Right, personality adjectives are still on the menu, but stick with me here — this activity ‘ The Race LETTER is way more flexible than that. Fancy doing it with some other topic-specific vocab for an exam class? Works just as well.
PART 1: The Race Letter
Picture this: your students are lined up in the aisle (or better yet, out in the corridor if you’ve got the space), each holding a blank piece of paper. You call out a letter – any letter – and they’ve got 20 seconds to think of a personality adjective starting with that letter and scribble it down.
Get it right? Take a step forward.
Blank or wrong? Stay right where you are.
Decide how many steps ( in my case, 5 steps) they need to take before reaching the goal and That’s it! . That’s the whole game!.
How to Run It (Step-by-Step)
Set the scene. Line students up along the aisle between desks, or – if you’ve got the luxury of space – take them out to the corridor. This works brilliantly as an “outside the classroom” activity, and trust me, that change of scenery alone gets them buzzing.
Hand out paper. One blank sheet each. No prep, no printing needed.
Call out a letter. Start easy – think A, S, C – letters with loads of adjective options.
Give them 20 seconds. Enough time to think, not enough time to overthink.
Check answers. Walk down the line (or have them hold papers up) and check who’s got a valid personality adjective.
Move the winners forward. Correct answer = one step forward. Wrong or blank = stay put.
Repeat with a new letter each round.
First to reach the end wins.
A Few Tips From Trial and Error
Set the ground rules up front: does “kind” count for K, or are you asking for something a bit more B2-level, like knowledgeable? Decide your difficulty level before you start, and be consistent.
Keep a mental list of adjectives per letter.
Part Two: Turning the Adjectives Into a Gallery Walk
This is a teacher-guided activity. Allow about 5 minutes per station and tell students when to move to the next. At each station, students will have to do different things.
HOW TO DO IT
Take some of the most useful adjectives that came up and stick them up around the walls of your classroom, spaced out so students naturally move from one to the next. Then send your students off on a gallery walk:every time they move to a new spot, they’ll find two or three adjectives waiting for them, and a little task to go with each stop.
Here are some ideas to fill those stations with. At each station, I would ask them to do a different speaking tasks with the adjectives.
Station 1. Speaking: Can you think of someone who fits one of these adjectives? Students talk in groups
Station 2.Opposite hunt. Ask students to guess the opposite of each adjective.Speaking: Do you identify with any of these adjectives?
Station 3. Rate yourself. A quick 1–5 scale for each adjective: how much does this adjective describe you?
Station 4.Sentence starters. Ask students to complete the following sentence using one of the adjectives on the wall. “The most ______ person I know is…”
You can use my presentatio or say/write the questions on the board
This gallery walk feels like all the interaction we want in our classrooms — but in one dynamic activity. A strong mix of movement, discussion, and reflection runs throughout. And the atmosphere? Energetic, student-led, and genuinely engaging. Pair it with carefully designed posters and open-ended questions, and you get one of those lessons where students don’t just complete a task… they learn together as they move, talk, and reflect.
Yes, the unit in the textbook is about technology. And no — I don’t hate textbooks. I actually think they’re useful. They give structure. They give students that quiet moment to sit, process, reflect. And honestly? Sometimes we all need that calm, focused time.
But here’s the thing. Textbooks don’t move. My students do.
They need energy. They need interaction. They need to stand up, look at each other, disagree, laugh, negotiate meaning. And that’s where this activity comes in.
The Gallery Walk: Technology Reshaping Life
I designed a series of posters (inspired by the idea of how technology reshapes different areas of life) focusing on:
Entertainment
Travelling
Family Life
Work
Education
Shopping
Dating
Each poster shows a powerful “Before vs. Now” visual contrast. Old world. Digital world. Analog vs. hyper-connected.
What’s on Each Poster?
Every poster includes:
A visual comparison (before and after technology)
Useful vocabulary (so students feel supported, not lost)
Students stand up. Maximum groups of 3. They choose a poster. They discuss the images. They read and use the vocabulary. They answer the questions.
And this time, I don’t control the timing. They decide when they’ve talked enough and move to another poster when they feel ready.
Why? Because some posters spark quick reactions. Others? Deep debate. Sometimes they disagree and stay longer. Sometimes they laugh and move on.
Where AI Comes In
Could I have created these posters without AI? Yes. Would it have taken me three times longer? Also yes.
