Reporting Verbs in Action and some Engaging Writing Practice

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Looking for some ideas to bring some excitement into your classroom while teaching grammar and writing skills? Well, you’ve come to the right place! This blog is the second instalment in a three-part series where I design a complete lesson for C1 students, covering vocabulary, pronunciation, speaking, grammar, and writing, all centered around the theme of news and the media.

  • Part 1: from headlines to conversations: Building Media Vocabulary
  • Part 2: this is the one you are reading right now
  • Part 3: Writing a News story and how to personalize it  ( Keep posted! it will be the next blog)

This post is all about reporting verbs. But why focus on this bit of grammar when discussing the news and media? Typically, when you interview someone and then need to write a news article, you’ll likely want to sum up what they said. That’s where reporting verbs come in handy! So, here we go!

Warm.-up: Introducing Reporting Verbs
STEP 1. The Grammar.

First, write two sentences on the board and show them how a B2 student would rewrite them and how a C1 student would do it using a reporting verb.

He said:” I didn’t do it”

  • He said he hadn’t done it (B2)
  • He denied doing it (C1)

He said: “I won’t do your homework”

  • He said he wouldn’t do my homework (B2)
  • He refused to do my homework (C1)
STEP 2:  Half a Crossword

There are many reporting verbs, but I don’t want to overwhelm my students and tell them to study the grammar for the hundred verbs the book offers, so I am going to select a few and stick to them throughout the whole lesson. These are the ones they will have to study.

To introduce the reporting verbs I wanted them to study, I have used this tool that creates half crosswords. It gives you two versions of the crossword puzzle: Student A and Student B. Each version has only half the answers filled in. Students take turns describing their reporting verbs without directly giving the answer. Once the puzzles are filled, students compare answers to ensure everything matches.

NOTE: when you print the crossword, for some reason the numbers disappear. It was not a problem in my class, they just pointed to the blank they wanted to fill.

Manipulative. Reporting Verbs Matching Activity. PDF
Step 1. Matching

Ah, the never-failing traditional methods! Here’s a classic yet super effective activity to get students comfortable with reported speech. Give each pair of students a set of pre-prepared sentences and reporting verbs—yes, this means some cutting and prepping, but hey, these sets can be reused countless times! Their task? To identify and match each sentence with the correct reporting verb. Then, check the matches one by one as a class

Step 2:  Reporting the sentences

For each pair, ask the students to report the sentence aloud using the correct reporting verb. Write the correct reported sentence on the board and focus on the grammar.

Writing Challenge
STEP 1. Writing

Time to recycle spare photocopies!  Cut them into strips of paper large enough to write a long sentence on.

  • Ask students to pair up and give each pair 3 or 4 strips of paper.
  • Display the interactive activity below and ask someone in the class to choose a box
  • In their pairs, they will have about 2 minutes to come up with their best sentence using the reporting verb on display and, in the case of my students, trying to use vocabulary related to the news and the media: this is the lesson we are studying.
  • In the meantime, I will write the reporting verb on display on a post-it note and post it on a visible part of our classroom wall.
  • Once they have finished writing their “advanced” sentence, we will put them up on the wall, surrounding the verb. You can use Sellotape or Blue-tack for this.
  • Open a new box to reveal a new reporting verb and do it all over again. I have done this  5 or  6 times.
    What is your role as a teacher?  Yes, you need to be working, too. Once they have placed their sentences on the walls, you will need to correct their mistakes.
Step 2 Voting
Once the sentences have been written and mistakes have been corrected, instruct students to stand up in pairs and read all the sentences surrounding the nouns. They will now need to vote for the sentence they think is the best in terms of showing a more advanced level, regardless of the mistakes they might have made. To mark the sentence they like best, they will just have to put a tick on the strip of paper containing the sentence.
This has two aims:
1. To help students identify their own and their peers’ mistakes, which is a valuable learning experience.
2. By voting on the best sentence, students come to understand their own ability to distinguish between writing that meets the C1 level and writing that falls short.

 

And finally, the photocopy

PDF

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From Headlines to Conversations: Building Media Vocabulary

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The news is everywhere, right? From scrolling through headlines on your phone to hearing breaking news updates, it’s a huge part of our lives. But here’s the question: can your students confidently talk about it? This lesson aimed at C1 students isn’t just about stuffing their brains with new words (though there is some awesome vocabulary coming their way). It’s about making sure they can actually use what they learn—and say it clearly and confidently.

Why’s that so important? Because practice makes progress! Giving students the chance to activate their new vocabulary in discussions helps it stick—and working on their pronunciation takes it to the next level.

Ready?

I have started with some slides, just to get them talking using the vocabulary they already knew about the media. I was especially excited to show them this presentation! The questions were from their books, but the twist? I had spiced it up with beautiful, AI-generated images—because why not make it visually stunning, right? And the cherry on top? Donald Trump himself (well, AI-Trump!) popped up on slide 4 to ask them a question.

news de cristina.cabal

And now, let’s get into the challenging  part of the lesson. Time to level up to C1! I have divided it ito sections and I haven’t done all the sections on the same day. Here’s the plan:

  • Learn advanced vocabulary: key words and expressions to talk about the world of media and news like a pro.
  • Work on pronunciation: because knowing the words is one thing, but saying them clearly and naturally is another.
  • Put it into practice: using what they’ve learned in activities that build confidence and fluency.

