Tag Archives: writing

Revising and Consolidating Vocabulary: No-Prep Fun Strategies

Before we dive into the content of the post today, I’d like for you to know a surprising fact about me. I love traditional teaching. Yes, chalk and board. I say “surprising” because if you have been reading this blog for a while, you will have probably noticed how often I incorporate technology in my lessons. True. I love surprising my students with a new idea to revise, learn or consolidate learning using a digital tool, but I absolutely also adore surprising them with an exercise where the only help is their mind, their classmates and occasionally their teacher.

If I combine both traditional and digital learning, then it’s just my dream lesson. And this is what you’ll find on this post, the traditional Cristina and an updated version of myself. Which one do I love best? That, I still need to decide.

B2 students revising vocabulary

  • Aim: revise and consolidate vocabulary in a communicative way.
  • Levels. B1 upwards

Although the ideas below work better for a topic-based lesson- in my case it was used to revise food-related terms-, I think it might also work to revise random vocabulary as long as you specify which vocabulary you want to revise.

Step 1: Standing Up 

That’s probably one of my favourite ways to revise the vocabulary learnt the previous days.  My students already know me, so when I say: “please, stand up”, they already know what is coming and automatically, it brings a smile to their faces.

Instructions: students need to come up with a food-related term from the ones studied in the unit. They take it turns to say their word and I repeat it loud enough for all the class to hear it. This also gives me a good chance to repeat the word that might have been occasionally mispronounced.

A student sits down, ie. is eliminated,  if…

  • he cannot come up with a word
  • if another student has already said the word
  • if he cannot come up with a word in 10 seconds.

Big applause for the last person to remain standing and one of the sweets I keep in my candy box.

Step 2: Using Slips of Paper. Moving around the class.

Once terms and pronunciation have been revised, it’s time to work on meaning.

  1. Give students a slip of paper. I use old photocopies printed only on one side and cut them lengthwise. You should get two slips of paper per copy.
  2. Ask them to write two terms they would like to revise. Encourage them to write big enough to see the words from a distance (Note: this is unnecessary but I find the bigger their letters are, the easier it is to understand their handwriting). Once they have done so, ask them to make sure they know how to define them. Also, help with pronunciation.
  3. Ask students to stand up. The desks in my class form a U so I tell them to move to the centre of the class. Students choose a partner and they take it turns to define their words for the other student to guess/revise. Before they move on to find a new partner, they swap cards. This is a very important step as once they swap, they will need to define/revise other words.

After 10 or 15 minutes, depending on the number of students, students sit down, Ask them to keep the last slip of paper they have defined.

Step 3:  Asking Open-Ended questions. 

Now, this is the part where I use technology and one of my favourite tools to get feedback. But, let’s go step by step.

a. Writing the questions

Students sit down. Ask them to write down an open-ended question using one of the words on their slip of paper. Tell them some of the questions will be chosen to do a speaking activity. Encourage them to write questions related to the topic, in my case food.

Questions are difficult in English so walk around the room helping students.

b. Using  Mentimeter.com to get feedback

As I mentioned above, this tool is one of my favourites to get feedback.

It takes less than 30 seconds to set up the task.

  • Go to mentimeter.com
  • Choose the open-ended slide
  • Click on Present and  display the slide with the OHP
  • Ask students to take out their mobiles and go to menti.com
  • Give them the code
  • Ask them to write their questions and submit them

Once their questions are displayed, correct possible grammar mistakes and choose 6 or 8  to be discussed in pairs or in groups of 3.

I hope you have enjoyed the lesson.

Teach and have fun!

Lesson Plan: Save Mother Earth

Hey! How’s the new year treating you?

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.

  1. Environment: What do you do to help the environment?
  2. Global warming: How do you feel when you hear about global warming?
  3. Recycle: Do you recycle? What kind of things do you recycle?
  4. Renewable energies: Do you know what renewable energies are? Do you use any of them? Why? Why not?
Leaning Vocabulary
  • 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.

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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
  1. Gallery Walk. Thought-provoking Posters with a Humorous Twist. Giving a Monologue.

Posters here

  • Put the posters containing environmental issues up on the walls of the class.
  • Ask students to stand up, tour the gallery and choose a poster they would like to talk about for about 4 minutes.
  • Ask students to stand next to the poster they would like to talk about.
  • Arrange students in groups of three, being careful to mix students doing different posters.
  • Ask students to sit down and give them 3 minutes to prepare their speeches. Encourage the use of specific vocabulary.
  • Students, in their groups, gallery walk stopping next to the posters they have chosen and delivering their speeches.

 

2. Speaking: Pictures with prompts. Monologues.

Pair students up. Give each of them a speaking task. Allow them 2 minutes to prepare their monologue and ask them to speak for about four minutes.

Student A

Student B

Oral and Written Mediation

Oral Mediation

PDF 1  PDF 2

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.

Written Mediation

See the Task  here

Hope you have enjoyed the lesson!