Tag Archives: C1

2 Engaging Activities to Work with Reporting Verbs

I have to confess that lately I haven’t had much time to publish. I design a lot of cool, if I may say so, activities for my students but posting about them takes time, time I lack right now. But posting is constantly on my mind, and not because I feel I have to do it, but because it makes me happy. So, today is a happy day.

Now, these are two activities I have designed for my C1 students. If C1 is not your level, keep on reading; they are highly adaptable to any level.

  1. Working on the grammar of reporting verbs
  2. Using post-it notes to reinforce and fix mistakes
One. Working on the grammar of reporting verbs
Helping students learn this point of grammar is not an easy task. OMG, they are so many reporting verbs….!!! Plus, some of them can be followed by more than one pattern. A nightmare!!!
STEP 1. The presentation
Even though it is a C1 level,  I felt compelled to explain what a reporting verb is with a small presentation.
For this introduction, I’ve used the first 6 slides. I have used the rest of the presentation to explain the game that follows.

This is the infographic that I have designed. Please, bear in mind:
1. It is not meant to be comprehensive
2. Verbs can follow different patterns
You can get it here

reporting verbs by cristina.cabal

Step 2: Using double-sided cards. Now that we have seen the grammar, let’s put it into practice. You can download the cards here

  • Aim: to place the verbs under the right pattern
  • Before the class: photocopy one set per group of three/four students. In my case, I have photocopied them in different colours.  Also, photocopy the headings with the verb patterns here.

I think the images below clearly demonstrate how we have played this “game”.

Instructions: put students into groups of three and give each group a set of double-sided cards. (you might want to fold them before the game or ask students to fold them; whatever works for you) The aim of the activity is to place the verb on the card under the right column.

First, they guess the pattern and then, before placing it under the right column, they check their guess by turning the card over.

I did it twice:

  1. They just guessed the pattern and placed it under the right column
  2. They did the same as in 1 but, this time,  they also produced a sentence containing the prompts on the card.

Below, students working

Students checking their guess is correct by flipping the card.

 

Two. Using post-it notes to reinforce and fix mistakes
This activity using post-it notes is dedicated to  Maribel, a teacher in Andalucía (I will say no more as I haven’t asked her permission ) who, when we met in person in a teacher training session, gave me a most useful present, a box with 1440 colourful post-it notes (an easy multiplication) + a letter I will always cherish.
The activity is a simple,highly-adaptable one and one that can be done in many different ways (you don’t have to use post-it notes- any discarded scrap of paper will do). I just happen to think that presentation matters and colours and movement is an added bonus in this activity.
Step 1. Writing a reporting verb on a post-it note
Ask students to write on a post-it note a reporting verb. Encourage them to have a look at the infographic (pdf above)and instruct them to make sure they know the grammar of the verb they have written.
Note: If you have a large class, put the students in pairs. You don’t want to have as many as 25 reporting verbs to work with. If you have a 6- 12 student class, you might want to ask them to work individually.
Stick their post-it notes on the walls of the class.
Step 2. Gallery walk. Writing sentences.
On a table in the middle of the class, leave some post-it notes -(a) different colour(s) would be great.
Put students in pairs now and ask them to stand up and do a gallery walk. They will stop at each “picture’ and in pairs write down a sentence containing the reporting verb. They should write the sentences on the post-it notes and put them next to the ‘picture’ it corresponds to. Encourage them to write only when they know exactly what they want to write. Otherwise, it would look very untidy. Also, tell them they need to write a sentence showing they are C1 students (you know how it goes if you don’t push them a tiny bit)
Pairs don’t have to walk clockwise; they can choose any ‘pictures’ on the walls in any order but they must do all of them.
Step 3. Peer correction.
Once they have written their sentences, instruct students to move to the post-it containing their original reporting verb; the one in Step 1, the one they know the grammar for.  Ask them to read the sentences next to their verb
– If they are correct, they should put a tick
– If they are wrong, they should underline the mistake but not correct it
Step 4: Fixing mistakes
Ask students to stand up again, the infographic containing the grammar for those verbs in their hands,  and again do a gallery walk. They should read all the sentences surrounding a “picture’. If their sentence happens to be one of those containing mistakes, they will have to correct it using the infographic as a reference.
Step 5: My turn
Now, it is my turn to make sure, as a teacher, that all the sentences are correct. I have also added my opinion on whether the sentence is a C1-level sentence or a B2-level sentence to encourage them to try harder next time. 🙂
I hope you have enjoyed the activity.

Lesson Plan: The Hunt for News

It’s been years since  I last discussed the media and its role in our society in my classes. I don’t really think much has changed since the last time I explored this topic in class.

