Tag Archives: C1

Fun Lively Communicative Game to Reinforce I Wish/If Only

Who doesn’t welcome a bit of fun in the classroom, a light getting-out-of-your-seat activity? I can see no raised hands?  Right, we are all in for this game!!!

Before you continue reading. For this activity, you will need to have space in your classroom, which I don’t. Even though my class is U-shaped, it is still a small class. But, no problem.  Right outside my class, there is a big aisle where we can do this little activity and perhaps, who knows,  some students from other classes might want to join us. The more, the merrier.

We can do this game in two different ways or in both ways. Actually,  I did first Part 1 and then Part 2. Both equally effective.

Before the game: on the board revise the grammar for I Wish/ If Only.

The Game:

Ask students to form a big circle leaving the most space in the middle. They don’t have to hold hands or be excessively close to each other as long as they form a big circle and everybody can see everybody else.

This is how it works:

Part 1. The teacher asks a question containing I wish/ if only.

Shout the first question; for example, Who wishes they were rich? and instruct all the students whose answer is Yes to come into the middle of the circle and there, in pairs or threes, briefly explain their answers. Allow one or two minutes’ conversation and then, ask them to go back to their positions. Encourage them to use the target grammar in their answers.
What do students whose answer is No do? Easy answer: the same. The will need to pair up with the student who is closest to them explaining their answer.

These are the questions I have used. You are welcome to use them.

  • Who wishes they were abroad right now?
  • Who wishes they had a bigger car?
  • Who wishes they had studied harder when they were at school?
  • Who wishes they were thinner or fatter, taller or shorter?
  • Who wishes their neighbours were nicer people?
  • Who wishes they had a different English teacher? 😊
  • Who wishes they had chosen a different profession?
  • Who wishes they had a more positive attitude towards life?
  • Who wishes they could live to be a hundred?
  • Who wishes they could be president of their countries for just one day?
  • Who wishes they had more time to socialize?
  • Who wishes they had had more siblings?
  • Who wishes they had been born in another century?
  • Who wishes they had been born a member of the opposite sex?
Part 2. The students produce the sentences. The High-Five.

I have called this part The High Five. Still standing and forming a circle, ask students to think of a sentence about themselves they think people will easily relate to using I wish/ if only.

Students take it in turns to say their sentence aloud and at the same time move into the centre of the circle.  Anybody who feels the same way moves to the centre of the circle and gives a High-five to the person in the centre of the circle who has said the sentence.

Same procedure as above. In pairs or in 3’s ask them to briefly discuss their answer.

You can start by moving to the centre of the circle and saying:
I wish I could pass my English test ( Note: your hands will hurt from all the high fives you’ll get with this sentence)

Discourage sentences that might be too personal or too specific like
I wish my mother had come with me on that trip.

Remember that it is important to model first and give clear instructions so that students know what they have to do. You want everybody participating and nobody slowing the game down or feeling uncomfortable because they haven’t understood what they need to do. If necessary, use concept check questions( CCQ) to make sure everybody knows what to do.

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!

Top 3 Amazing Video Lesson Websites with Downloadable Worksheets

I don’t know about you, but I don’t always feel up to creating material from scratch for my classes. The reasons vary from feeling too tired to even open my laptop to an absolute lack of inspiration.
Thank goodness, there are always people out there making our lives as teachers so much easier and generously giving away their work for free. Just for the taking.
In this post, I want to share with you three of my favourite sites for working with video clips and I also want, and need, to thank the people behind these three awesome sites that not only handpick the best video clips and sort them out according to level and topic, but also offer free worksheets that make my life as a teacher so much simpler.

These three are keepers. Don’t forget to bookmark them.

 

ESL Brains

Owned by a couple of teachers from Poland, this amazing website offers video-based lessons for level B1, B2 and C1 for free. Right now, they are looking for financial help and offer extra material if you support them by becoming a “patron”.
For my next lesson on Housing with B2 students, I am going to use this video lesson, which comes complete with the downloadable student’s version, teacher’s version and even an extra warm-up exercise.

TedEd

It’s not the first time I have written about TedEd, owned by the popular platform TED.

TedEd is a collection of original animated videos lessons. You can choose by subject and view the video in class or assign it as homework. Every video is accompanied by a lesson with multiple choice questions that check your general comprehension. If your answers are wrong, you can always check with the video hint. There is also a Think section with questions that further explore the topic.

For teachers, one of the most powerful features is the Customize your Lesson area, where you can customize the lesson by editing the title, giving your own instructions, selecting or deselecting multiple choice questions…etc.

