, are you ok?”

“Yes Daddy, why you did you wake me up? It is still early to go to school”

“Sorry baby, my mistake, good night”

“Sweet dreams, Daddy”

“What did you say, Mary?”

“I´m not Mary ,daddy, my name is Catherine…”

AT THE END OF THE LADDER by Andrea María González López

“I’m telling you, seriously!”

“Look,Tobias! I know what you’ve been going through lately and I don’t want to seem insensitive when I tell you this” Sergio hit his friend’s shoulder in a gesture of support “but I think you should look for help”.

Tobias couldn’t believe why his best friend might be saying that. Okay, maybe grief was clouding his senses but he was completely sure that his sister’s death was related to that sinister package that had come to his door three days ago. Especially considering how they had found María. He could still see in his mind the clown’s smile she had drawn on her face, the black mascara smeared on her cheeks, her eyes still open, lifeless… she was sitting at the end of staircase like an abandoned doll.

“Thank you, Sergio, but right now all I want to do is forget everything”

On hearing this, Sergio left.

Tobias was going to end with everything that night. He was going to break that stupid doll which rested on his sister’s bed. He was sure that the clown was guilty of her death.

He went to his sister’s room. What he didn’t expect were all the events that happened then. The doll wasn’t on the bed. Suddenly, the lights went out and he heard footsteps in the hallway downstairs. He decided to silently go down to the hallway and turn on the lights; as he grabbed the banister in total darkness to climb down the stairs, he stopped. Breathing behind him made his skin crawl. And before he fell down the stairs and broke his neck, he only could hear one more thing.

Let’s play.

A HORROR STORY by Veronica Rodriguez

Two months ago, my best friend María and me were on our way to an old town 60km away, when our car stopped without any reason. It was late in the evening and it was getting darker and darker, therefore we were a bit nervous and scared.

Surprisingly, our mobiles  were not working  because apparently they  had run out of battery. It looked like a joke, but as adults, we tried to keep calm.

Ten minutes later, we decided to leave the car and look for someone who could help us. but there was nobody around. Suddenly , our luck changed because Maria managed to stop a car. He was a 27- year-old, good looking man. He seemed reliable and friendly.

He tried to fix our car but as it was dark, he suggested  going  to his house and spending the night there. He lived in a small wooden house with his grandparents, not very far away, so in spite of being scared we decided to go with him, considering we did not have another choice.

We hid the car among the trees and we went ahead through the forest to the house.

Inside the house, there was a nice elderly couple sitting on rocking chairs. They didn’t say  anything; they just looked  at us and smiled.

The man showed us where we were going to sleep that night and then he disappeared. Everything was very strange and when we were trying to fall asleep a frightening noise scared us.

María went to the window and saw the two rocking chairs moving alone! It was terrifying because there was nobody nearby and the wind was not blowing.

Quickly, we left the house and  ran as fast as we could.

To our surprise, when we found our car hidden in the forest and tried to start it , it worked properly; therefore ,we drove several hours until  we reached the nearest town.

Once in the town, we parked in front of  the first restaurant we found  and just as we were parking the car, we saw a policeman coming towards us. He wanted to know  if the car was ours, because he had seen it the previous night.

We explained  everything to him, including where the house was and all about the mysterious man. The policeman did not believe us. He said that  nobody  lived in that house  because the man who lived there had killed all his family and then he hanged himself.

Perhaps we were wrong about the house, but it was the only house that was a bit away from the forest. We had to make sure that we were right about the house and we finally decided to take the policeman there. We were sure about our story and when we arrived, our suspicions were confirmed.

The house was not the same; it was completely abandoned ,without a  roof and with a lot of cobwebs. We saw the two rocking chairs in the same place! But in the man’s bedroom there was still the rope with which the man had  hanged himself.

 

 

Revising Simple Past,Used to and Would with some Engaging Activities

This lesson has been designed as a next-day revision activity for B2 (Intermediate +) students.

Aim: to consolidate the use of Past Simple, Used to and Would for past habits and routines.

Level: B2 (Intermediate+)

In this lesson you will find.

  • Grammar and exercises
  • Speaking: Picture discussion in pairs
  • Speaking: an advert from a popular drink comparing past and present
  • Writing: a fun writing game
  • Speaking: bits of your childhood

STEP 1. Grammar.

The use of these three verb forms to express past habits and routines can be a bit confusing for students, so in this class I am aiming at some revision to clarify concepts. Assuming students have already studied formation rules, the focus is now on use.

PDF with exercises here.

STEP 2.Picture description. Speaking.

Display the picture of a family in the past and ask students, in pairs, to discuss the differences they can see and the differences they can guess exist between the family shown in the picture and their own family.  Encourage students to use the targeted grammar.

Get feedback

STEP3. The video. Speaking.