AI helped me:
Generate tailored vocabulary lists
Create discussion questions
Adapt complexity to my students’ level
Design cohesive visual contrasts
But here’s the key: AI didn’t replace a classic strategy. It enhanced it. Gallery walks have been around forever. They work. Movement + collaboration + visible thinking = engagement.
Gallery walks must be one of my favourite dynamics. If we add speaking and writing, we have the whole package.
This activity takes something as simple as learning personality adjectives and turns it into an engaging speaking and writing task. The goal is for my students not just to memorize words like arrogant, generous, or shy—but to use them to express opinions and challenge ideas.
REVISING: We start by revising personality adjectives. It’s the vocabulary we’re working on, so students already have a clear focus.
POSTERS. Posters with controversial statements, all using personality adjectives, are up on the walls. These are the ones I have used for this activity. You are welcome to use them.
Round 1. Gallery Walking. Students walk around the room in pairs or threes, reading the controversial statements and discussing whether they agree or disagree with each statement. You might want to write on the board some functional language to express opinion.(link to photocopy above)
Round 2: Write it down. Back at their seats, each student, individually, chooses one statement they agree or disagree with and writes about 70–90 words explaining why they agree or disagree — encourage them to use personality adjectives in their writing. They then stick it next to the poster.
First side note: ask them to use their best handwriting. You know what I am talking about, don’t you? Sometimes reading students’ handwriting is like trying to decode ancient hieroglyphics!
Second side note: yes, after this first round, you should walk around reading what they have written and correcting mistakes. I am afraid this is our job, too.
Round 3: Writing. React and respond. Students go around again, this time reading their classmates’ post-its. Then, they add a response—agreeing or disagreeing with their peer’s opinion, explaining why. Note: a couple of sentences would be enough this time.
Note: For Round 3, I give my students post-it notes in different colours. It never hurts to add a bit of colour to life.
Today, I want to share a lesson about a topic that affects real lives and stirs deep feelings: immigration and deportation. With recent events—like the thousands of deportations under Donald Trump’s policies—it’s clear that this issue is both timely and challenging. In this lesson, we’ll explore the language and ideas that help us discuss this subject respectfully and accurately.
We will kick things off by drawing a mind map on the board. I will ask students to share any words or phrases that come to mind when they think about immigration and deportation.
What would you do if you had to leave your home country and start a new life somewhere else?
USEFUL VOCABULARY
Below is a list of useful vocabulary for discussing the topic of deportation and illegal immigration. This includes verbs, nouns, and phrases that will help students express themselves more precisely and fluently at a C1 level. I know the vocabulary list might seem a bit like a lot, but I’m pretty sure most of my students already know many of these terms.
SMALL CHALLENGE
Moreover, most of these words are super similar in their own language. So, what I’ll do is say the word in Spanish and challenge them to give me the English equivalent. This way, they’ll quickly see that they already know most of these terms and don’t need to stress about learning them all from scratch.
Verbs
Deport: To forcibly remove someone from a country. Example: “The government deported hundreds of illegal immigrants last year.”
Detain: To hold someone in custody, often while their legal status is determined. Example: “Many immigrants are detained in centers near the border.”
Overstay: To remain in a country longer than the visa allows. Example: “He overstayed his tourist visa and became an illegal immigrant.”
Flee: To leave a place quickly to escape danger. Example: “Thousands of people flee their home countries due to war or persecution.”
Seek asylum: To request protection in another country due to danger in one’s home country. Example: “She sought asylum after being persecuted for her political beliefs.”
Integrate: To become part of a community or society. Example: “Successful integration programs help immigrants adapt to their new country.”
Enforce: To ensure compliance with laws or rules. Example: “The government enforces strict immigration policies.”
Repatriate: To send someone back to their home country. Example: “After the war, many refugees were repatriated.”
Nouns
Immigration: The act of moving to a new country to live permanently. Example: “Immigration policies vary widely between countries.”
Emigration: The act of leaving one’s country to live in another. Example: “Emigration rates have increased due to economic instability.”
Refugee: A person forced to leave their country to escape war, persecution, or natural disaster. Example: “Refugees often face dangerous journeys to reach safety.”
Visa: An official document allowing someone to enter or stay in a country for a specific purpose. Example: “She applied for a student visa to study abroad.”
Citizenship: The status of being a legal member of a country. Example: “He obtained citizenship after living in the country for five years.”
Border: The line separating two countries. Example: “The border between the two countries is heavily guarded.”
Detention center: A facility where immigrants are held while their legal status is determined. Example: “Conditions in some detention centers have been criticized by human rights groups.”
