February is a short month. First round of exams is over and I need to concentrate on preparing my students to take standardized exams. I am beginning to feel the pressure. OMG! It’s only February and I am already a bit stressed out. Will I make it to the end of the course with all my wits about me? Highly unlikely!
So, next topic on my list is Food and Nutrition and all the subtopics around it, which are …like a lot.
What you will see in this post is an example of how I prepare my students to take oral exams.
Revision and introduction of vocabulary-related terms
Listening Comprehension Activity: Food waste
Pronunciation Activity: Organic Food No More Nutritious
Speaking Activity through Reading passages with Follow-up Questions
Question for you. Do you have any New Year’s Resolutions? Or let me rephrase it, have you announced to friends and family that you are finally going to hit the gym, eat fewer carbs and give up smoking? Have you? Sorry to be the party pooper here. Statistics say that only 8% of the people who make New Year’s resolutions stick to them. I am definitely part of the 92%. What about you?
However, I have made a New Year’s resolution. It’s the same I made last year. I am going to try to reuse single-use disposable plastic bags when I do my daily shopping. Last year, I even went as far as putting a bunch of these bags in the boot of my car. There they are. Exactly in the same place. This year I am going to try again. I am really going to try. It’s not that I don’t want to. I really want to do my part. It’s just that I forget. So, I am considering moving the bags to the front seat. It might work. What do you think?
That’s what I’m eco-guilty of. What about you? What is your darkest eco-sin?
The lesson today is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to the environment and environmental issues through a variety of engaging activities which will help them learn vocabulary and improve listening, speaking and writing.
Introducing the Topic: Playing Hangman. Vocabulary and Speaking
Aim: Introduce some common vocabulary and to work on pronunciation.
On the board, write the word “Environment” and drill pronunciation.
Divide the class into two or three groups, depending on the number of students in your class.
Team A starts saying one letter. Whether they guess right or wrong, the turn goes now to Team B who will say another letter.
To try to guess the hidden word, a member of the team will need to stand up and say. “We know!”. If they guess right, they score 1 point. If they don’t, the other team can say up to two letters before anybody tries to guess again.
Note: they can only attempt to guess the word once half the letters have been guessed. For this, before each game, you will have to count the number of gaps. For example, if the word contains 8 letters, they can only guess when 4 letters have been filled.
There are four words and expressions to be learnt or revised with this exercise. After they have guessed the words, ask them a question where the target word is used in context. You might need to introduce some new vocabulary at this stage.
Environment: What do you do to help the environment?
Global warming: How do you feel when you hear about global warming?
Recycle: Do you recycle? What kind of things do you recycle?
Renewable energies: Do you know what renewable energies are? Do you use any of them? Why? Why not?
Drill pronunciation as you teach the words and then flip the cards to see how they are used in context. Do this exercise twice.
Reinforcement: there are 24 terms here. Ask students in pairs to write in two minutes as many as they can remember.
Listening. School Strike for Climate Change
In this inspiring thought-provoking talk, 15-year-old Swedish climate activist Greta Thunberg addresses the world leaders demanding they act against climate change.
Ask students to take down notes from Greta’s talk and then in pairs talk about the most important ideas in her speech.
Encourage the use of vocabulary.
Three Speaking Activities
Gallery Walk. Thought-provoking Posters with a Humorous Twist. Giving a Monologue.
Context: A friend of yours from New Zealand, who until two weeks ago lived for 20 years in a monastery in Bhutan, has decided to pay you a visit. He doesn’t speak the language and besides, knows nothing of the real world we live in.
Student A. He shows you this infographic but needs help to understand it. Choose two or three ideas and explain what they mean.
Student B. He sees this cartoon in a newspaper and doesn’t understand it. Explain it to him.
I know, I know, I can see some of you raising an eyebrow and thinking… “well, I must be weird then, if I don’t like shopping”. Of course, you are not, it’s just that I love it so much that now that I don’t have as much spare time as I used to have, I miss it like crazy.
