Tag Archives: speaking

Teaching with Adele’s “Hello”

Music, Vocabulary, Words in a song, , , , ,

Should I say “hello” in class, everybody would say “hello”, but if I added “Adele”, I bet most of my students would answer “it’s me”. Who, in this planet, hasn’t heard Adele’s new single a thousand times already? And this is good, believe me, at least for teaching purposes. I’ve always found it easier to do songs students are already familiar with as once they know the melody, they are further motivated to work with the lyrics. Mindful of the fact that one of the most important ingredients in learning a language is motivation, what could be more motivating than singing along Adele’s song now that it is being played everywhere?

THE ACTIVITY

Level. B2 (Advanced)

Time required: 30 to 40 minutes

Materials: teacher’s handout here, students’s handout here

Warming Up:

Show a picture of Adele and elicit any information they might know about her and her music. Offer some information about the song they are about to hear.

Adele is a British singer and songwriter. Her two previous albums, 19 and 21, have earned the artist numerous awards. Now, she has just released her third album 25 and the song Hello is the first single from the album. The song is a soul piano ballad that talks about nostalgia and regret and plays out like a conversation. Hello is the first song to sell over one million digital copies within one week of its release in the USA. (source Wikipedia)

Step 1. Introducing telephone vocabulary

Play from the beginning until 0:27 and ask students to tell you what Adele is saying when she is on the phone. Write on the board:

I’ve just got here, and I think I’m losing signal already. Hello? Can you hear me now? Sorry. I’m sorry, I’m — Sorry

Focus on the expression “losing signal”. Do students know what it means? Elicit vocabulary they know related to using the phone and write it on the board.

Step 2. Vocabulary handout

Hopefully students will know most of the words and expressions you are going to give them. Give students the handout and ask them to do Exercise 1.

Ask students to share their answers in pairs and then go over the answers as a class.

Step 3. The video: telling the story.

Tell students they are going to watch the video without sound; their task will be to narrate the story in the video focusing on using the vocabulary they have just learnt.

Ask students to work in pairs, student A and student B. The video lasts about 6 minutes.  Student A will face the board and will tell student B, who is sitting with his back to the board, in as much detail as possible the story in the video for the first three minutes. Then, they change roles and student B does the same from 3.00 to 6.06. Encourage students to use the targeted vocabulary. Make sure everyone understands the activity and demonstrate if necessary.

Step 4.  Focusing on the lyrics

Students listen to the song and their task will be to find the following:

  • a verb meaning  to desire to know something.
  • three phrasal verbs.
  • an informal contraction that some people consider incorrect.
  • an idiomatic expression meaning to be lucky, successful and greatly admired.
  • a modal+ perfect infinitive
  • an idiomatic expression meaning to cause someone great emotional pain.
  • a combination that goes against grammar, but which is very common in casual registers.
  • an idiomatic expression meaningto achieve a goal, to be successful.

Ask students to compare their answers in pairs. Play the video a second time. Go over answers as a class.

Step 5. Singing along

Give students the lyrics and ask them to sing along. Should you have shy students, encourage them to shadow read. It might be good idea, at this stage, to remind students that listening to songs will help them improve pronunciation, listening and understanding of the English language.

The content of the lyrics is open to interpretation. Some people say it’s  about a failed love relationship, some others argue that it is about Adele’s relationships with everybody she loves and cannot be with; others, on the other hand, claim it is Adele’s  conversation with her old self before she became famous.

Which interpretation do you fancy?

 

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

Grammar, Lesson Plan: Advanced, Pictures, Speaking, Writing, , , , , , , ,

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

Lesson Plan: Intermediate, Listening, Picture Description, Speaking, Vocabulary, , , , , , ,

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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Lesson Plan: The Etiquette of Social Kissing.

Lesson Plan: Advanced, Listening, Reading, , , , , , , ,

“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 World. When 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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Ready-Made Lesson: Food and eating

Lesson Plan: Intermediate, , , , , , , , ,

Lesson on Food and Eating at Intermediate Level.

  • Vocabulary
  • Listening Comprehension
  • Picture description
  • Questions for discussion
  • Writing

STEP 1. VOCABULARY. You can download the pdf here.

To talk, you need words. These are  the words I think my intermediate students will probably need.

Adjectives

  • fresh fish
  • frozen lasagne
  • low-fat /high fat cheese
  • raw fish
  • spicy chicken
  • takeaway pizza
  • tinned meatballs
  • ready-made dish
  • delicious /nice taste
  • it’s nice/ it’s disgusting
  • fizzy drinks
  • healthy/unhealthy food
  • fatty food

 

Verbs

  • to eat out
  • to eat sensibly
  • to cut down on sugar
  • to cut out sugar
  • to be on a diet
  • to lose weight
  • to put on weight
  • to order food
  • to take vitamins
  • to take food supplements
  • to try new food
  • to contain vitamins and minerals
  • to have a balanced diet

Nouns

  • (food that is high/low in) carbohydrates “carbs”
  • (rich/high – low/poor in) proteins
  • (high in ) sugar
  • eating habits
  • a nutritionist
  • fats

STEP 2. LISTENING COMPREHENSION 

  • At this level, students know what a “vegetarian” is. So write the word VEGETARIAN on the whiteboard and ask students if they know any vegetarians and if they do,   what it is like for them when they eat out. Write the word “veggie” and explain that it is another term for vegetarian.  Play the listening below, just for fun! It only lasts 36 seconds and it is worth every second of it!

The word “vegetarian” is a blanket term used to describe somebody who does not eat meat, poultry, fish or seafood. But then, within this term there exist different sub-groups. Ask students if they know any of these sub-groups and if they think a diet without meat is better than a diet with it.

  • Tell students they are going to do a listening comprehension about the different types of vegetarians.

 

STEP 3. SPEAKING. You can download the pdf here

  • Picture description: Students describe the pictures talking about the topic  suggested .

EATING OUT IS NEVER A HEALTHY OPTION. Do you agree?

 

  • Interaction. Students in pairs or in threes talk about the questions elaborating on the answers.
  1. Is there any food or drink that you couldn’t live without? How often do you drink/eat it?
  2. Is there any food that you dislike? Which is it?
  3. What was your favourite food when you were a child?
  4. Do you eat healthily? Explain
  5. Do you ever have…
  •  ready-made food?
  •   takeaway food?
  1. Do you prefer to eat at restaurants or at home?
  2. What’s the best restaurant you have been to?
  3. Is a vegetarian diet better than a diet that includes meat? Why?
  4. What kind of diet would you recommend to a friend?
  5. Eating habits have changed a lot in Spain . Do you agree?
  6. “An apple a day keeps the doctor away” Do you agree with this proverb?

STEP 4. WRITING

Write an opinion essay on  :

Eating meat can cause serious health problems so the best option is to become a vegetarian. To what extent do you agree or disagree?

Check out how to write a for and against essay in my Writing Section  here. 

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