  • Tell students they are going to watch a video. Explain there will be no comprehension questions as there is no dialogue.
  • Ask students to give you a brief description of what they have seen.
  • Explain that the advert is called “Grandpa” and it tries to show that the lifestyle enjoyed by our grandparents — moving more, eating well, taking it easy — can be beneficial.
  • Students will see the video twice more and  their task is to write down any differences they can see between the man today and his grandfather.
  • Once students have completed this task, ask them to work in pairs commenting on the differences they have seen in the video encouraging them,once again,to use the targeted grammar point: the use of simple past, would and used to to talk about past habits and routines.
  • Encourage discussion of the following points
  1. healthy eating
  2. stress
  3. working conditions
  4. means of transport
  5. relationships
  6. habits

 

STEP 4. Writing game: I have retired

Target language: Used To, Would and Simple Past Tense to describe past habits, states and routines

Preparation: none

Procedure:

Set the context: tell students they have to imagine they are 70 and retired. They are happier in retirement than when they were working but there are some things that they still miss.

Students, in pairs or in threes, choose the job they used to have.

Students will need to produce four sentences using the targeted language, giving clues for the other groups to guess their job.

  • sentences can be positive or negative
  • the first sentence will contain the clue most difficult to guess
  • the last sentence will contain the easiest clue
  • The first sentence will be awarded 4 points and the last one 1 point

Each group will name a spokesperson who will read out the clues. It’s important, at this stage, to ask students to speak up and clearly. Some rules:

  • The spokesperson will read the first sentence and the other groups will raise a hand if they think they know the answer.
  • Only one guess is allowed for each clue
  • If the answer is correct, they will be awarded the four points, if it is not, the second clue will be read for three points.

Example

  • 4 points. I would work with a lot of people
  • 3 points. I worked after “work”, mainly at home.
  • 2 points. I used my voice a lot
  • 1 point. I used to work with children

How many clues did you need to hear??  Yes, the answer is TEACHER

STEP 5. Bits of your childhood. Speaking in small groups.

Ask students to think about their life at the age of 10.

Give students a list of things they might want to talk about.

Ask students to think about what they will say and the language they will need. Allow some minutes for preparation.

  • Where did you use to live?
  • Did your life use to be very different to how it is now?
  • Where did you use to go to school? Do you remember any of your teachers? Did you have any favourite teachers?
  • Did you use to get good marks? Did you have a favourite subject?
  • What did you use to do after school?
  • Where did you use to play? Do you remember who your friends were? Did you have a best friend?
  • Can you remember your favourite game?
  • At lunchtime, did you use to like the food? Did you use to eat with your parents?
  • What was your greatest wish? Can you remember?

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Lesson Plan: Families

FAMILY, in capitals, because is there anything more important in this world?

“Family is not an important thing, it’s everything.”Michael J. Fox. How far do you agree with Michael J. Fox?

This is a lesson for Intermediate students (B1) about Family. In this post you will find

  • A video about traditional and non-traditional families.
  • Some vocabulary you might need to revise/learn when discussing this subject.
  • Guided speaking: questions to discuss+ answers offered by a native speaker  (Flip Cards).
  • Freer Practice: pictures to describe and some questions to discuss in pairs or small groups

The first activity in this lesson (the video) will be set as homework.

1. The Video. What Is a Non-Traditional Family? – Definition of Options.

It is a long video. It lasts 8 minutes so I’d suggest breaking it up and asking students to work on different parts of the video.  In the video five non-traditional /alternative households are mentioned.

  • In class, show students the video and explain it discusses traditional and non-traditional families.
  • Explain that everybody will need to listen to the introduction where the concept of traditional family is explained (from the beginning – 1:02).
  • Explain that in the video Erin Long-Crowell, an educational psychologist, talks about five different non-traditional/alternative households.
  • Form groups of five students and tell them that in the next lesson they will be working in groups of five and each of them will share what they have learned about their assigned non-traditional household.
  • Assign tasks for the different students in the  group

Student 1: single parenthood 1:07-2:20

Student 2: cohabitation 2:20-3:23

Student 3: GLBT 3:23-4:32

Student 4: Polygamy 4:32-5:21

Student 5: Singlehood 5:21-6.30

(video no longer available on youtube) Click here to see it

2. Vocabulary. Family Life

Phasal Verbs

  • To take after your mum/dad
  • To bring up a child
  • To fall out ( with your sister)
  • To make up
  • To get on (well) with sb
  • To get along with sb

 

Verbs

  • To raise your children
  • To adopt
  • To quarrel with your siblings
  • To get divorced/ to be divorced
  • To share ( a bedroom)
  • To cohabit/kəʊˈhabɪt/
  • to start a family

Expressions

  • To have (a lot of) things in common
  • To get together
  • (A cousin) on my father’s side
  • To be close to
  • (not) to see eye to eye
  • To be the main breadwinner= the person in the family who earns the highest income
  • to be under age
  • to come of age

Nouns

  • A family gathering/ reunion /get-together
  • Childhood
  • Birth rate
  • Birth order
  • relationship
  • Immediate or nuclear/extended family
  • Twin
  • a spouse
  • Sibling (rivalry)
  • A parent
  • your significant other = Aspouse or long-term sexual or romantic partner
  • one-parent families
  • In-laws
  • Exhusband
  • Half brother
  • relationship
  • Step brother
  • A relative
  • Ancestors=aperson, typically one more remote than a grandparent, from whom one is descended
  • An only child
  • memories

Adjectives

  • traditional and non-traditional family
  • single parenthood
  • Close knit family

PDF here

3. Speaking .Guided speaking: questions to discuss+ answers offered by a native speaker  (Flip Cards)

  • Students in pairs. Display question 1 and allow two or three minutes for students to discuss this question. Flip the card for them to see how a native speaker would answer the question. Follow the same procedure with the rest of the questions.