But I know, not everyone is a shopper, not everyone is a consumer. However, we all need to buy, whether it’s clothes, food or any other stuff. So, this lesson might come in handy whenever you decide to set your foot in a shop.
Hold on! Shop? Did I just say, “set your foot in a shop”? Like in a physical shop? It seems to me that right now, the online shopping experience has become so incredibly diverse and sophisticated that no matter what you need, it is simply a click away from you. You don’t even need to physically go to a shop. You can get yourself the latest craze from anywhere in the world without actually moving from your sofa. Kind of awesome! Yeahhh, awesome but boring!!!
Anyway, in this lesson aimed at B2 students, we will be focusing on the topic of shopping and we ’ll be comparing online shopping to traditional shopping.
ONE: Lead-in Activities
A. Types of shops
Although students have a B2 level, I find they always welcome an opportunity to review vocabulary and maybe learn the names for some less common shops.
Play the video once without stopping and at the end of it, ask students in pairs to write down as many different kinds of shops as they can remember from the video. Write the words on the board for correct spelling and drill pronunciation.
Divide the class into As and Bs. Ask As to face the board and Bs to face away from it. Play the video, display the first picture and ask As to quickly describe the kind of shop they see on the board. As describes half the pictures and then they change roles with Bs doing the description and As guessing the shop.
Note: The slides contain music. Turn down the volume if you do not want it.
You’ll find the list with all the shops featured in this video at the end of the post.
Click on each of the pictures below to enlarge them and ask students in pairs to comment on them briefly. Ask for feedback.
Note: the slides contain music. I didn’t want it, but I did not have an option. It’s Mozart. Turn down the volume now if you prefer not to be distracted by the music.
TWO. Brainstorm and introduce new vocabulary
Give students two minutes to write down as many words as they know related to shopping. When the two minutes are over, ask them to stop. After a quick round to see who has written the highest number of words ask students to tell you their words, writing on the board only the ones that are a bit more challenging.
For example, words such as “deal” or “goods” will be written on the board while “shop” or “money” will not.
More useful vocabulary:
A good deal: if something is a good deal, you pay a low price. You can say that a store has some great deals, for example
A bargain: the same as above
20% off : the price is now 20% less than the original price
Overpriced: if sth is overpriced, it costs much more than you think it should
To order: when you order something that you are going to pay for, you ask for it to be brought to you, sent to you, or obtained for you. “to order things online”
To place an order
If you have a discount on the retail price, you pay less price than the price normally charged
Goods: things made to be sold
To be scheduled for delivery (tomorrow)
A secure payment page
To enter your card details
Get a refund
You can pay “Cash on Delivery”
To exchange a product
To track your package
Ready to test your knowledge? Fill in the blanks with some of the words above.
THREE. Listening. Video Activity: Singles’ Day
Lead-in: Ask students if they know anything about Singles’ Day. Info,here
Play the video once without giving students any tasks.
Give students the gapped text and ask them to complete it with the words they hear. Play the video.
Play it again, if necessary
See the activity here. You can check the answers by activating the subtitles in the video.
FOUR. Speaking: Online Shopping versus Traditional Shopping
Divide the class into two groups: those preferring online shopping and those preferring traditional shopping. Ideally, you would pair up students in this way, but more often than not, you’ll have to persuade some students to take a different view for the sake of the exercise.
Give each student their corresponding handout and ask them to read the information on it. Their aim, when pairing up with a student holding an opposing view, will be to try to convince their partner to change their mind.
NOTE: These activities will be in Spanish. Students will need to act as mediators in an oral interlinguistic mediation activity.
This is the first time I am going to do an interlinguistic oral mediation activity with my students. My students are going to take the role of mediators and use a source text in Spanish and relay the selected information to an English speaker, who does not understand Spanish.
What is a mediator and what does he do?
The mediator acts as a facilitator in a social event during which two or more parties interacting are experiencing a communication breakdown or when there is a communication gap between them.
Watch the video and find out a bit more about mediation.
