Tag Archives: vocabulary

Lesson Plan : Talking about Mobiles and Technology

Lesson Plan: Intermediate, Listening, Speaking, , , , , ,

Level : B1-B2

In this lesson we talk about mobiles and the Internet, about the use or overuse of this new technology in our lives. The lesson aims at developing their listening and speaking skills and also provides them with the vocabulary and expressions needed to talk about this increasing and, in some cases, worrying phenomenon. This Lesson Plan has two parts. In the first half of the lesson students are presented with two food- for- thought videos related  to the use or overuse of mobiles phones. In the second half students are asked to talk about their own experiences using mobiles and the Internet.

PDF here

PART  1.

Warm up: Do a quick survey to find how many students are carrying their mobile phones. Ask how many have them on their desks.

Video 1. I forgot my phone. (Lasts 2:10) Explain they are going to watch a video and after it, they’ll have to discuss in pairs their feelings and reactions to what they have seen. Get feedback. Follow-up questions: Are mobiles killing conversation? Are they replacing face-face communication?

Video 2. Nomophobia. (lasts 1:00) Ask students if they have ever heard the term nomophobia. Ask them to predict what kind of phobia it might refer to. Play the video and ask students to make a summary of what it says, and encourage students to discuss the question posed in the video:  What would you do a week if you didn’t have access to your mobile phone?
https://youtu.be/7r343O7LT7k?si=rfH2EM-lsj9IkLbk

PART 2

Working on Vocabulary. Introduce vocabulary by displaying the word cloud and ask students to make sentences with the words displayed. For a more interactive approach, we might want to ask students to first work in pairs, asking them to choose words from the word cloud to make sentences. Get feedback to solve doubts.

Discussion Questions. Handout photocopy with the questions to be discussed. There are quite a number of questions on the hand-out. I’d suggest doing the first part, which is more mobile oriented, on the first session and the second part, which is more computer oriented, on the second session.  Hand-out here.

A Guess the Word Game to Practise Relative Sentences and Paraphrasing

Create your own stuff, Funny Stuff, Games, Lesson Plan: Intermediate, Slides, Speaking, Students' Corner, Vocabulary, Vocabulary Games, , , , , ,

What do you normally do when you are talking to a person in English and you don’t know the word? I guess you don’t tell the person ” OK, right, hold on! I am going to look it up on my mobile phone”. You might be tempted to do it, but know that the person you are talking to might lose interest in what you are saying.
So, the thing to do would be Paraphrasing.

How do we paraphrase?? There are some expressions you can use
It’s A KIND OF house
It’s THE OPPOSITE OF lazy
It’s LIKE cleaning but… trying to explain what you want to say but using other words you know. That’s calle
It’s SIMILAR TO book but..
FOR EXAMPLE, you do this when
It’s A SYNONYM OF..
It’s A PERSON/SOMEBODY WHO…
It’s a THING/SOMETHING WHICH…
It’s SOMEWHERE/A PLACE WHERE

It can also help to say “ It’s a noun, or an adjective…. “ If it’s an expression, you can also say “ It’s an expression and there are three words in it”

Right, now we are ready to play the game. It’s called WHAT’S THE WORD?

How we play the game:

  • Divide the class into two teams
  • Ask a member of Team A to sit on chair with his back to the whiteboard.
  • Display the first word on the screen
  • The members of the team have two minutes to describe the word but they cannot use any parts of the words on the screen. For example if it is “teacher” they cannot use the word “teach”.The aim is for the student to guess as many words as possible in one minute. Every word in black scores one point , the ones in red score two points.
  • Then, it is the other team’s turn to choose someone to take the hot seat.
  • Needless to say, you keep the score on the board for everybody to see. Have fun!!!

 

Word of the day: Dream Of/About, Get Married/Marry

Word of the Day, , ,

Although my favourite expression in class is ” It is very easy”, there’s no point in denying English prepositions are hard to learn, if you can ever say you learn them. I don’t know about other languages but Spanish students seem to consistently make mistakes when using prepositions after these two verbs. Let’s study them:

 

♥TO MARRY AND TO BE/GET MARRIED 

  •  marry somebody (no preposition required)

Please, marry me !! he said

I married a person I am still in love with

  • be/get married to somebody. (not with)

She used to be married to my brother

I got married to my childhood sweetheart

♥ TO DREAM 

  • dream about sth /sb when you are sleeping

Last night I dreamt about the exam

  • dream of  you are awake, you think about something pleasant you would like to happen .

I have always dreamt of visiting Japan

She had this romantic dream of changing the world

Hope it helps!! 🙂

 A little quiz , perhaps?
She dreamed ___becoming a chef.

of

[collapse]
I dreamt ___ you last night.

about

[collapse]
I married__ Alex because I love him.

(-)

[collapse]
I got married __ Peter in Asturias (Spain)

to

[collapse]
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Get Students Out of their Seats with a Lesson on Gender Stereotypes

Lesson Plan: Intermediate, Speaking, Students' Corner, , , , , , , , , ,

My beloved father was a chauvinist doctor and my mother was an undercover feminist. I am sure you’ve heard the saying “opposites attract”and that appeared to be the case with my parents. It was not an easy combination to live with. My father was the main breadwinner and my mother was the housewife. These were their roles in the house and to be honest, I don’t think my mother had an issue with that arrangement. The problem was he expected us (three sisters) to fully cooperate doing housework while my only brother did nothing but smile when we complained it was unfair. My father, on the other hand, and contradictorily,  expected us to get the best marks at school ’cause we were expected to go to university and get a degree so as not be the housewife my mother was. Who understands men? 😉

Today I want to share with you a lesson I did with my Intermediate students about Gender Stereotypes. This is a lesson where common general stereotypes about men and women are challenged.

Level: B1/B2

Aim: Get students to discuss general stereotypes about men and women using different expressions to give opinion.

STEPS 

1. Give handouts containing expressions used to give opinion. Here. Encourage students to use a variety of expressions when they give opinion.

2. Ask   Do you know any stereotypes about men and women? Instruct students to talk for about five minutes and then ask them to give feedback.

3. Play the video  Differences between Men and Women to get students into the mood. It’s a funny little video. I hope nobody takes offence.

4.Using Blue-tack, stick the posters containing the statements they need to discuss on the walls of the classroom. Posters here

5. Ask students to, working in twos or threes, wander around the classroom and randomly choose the posters they want to discuss.

Sticking posters on the walls of the classroom enables students to get out of their seats and talk to different people. As always it is important to make sure they understand the importance of using English and only English.

Learn English and have fun!

Word of the Day: stressed or stressful?

Word of the Day, ,

Probably some  of the most popular words in nowadays society where we are always running to and fro and with little time to unwind.

Aren’t some people always complaining of suffering from stress, of having had a very stressful day or feeling very stressed?

  • Stress  is a noun.
  • Stressed and Stressful are both adjectives .

What’ the difference between Stressed and Stressful?

The difference between them is the same that exists between other pair of adjectives ending in -ed and -ing  such as interesting/interested, bored/boring, tired/tiring , annoyed/annoying…etc. Let’s see this difference:

1. Adjectives ending in -ed  express how someone feels about something (stressed)

I am interested in this book  or I am really annoyed today

2. Adjectives ending in -ing describe the thing or situation  that causes the emotion. (stressful)

It was a boring film or  The teacher’s explanation was confusing

The adjective STRESSED can be explained  as belonging  to the first group of adjectives (bored,interested…)  and STRESSFUL as belonging to the second group  (boring, interesting…)

  • Stressing is just the -ing form of the verb To Stress

Stop stressing me, please!!!

Hope it helps you improve! 🙂

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