Tag Archives: fun

Create your Own Wordle Game

General, , ,

Yes. I am sure you have all heard about the latest craze in word games. No? You haven’t heard of Wordle? Well, if you haven’t, you missing out.

If you have played and loved but discarded Wordle as a teaching tool, I am here to show you there is a great alternative. Keep on reading!

Created by a software engineer called Josh Wardle, Wordle is a word game and it has become so popular that it has even been verbed  and people are beginning to say “have you wordled today?”

But, how do you play?

  • The idea is that you need to guess the Wordle in 6 tries.
  • Each word must be a valid 5-letter word
  • After each guess, the colour of the tiles will change to show how close your guess was to the word. Green if the letter is in the correct spot; yellow, if the letter is in the word but not in the correct spot and grey if the letter is not in the word in any spot.

Anyway, the game is fun to play but as a teacher, I thought it was maybe a bit too difficult for my students. Sometimes the words to be guessed are “knoll” or “crimp”. So, fun for me but I could see no use for the game in my classes as the words to be guessed were either too difficult or not relevant for the content I was teaching.

But, thanks to Tony Vincent and his awesome blog  learninginhand.com, I learned there is a Wordle you can easily customize with the words you need. How cool is this to use as a warmer, stirrer, filler or cooler?

The website is called mywordle.me and was developed by Pallav Agarwal. It works as explained above as regards tile colours. What’s different?

  1. You can customize your own word
  2. It can be 5 or 6 letters long
  3. You can do as many as you want
  4. You can share the link with your students and they can all play at the same time.

Next class? Start with a Wordle game to revise vocabulary.

Some Spanish Slang, How to Say it in English and a Strategy to Make it Fun.

General, , , , , ,

If you love giving quizzes to your students or if you are a student yourself, you’re going to love doing this quiz. Why? Because in this quiz, students are going to learn some expressions that are not in the dictionary. Well, some of them might be. Plus, they are going to take an active role when answering the questions in the quiz. All of the students. Keep on reading!

Why is not giving the quiz enough for me?

It very often happens that when you display a quiz such as this one for the whole class only a bunch of students – normally the ones who volunteer for everything you do in class- actively participate in giving the answers.

Well, this is not enough. Not for me. I need all the class to participate. And I don’t really mind here whether the answers are correct or incorrect. That’s not the point. The point is that they are, at least trying. And trying is learning, And making mistakes is learning.

NOTE: I am well aware that there is not just one way of saying the expressions in the quiz. This is just the way I say them.

(Click on the image, it will take you to the quiz)

Procedure
  • Give each student two pieces of paper; 10×7 cm approx. will be perfect.
  • Ask them to write on one side the letter A and on the other side, the letter B. On the second piece of paper, ask them to write the letter C. Tell them to write the letters big enough to see from a distance.
  • The letters A, B and C correspond with the three possible options in the quiz. For example, if they think the second answer is the correct one, they should choose and show the letter B.
  • Tell students they will be competing in pairs and they should keep score of the points each of them gets. If both students guess the correct answer, no points are awarded; but, if one student beats the other one in a question, that’s when they score a point.

BONUS: A nice idea to keep track of the points they score is to use, for example, chickpeas, pasta or peas. That adds a fun touch to the exercise.

 

  • Display the first question. Give students 10-15 seconds to think. Say “UP” and have students display the correct answer. Students in pairs compare their answers and score points, if necessary.

Follow-up

Sadly, just because they do the quiz once does not mean they are going to learn the content in it. You will need to revise it, and not just once. So, this is what I do:

      1. Once they finish, ask them to write down all the expressions they remember and share them with the class.
      2. Display the quiz again, one question at a time, but do not show them the answers. Students will need to try to remember the correct answer.
      3. Give them the link to the quiz to practise again at home.

That’s all! I hoe you have enjoyed the post!

Talking about Art: the Battle of Wills

General, , , , , , ,

Introducing movement in my lessons is one of my favourite things to do when I am teaching.

On most days, when I am preparing my lessons, I really hate how this pandemic has put a stop to some of the most fun dynamics to engage our students. Fortunately, the headmaster in my school has had the bright idea to convert the staff room into a more flexible kind of room and pushed tables together, got rid of unnecessary furniture and provided teachers with a space to give free rein to our creativity, a place big enough for students to move around and keep their distance.