These are the first two tasks I have prepared for my students. More would be coming!
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.
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.
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.
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.
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”.
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
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.
Play the video.
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?
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
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…
How did her dad feel when he saw her jumping on the escalators?
Why did she slam the door?
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.
I am not a big fan of watching TV. I find most programmes dull and very often uninteresting. However, one of the very first things I do as soon as I wake up (this, of course after my first cup of coffee) is to watch the news. However, lately, I have been considering skipping them. Is it me or do you have the impression that the news is filled with disaster and corruption? How can you be expected to rise and shine when the world is going crazy, when all the stories in the news are about crimes and criminals? I’d rather watch the weather forecast! Hey! Hold on!! Just heard about hurricanes and floods? I think I’ll stick to Netflix.
Anyway, please excuse my rambling and let me share with you some of the activities I have designed to help my students learn and practise vocabulary related to crime in a series of engaging speaking activities.
Using grass skirts. Making up a funny crime story
Choose a number of crimes and write them down. You can use my own template. See it here.
Cut a line between words (see picture) but don’t cut them all the way so that the slip of paper doesn’t detach.
Each poster contains 9 crimes. If you have between 10 and 18 students you will need two copies of the poster.
Put the poster(s) on the walls of the class.
Point to the posters on the walls of the class.
Tell students they will have about 10 minutes to make up a funny crime story. They can take notes but they cannot write the whole story.
Ask students to stand up and take a crime. They will do it by tearing off the piece of paper containing the crime.
Students sit down and began making up their funny crime stories.
In groups of 3 or 4, they share their stories and decide on the best story in the group.
The best story in each group will be then shared with the whole class and again the best story will be chosen.
Using a Feedback Tool to play a game to revise vocabulary.
This one is a lot of fun. Believe me!
Aim: to revise vocabulary related to crime using the free online tool Answergarden
If you have never used a feedback tool, you really should give it a try. I have used feedback tools and also backchannels in my classes in a number of ways to teach English and I like them for several reasons.
They are very effective
They tell you in real time whether students are really learning or not.
They give voice to all the students and not just to the ones who always raise hands.
They are fun and make classes more interesting and engaging.
Downside: it requires the use of devices with an internet connection. However, two students can share the same device.
If you find it hard to integrate technology into your classes, I run workshops on the use of online free tools in the language classroom (tool+practical tested ideas+practice designing your own activities- see workshops here)
Go to Answergarden and click on Create Answergarden
Type your topic or question
Set Classroom or Brainstorm Mode
Set the answer length to 20 characters
Click on Create and share the link with your students.
Students submit their answers and they are represented in the form of a growing word cloud.
Tip: Don’t forget to refresh your page to see all the answers the students are submitting or to choose the expand tab which will refresh the page automatically every 5 seconds.
Step 1. Creating the wordcloud
Share the link for the Answergarden you have created and ask students to submit words related to crime. Their answers will be represented in the form of an attractive wordcloud.
(Note: This is an active answergarden. You can submit words, but please, only words related to crime 🙂
Step 2. Playing
Divide the class into two teams and ask a representative of each team to come to the front of the class facing away from the board where the word cloud is displayed. Let’s call them Captain A and Captain B. Place a table in front of the students and on the table place two reception bells. If you can’t find the bells, any other sound would do! But, there has to be a sound, mainly, because it’s fun!
Set a timer for 90 seconds. Teams have 1m 30´ to describe as many words as possible. Point to a word and ask the class to describe the word using synonyms, definitions or paraphrasing. If a captain knows the word, he will need to press the bell and then say the word.
If the answer is correct, his team scores a point and the game continues in the same way until the time runs out. The teams choose other captains to continue playing.
If the answer is incorrect, he won’t be allowed to guess again until the other captain has had a chance at guessing.
Random Questions- A Speaking Activity.
I have created the presentation with questions to discuss about crime and punishment with the free tool Genial.ly
Ask students to write on a small scrap of paper 5 words they have learned. If they have learned “ to be sentenced to” for example, encourage them to write the whole expression and not just “sentenced “.
