No Screens, Just Smiles: Icebreaking with “If I Were…” with a Little Twist

I’ve honestly lost count of how many Septembers this little blog has come back to life after the long, deserved 🙂  summer rest. But here we are again—new school year, and yes… another bunch of students I get to welcome into my classroom!

This time, though, there’s a twist. After years and years of teaching C1 students, I’m stepping into B2 territory. And let me tell you, it feels both exciting and a little bit like moving into a new neighborhood. Same language, different rhythm!

The first days are always a bit awkward, right? Everyone is nervous. Students don’t know me yet, I don’t know them, and there’s that extra pressure of speaking English and hoping people understand. And of course, on my side, there’s the little voice saying: “I really want them to like my classes.” I am sure you have all been there.

This year I’ve prepared a nice little activity to break the ice. You know me—I’m always the “techy” one, the teacher who loves mixing AI, gadgets, and good old tradition. But this time? Surprise! No technology at all. Just the students and me. A real, human moment. Honestly, it feels like a nice break after so much AI talk everywhere. Here we go.

Title: The Definition of Me

This activity invites students to think in a creative way about who they are. It makes them play with language, stretch their vocabulary, and build longer, more complex sentences to share a bit about themselves—just the kind of challenge a B2 learner needs.

Step 1: Warm up with the second conditional. 

Before we jump into the activity, let’s do a quick review of the second conditional “If I were…, I would…”. So, I write on the board

If I were a country, I would be… 

  1. Spain
  2. Great Britain
  3. Norway

and ask them to guess which one is true for me. Once they’ve made their guesses, I tell them the real answer—and then, I explain why my choice is Spain. I share a few personal reasons and show them how to build a longer answer with the second conditional: they see the structure in action, but also get a little glimpse of me as a person, which is the point.

“If I were a country, I’d be Spain because….”

Do a second example, if necessary

If I were a kind of shoes, I would be…

  1. Boots
  2. High-heeled shoes
  3. Flip-flops

Can you guess which one is true for me?

Step 2.Their turn.

On the board write or display a few starters and ask students to choose two (see below). They will have to complete their sentences using the second conditional and giving three options; only one of them is  true for them. Allow them some time to write their sentences and think about how to explain their choices.

“Pedro , spot on. If I were a kind a shoes, I’d be flipflops because I value comfort above everything else, especially in the summer. I hate anything that makes me feel restricted or overheated, so I prefer something light, simple, and easy to wear.

Step 3: Sharing and having fun

Now comes the best part—they share their sentences in groups of 4.  Each student reads their sentence, and the others try to guess which option is the “true” one. Then the student explains their choice, using the second conditional to give reasons and add detail. Each student does two rounds, covering both of their sentences.

These are some examples of sentence starters

  • If I were a superhero, I would be…
  • If I were a dessert, I would be…
  • If I were a song, I would be…
  • If I were an animal, I would be…
  • If I were a movie character, I would be…
  • If I were a colour, I would be…
  • If I were a weather type, I would be…
  • If I were a piece of furniture, I would be…
  • If I were a type of shoes, I would be…
  • If I were a social media app, I would be….
  • If I were a vegetable, I would be…
  • If I were a cartoon character, I would be…
  • If I were a holiday, I would be…
  • If I were a school subject, I would be….
  • If I were a type of weather, I would be…
  • If I were a city, I would be…
  • If I were a book, I would be…
  • If I were a language, I would be…
  • If I were a season, I would be…
  • If I were a sport, I would be…
  • If I were a type of music, I would be…
  • If I were a time of day, I would be…
Follow-up: The Little Twist Game

Once the groups have finished, I like to add a little twist to bring the whole class together. Here’s how it works: each group writes the letters A, B, and C on three separate pieces of paper.

Now, one brave volunteer from a group stands up, reads their sentence, and gives the three options. The other groups listen carefully debate a little, and when I say the magic word… everyone has to raise their card—A, B, or C—to show their guess.

If a group guesses correctly, they score a point. Then, the volunteer reveals the answer and explains their choice (which always leads to some fun and unexpected stories!). We keep going round by round so every group has a turn, and then I usually throw in a second round.

I hope you have enjoyed this icebreaker! It is simple and  it is fun.  It is nice to be blogging again!

 

Finally! A Text-to-Speech Tool That Sounds Human — Meet Hume

Almost at the end of the course, and I am still going strong, testing out the newest, coolest tools. And today it is about testing  an amazing TTS tool.
Because if you are like me, then I am sure you  are constantly searching for the “perfect” listening comprehension for your students and spending or rather wasting  precious time digging through textbooks or audio banks trying to find one that fits my  lesson to disappointly end up giving them a listening comprehension that does not quite fit what I have been teaching them.

Well,  I’ve got an awesome tool to share with you: Hume. Yes, you read that right — Hume, like “You + Me” but smarter ahhaahha

What is Hume?

Hume  is a text-to-speech tool with a twist: the voices it generates don’t just speak — they feel
I’m talking about emotionally expressive, super clear, human-like voices that you can actually use for listening comprehension practice. And guess what? It’s free up to 10,000 characters per month if you register. No strings attached!

How I use Hume 
  1. Use ChatGPT (yes, our bestie) to generate a text based on the vocabulary and grammar structures I am teaching.

  2. When I have the right text, I ask ChatGPT to add some comprehension questions

  3. I paste the  text  into Hume.

  4. I Choose the speaker. (Pro tip: they’ve got different voices AND emotions like happiness, sadness, excitement, etc. You can totally match tone with context. Mind-blowing!

