Tag Archives: onlinetools

Teaching in 3D: Creating Animated Teaching Content with AI

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Teaching today goes far beyond simply delivering content. It’s about connecting with students, motivating them, and creating learning experiences that genuinely spark their interest. Of course, textbooks are useful—they provide structure and consistency. But relying on them alone often makes it difficult to truly engage students, especially in a world filled with dynamic, interactive content.

That’s where AI comes in, since it allows us to adapt our teaching in ways that were unthinkable just a few years ago.

Another important aspect is keeping education aligned with the times. While a PowerPoint presentation can still do the job, varying your methods—using multimedia, storytelling, or digital tools—can dramatically boost engagement and retention.

Yes, it takes time. I won’t pretend otherwise. But here’s the good news: once you start creating your own content, it becomes not only incredibly rewarding, but also a little addictive. Seeing your students light up with curiosity and enthusiasm? That’s the real magic.

Today, I’m going to show you how to create a personalized animation using your own image as a reference—only this time, we’re turning it into a fun and expressive 3D cartoon character!

Here’s an example of what I mean:

If you listen closely to the song, you’ll actually catch the names of the AI tools I used to bring this animation to life. Cool, right? Let’s break it down, and make sure you don’t miss a thing.

Step 1: Upload Your Photo and Describe It with Gemini

First things first—upload a photo of yourself to Gemini and ask it to describe the image in detail. I used a clear photo of my face, and Gemini generated a description of my facial features that I could use as a base for the next step.

Once you have that description, here comes the creative magic! I gave Gemini the following prompt:

Create this image. Now turn this woman in the image into a 3D-rendered cartoon standing in front of a vintage microphone on a stage. She is wearing a beautiful long white dress and orange feather earrings. Her expression appears happy, and she has one hand gesturing outward, palm up.
The background features dark red or brown velvet curtains, softly illuminated by warm, orange spotlights on either side of the character. The floor appears to be a dark, reflective surface, suggesting a stage setting. The overall lighting creates a dramatic and somewhat intimate atmosphere, focusing attention on the central figure.

Step 2: Create Different Scenes for Your Animation

Now that you’ve got your main character and setting, it’s time to create different scenes to bring your animation to life. This is where the real storytelling begins!

To keep consistency, I asked Gemini to recreate the same woman in the same stage setting, but with a new pose and perspective. Here’s the prompt I used next:

“Same woman, but now it’s a closer shot. Her hand is gently holding the vintage microphone, and she’s looking slightly to the side with a soft smile. Keep the background the same—velvet curtains, warm lighting, and stage setting.”

 This keeps the mood and aesthetic consistent while adding variety and motion to your final animation. From here, I continued generating different versions by tweaking the prompt just a little each time—like changing her expression, pose, or camera angle:

  • “Same woman, turning slightly as if introducing a song.”

  • “Same woman, mid-laugh, hand over her heart.”

Tip: Always mention “same woman” and “same setting” in your prompts. That helps Gemini maintain visual consistency across all your scenes.

Step 3: Animate Your Image with Kling

Alright, now it’s time to bring your character to life! 💃

To animate the image, I used a free tool called Kling. It’s super easy to use and surprisingly powerful. Here’s what I did:

  1. Open Kling and select the Video feature.

  2. Upload the image you created earlier with Gemini.

  3. In the prompt box, describe the movement or action you want your character to perform.

For example, I used this prompt:

“Singing and moving her head elegantly and slowly, as if dancing with the music.”

 And just like that—Kling turned my 3D cartoon into a living, breathing (well, almost!) performer on stage.

You can repeat this step with different images or prompts to create multiple clips for your animation. The key is to keep your prompts clear and gentle to match the mood and style of your scene.

Step 4: Add a Voice or a Song (Your Choice!)

Now, what comes next really depends on what you want your animated character to do. Do you want her to sing? Speak? Narrate a story? You’ve got options!

In my case, I wanted the woman to sing, so here’s what I did:

  1. I used ChatGPT to help me write original lyrics—super fun and creative!

  2. Then, I took those lyrics and used Suno, an AI music generator, to turn them into a full song with vocals and background music.

But hey—maybe you’d prefer a talking character instead of a singer. Totally fine!

Alternative option:You can simply record your own voice or generate a voiceover using tools like ElevenLabs or a text-to-speech platform.