Click on the random question button in the presentation. Ask students to swap slips of paper with their partners and get them to discuss the question reminding them to use as many words from the slip of paper as possible. Allow 4 or 5 minutes to discuss this question.
Ask students to swap lists again before asking them to stand up and find a new partner.
Click on the random question button in the presentation again and repeat procedure.
Hope you have enjoyed the activities.
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As I thrust this lesson plan towards my students, I realize how little I know about what some environmentally-related terms mean. I know I have heard people talking about the carbon footprint and acid rain, but honestly, I have never given it much thought. I recycle. I really try to. I don’t eat meat and try to buy local products. But thinking hard. I guess that’s it. I am drowning in eco-guilt, but this needs to change.
I have promised myself two very simple things: to use reusable shopping bags and to cut down on the minutes I spend singing in the shower. The shower thing is going to be hard. Really hard.
I have just read in the The Guardian this list with 50 easy ways to save the planet. Really, point 16 and 34 are just gross.
This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to the environment and environmental issues through a variety of engaging activities which will help them improve listening and speaking.
You can see this lesson in digital format here and you will also find it embedded at the end of this post
Introducing the Topic
On the board, write I’m eco-guilty of … Ask students in pairs to discuss their environmental dirty secret and then come up to the whiteboard and write it down. Help with vocabulary and then, discuss some the eco-sins written on the board.
Listening: How Environmentally Friendly are you?
Lead in: ask students, in pairs, to write their best tips on how to be environmentally friendly. Write their suggestions on the board.
Listening Comprehension: How to be environmentally friendly.
This is a note-taking exercise.Students listen to some more tips and write them down. Comment on the tips. Correct using subtitles.
Vocabulary: Revising and Introducing New Vocabulary.
After doing the previous activities, students will probably have learnt lots vocabulary. Yes, I know. Wishful thinking. Anyway, let’s keep trying. Draw a mind- map on the board and brainstorm newly-acquired vocabulary drilling pronunciation. Introduce some new terms if appropriate.
Here’sthe vocabulary my students will need to learn and use.
Speaking Activity using Posters
An activity my students always enjoy is gallery-walking. It gives them the opportunity to get out of their seats and interact with other students in the class.
Display posters on the walls containing some predictions about the future. See my posters here.
Ask students, in pairs, to write on a post-it (a scrap of paper+ sellotape would do) a list of 5 words or expressions they have learned related to the topic. Take their lists and put them on the walls next to the posters. There should be at least one list per poster.
Gallery Walk: ask students, in pairs or small groups, to stand up and discuss the sentences written on the posters making sure they use some of the words on the list.
Listening: Environmental Issues our Planet is Facing.
Warm up: Ask students, in pairs, to brainstorm environmental issues our planet is facing. Write their suggestions on the board and discuss them.
The listening task: Play the video below ( only from 0:00 to 1:35)and ask students to find the answers to the following :
How old is the earth?
How old is the human race?
List 4 general problems mentioned in the video related to the sea, the animals, the ocean and climate change
Check their answers. Play the video with the subtitles on.
In this part, students will work in pairs. Encourage the use of the vocabulary they have learned in previous exercises. Use the lists of vocabulary students wrote for the posters activity, giving each pair of students one of these lists. Ask them to swap lists as we move through the questions.
Embedded below. you will find the online lesson with the questions for discussion. Just scroll down the different activities.
Students, in pairs, talk about the topics suggested in the pictures. Brainstorm ideas for a minute or so, and ask them to speak for about 4 minutes.
This lesson is aimed at students with a language level of B2 (upper-intermediate) and focuses on revising, learning and using vocabulary related to health and illnesses through a variety of engaging activities which will help them improve listening and speaking.
This lesson plan works well on its own, but I have used it to complement Unit 2 of the course book New English File Upper-intermediate.
The Hot Seat. Revising and consolidating vocabulary.
