Tag Archives: vocabulary

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

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: Going Vegan?

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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The Animal Kingdom: A Multi-Skill Lesson Plan for C1 Students

Packed with engaging activities, this lesson plan about the animal kingdom is going to become your favourite. Trust me!!!

Have you noticed that it seems like everyone’s got a furry friend these days, and not so many babies? Parks are full of dog walkers, not strollers, you know what I mean? This is one of the things we’ll talk about in this lesson.

I was actually planning to publish this when I was not so busy with classes and teacher’s sessions, but I could not wait to get this into your hands because it is a lesson that worked really well. So before I forget, here it is! A lesson plan for C1 students about the animal kingdom and endangered species.

What you will find in this post is:

  • 2 Warm-up Activities
  • Revising and introducing the name of some animals
  • Vocabulary to talk about endangered species
  • Personalized Listening Comprehension
  • Grammar Game: Impersonal Passive
  • Out of their Seats: Controversial statements + some help
Warm-Up One: Sparking Discussion

If you have been reading me for some time, you know how much I like to play with IA, so to engage my students and spark discussion I have generated this image using Microsoft Designer.

In my experience, displaying the image is enough to create debate, but in case you need it, here is some help.

Question: It’s interesting to note the trend of more people opting for pets over having children. What do you think are some of the factors driving this shift in lifestyle choices?

Follow-up Questions: Have you observed this trend in your own social circles or community? How prevalent do you think it is? What do you believe are some of the advantages and disadvantages of having pets instead of children?

Warm-Up Two: Revising Animal Names Students already Know

Building upon prior knowledge is essential for effective learning, wouldn’t you agree?

In this spirit, I have asked my  C1 students to write a list of 10 wild animals excluding the usual : tiger, elephant, lion, zebra…. OK, you get it! I have given them one minute, and we have written the most interesting ones on the board, practising pronunciation.

Ready to revise and introduce some new ones?

Introducing New Vocabulary + Pronunciation
  • Endangered species
  • Threatened ,
  • On the verge of extinction
  • To become extinct
  • Deforestation
  • Habitat
  • Carnivore, herbivore, omnivore
  • Predator
  • food chain,
  • environmentalist,
  • ecosystem,
  • conservation effort,
  • global warming, recover,
  • vulnerable,
  • reforestation,
  • poach,
  • wildlife
  • to decline,
  • overhunt, overharvest, overfish,
  • To breed in captivity,
Helping Students pronounce better:

A word of warning: I forgot to insert some pauses in-between words, so you might need to stop the audio after each word. Sorry, but I realized once I was playing it for my students and I didn’t feel like doing it all over again.

ANIMALS VOCABULARY by cristina.cabal

Personalized Listening Comprehension
PDF here

Animals Listening comprehension by cristina.cabal

If you are wondering why I like using AI so much, I think this lesson is a good example. Most of the time, I am pressed for time and I don’t feel like trawling the internet or the hundred books on the shelves of the English department looking for the right listening comprehension, so now, I just create my own listening comprehension activities with the vocabulary that is relevant for my students. In this case, I have asked ChatGPT to create the text and then used Eleven Labs to read it. Easy-peasy!!

Grammar: Animals: Fact or Myth? Working with Impersonal Passive
Grammar and exercises here

That was fun.

  • I divided the class into teams and asked Team 1 to choose an animal. A representative read the sentence aloud and all teams – and this is really important-have to work  on their notebooks writing two impersonal passive sentences for each statement. Give them about  2 minutes to write both sentences. For example:

People believe that opossums are hanging by their tails.

  • It is believed that opossums are hanging by their tails
  • Opossums are believed to be hanging by their tails
  • When time’s up, ask the representative for Team 1 to read both sentences. If both are correct, Surprise!!!!! they’ll  get 1 point. If they are wrong or one of them is wrong, shout “NO” and the first team to raise their hand have the chance to say the correct sentence and get 1 point. Click on the PASSIVE button in the infographic to check it.
  • Now, back to Team 1. Ask, do you think the statement is a fact or a myth? Hover over the picture to read the answer.

