Tag Archives: lesson plan

3 Fun Ways to Personalize, Engage, and Totally Wow Your Students Using Artificial Intelligence

How cool would it be if your students walked into class and felt like the lesson was designed just for them? Like, not some generic worksheet, but content that feels real, relevant, and totally engaging. Well,guess what? With a little help from artificial intelligence, we can actually make that happen!

Let me walk you through three super fun, highly customizable activities I’ve designed using AI tools — and trust me, your students are gonna love them.

While this example focuses on the topic of crime, the real beauty of these activities is their flexibility. The prompts, tools, and AI-generated content can be easily adapted to suit any topic or level — from beginners learning food vocabulary to advanced students tackling social issues. It’s all about making the content work for your class

Creating  a Personalised Listening Comprehension Text and Questions

We’ve been diving into the topic of crime for the past two weeks, and students have already built up a solid bank of vocabulary: burglary, fraud, suspect, on probation, to be sentenced, life sentence, to sue… you name it. So I thought, why not take it up a notch?

I used ChatGPT to help me craft a fictional news story about a crime happening right in their own region. Yep, something that felt local, real, and instantly relatable. I made sure to weave in the vocabulary they’d been learning — so as they read, they were like, “Wait, I know that word!”

But I didn’t stop there. I also asked ChatGPT to generate comprehension questions — true, false, or not stated — based on the story.

These are the prompts I used.

Prompt 1. Create a piece of news about a crime in Asturias for C1 students of English. Use C1 vocabulary and structures. Include the words: assault, on probation… Length:about 250 words.

Prompt 2. Write 10 True, False, or Not Stated statements based on the text, ensuring you do not copy the exact wording but instead paraphrase or use synonyms. The statements should follow the same order as the information appears in the text and include a balanced variety of true, false, and not stated items. Be careful that the Not Stated sentences are clearly distinguishable from the false ones. For each statement, provide the correct answer (True, False, or Not Stated) and indicate the relevant section or line of the text as evidence where applicable.

PDF: Teacher’s and Student’s


From Teacher to News Presenter — with a Little AI Magic!

This is where things got extra fun — I took a photo of myself (because why not?) and turned it into an AI avatar that read the story out loud in a perfect native English accent. And listen, my English is good… but let’s not kid ourselves — it’s not BBC News-level good!

Did I feel awkward about putting my animated face on a fake newscast? Nope. Not even a little. I mean, I’m clearly past the point of being easily embarrassed — and honestly, it was a hit! I used a  news-style template, added some dramatic music and headlines, and just like that, we had a super realistic, super fun classroom news report.

The students? Mesmerized. It was like watching the 6 o’clock news — except starring their teacher, speaking English they actually understood!

I have used Canva for education to create the video and the avatar

From Teacher to App Creator: Making Vocab Revision Fun with AI

Okay, now let’s talk about Claude, one of my favorite language models (yes, I’m a bit of a fan). I used it to create an interactive app that helped us revise all that juicy vocabulary we’d been working on — and throw in some new words too. And let me tell you, that mix of revision and fresh vocabulary? It made the whole thing way more exciting!

So,  I designed the game for two teams to compete. The rules were simple: each team took turns choosing a square on the grid and picking the correct option. If they got it right, they scored a point automatically and the grid changed to green. If a team got it wrong, the other team could choose that square again and steal the point by answering correctly.

But here’s where the fun kicked in: some of the vocabulary was just revision, while other words were completely new. This added a whole new layer of competition!

This the prompt I have used. I have had to iterate 4 or 5 times until I got what I wanted.

Create an interactive board game using html. I want two Teams. Team A and Team B who take turns answering questions. Each team has its own score counter that updates when they answer correctly. There should be visual indicators showing which team’s turn it is.

The game should include 20 different questions about crime and punishment, vocabulary appropriate for C1 English students. Each of the 20 squares has a unique question. When you click on one square a question about crime and punishment for C1 students will be displayed. When a team answers a question correctly, the corresponding square permanently changes to green.

The background colour should be red and the website link “www.cristinacabal.com” is displayed at the bottom

Finally, can you give me the answers to the questions in the game?

Ready to try them and adapt the prompts to your own context?

Lesson Plan: Immigration and Deportation

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.

What you will find in this lesson

  • warm-up
  • vocabulary
  • speaking: gallery walks
  • listening comprehension

Level:
C1 (Advanced)

Handouts

 

WARM -UP

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

  1. Deport: To forcibly remove someone from a country.
    Example: “The government deported hundreds of illegal immigrants last year.”
  2. Detain: To hold someone in custody, often while their legal status is determined.
    Example: “Many immigrants are detained in centers near the border.”
  3. Overstay: To remain in a country longer than the visa allows.
    Example: “He overstayed his tourist visa and became an illegal immigrant.”
  4. Flee: To leave a place quickly to escape danger.
    Example: “Thousands of people flee their home countries due to war or persecution.”
  5. 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.”
  6. Integrate: To become part of a community or society.
    Example: “Successful integration programs help immigrants adapt to their new country.”
  7. Enforce: To ensure compliance with laws or rules.
    Example: “The government enforces strict immigration policies.”
  8. Repatriate: To send someone back to their home country.
    Example: “After the war, many refugees were repatriated.”