 

  • Level: C1
  • Topic: Art
  • Time: 60-70 minutes
  • Skills: Speaking
  • Material: Posters here, Cards here

I am not going to lie. This lesson has required preparation, like a lot. The good news is that you can use my lesson if you like it.

Before the class
  • I have designed 3 posters; one for every controversial statement. It was not necessary, I know. I could have easily read out the statements. But it is not the same. Plus, I just enjoy doing this kind of thing.
  • I have trawled the web looking for arguments for and against to help my students get some ideas. Come on! It is not easy to talk about art when you are not even remotely interested in the topic.
  • I have made cards with arguments for and against, I have printed and cut them out.
  • I have labelled two corners of the room with AGREE and DISAGREE.

In the class

Brainstorm vocabulary related to the Arts and write on the board. Add to their suggestions, the vocabulary listed below and drill pronunciation.

  • Exhibition/an exhibit = an object or collection of objects on public display in an art gallery or museum
  • Sculpture /ˈskʌlp.tʃər/ /sculptor /ˈskʌlp.tər/
  • Art installation= a form of modern sculpture
  • Artefact /ˈɑːtɪfakt/ or antiquity = an object made by a human being, typically one of cultural or historical interest
  • Artist
  • To commission a portrait/ a piece of art (normally in the passive)= a paid request for artwork
  • An auction
  • To bid at an auction
  • A collector
  • Street art/street artist
  • Optical illusions
  • Canvas
  • Graffiti artists
  • Artistic movement/style
  • Sitter
  • Self-portrait
  • Landscape
  • Still life
  • Minimalism/impressionism/classicism/cubism
  • Fake or counterfeit /ˈkaʊntəfɪt/
  • A curator= a keeper or custodian of a museum or other collection.
  • A work of art/ a piece of art
  • Patron /ˈpeɪ.trən/, patronage/ˈpatr(ə)nɪdʒ,ˈpeɪtr(ə)nɪdʒ/
  • Protegee /ˈprɒt.ə.ʒeɪ/ a young person who is helped and taught by an older and usually famous person
  • To promote the art
Revising vocabulary with a crossword

Speaking: Warm-up. Here we go.
  • Do you have any art in your house? What’s your favourite piece?
  • Do you have any artistic friends? What kinds of art do they create?
  • Are Arts sufficiently promoted in Spain? Do you think Art is important to society?

Stirrer:

Show this picture and ask students to guess what it is.  Someone will probably come up with the right answer.  Ask: Do you like this painting? How much would you pay for it?

Before displaying the image, it might be a good idea to read the news here.  (Robert Ryman’s Untitled sold for $20 million)

News here

Speaking: Battle of Wills (so to speak)

For this activity, I have used two corners of the classroom and labelled them AGREE and DISAGREE. You will find the PDF for the posters above.

Procedure:

Step 1. Explain they are going to see a poster with a debatable statement about art and they will need to choose the corner that best represents how they feel about the statement.

Step 2. Explain that in their corners, they will need to talk about the reasons for their choice and develop strong arguments to support their opinion as they will be challenged by students with opposing views. Encourage the use of vocabulary.

Step 3. Give them enough time to come up with their own arguments to justify their position.

Step 4. After a 10-minute discussion, ask students from both corners to face each other.

Step 5. Battle: This is the part I like best. Ask students to choose someone from the opposing corner. Pair them up and tell them they have 5 minutes to try to convince each other, using strong arguments,  to switch corners. For drama, ask them to use the phrase: “I challenge X”. ) Have a look at the picture above to see the position they take when they start the challenge. This is also important. “The magic behind every outstanding performance is always found in the smallest of details.”

These are the 3 posters I have used. Get the printable version here

Note: After Step 3, I have helped students build more solid arguments by handing out the cards below, which they had to read and comment on before the battle.

Get the printable version here

Art posters here    Art cards here

 

A Guessing Game Using Tenses

Games, Grammar and Exercises, , , , , , , ,

Clear a spot in your lesson plan for this engaging activity because you are going to love it. This is a small writing guessing activity using Present Perfect Simple and Present Perfect Continuous- you can also throw in Past Simple if you are feeling adventurous-  with an added touch of technology.

  • Skills and subskills: writing, vocabulary, speaking  and grammar
  • Strategy: whole class, individual work, whole class
  • Level: B1,B2
  • Magic Touch: Wordwall
Step 1: Learning Vocabulary: Jobs

Revise vocabulary related to jobs using the FlipTiles template on Wordwall- see the game below. If you don’t want to create your own, you can always use mine. I’d be honoured.