 

 

Speaking: The Three Corners.
Material: Posters
Cards: here and here
  • Take 3 pieces of paper and write the following words on each: “I AGREE”, “I DISAGREE”, and if you have many students, “I AM UNSURE”. Place these papers in different corners of your classroom.
  • Explain they will see a poster with a debatable statement about animals and they will need to choose the corner that best represents how they feel about the statement.
  •  Explain that in their corners, they will need to talk about the reasons for their choice and develop strong arguments to support their opinion, as they will be challenged by students with opposing views. Encourage the use of vocabulary.
  • Give them enough time to come up with their own arguments to justify their position.
  • After a 10-minute discussion, ask students from both corners to face each other.
  •  Battle: This is the part I like best. Ask students to choose someone from the opposing corner. Pair them up and tell them they have 5 minutes to try to convince each other, using strong arguments,  to switch corners. For drama, ask them to use the phrase: “I challenge X”.

Note: Again, using AI, I have helped my students with some ideas to support their opinion. Of course, this is entirely optional, but I felt my class needed some modelling to get started. Here you’ll find the cards for two of the statements. Animal testing here and Animals in circuses here

I know writing is missing from this lesson plan. Keep posted! It’s coming!

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Let’s Move!!!! A Simple Low-Prep Speaking Activity to Revise Vocabulary

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.

Politics: Biden and Trump Visit my Class. A Lesson Created with AI.

Picture this. Me announcing to my C1 students that the next lesson in the textbook was going to revolve around Politics. To be honest, any other year, I would have probably shared my students’ feeling of apathy or disinterest.  But this year I was really looking forward to this lesson as AI is shaking things up in my English class!

Imagine my students’ jaws dropping when I announced a class debate featuring… wait for it… virtual versions of Biden and Trump! And both using the vocabulary we have been studying, revising and reinforcing.

In this lesson for C1 students, you will find

  • Tailor-made texts using specific vocabulary
  • Talking avatars reading these texts to create a listening comprehension activity
  • Mediation activity using the talking avatars and the texts
  • Speaking activity using target vocabulary

How I Did it

Using ChatGPT to Generate Text Using Target Vocabulary

Prompt: You are an English teacher. Write a text divided into paragraphs. Each paragraph should be preceded by a heading. The headings should be: economic policies and immigration policies. Write it from a Republican point of view. Write a short paragraph for each heading, using C1 English and include such as the verbs benefit, trigger, boost, undermine, bankrupt, to earn peanuts, to be into, compound, combat, and lead

I repeated the same prompt but asking ChatGPT to generate the text from a Democrat point of view.

Listening Comprehension: creating talking avatars to read the text

I created two separate talking avatars. I created Joe Biden and uploaded the text generated by ChatGPT, and then did the same for Donald Trump, and uploaded them to YouTube. This step was important as I wanted to use Twee.com to generate the comprehension questions, which you can find here.

Mediation Activity

Download:  Joe Biden PDF, Donald Trump PDF

And … we shouldn’t let the visit of these two politicians to our class go to waste, so the next step will be to use these talking avatars for a mediation activity, hitting several birds with one stone.

  • help students boost pronunciation
  • help students boost speaking and mediation skills
Steps:

Note:The day before, I asked my students to bring their earbuds and mobile phone s with a QR Code reader installed for the next class.

During the class, I organized the students into two groups – Republicans and Democrats – and paired them up accordingly. I handed out copies with Joe Biden to the Democrats and photocopies featuring Donald Trump to the Republicans.

Aim: engage in a mediation activity by conveying the information to the other candidate using your own words.

Instructions:
  • Scan the QR code to listen to the candidate reading the text. Repeat as many times as necessary until you feel confident in pronouncing the vocabulary correctly.
  • Take notes of what each candidate says. Note: You don’t have to copy word by word.

Joe Biden:

C1 Politics Joe Biden by cristina.cabal
Donald Trump

C1 Politics D. Trump by cristina.cabal

  • Time allotted for individual work in this part: 15 minutes
  • Finally, pair up students and ask them to retell their part, trying to use the target vocabulary. This part might take another 15 minutes.
Speaking: Retrieval Practice
  • Give students one minute to write in their notebooks all the vocabulary words they remember from this unit.
  • When the minute is up, ask the students to say their words and write the most interesting ones on the board.
  • Put the students in pairs or groups of three, underline two/three words and ask students the first questions, asking them to try to use all or some of the words underlined on the board.

 

  1. How important is it for individuals to stay informed about current political events?
  2. Do you think there’s a growing sense of disconnect between politicians and the people they represent? Why or why not?
  3. What do you think are the most important qualities for a good leader?
  4. Do you think that social media can be used to trigger political polarization? If so, how?
  5. What are the most important factors that people consider when casting their vote?
  6. Does the current political landscape adequately represent the diverse voices and needs of society? If not, what needs to change?
  7. Are there particular areas of policy you’re interested in, like education, healthcare, or the environment?

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