  • I feel we are still being manipulated by the media
  • I still feel we are, in most cases, misinformed
  • I still feel that the press is controlled by the same networks of people that run everything else
  • I still feel the information we receive is biased and based on speculation rather than hard facts.

But this lesson is meant to be focused on the paparazzi and their work chasing celebrities or famous people. We will discuss the very serious damage that the paparazzi and tabloid media can cause when they constantly invade people’s privacy. We will discuss whether the paparazzi are to blame for some unfortunate events and whether stricter laws should be enforced. We will study vocabulary relevant to this topic and read real examples where the right to have a private life will be discussed. Are you ready?

Step 1: a stirrer.
  1. Ask students: Have you ever met someone famous?

Telling an anecdote about yourself never fails to engage students. It’s only fair that if you are asking them to talk about themselves, you do the same.

2. On the board, write the question below and ask students to briefly comment on this.

 Want fame? Kiss your privacy goodbye! 

Step 2 . Introducing vocabulary

Every time I revise or introduce vocabulary in my classes, I make a point of reminding my students that they need to study the vocabulary in chunks. There is no point in studying the verb “apply” if they don’t know the preposition it collocates with.  The next activity is a good one to remind students of this necessity.

  • Give students two minutes to write all the vocabulary they know related to The media.
  • On the board, write a circle with the word The Media inside. Do a mind-map with all the vocabulary students provide.
  • Drill pronunciation and then do a quick translation exercise to consolidate meaning and pronunciation.

Introduce new vocabulary.

  • To follow a lead
  • paparazzo/paparazzi/amateur paps
  • revulsion/respect for their profession
  • a tip-off/to tip off the paparazzi
  • to gather news
  • to spot a celebrity
  • agency/ˈeɪ.dʒən.si/
  • news outlets
  • news coverage
  • exclusive /ɪkˈskluː.sɪv/
  • a major scoop
  • click-bait story
  • photojournalism
  • tabloid journalism and sensasionalism /senˈseɪ.ʃən.əl.ɪ.zəm/
  • to censor/impose strict censorship /ˈsen.sə.ʃɪp/
  • Celebrity scandals
  • sensational news
  • To harass foreign journalists UK /ˈhær.əs/ AmE /həˈræs/
  • to stalk a celebrity /stɔːk/
  • to pursue or chase celebrities /pəˈsjuː/
  • to catch up on the news
  • to leak to the press
  • to tackle misinformation
  • invasion of privacy /ɪnˈveɪ.ʒən/ /ˈprɪv.ə.si/
  • untrustworthy/reliable sources /ʌnˈtrʌstˌwɜː.ði/
  • accuracy of the reports
  • unverified information
  • biased/unbiased
  • to be in the limelight
  • to be highly sought-after /ˈsɔːt ˌɑːf.tər/

You can follow the rest of the lesson plan using the presentation below. I hope you enjoy it!

The Hunt for News

In case you are looking for debatable or persuasive topics about the media, here you have some.

Work: my Favourite Pictures to Spark Discussion

…because a picture is worth a thousand words or so they say.

My plan is to show the pictures one at a time and encourage pair discussion and then whole-class discussion.  That’s the magic of a good visual.

Source: Getty Images

Source: Knoff

 

 

Note: I don’t know the source for some of these pictures. In most cases, they have been uploaded to Pinterest and I have stored them in Topic-based folders.

Should the author of any of these pictures require attribution, kindly let me know.

A Short Descriptive Writing Activity with a Touch of Pasta

Hello February! What? Already almost mid-February?

It took me most of the second half of January to assess my students in the five skills required to certify their level but now I welcome February with open arms and with the aim of letting loose a bit and doing activities that are a little bit more fun than assessing students. It shouldn’t be too difficult LOL.

Also, I have to confess, and from what I gathered from their marks in exams,  I might not be doing enough writing. So, I have started February with the aim of planning some time in my classes to give my students some short writing activities.

Here we go with one of them and….. you are going to need PASTA.

  • Topic: Describing scenery
  • Level: C1
  • Skills and subskills: vocabulary and writing
  • Aim:
  • Learning vocabulary
  • Writing a short descriptive paragraph
  • Peer correction
  • Having fun ( I can feel your scepticism right through my computer screen LOL but be assured I will never lie to you)
Introducing Vocabulary

Step 1: Brainstorming

Put students in pairs and ask them to write in 1 minute all the words they can think of related to landscape and scenery.

Get feedback and give enthusiastic applause to the pair who has written the most items. At this point, it does not really matter if the words are below the advanced level. Let them have some fun but, on the board, write only the ones that are a bit more advanced ( for ex: I wouldn’t write the word “tree” but I would write the word “ridge”).