Humanitarian crisis: A situation where people suffer due to war, famine, or disaster. Example: “The civil war has caused a humanitarian crisis in the region.”
Policy: A set of rules or guidelines adopted by a government or organization. Example: “The new immigration policy has sparked widespread debate.”
Xenophobia: Fear or hatred of foreigners or strangers. Example: “Xenophobia can lead to discrimination against immigrants.”
Useful Phrases and Expressions
Illegal entry: Entering a country without proper authorization. Example: “Illegal entry is often punished with deportation.”
Border security: Measures taken to protect a country’s borders. Example: “Increased border security has reduced illegal crossings.”
Economic migrant: A person who moves to another country for better job opportunities. Example: “Many economic migrants risk their lives to reach developed countries.”
Family reunification: The process of bringing family members together in one country. Example: “Family reunification is a common reason for immigration.”
Human rights violations: Actions that abuse or deny basic human rights. Example: “Deporting refugees to war zones may constitute human rights violations.”
Undocumented workers: People who work in a country without legal permission. Example: “Undocumented workers often face exploitation.”
Speaking Activity 1: GALLERY WALK WITH POSTERS
I love using the gallery walk strategy. With this strategy I guarantee engagement, peer interaction and the possibility of listening to different perspectives. Here’s how I have done it in this lesson.
Step 1. First, I help my students recall and bring forward newly learned vocabulary related to the topic.
Step 2. Students pair up or form small groups of three. Together, they write down five vocabulary words related to the topic on a piece of paper. I then stick these around the classroom—I make sure to have as many groups as posters I have created.
Step 3. Next, I put up posters on the walls, right next to each vocabulary sheet. Each poster contains questions related to the topic.
Step 4. Now it’s time to move! Students get up, pick a poster with their group, and start answering the questions—making an effort to incorporate the vocabulary from the nearby sheet.
Step 5. After about 5 minutes I give my students a signal to rotate to the next poster.
Click to see and print the posters with the questions.
LISTENING COMPREHENSION
In this video you will see a snapshot of recent events in the United States, focusing on the actions of the Trump administration.
Watch it and anwer the questions below
1.What is the implicit reason behind the deployment of US troops to the southern border?
To offer humanitarian aid to migrants crossing the border.
To prevent further entry of individuals into the United States
To facilitate the processing of asylum seekers.
2.What can be inferred about the relationship between Trump’s administration and the processing of asylum seekers?
The administration has streamlined the asylum process to efficiently manage the flow of migrants.
The administration has halted the processing of asylum claims as part of its deportation strategy.
The administration is providing additional resources to handle the increased number of asylum applications.
3.What is the primary intention behind Trump’s social media message to Russian President Vladimir Putin?
To establish a collaborative partnership between the US and Russia.
To express his solidarity with Russia and their actions in Ukraine.
To compel Russia to stop the conflict in Ukraine by using threats of sanctions.
4.How does the video portray the views of Trump’s administration versus the views of those protesting border policies, such as those holding vigils and protesting in Las Vegas?
Both groups are in agreement that current immigration policies are well-justified and humane.
The groups are in direct opposition, with Trump’s administration initiating a hardline deportation operation and protesters resisting these measures
The groups share a belief in the current laws but differ in their methods of supporting them.
5.What implication can be drawn from the information about Trump’s pardon of the Proud Boys leader, within the broader context of the video?
It suggests a policy of leniency for all political offenders and those who have been convicted of violent crimes.
It highlights a disregard for the legal process, particularly concerning those who were involved in actions that challenged the established government.
It shows Trump’s preference for granting clemency to those who committed very minor crimes.
Hello hello! Still enjoying Easter holidays? Yeahhh me, too! So, I just wanted to pop in real quick with an activity I think might make going back to the grind a little bit easier.
What are the main goals of this activity?
Revise and activate newly-acquired vocabulary
Reinforce how to formulate questions
Boost students’ speaking abilities
Introduce movement in the classroom: gallery walks
How to do it
Write six to eight words or expressions you want to revise on cards, big enough to see from a distance. Stick them on the walls of the class for everybody to see.
Depending on the number of students in your class, ask them to work in pairs or groups of three. For each word on the wall, the group must think of an open question using the target vocabulary.
Walk around the room and help with grammar and spelling.
Once the group have their question, ask them to write it on a post-it note or a scrap of paper and put it next to the target word on the wall.
When they have finished and all the questions are displayed on the walls, ask learners to stand up and, in new groups, do a gallery walk discussing the questions.