This is a lesson I have customized for my students. I have used the video clip Questions No One Knows the Answer To to give my students some practice using Reported Speech Questions. You can see my lesson here

Lessonstream

Last, but not least, is the fabulous site Jamie Keddie owns and runs with an amazing collection of video activities. On this website, you can choose by level, topic, time and many other options which help the teacher or the student find the perfect lesson in two shakes.

A downloadable worksheet is offered with every lesson. Again, for free.

 

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!

Lesson Plan: Good Manners, Customs and Strange Traditions

I know, I know, there is more than one blog post about unusual traditions here, but there are so many of them and they are so much fun to listen to.  Who doesn’t like being told about a totally surprising or creepy custom? It’s like when you were a little child and liked being told stories about far-away places filled with strange characters doing the most extraordinary things.

Well, this is how I feel when people tell me about unusual customs around the world.

So, whenever in the textbook I am following there is a slight reference to unusual traditions, I jump at the opportunity to do something with it.

In this lesson aimed at B2 students, you’ll find:

  •  Two texts about unusual customs
  •  A video about unusual customs with Ellen Degeneres telling the story. By the way, one of them a surprising Spanish custom I didn’t know about.
  •  The quiz : What nationality are your manners?
  •  How I use Google slides for collaborative projects

In this lesson, students will have to:

  • Read a text about an unusual custom and retell their partner – (aimed at improving reading and speaking abilities)
  • Answer a few questions or summarize the traditions heard in the video (aimed at improving listening abilities)
  •  Learn vocabulary and comment on different manners around the world by doing the personality quiz “What nationality are your manners?”
  • Use technology in a collaborative project (aimed at improving students’ digital competency)
  • Give a speech of about 3 minutes about an unusual custom around the world (aimed at improving students’ speaking skills)

Lead-In : Speaking

Display the picture below and ask students in pairs to comment on it. After a couple of minutes, get feedback.

There is always someone who has read or knows a bit about this custom, mainly because every single time a member of the British Royal family goes to New Zealand this is the most popular picture to take. In case they know nothing about it, you can tell them this is the Maori way of greeting people, called Hongi. It is used at important ceremonies. Through the exchange of this greeting, one is no longer considered a visitor.

Have a brief conversation about the etiquette of kissing in your country

Listening: Odd Traditions Around the World (0:00-2:06)

If you have been reading this blog for a while, you’ll probably know that I’m a big fan of Ellen Degeneres. Write her name on the board and ask students if they know who she is. Tell students they are going to listen to a short extract from Ellen Degeneres show about Odd Traditions around the world.

Note: I have only used the first two traditions (0:00- 2:06 ), the third one is way too weird for my taste.

  1. Write Groundhog Day on the board. Tell students this tradition will be mentioned in the video, but they will learn more about it in the next activity.
  2. There are no questions here. The first time you play the video, students will be required to write down the names of the two festivals. The second time, they will have to explain everything they have learned about the two festivals.

Reading about Two Unusual Traditions. Retelling.
  • Ask students “Have you heard about any unusual traditions in your country or around the world? Ask students to talk in pairs and get feedback
  • Ask students to work in pairs. Student A will get a copy of Groundhog Day (American tradition) and Student B, a copy of Guy Fawkes Day (British tradition).
  • Give them some minutes to read it a couple of times and then,  in pairs, ask them to tell their partner about their tradition in as much detail as possible.

Guy Fawkes PDF , Groundhog Day PDF

Speaking: Giving a short speech about an unusual celebration.

The only thing probably worth mentioning here is the fact that we have used Google Slides to work collaboratively.

I am a very visual person. I do not want to imply that listening to my students’ speeches is boring, but I cannot deny that it is much more pleasant to look at some pictures of the tradition being described, while listening to the students’ performances.

Problem? Every student will bring their own flash drive, we will need to Insert the flash drive into the USB port on the computer, run a virus scan …. etc and this takes time. A lot of time.

Solution? I created a Google Slides Presentation, used the first two slides to give instructions and then wrote the names of my students on the slides. One slide per student. I shared the URL with Edit permissions and asked them to, instead of their name, write the name of their festival and then insert a picture below it.  Problem solved.

 

A speaking Activity Using the Quiz: What nationality are your manners?

This fun quiz contains some very interesting questions which can spark a lot of discussion in the class.

Do the quiz with the whole class.  Display question number 1 and ask a student at random to choose the answer that is true for him.  Ask the whole class to discuss some of the other options.

Find the quiz here

I hope you have enjoyed the lesson!

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!

