Tag Archives: C1

But Wait! Classes are Over. Who Helps you Practise Speaking Now?

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Oral exams are coming fast, and while nothing replaces good old-fashioned studying, AI can seriously level up the way you (or your students!) prepare. We’re talking instant feedback, personalized practice, and support that’s available 24/7.

It’s like having a private tutor in your pocket—but way cooler. And no, it won’t do the talking for you (sorry!). But it will help you speak more confidently, sound more natural, and feel way more prepared.

DESIGNING AN APP THAT HELPS THEM PREPARE THE MONOLOGUE

And just like that!

Who would’ve imagined that I, someone with zero experience in coding, could actually design my own app? Honestly, it still surprises me! Artificial Intelligence has completely transformed the way I teach, and the support I can now offer my students is truly next-level.

So, my students are currently preparing for an oral exam that includes two key parts: a monologue and an interactive task. In this case, I decided to focus on helping them tackle the monologue—and I created an interactive app designed specifically for that. Yes!! Me! And if I can do it, believe me, anybody can!

Link to the app and instructions.

APP de cristina.cabalWhat Does the App Do? It’s simple but super effective:

  1. Practice Simulations: The student starts by choosing a topic from a list (think: work, crime … you name it!). And as soon as they select one, the app automatically displays 3 prompts related to that topic. Just like the real exam!
  2. Vocabulary & Grammar Boost: Before jumping into the speaking task, students do some brainstorming—in the space provided, they write C1-level topic-related vocabulary and advanced grammar structures that can really impress the examiner. This gives them a chance to reflect and retrieve useful language before speaking.
  3. Time Management: There’s a built-in 3-minute timer, so they get used to managing their time, just like in the real exam.
  4. Continuous Practice: Once they finish one topic, they simply move on to the next. It’s all about practice, practice, practice.

And because I’m all about using free tools (yes, still flying the Free App Teacher flag!), I used Google’s Gemini  (the free version) to build the app (you just need to start  with the prompt” I want to create an interactive app that… (purpose)” and then, iterate until you get what you want. I then embedded the code on Google Sites, another totally free and user-friendly platform.

I’ve been experimenting with app design for quite a while now, but this particular app was inspired by one shared by the brilliant Eli Gozalo, who used a similar structure for a speaking task. Her work sparked the idea, and I adapted it to suit my students’ exam prep.

 

BUT WAIT—WHO’S CORRECTING THEIR SPEAKING? USING CHATGPT ADVANCED MODE.

Okay, so if you’re thinking, “Wait, ChatGPT can actually listen to my students speak and give feedback?!”—The answer is YES. It totally can. But only if you’re using the mobile app (yep, the magic happens on your phone!). This is where ChatGPT’s advanced voice function comes in! It’s like having a private tutor available 24/7. I ask my students to practise their monologues out loud and then use ChatGPT to give them corrections and suggestions.

Here’s a simple set of instructions I give ChatGPT:

  1. ChatGPT acting as a tutor , correcting mistakes and giving feedback

 “Hi ChatGPT, I need your help! I’m going to practise a monologue for my speaking exam. Please listen carefully and, when I finish, give me:

  1. Corrections for any grammar, vocabulary, or pronunciation mistakes

  2. Suggestions for using more advanced vocabulary or grammar

Let me know when you’re ready, and I’ll begin!”

2. ChatGPT modelling asnwers to inspire you.

Hi ChatGPT, please respond to the following prompt as if you were a C1-level English learner (adult, non-native). Your answer should  be about 45 seconds long and demonstrate advanced vocabulary, accurate grammar, and complex sentence structures. This is the prompt … ”   “

And just like that, students get instant feedback. It’s targeted, it’s specific, and it helps them grow fast. Perfect??? Of course, not!  Only teachers are perfect!! hahahah!

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

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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

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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.

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

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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!

Gender Stereotypes in Fashion

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Fashion is one of those topics that can turn a simple conversation into a lively debate—because let’s face it, we all see style a little differently! Some people love experimenting with bold trends, while others stick to their tried-and-true favourites. One person’s “effortlessly cool” might be another’s “what were you thinking?” And don’t even get started on the age-old question: “Why do you need so many shoes?

But, do men and women see fashion the same way? Or is there actually a difference in how they approach style—and even a whole day of shopping? Some are all about the thrill of the hunt, while others might just want to get in and out. Let’s watch a fun video and spark some thoughts on this. Ready for a good laugh and a fresh take on the entire fashion thing?

Let’s get started.

Warming-up: Choose and explain your choice
  1. I plan my outfits carefully, always thinking about how they show my personality and fit with the latest styles, avoiding quickly passing fads.
  2. I like to stay updated on fashion and try out new, unusual combinations to show off my style.
  3. I prefer to buy clothes that will last and not go out of style quickly. Good quality and usefulness are most important to me.
  4. I usually stick to a style I like, focusing on being comfortable, but I sometimes add a special piece to make it interesting.
  5. I choose clothes that work well for my life. I avoid things that are too flashy or uncomfortable.
  6. Honestly, I don’t pay much attention to fashion. As long as my clothes are clean and look okay, I’m happy and focus on other things.
Ready for a healthy laugh? Watch the video. I bet you'll want to watch it more than once.

Speaking: a more serious analysis of the ad
  • The video compares the women’s reaction to the walk-in closet with the men’s reaction to the beer fridge. What do you think the creators of the ad were trying to communicate with this contrast?
  • What assumptions about the target audience do you think the advertisers were making when they created these two scenarios?
  •  If you had unlimited resources? What is your equivalent of a walk-in closet fantasy? A garage full of tools? A high-tech entertainment system?

I hoped you liked this little thing I did for my student. We certainly had some fun!