 Step 5: Put It All Together in a Video Editor

Now it’s time to assemble your scenes and audio into one smooth, eye-catching animation. For this part, I used Canva—yep, the free version works great!

I uploaded each animated clip, added my audio (the song I created in Suno), and arranged everything on a timeline to build the final video. You can also add:

  • Captions or subtitles

  • Transitions between scenes

  • Background music or sound effects

  • Title screens or fun text animations

 Watching your idea come to life—frame by frame—is honestly kind of addictive. And yes, it’s sure to impress and totally motivate your students! Ready to try!

Confusing Words: Danger, Peril, Threat, Hazard, Menace and Risk

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Have you ever wondered whether you should say risk or danger, or what makes a threat different from a menace? These words all relate to harm or trouble, but they’re not exactly the same—and choosing the right one can really sharpen your English. I

In this post, you’ll find clear and simple definitions, each one explained with examples where only one word fits. And to make things even more fun, we’ve turned it into a mini game inspired by Who Wants to Be a Millionaire? Can you pick the right word under pressure?

Here we go!

Danger

Definition: A general term referring to the possibility of harm, injury, or negative consequences. It is often immediate or imminent.

Example: Driving at high speed through a foggy road presents a danger to all passengers.

Peril

Definition: A more intensified or extreme form of danger, often involving a high likelihood of serious harm or death. Note: “Peril” is more literary or formal in tone than “danger.”

Example: Mountaineers caught in an avalanche are in peril—their lives are at significant risk.

Threat

Definition: The possibility or expression of future harm, often intentional or directed. A threat may not be immediate but implies a potential for conflict, damage, or danger.

Example: A hostile email from a rival company can be perceived as a threat to your business operations.

Hazard

Definition: A source or condition that can cause harm or damage if not managed. Hazards are often discussed in health and safety contexts. Difference from danger: A hazard is the source, while danger is the condition or situation that may result.

Example: Chemical spills in a laboratory are a serious hazard that must be addressed immediately

Menace

Definition: A person or thing that is persistently troublesome, harmful, or threatening. The word carries a strong connotation of nuisance or long-term disturbance. Stylistic note: “Menace” can describe both people and abstract concepts and often implies social or moral concern.

Example: The gang operating in the neighbourhood has become a real menace to the community.

Risk

Definition: The probability or likelihood that harm will occur. It is often measured or calculated, especially in fields like finance, engineering, or healthcare.Difference from danger: Risk is about possibility, while danger is about the actual presence of harm.

Example: Investing in a startup involves risk, as you may lose your capital if the company fails.

Term Focus Immediacy Connotation Example
Danger Harmful situation or condition Imminent Neutral/serious Standing near a live wire
Peril Severe or extreme danger Critical Formal/literary Lost at sea during a storm
Threat Possibility or intent of harm Future Negative/hostile A cyberattack warning from a hacker
Hazard Source of potential harm Latent Technical/safety Oil on a kitchen floor
Menace Nuisance or ongoing harm Ongoing Strongly negative A dictator seen as a menace to global peace
Risk Probability of harm occurring Theoretical Neutral/analytical Investing in volatile stock markets

 

Let’s play!

Answers explained

1. Chemical __________ that could cause severe respiratory issues.

✅ Correct: hazard

  • ❌ Danger – too general, lacks the focus on the source.

  • ❌ Risk – not about probability, but about an object/source.

  • ❌ Threat, peril, menace – these imply intent, intensity, or agency, which a chemical lacks.
    → Only “hazard” fits: it’s used technically to describe potential harm from substances.

2. His life was under serious __________.

✅ Correct: threat

  • ❌ Danger – doesn’t convey intentionality (implied here).

  • ❌ Risk – focuses on probability, not active danger from others.

  • ❌ Peril – too dramatic/literary here, and not idiomatic with “under”.

  • ❌ Hazard, menace – not used in this collocation.
    → “Under threat” is a set phrase and contextually appropriate.

3. The child was in immediate __________ on the train tracks.

✅ Correct: danger

  • ❌ Peril – close, but not idiomatic with “immediate” for this age group.

  • ❌ Hazard – refers to the source of danger, not the situation.

  • ❌ Threat, menace, risk – not idiomatic or accurate here.
    → “In immediate danger” is a standard and idiomatic expression.