Note: except for the first block, all blocks are followed by conversation questions.

Handout: PDF

Types of News and Journalism

In today’s rapidly evolving media landscape, the distinction between hard news and soft news has become increasingly blurred. While hard news often focuses on breaking news or political news that requires in-depth analysis and fact-based journalism, soft news like entertainment news or human-interest stories prioritizes engaging and lighter content. However, the rise of citizen journalism has introduced new perspectives into both genres, allowing ordinary people to report events firsthand, whether local or international. Unfortunately, sensationalism and biased reporting are common in some outlets, particularly in the world of infotainment, where local news stories are often dramatized for entertainment. This trend can undermine the integrity of investigative journalism, which thrives on deep, unbiased investigation. On the other hand, sports news and weather forecasts remain relatively immune to these issues, focusing on providing factual updates without the sensational spin seen in other types of media.

News Consumption and Interpretation

In the age of digital media, it is essential for journalists to verify the information they report before broadcasting it to a global audience. With the rapid pace of online communication, stories can easily go viral, but if not properly fact-checked, they may mislead the public or even distort the facts. While many people consume media daily, it is crucial for individuals to develop media literacy in order to stay up-to-date with credible sources and avoid falling for sensationalized content. Unfortunately, some outlets sensationalize their headlines to grab attention, often sacrificing accuracy in favor of attracting more views. It is the responsibility of journalists to publish stories that inform the audience with accurate details and to disseminate news in a way that enhances understanding, rather than confusing or misleading. As consumers of news, we should always be cautious of the potential for misinformation and take steps to critically follow the news.

  • How has citizen journalism changed the way we consume news? Can it be as reliable as traditional journalism?
  • In what ways do you think sensationalism and biased reporting affect people’s perception of the news?
  • Do you believe infotainment has a negative impact on serious journalism? Why or why not?
  • Do you think there’s a place for both hard news and soft news in the media, or should one be prioritized over the other?
Media Technology and Trends

The rapid advancement of artificial intelligence (AI) and algorithms has significantly changed the way we access and interact with news. With the help of big data and analytics, platforms can predict trending topics and tailor content to individual preferences, often creating filter bubbles that limit exposure to diverse viewpoints. As a result, people may only encounter news that aligns with their existing beliefs, leading to echo chambers. In addition, user-generated content plays a growing role in the media landscape, allowing individuals to share their stories and perspectives with a global audience. However, this also raises concerns about the accuracy and reliability of information.

  • How do you think artificial intelligence (AI) and algorithms have changed the way we consume news?
  • Do you believe that exposure to only news that aligns with our existing beliefs (echo chambers) is a major issue in today’s media environment? Why or why not?
  • Do you think the accuracy and reliability of information are more at risk with user-generated content? Why or why not?
  • How can we ensure that the news we encounter online is balanced and not just reinforcing our own opinions?
Critical and Ethical Issues

In the digital age, the spread of misinformation and disinformation has become a major concern, with fake news often circulating through social media platforms. This makes fact-checking essential to ensure source reliability and combat the rise of biased reporting, where news outlets may push particular viewpoints. Journalists must adhere to media ethics to avoid spreading inaccurate or harmful content, such as plagiarism, which can undermine the credibility of their work. In addition to accuracy, ethical concerns like censorship and privacy invasion pose significant challenges to maintaining a free and fair press. The rise of clickbait has further complicated this issue, as some media outlets prioritize sensationalized headlines over responsible journalism to attract clicks. This often leads to slander and libel, which can cause significant harm to individuals or organizations. Ultimately, freedom of the press is crucial to ensure that news is delivered ethically, without distortion or harm.

  • Why is fact-checking so important in today’s media landscape, and how can individuals make sure the news they read is reliable?
  • How do you think biased reporting affects public opinion and trust in the media?
  • Do you believe that freedom of the press is under threat today? If so, how can it be protected?
  • Do you think celebrities and members of royal families should have the same right to privacy as ordinary citizens? Why or why not?
  • How do you feel about paparazzi intruding on celebrities’ personal lives? Should there be legal limits to this type of media coverage?

Keep posted! This lesson’s got two more parts, each with its own blog. I just love this topic!

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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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Honoured with the Innovation in Linguistic Education Award

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Last night, 27 Nov 2024, at the 30th Anniversary Gala of the EOI Arrecife, I was honoured to receive an award recognizing my work on the blog—a project that began as a simple desire to share, to connect, and to explore new ways of teaching and learning languages.

This award for innovation in linguistic education through digital tools and platforms is not just about my work; it’s about the countless moments, ideas, and experiences that have fuelled my passion for teaching. Over the years, the blog has been my space to experiment with digital tools, explore creative methodologies, and reflect on how technology can make learning more accessible, engaging, and meaningful.

I want to thank everyone who has been part of this journey—my readers, my colleagues, and my students. Your feedback, ideas, and support have been the heartbeat of the blog. You’ve inspired me to keep pushing boundaries and to continue learning.

Thank you, EOI Arrecife, for this incredible honour.

 

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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