  5. Download the audio.And Boom!  Instant, personalized listening activity that fits your class perfectly.

 No more outdated CDs. No more “Ugh, this doesn’t really fit today’s topic.” Just custom audio made by you, for your students, in minutes.

I Explain It All In this Video!

Now, I know some of you might be thinking: “But wait! How do I actually use this?”
I’ve got your back! I made a step-by-step tutorial video (yup, it’s in Spanish, but I’m sure you can follow along!).

Click on the image to watch the video

Teaching in 3D: Creating Animated Teaching Content with AI

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!

C1 Speaking Interaction? Let’s Make It Click!

Lately, I’ve been on an absolute writing frenzy—you know that creative wave where ideas just won’t stop flowing? That’s me right now. Between lesson planning, AI experimenting, and a mild obsession with coding, I’ve been typing like there’s no tomorrow. And honestly? I’m loving every minute of it.

With exams creeping up on us (yes, already!), I know many of us are looking for ways to help our students feel ready—especially for that tricky interaction task in the speaking exam. You know the one: they’re given a role, a partner, a situation, and then… boom! Time to think fast and speak even faster.

Now, this little resource is designed specifically for C1 students. That’s the level I’m teaching this year, and honestly? Every idea I explore, every tool I create—it’s all with them in mind and thanks to Educastur, which kindly published last year’s real C1 interaction tasks, our students can now see exactly what the exam looks like.

And here’s where my latest obsession kicks in—yep, coding! I’ve totally fallen down the rabbit hole and I decided to use that new energy to create something useful. So, I built a simple, clean little app that puts all those tasks in one place. By the way, I have already mentioned that, but I now nothing about how to code. Nada.

So, scroll through, choose a topic, check out the roles, and let’s practice practice, reflect, and prepare like pros.
I built it with Google Gemini (amazing tool, by the way), and YES—it’s completely free. I’m the “free APP teacher,” remember?

Studying for Exams: How to Write a Letter to the Editor

Writing a Letter to the Editor isn’t exactly the most exciting task on the writing syllabus. It doesn’t come with flashy visuals or dramatic plot twists. But here’s the thing—it’s a classic exam question, and with exams just around the corner, we can’t afford to skip it.

The good news? Once you understand the structure and purpose, this writing task becomes a lot more manageable—and even a little empowering. After all, a letter to the editor is your chance to share your opinion, raise awareness, and suggest solutions to real-world problems.

PDF Table format with Structure, Useful Sentence Starters and High-Impact Vocabulary. I have put in bold the most advanced structures, in case you want to go the extra mile 🙂

How to Write a Letter to the Editor

Step 1: Understand the Purpose

A Letter to the Editor is your way of responding to a public issue, article, or event. You’re not just giving your opinion—you’re raising awareness, persuading others, and sometimes even suggesting action.

Typical prompts might ask you to:

  • Express your opinion about a recent news story
  • Respond to someone else’s opinion
  • Suggest improvements or solutions to a problem

Step 2: Structure Your Letter

Think of your letter as a mini-argument with a clear beginning, middle, and end:

1. Salutation

Use a formal greeting:  Dear Editor, To the Editor,

2. Opening Paragraph – Why You’re Writing

State the reason for your letter clearly and briefly. Mention the article or issue you’re responding to.
I am writing in response to your recent article on plastic pollution in local parks.

3. Main Body – Your Argument (1–2 Paragraphs)

Explain your opinion. Use clear points and examples. Stay polite, even if you strongly disagree.
Many people underestimate the damage plastic waste causes to wildlife. It’s time for local councils to take real action.

4. Conclusion – Wrap It Up

Restate your point and, if appropriate, suggest a solution or call to action.
I strongly encourage the community to support local clean-up efforts and reduce plastic use.

5. Sign-Off

Formal and polite, without using your full name in exams.
🖊 Yours faithfully,
Concerned Student

Step 3: Use the Right Language

  • Keep it formal but not stiff: no slang, contractions (like “I’m” or “don’t”), or emojis.

  • Use modals to sound polite and persuasive: should, must, could, would

  • Try linking words for clarity: Firstly, In addition, However, Therefore, In conclusion

Step 4: Common Mistakes to Avoid

🚫 Don’t be too emotional—stick to reasoned arguments
🚫 Don’t forget the format (especially the greeting and sign-off)
🚫 Don’t use informal expressions or abbreviations

EXAMPLE

I have put in bold,

  • connectors
  • high-impact vocabulary
  • grammar structures

Dear Editor,

I am writing in response to the article “Why We Must Ban Mobile Phones in Schools,” published on 8 May in your education supplement. While I acknowledge the concerns raised regarding distractions and misuse, I believe that a complete ban would be both counterproductive and short-sighted.

In today’s digital world, mobile phones are no longer merely tools for entertainment; they enhance students’ engagement and autonomy. Many educational apps, cloud-based platforms, and AI-powered tools can significantly improve students’ engagement and autonomy. For instance, language learners can access dictionaries and pronunciation tools in real time. Additionally, augmented reality apps can be used  by science students  to visualize complex processes. To deny students access to such resources is, therefore, to deny them the opportunity to become digitally literate—a skill that is not just useful but essential in the 21st-century workplace.

Of course, clear boundaries must be set. Mobile phones should only be permitted for academic purposes, under teacher supervision. Schools must establish robust guidelines that mitigate misuse; however, they should also integrate the positive potential of technology into the classroom. Banning mobile phones altogether conveys the wrong message: that we are unwilling to adapt, innovate, and trust students to use tools responsibly.

In conclusion, rather than banning mobile phones outright, educators should integrate them meaningfully into teaching practice. With proper regulation, these devices can support learning, not hinder it.

Yours sincerely,

Cristina Cabal, Avilés, Spain