4. Climbers were in grave __________ in the storm.

✅ Correct: peril

  • ❌ Danger – weaker in tone than “grave peril.”

  • ❌ Risk – doesn’t convey immediacy and severity.

  • ❌ Hazard, menace, threat – incorrect register or meaning.
    → “In grave peril” is formal, intense, and collocationally precise.

5. Financial __________ to the company.

✅ Correct: risk

  • ❌ Danger – rarely used with financial terms.

  • ❌ Peril – literary and awkward in business contexts.

  • ❌ Hazard, menace, threat – do not fit financial collocations.
    → “Financial risk” is a fixed collocation in business discourse.

6. The gang had become a __________ to the neighbourhood.

✅ Correct: menace

  • ❌ Threat – possible, but “menace” better fits long-term disturbance.

  • ❌ Hazard, peril, risk – not used for people/social behaviour.

  • ❌ Danger – less precise for ongoing nuisance.
    → “Menace” strongly implies persistently harmful behaviour.

Read Along: Reading and Pronunciation Buddy for Beginners

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It’s been a long time since I haven’t written a post for primary teachers and A1 learners, but hey!  This one’s for you!

If you’re just starting your reading journey—or helping little ones do the same—Google’s Read Along is the perfect tool to make learning fun! While designed primarily for children, these stories can still be valuable for adult learners focusing on reading skills and pronunciation practice. The child-friendly content doesn’t diminish its effectiveness as a learning tool for readers of any age. For me and my adult students, it just makes the whole activity more visually appealing while still focusing on the same goal—helping you improve your reading and pronunciation.

What is Read Along?

It is a FREE tool (yep, no cost at all!) that helps students learn to read  and pronounce correctly while having fun. It works both as an app and online, making it super accessible for everyone.

How does it work?

Meet Diya, the friendly reading buddy!

  • She listens to students and helps them then they struggle with reading
  • Students can choose from hundreds of levelled stories
  • Students can earn badges and rewards as they read

Ready to pronounce? t is important to activate the microphone.

  • Diya, the reading buddy, will prompt you to pronounce;  or alternatively, you can click on the words to hear them being pronounced.
Why do I like it?
  • There are four levels of stories, each with a different level of difficulty. The higher the level, the more challenging the reading—so you can progress at your own pace.
  • You can listen to individual words in a story, and there are also fun activities where you get to record yourself reading aloud! Perfect for practicing pronunciation and building confidence!
  • Uses AI to offer real-time feedback
  • Completely inclusive and accessible for all learners
  • Helps students gain confidence and fluency in reading

So, whether you’re a teacher looking to support your students or a beginner reader wanting to improve pronunciation, Read Along might be the tool for you.

Lesson Plan: Going Vegan?

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For over 30 years, I’ve been a proud pescatarian—a semi-vegetarian, if you will—happily skipping steak. Let me tell you, being “the one who doesn’t eat meat” in a region, Asturias,  famous for its chuletones and fabada can make for some hilarious and eyebrow-raising moments: from explaining my choices at barbecues to finding the right food for me in a menu full of meat choices, I’ve collected plenty of anecdotes along the way.

So, in this lesson aimed at B2 + students,  we’re going to explore the fascinating world of vegetarianism—a topic that sparks some seriously interesting conversations.

Ingredients of this lesson plan.

  • Warm-up: speaking and a fun video
  • Introducing Vocabulary with a home-made IAnized 🙄 video: Vegan vs Vegetarian
  • Vocabulary
  • Speaking: two corners
  • Scattergorix Game
WARM-UP: Speaking and one of my Favourite Videos

To kick things off, I’ve got a video I’ve been using for years to introduce this lesson. Now, I’ll admit that the quality is terrible. It’s grainy but it’s absolutely hilarious, and I just can’t bring myself to part with it. Before we jump into it, though, let’s set the scene with a couple of thought-provoking questions:

  • Have you ever gone on a date with someone who was vegan? How did it influence your choice of restaurant or food?
  • Do you think food choices (like being vegan) should be a factor when choosing a partner? Why or why not?

LISTENING:Note-taking: Vegan vs Vegetarian

Time to clear up the terms vegan vs. vegetarian, often confused! I’ve made a quick video using AI magic to explain the basics.

Students watch the video and jot down the key differences. In retelling the main differences, make a point of writing key vocabulary on the board.