Step 2: Introducing Vocabulary

Hopefully, in the brainstorming activity above, students would have come up with some of the words in this exercise.

  1. Introducing. Do the exercise a couple of times, change templates, and give students the time to write down the words.


2. Clarifying. Some words might cause confusion; these are the ones I have clarified.

Same, Same, But Different Worksheet by cristina.cabal

3. Reinforcing. Silently assign a word to every student in the class and ask them to write a definition for the word and then have them read it aloud for the class to guess.

The Writing Activity

On the board write some verbs they might want to use: scramble down (the cliff), stray from(the path), stick to (the path),  (the road) wind along, ( a road/ridge) lead up or any other you feel they might need.

Step 1: Writing. Individual work

Ask students to choose one of the photos above and write a short descriptive paragraph on a separate piece of paper. Encourage them to use the target vocabulary ( but don’t let them know at this point that they will be rewarded for their choice of words). Allow 12-15 minutes for this task.

Step 1: Peer assessment. Using the pasta as a reward

  1. Once they have all finished writing, ask students to swap descriptions with the student sitting next to them.
  2. Place a bowl of pasta on the table. A bowl for every two students works fine. Say nothing about it. Students will surely ask you but say nothing. Not yet.
  3. Tell students to read their partner’s writing underlining the target words they have used: it could be nouns, adjectives or adverbs.
  4. Tell the students to circle words spelt incorrectly.
  5. How do you use the pasta? The pasta is used as a reward. For every new word used correctly, the student assessing the writing takes a piece of pasta  (misspelt words get no pasta).  With as much drama as possible, perform the award ceremony where students give and receive as many pieces of pasta as words they have used correctly.
  6. Ask the three students who got the most pieces to read out their descriptions.

Science and Research: Vocabulary, Listening and Conversation Questions for C1 students

Back to the grind with an engaging lesson on Science and Research.

  • Topic: Science
  • Level: C1
  • Skill and subskills: Vocabulary, Speaking, listening

Warm-up: Scientists and their discoveries and inventions

1. In pairs: In 1 minute, write as many scientists as you can think of together. Do you recall what they are known for?

2. Whole class. Display the exercise and do it as a whole class.  Students should rank the 3 most important discoveries or inventions in pairs, giving reasons for their choices.

Vocabulary. The words you need.
    • a major breakthrough in the fight against
    • to address the underlying cause of autism
    • to extract DNA from
    • to undertake/carry out a survey
    • to test animals in labs
    • to do experiments on sheep
    • the experiment was flawed
    • to do /carry out research
    • the findings show/ the findings highlight the importance…
    • to pave the way for …
    • lack of funding / get funding
    • genetic disorders
    • genetic engineering
    • gene manipulation
    • to invest in space studies
    • cutting-edge technology
    • to benefit or to harm people
    • to be more prevalent than
    • to clone
    • to devise a way to …
    • to carry out examinations
    • to successfully transplant
    • scientific theories 
    • to provide conclusive evidence
    • to be sceptical (UK)/skeptical (US) about…
    • to have growing concerns about
    • to go beyond the edge of ethics
    • a drugs trial
    • unethical research

Listening:Many Clinics Use Genetic Diagnosis to Choose Sex

Step 1. Pre-Listening:

Read the beginning of the news and ask students to discuss what the news is about

Prenatal genetic testing: A growing number of doctors are pushing the ethical limits of the procedure called pre-implantation genetic diagnosis, or PGD.

Some say doctors are going beyond the edge of ethics. Some doctors analyze an embryo’s DNA so parents…

Step 2. Listening Comprension.

TRUE or FALSE?

  1. There is not a 100%  guarantee of success when choosing the sex of your baby.
  2. The American Society of Reproduction Medicine approves of this technique.
  3. The Indian couple is afraid of stigmatization.
  4. In Indian culture, having girls is less desirable than having boys.
  5. According to Dr Potter, the desired sex in most cases is male.

Source and transcript: https://www.npr.org/templates/story/story.php?storyId=6654619&t=1641299618264

Step 3. Now, on the board, write the question: “ Is it ethical to choose the sex of your baby?” and ask students to, individually, list some reasons to defend their position. Put them in pairs to discuss their opinions and then do a whole-class debate.

Note: You will also find this question (slightly modified) in the exercise below.

Speaking: Activating vocabulary

Display the first question and have students, as a whole class, come up with the word that best fits in the gap.

  • To activate the vocabulary above,  ask students to choose 3 words or expressions from the list. Write them on the board and encourage students to use this vocabulary when answering the question in pairs. Repeat procedure for question Number 2.
  • Further practice: Word building here (Serena’s blog)