In the Flip Tiles, you will see vocabulary for professions or jobs they already know like  teacher, architect… and some more challenging ones like priest, street vendor or surgeon. That was the idea, to revise old content and introduce new.

And so, we spent some time guessing the words and flipping the tiles.

Bonus. Fun revising activity:  after revising all the vocabulary on the tiles, I pointed at one job and instructed students to repeat after me but only if the word matches the tile and remain silent if I was making a mistake. Fun! I told you.

More? Yes! You can do the same with pronunciation. Instruct students to repeat after you only when you have pronounced the word correctly. 😊(most of the times  I give myself away when doing this exercise)

Step 2: Writing. Using Grammar.

Individually, students choose a job from the ones displayed.

Ask students to write clues for this job without mentioning the job. Tell them they will then read their sentences aloud one by one and the class will have to guess their job.

They will need to write three sentences:

  1. Using the present perfect continuous
  2. Using the present perfect
  3. Optional: using the past simple

Example.

  • I have been training all morning  ( 3 points)
  • I have scored two goals today (2 points)
  • Yesterday, I played a match (1 point)
Step 3: Here comes the fun

Ready to play? Divide the class into 2 teams. Instruct a student from Team A to read his/her first sentence, ie, his/her first clue to the job. If members of the other team guess the job only by listening to the first sentence, they score 3 points; if the second sentence needs to be read, they score 2 points and well, you know what the score is if the student needs to read sentence number 3 or if they can’t guess the job.

I hope you have enjoyed this little game. If you use it, let me know how it goes.

 

The Golden Minute: a 1-Minute Revision Game

General, ,

It’s a gorgeous spring day here, in Asturias. My classes end tomorrow, and before I find it impossible to resist the siren call of a full shift to summer mode, I wanted to tell you about one last fun, fast-paced pandemic-era game I have adapted from one game I heard on the radio.

Does it happen to you? Every time I see a  new game in a TV show or listen to a game on the radio, I am like a dog on alert, ears pricked, bodyweight rolled forward and tail lifted, eager to see if it’s possible to adapt and use it to teach English. Yes. That’s how my mind is wired!

So, I came up with this game while listening to the Spanish radio station, KISS FM. The game the presenters (Xabi and María)  were playing with their listeners was called “El Milnuto”, but since I have adapted it, I will officially rename it “The Golden Minute”. I know, not so good!

Why this game?

First of all, because it can be used as a warm-up for the first 5-10 minutes of the lesson and you know, how important these 5 minutes are.

Secondly, because you can never go wrong with a game. Learning is a serious business,  but this doesn’t mean they cannot have fun while doing it.

Thirdly, because it helps them revise and reinforce content.

Ready? Here we go:

Preparation: prepare a set of 10 questions to revise vocabulary or grammar. They need to be short and to the point. If you add a funny question in between some more academic ones, that would be a blast.

Materials: a stopwatch to monitor 1 minute.

Procedure:

  • Tell students you are going to ask them 10 questions in  60 seconds ( to be honest, I give them a minute and a half, but I don’t tell them)
  • Ask them to write down numbers 1 to 10 (see picture below) in their notebooks. This is an important step for 2 reasons:
  1. They won’t waste time writing down the numbers.
  2. You will use up the whole minute and this means you will have time to repeat some of the questions but always beginning with question number one and then number 2… etc. Writing down the numbers will facilitate identifying the ones they haven’t answered.
  • When the time is up, ask students who have managed to answer all the questions to raise their hands and ask the students sitting next to them to check their answers.

The prize? a big round of applause or perhaps a free homework pass.

TIP: There should be a variety of questions: difficult, easy, translation of one or two words, a surprise funny question not content-related… etc

So, this is the game… creating the right atmosphere to play the game is kind of up to you.

Example of questions:

  1. Preposition that collocates with “depend”
  2. What’s the past of “forecast”?
  3. Phrasal verb beginning with “look” meaning ” to admire someone”
  4. Write the word pronounced /prəˈsiː.dʒər/
  5. Finish this proverb ” An apple a day keeps the doctor..”
  6. Elisabeth II’s grandson: Harry or Larry?
  7. How do you say in English? sotenible
  8. Which is correct: people is or people are?
  9. Which is correct: despite of or despite?
  10. Phrasal verb beginning with “look” meaning ” to despise”

Have fun teaching.  Have fun learning!