Three Activities to Do on a Spooky Gloomy Halloween Day

You see, Halloween and me, we are not on friendly terms. I don’t really get good vibes off this holiday.  Gory and scary … just scares me. But, that’s ok. I don’t have to like every single holiday. However, I have students and teaching a language is not only about words, it’s also about the culture and traditions of the country you are trying to teach. Halloween is important in Anglo-Saxon countries so this year I have made a point of trying to give it some real attention. I’ll even attend a small Halloween party, where I’ll be wearing a knife-through-head prop and some Halloween skeleton tights. Organising the party? Let’s start small! This year, the party will be hosted by my enthusiastic colleague Marta Dominguez, who has also provided me with some of the activities you’ll see below.

Activity 1.  Video Activity. The Ten Steps (2004)

This activity aims at

  • learning vocabulary: adjectives to describe houses
  • improving their listening skills

This is a great short film (less than 9 minutes and worth every second) that sets the right atmosphere. Draw the curtains and turn off the lights.

I would like to just for one day forget I’m an English teacher and just play the film, but I can’t.  So, we are going to work a bit on vocabulary before the film starts and we are going to focus on some questions to answer in pairs after watching the film.

Before playing the video, show them the picture below or alternatively pause the video. Do the vocabulary exercise with them ( handout)

PDF here

The Ten Steps

 

Activity 2. Writing and Story-Telling

This activity aims at

  • developing creative writing
  • using their stories to develop oral fluency

Remember the lights should be off and the curtains drawn. Lighting a candle might be a good idea for two reasons: it helps create a mysterious atmosphere and prevents students from reading from their essays.

The New York Times has a site where, every day, they publish a picture prompt to inspire students writing. Days prior to the great Halloween Day, I have shown my students this picture and asked them to write a scary story about this house. They should bring their stories on the day of the party.

The idea is to put students in groups of four and tell (not read) their stories. Each group will decide on the best and the whole class will listen to the best stories from each group and then vote on the best one.

It’s also a good idea if you share a story of your own and yes, in case you’re wondering, I’ll still need to correct their stories.

Activity 3.  A bit of fun with Kahoot.

This activity aims at:

  • teaching about traditions
  • developing digital abilities
  • having fun 🙂

I would just not feel fine if, after all the spooky storytelling, my students went home and couldn’t sleep that night, so a Kahoot is in order.

Again, I have not created it. My colleague Marta has just chosen one from the enormous bank of Halloween quizzes Kahoot has and we have adapted it to our needs.

Happy Halloween! Let’s enjoy the holiday break!

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.

A Game of Cards to Revise Vocabulary in a Speaking Activity. Effective, Engaging and No-Prep.

I have always liked playing cards.  Like about 20 years ago, I used to meet with some friends at the weekend to play cards. We usually met at a cosy old cafe where most of the elderly in my village met to play cards and domino with their buddies. They were old, we were in our twenties. They wanted peace and quiet. We wanted fun and noise and laughs.

It didn’t last. Somehow, we realized we were not welcomed and eventually stopped going. But, I still like playing cards and whenever I can talk some of my friends into playing, I immensely enjoy it. Let’s play cards, then!

  • Aim: to revise vocabulary in a speaking exercise
  • Level: B1 upwards
  • Topic: any

THE  GAME OF CARDS

The game is SO simple. The only prep is to make sure you have enough pieces of paper cut up in advance. By the way, a good opportunity to reuse photocopy paper that has been used only on one side.

Preparation:

Take a regular A4 sheet of paper. You want to obtain 8 pieces of paper. Fold it in half and cut it along the crease. Fold the two pieces again and repeat procedure. Do it a third time and there you have your 8 pieces of paper resembling the size of an average size of a card in a deck of cards.

 

  • Ask students to sit in groups of three in a circle around a table.
  • Write the topic you want to revise on the board. For example, Education.
  • Give each student in the group 8 blank cards and tell them they will need to write on each card a word or expression related to the topic on the board. Explain that it does not matter if the words are repeated in the same deck of cards, in fact, if they get the same words twice, it will only help consolidate meaning and use. Challenge students to write newly-acquired vocabulary. Allow them to have a look at their notes.
The game:
  1. Ask a student in the group to take all the cards, shuffle them and deal 3 cards one at a time, face down, starting with the student to the dealer’s left.
  2. Place the rest of the cards face down on a pile in the centre of the table.
  3. Write on the board or call out a question for discussion. For example,                                            Are exams necessary or are they a waste of time? 
  4.  Tell students they will all need to talk about the question in their groups trying to use the words on their cards.  As they use them, they place them face up on the table and pick up another one from the pile. They always need to have three to choose from.
  5. Allow 5-6 minutes per question. Once the time is up, ask students to count how many words they have used.
  6. Repeat all the steps and write another question for discussion on the board.

Note:

  • Every two or three questions, you can ask groups to swap cards and repeat steps 1-5. By swapping cards students get a new batch of cards with hopefully some new words to use.

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.

Follow me on Twitter and on Facebook