A fun way to revise and consolidate vocabulary is playing the hot seat with the wheel of fortune.
Divide the class into two teams and ask them to choose a person to play for them and take the “hot seats”. These two students will be facing their teams and with their backs to the whiteboard
Decide which team starts the game by tossing a coin. Let’s say Team A starts the game. Tell them each team will have one minute to describe and guess as many words as possible.
Spin the wheel. Team A will have to define the word for its player. Once the player has guessed the word, the teacher will spin the wheel again for the same team. For every word they guess, they will get 1 point. If the player for Team A doesn’t know the word, then Team B gets the chance to define the word for its player. If he guesses, the team gets 2 points for this word.
Repeat procedure for Team B.
Role-Play: at the doctor's
At this stage, students will have already learned the vocabulary for minor and more serious illnesses and conditions so now, it’s time to practise it.
Step 1. Working on pronunciation
On the board, write some of the words students have found most difficult to pronounce and revise their pronunciation. In my case, they might include:
Stomach ache cough temperature consciousness sprained antibiotics antihistamine wound blood pressure medicine paracetamol
Step 2. Visiting the doctor
Ask students about the last time they were ill. What symptoms did they have? Did they go to the doctor? What was the treatment? Did you follow his advice? Could you go to work/school?
Tell students that they are going to role-play a conversation at the doctor’s where half the class will be patients and the other half will be doctors.
Students playing the role of patients will get a card with their ailment and they will need to talk to the doctor, describe their ailment and get some advice or treatment.
Students playing the role of doctors will have to ask questions and then prescribe some medicine, if necessary, and give some advice (rest, diet…etc).
Build the basic guidelines of the conversation on the board with the students’ help
Doctor: “Good morning/afternoon. What seems to be the problem?”
Patient: “I haven’t been feeling well for a few days/ I don’t feel well”. Explain your symptoms
Doctor: Asks more questions like ” Are you taking anything for… ?“Do you have a headache”? When did it start?” Have you taken your temperature?” …etc
Ask half the class (the doctors) to remain seated at their desks and ask the other half (the patients) to stand up and move to a corner of the room. Give each of the patients a card with their illness and ask them to choose a doctor and role-play the conversation.
When a student playing the role of patient finishes, he should go back to the corner and wait there for another student (patient) to swap the cards. Students will role-play as patients twice.Once this step is over, change roles: patients will now be doctors and doctors will role-play as patients. Give them new cards or reuse the previous ones.
Listening comprehension: Complementary and alternative medicine
Write “alternative medicine” on the board and ask students if they know what it is and if they have ever tried it.
There is a nice Reading Comprehension on Acupuncture here
Tell students they are going to watch a video where Dr Mc Cann discusses traditional medicine and alternative medicine. Ask them to listen once and then, in pairs, share any ideas they got from the video.
Ask students to listen a second time (even a third, if necessary) and answer the following:
True or False? Justify your answers
Integrative medicine is a combination of traditional medicine and complementary and alternative medicine.
At medical school, professors show you some alternative and complementary medical practice.
Dr McCAnn thinks a doctor needs to treat patients with either conventional or alternative medicine
According to alternative medicine, the human being can heal himself
Patients of integrative medicine are willing to take an active role in their healing process.
Some patients of integrative medicine are not ill at all.
Dr McCAnn believes integrative medicine is here to stay.