Conjunto de Fichas creado con GoConqr por cristina.cabal

  • Freer Practice: pictures to describe and compare.
  • Freer Practice:conversation questions.

PDF here

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Two Superb Sites to Practise Pronunciation by Reading Along

In this post, I want to share with you two superb sites that can help you improve pronunciation by reading along.

Aim:

By asking students to repeatedly read a selected text or story while simultaneously listening to a text or a story, you can help them

  • improve reading fluency
  • improve pronunciation
  • improve automatic word recognition

1. The first site Listen A Minute.com is one I have been using for years. Here you can find alphabetically-listed topic- based activities  from  Airports and Harry Potter to Zoos.You don’t even need to register. It’s completely free!! Choose a topic and read along. One minute a day… that’s all they are asking and in return… you’ll be passing your listening/speaking tests with flying colours.

2. The second site I want to share with you is a youtube channel called Learn English Through Story ,where short stories at various levels are read at a slow pace to further improve reading and listening skills in English. There are 7 levels. Choose the one that fits your level best. Visit youtube and write  Learn English through Story on the search box.

Procedure:

  • Pick a topic or a story
  • Set a  timer for one minute, and read the article/ story aloud until the timer goes off.
  • Read aloud the same passage  three times or until you feel confident.
  • Remember that the aim is to read along, not just to listen.
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Lesson Plan: The Etiquette of Social Kissing.

“How far away the stars seem, and how far is our first kiss, and ah, how old my heart”. William Butler Yeats

I was once kissed by a marquis, or maybe he was a count, but it was in a palace. I cannot remember his rank, but he was old and ugly, at least for me! Nothing to daydream about, believe me, but the fact remains that I was kissed by a nobleman. He was a long way from Prince Charming, but that was ok for me. He was selling. I was buying. That was it!

But the kiss… yes…back to the kiss. First time ever I had been kissed on the hand. I was ready for a handshake so I extended my hand. Instead the marquis suddenly, and in a very quick gesture took my hand, bowed and made the gesture,  and I have yet to decide whether he actually kissed my hand or just the air. Now that I know a bit more about the etiquette of hand-kissing I realize he probably never kissed me.

Photo by Tim Rooke/Rex/REX USA

Level: B2

♥DISCUSS: It is not very often that a woman has her hand kissed nowadays. But let’s reflect a bit on how we greet each other in our different countries. Discuss these questions with your partner:

  • What are the rules for social kissing in your country? Do you always know how you are supposed to greet someone? Have you ever experimented any awkward moments where you didn’t know what you were supposed to do?
  • When kissing as a form of greeting, do you kiss on one cheek or on both cheeks?
  • Is it the right or the left cheek you kiss first? Know that you should kiss the right cheek first to avoid awkward situations.
  • If you don’t like the kissing business, how do you cope with people who want to kiss you as a greeting?
  • Is it appropriate to kiss in a business setting?
  • Do you ever hug?
  • Apart from the handshakes, cheek kissing and hand kissing which are quite common for us, do you know any unusual ways  of greeting people ?

♥READ: Have a look at this interesting article about Unusual Ways to Greet People Around the WorldWhen you finish reading , tell your partner which form of greeting  you found most unusual.

♥LISTEN: Watch this video about the etiquette of social kissing and answer the following questions:

  1. In Good Morning America, the *anchorwoman describes an awkward moment when you get to a party. Why is it awkward for some people to greet your host or hostess?
  2. The British are described as” buttoned-up”. What do you think it means?
  3. Laura Ford is a British artist. Does she kiss people she doesn’t know? Choose from the options below and justify your answer.
  4. always b. never c. sometimes
  5. According to Hillary Brown, social kissing in France might be getting out of control. Why?
  6. Social Kissing is taught at some schools. Which ones?
  7. What are some of the rules of kissing taught at these schools?
  8. How are Americans and Latins different as regards social kissing?
  9. At the end of the clip, the anchorman apologizes. Why?

*anchorman/anchorwoman = a person who presents and coordinates a live television or radio programme involving other contributors.

CHECK: Answers here

READ: Why do we shake hands?

♥WRITE: Imagine a foreign student is coming to your school/house on an exchange visit. What advise would you give about your customs. Use the ideas below and the modal verbs should/shouldn’t , could, must/mustn’t.

  • greeting someone
  • meeting someone for the first time
  • being punctual
  • being invited to someone’s house
  • tipping

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