 Differences between de cristina.cabal

Vocabulary

Do we need a vocabulary exercise? Absolutely! The more words we know, the more we can express ourselves—plain and simple.

 

Speaking Practice

Let’s get moving with an expressing opinions activity! It’s all about taking a stand—literally.

Step 1. I’ve kept it simple—just grabbed three plain sheets of paper, and wrote I agree, I disagree, and I can’t decide, and stuck them in the corners with blue tack.

  1. I agree
  2. I disagree
  3. I can’t decide (optional, if you have a larger group).

Step 2. I display the first statement, Being a vegetarian is the best choice for both personal health and the planet . Once students decide whether they agree or disagree with the statement, and before they stand up, I offer some guidance by suggesting ideas they can use to explain their position on the statement.

So, if they AGREE, they can use these reasons;

  • Reduces risk of chronic diseases (heart disease, diabetes)
  • High in nutrients like fibre, antioxidants, and vitamins
  • Avoids animal cruelty in factory farming
  • Lower carbon footprint and reduced resource use (water, land)
  • Helps combat deforestation and biodiversity loss

If they DISAGREE, they can use these

  • Risk of B12, iron, and protein deficiencies without careful planning
  • Limited food options in some cultures or regions
  • Costly and hard to access plant-based substitutes
  • Large-scale plant production can also lead to deforestation and water use

Step 3.  they are ready now.  Sudents move to their corner and discuss with like-minded peers for about 5 minutes.

Step 4. After about 5 minutes, they’ll pair up with someone from a different corner and try to change their mind—debate time!

For the next statements, they’ll have a moment to prepare their reasons before standing up and choosing their corner.

Going vegan? – Presentación de cristina.cabal

Game: Scattergorix

After hard work comes the reward—this time in the form of a game! Have you ever played Scattergorix? In this round, the list of categories is all about food. Hey!!! And yes, I got a little help from ChatGPT. Sometimes, it’s not so easy to come up with something for every category.

These are the rules of the game and below, the home-made game I created for my students.

scattergorix de cristina.cabal

 


Food Scattergorix de cristina.cabal

 

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A Mind-Blowing Free Tool for Student Speech Recordings: Transcriptions, Audio, Summaries and Easy Sharing with the Teacher

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Oh wow! This is quite a long title but I’ve stumbled upon an absolute gem of a website that I have to share with you all. If you’ve ever struggled with deciphering student recordings, trying to make sense of mumbled words, or spending precious time replaying audio to catch what they said—those days are officially over!

This incredible tool (it’s a website, no downloads needed!) lets students record themselves, whether it’s a presentation, a speech, or just a spoken reflection. The best part? it doesn’t just capture the audio. Nope, it goes way beyond that and also provides a full transcription of what the students said.

This amazig webiste is called Spacebar.fm .

Do students need to register?

They’ve got two options to choose from, depending on their needs:

  1. No registration needed: You can speak for up to 10 minutes per recording with a total of 5 interactions.
  2. Register for a free account: If you sign up, you get 200 minutes of recording time, with each individual recording lasting up to 90 minutes
How do you start the recording?

Easy, click on Tap and Talk and start recording.

What do you get after the recording?

Now, here’s what happens after a student records. You ‘ll get,

  • A beautiful image of the memory shared. (I know, not very useful but nice)
  • A summary of what the student shared, highlighting the main points and key ideas.
  • The full accurate transcription of what the student said, right there for you to read through or skim as needed.
  • The original recording, so you can listen if you want, but you’re no longer reliant on just the audio.
How Do Students Share Their Recordings? 

Very easy! After the recording is done, students just need to click on Copy Shareable Link. and send it straight to their teacher’s email. If you want to access your previous recordings, you’ll find them in the Memo tab.

Why I think this tool is a must-keep

Can you imagine? No more:

  • Playing back a recording ten times trying to catch every word.
  • Frantically jotting down notes as you listen.
  •  Worrying that you missed an important detail.

With this tool, you get a clear, written record of what each student said. This makes it so much easier to:

  • Provide detailed feedback.
  • Check for content understanding.
  • Highlight areas for improvement without struggling to hear what they meant.

I really think this could be a fantastic way to assess student speaking skills. It’s also a brilliant option for remote learning or when students are working on independent projects.

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