Answers: At the end of this post
Going the extra mile: Introducing more advanced vocabulary
To feel under the weather = to feel slightly ill
To be as fit as a fiddle= to be healthy
To phone in sick= to call work and say you’re ill
To suffer from a disease
To be a hypochondriac or a cyberchondriac /ˌhaɪ.pəˈkɒn.dri.ək/
To give someone a diagnosis /ˌdaɪ.əɡˈnəʊ.sɪs/ Ex: The doctor cannot give a diagnosis without doing some tests
To treat an illness such as asthma, depression, high blood pressure
To relieve a headache, dental pain, arthritis /ɑːˈθraɪ.tɪs/
To practise self-medication with non-prescription medicines /ˈmed.ɪ.sən//ˈmed.sən/
To have an operation, to undergo an operation
To donate organs, to be a donor
To go down with a cold / the flu
To need surgery /ˈsɜː.dʒəi/
A life-threatening illness
A tumour /ˈtʃuː.mər/ (UK) /ˈtuː.mɚ/ (US). Ex: Brain tumours develop in fewer than one in 50,000 people
The side effects of drugs
Integrative medicine: a combination of traditional and alternative medicine
Alternative medicine /ɒlˈtɜː.nə.tɪv/
Homeopathy /ˌhəʊ.miˈɒp.ə.θi/: a way of treating illnesses using very small amounts of natural substances,
Osteopathy /ˌɒs.tiˈɒp.ə.θi/: the treatment of injuries to bones and muscles using pressure and movement
Reflexology: a treatment in which your feet are rubbed and pressed in a special way in order to improve blood flow and help you relax,
Acupuncture /ˈæk.jə.pʌŋk.tʃər/: to insert very fine needles into the body at points along the meridians
Controversial Statements about health.Discussion Posters
Using vocabulary is key in this lesson. In fact, all the lesson is aimed at motivating students to use vocabulary they are already familiar with and to give them a chance to use newly-learnt terms.
So, this lesson could not finish without devising another strategy to help them use the target vocabulary; this time with the help of visual images in the form of posters and with controversial statements that will, hopefully, spark discussion.
Procedure: Gallery Walk
On the wall of the class, display the posters. Ask students in threes to choose a poster and discuss the statement written on it. Encourage the use of target vocabulary.
Fall has finally hit!This is Halloween’s week and it seems the weather has finally chilled out and stopped being silly. The truth is that I don’t see myself telling scary stories in class while the sun outside is shining bright. It just wouldn’t do! Telling scary stories requires a dark, grey, gloomy day; one cannot be telling scary stories and thinking about going to the beach.
to introduce and revise vocabulary used to talk about paranormal or unnatural phenomena
to give students’ some listening and speaking practice.
to develop students’ writing skills
STEP 1. INTRODUCTION
Write Paranormal on the whiteboard. Ask students if they know what it means (if necessary, explain that a paranormal activity is not scientifically explainable), and ask them if they believe in paranormal phenomena.
STEP 2. LISTENING COMPREHENSION. A PARANORMAL STORY.
Ask students if they know what a Ouija board is and ask them whether they, or anybody they know, have ever played with a Ouija board. I have a real experience to share with them but in case you don’t, there are plenty of terrifying stories online you might want to share with your students (just to build the right kind of atmosphere).
Play the first 0:53 seconds of the video and ask students to predict what will happen next. Listen to their predictions and then, play the rest of the story.
Play the video a second time and ask the following questions:
True or False? Justify your answer
The narrator and his brother had just bought a Ouija board
The narrator’s brother was willing to play with the board
The first time, the narrator’s brother moved the planchette.
Answer the following questions in your own words:
Why did they decide to play a second time?
What is the ideal environment for a Ouija board?
Why did the narrator leave the room?
Why did he run back to the room and what did he see?
STEP 3. SPEAKING
Before asking students to discuss the questions you might want to pre-teach or revise some vocabulary.
To set the mood: gloomy, desolate, haunted, abandoned, scary, spooky, frightening, creepy and supernatural
To say how you feel: horrified, terrified, petrified, panic-stricken, trembling, paralysed, shuddering
To talk about “people”: a ghost ( a ghostly figure), an apparition, a shadow, an entity, an (evil) spirit, a hallucination, a medium, a UFO.
Ask students to work in groups and answer the following questions.
Do you believe in ghosts? If not, how do you explain people’s claims to have seen them?
Have you experienced the feeling of déjà vu? How do you explain this strange feeling?
Telepathy is communication directly from one mind to another. Is it possible to communicate this way?
Sometimes, the police use psychics to help them. What do you think about this?