 Nouns

  1. Immigration: The act of moving to a new country to live permanently.
    Example: “Immigration policies vary widely between countries.”
  2. Emigration: The act of leaving one’s country to live in another.
    Example: “Emigration rates have increased due to economic instability.”
  3. Refugee: A person forced to leave their country to escape war, persecution, or natural disaster.
    Example: “Refugees often face dangerous journeys to reach safety.”
  4. 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.”
  5. Citizenship: The status of being a legal member of a country.
    Example: “He obtained citizenship after living in the country for five years.”
  6. Border: The line separating two countries.
    Example: “The border between the two countries is heavily guarded.”
  7. 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.”
  8. 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.”
  9. Policy: A set of rules or guidelines adopted by a government or organization.
    Example: “The new immigration policy has sparked widespread debate.”
  10. Xenophobia: Fear or hatred of foreigners or strangers.
    Example: “Xenophobia can lead to discrimination against immigrants.”

Useful Phrases and Expressions

  1. Illegal entry: Entering a country without proper authorization.
    Example: “Illegal entry is often punished with deportation.”
  2. Border security: Measures taken to protect a country’s borders.
    Example: “Increased border security has reduced illegal crossings.”
  3. Economic migrant: A person who moves to another country for better job opportunities.
    Example: “Many economic migrants risk their lives to reach developed countries.”
  4. Family reunification: The process of bringing family members together in one country.
    Example: “Family reunification is a common reason for immigration.”
  5. Human rights violations: Actions that abuse or deny basic human rights.
    Example: “Deporting refugees to war zones may constitute human rights violations.”
  6. 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?

  1. To offer humanitarian aid to migrants crossing the border.
  2. To prevent further entry of individuals into the United States
  3. 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?

  1.  The administration has streamlined the asylum process to efficiently manage the flow of migrants.
  2. The administration has halted the processing of asylum claims as part of its deportation strategy.
  3.  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?

  1. To establish a collaborative partnership between the US and Russia.
  2. To express his solidarity with Russia and their actions in Ukraine.
  3. 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?

  1. Both groups are in agreement that current immigration policies are well-justified and humane.
  2. The groups are in direct opposition, with Trump’s administration initiating a hardline deportation operation and protesters resisting these measures
  3. 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?

  1.  It suggests a policy of leniency for all political offenders and those who have been convicted of violent crimes.
  2.  It highlights a disregard for the legal process, particularly concerning those who were involved in actions that challenged the established government.
  3.  It shows Trump’s preference for granting clemency to those who committed very minor crimes.

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.

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)

The Environment: Do we Really Care?

This month many of us, teachers and students alike,  are celebrating the anniversary of all kinds of things we had no idea would define the year ahead of us.  I distinctly remember the day when only two or three students turned up for class and  myself saying things like: “this soon will pass” and “I will see you in a fortnight! before going into confinement.

With human activity slowing down due to the strict restrictions, March will probably also mark the month when our planet could breathe some fresh air for the first time in decades.  Reversing decades of destruction is, of course, not possible in such a short time, but at least, we could have a glimpse of what the earth would feel like without fossil fuels.

The lesson I am sharing with you today is, as you have probably guessed, explores the theme of the environment and is meant for C1 students.

I have designed the lesson using my favourite tool ever, Spark Adobe Page, but in the presentation, you will find links to other websites that will help my students work on vocabulary relevant to talk about this topic, enhance their listening skills by watching videos and discuss questions to boost their speaking abilities. Also, at the end of the post, you can have a look at a writing collaborative activity using Google Slides.

Before you jump right into the lesson in Spark Adobe, perhaps you would like to explore some vocabulary related to the environment.  I have used the awesome tool Flippity. I cannot embed the activity but click on the image to have a good look at all the possibilities it offers for introducing, revising and reinforcing.  As you can see, I have created an activity with a template, but then I can reuse it in a number of different ways. That’s what I call, a real time-saver!


Ready to explore the lesson? This is what you will find in this visual session

  • Natural Disasters: Vocabulary  and exercises
  • Natural disasters: Conversation questions
  • National Geographic repository of videos explaining natural disasters
  • Man-made disaster Video activity with a pronunciation game
  • Environment: vocabulary and games
  • Speaking: conversation questions to  use vocabulary  in context

The Environment. Do we really care?

To round up the lesson, I gave students a writing activity using Google slides in editing mode.  This beautiful template has been designed by Paula from Slides Mania. Thanks; Paula, I think I can call myself a Slides Maniac.


By the way, if you want students As and Bs to work on their questions at the same time, it might be a good idea to use a Chrome extension to split the screen into two. I use Tab Resizer. But, if you do not want to install an extension on the Chrome bar, you can always do it manually.

  1. Depress the left mouse button and “grab” the window.
  2. Keep the mouse button depressed and drag the window all the way over to the RIGHT of your screen. …
  3. Now you should be able to see the other open window, behind the half window that’s to the right

I hope you have enjoyed the lesson