Do you believe in hypnosis? What happens when a person is hypnotized?
Can people predict the future? Have you ever had a feeling about the future that turned out to be true?
Have you ever visited a fortune teller?
What do you think about UFO sightings?
Are you a superstitious person? What things are you superstitious about?
STEP 4. WRITING CONTEST. I DON’T BELIEVE IN PARANORMAL, BUT….
I love telling stories, don’t you? Well, the heading in this Step 4 needs no explanation. A contest. A contest which will give me the opportunity to revise narrative tenses and connectors to help students sequence their ideas.
I’m going to use this excellent post from Thought.Co
A good contest, deserves a nice poster. Here it is.
Education is the most powerful weapon you can use to change the world- Nelson Mandela
I’m so excited. Truly. I am. It’s been months since the last time I taught a class full of students. I know it’s going to be hard but I’m really willing to get back in the swing of things. I’m also preparing material for my workshops, and I have a bunch of work to catch up on, but I’m anyway feeling really motivated. So, it seems I am off to a good start.
This isa lesson for upper- intermediate students (B2) about education. In this post, you will find
Some vocabulary you might need to revise/learn when discussing this subject.
A small challenge with some confusing terms related to education
A video about 6 problems of our education system
Speaking practice: questions to discuss
A written assignment
The warm-up. Setting the context
I don’t think there is a better way to introduce a topic than by showing students a picture that will probably spark interest and hook students into the lesson. That’s the aim of the picture below.
Show the picture and listen to student’ reactions. Probably, the first one would be “Me, neither”, but let’s dig in for more profound reactions.
Tell students to get into pairs and think of three reasons why this boy wouldn’t want to go to school. Allow them 2 or 3 minutes and the write their suggestions on the board and discuss them.
Ask students: Can you relate to the boy in this picture? What can you remember about your kindergarten? In your opinion, what’s the ideal age to start school?
Ask students to work in pairs. Write on the board the word “education” and ask students to brainstorm vocabulary related to the topic. Encourage them to mind map to help them revise vocabulary related to this thematic area. Allow them some minutes and get feedback from the whole class. I gave handout 1 to my intermediate students last year, so this year (B2), I will probably need to revise and add the terms in handout 2 explaining difficult vocabulary.
The challenge.Did you know?
In this part of the lesson, students are presented with some confusing terms.
Ask students, in pairs or small groups, to answer the following questions about education, where they will revise some of the vocabulary learned in the previous step. Encourage the use of new vocabulary.
You can get the PDF with the questions here, but isn’t it more appealing to use the Spark below.
Listening. The video: 6 problems with our school system.
Methodology: collaborative retelling
It is a longish video. It lasts almost 6 minutes so I’d suggest breaking it up and asking students to work on different parts of the video. In the video, 6 problems with our education system are mentioned.
This activity will be set as homework.
Introduction. In class, play the first 34 seconds of the video and tell students to give you a summary. They will probably say that the video shows how our system of education has become obsolete and is not preparing children for the real world. Ask them whether they agree with this idea.
Explain that everybody will need to listen to the introduction again (first 34 sec) which summarizes the content of the video.
Tell students the video talks about 6 problems our current education system is facing nowadays.
Form groups of six students and tell them that, in the next lesson, they will be working in groups of six and each of them will share what they have learned about their assigned problem and their opinion on whether this is a real problem in their country providing examples, if possible.Alternatively, you can form groups of 3 students and assign each student two problems.
Assign tasks to the different students in the group
Student 1: Industrial Age values 0:35-1:26
Student 2: Lack of autonomy 1:26-2:18
Student 3: Inauthentic learning 2:18-3:12
Student 4: No room for passion 3:12-4:15
Student 5: Differences in how we learn 4:15-4:40
Student 6: Lecturing 4:40-5:56
Writing. An opinion essay.
Write an opinion essay on the following:
Our current system of education is now outdated and ineffective.
Here’s a nice post I wrote last year which might help you.