Category Archives: Lesson Plan: Intermediate

Writing : A Narrative

I am sorry dear students. I know this post is long due, but as the saying goes ” better late than never”.

This is an activity I did with my intermediate classes  to do some writing practice in class. The activity was a tad demanding  because students needed to do some collaborative work, something they don’t very often do, and they also needed to include quite a few of the connectors displayed on the board ( picture below) and as many as possible of the pictures in the collage , also below, and all these ingredients put together  were supposed to produce a beautiful story to be  later displayed on the walls of the classroom for the students to read and vote for the best. The exercise was not an easy thing to do but they came up with some very funny stories, some of which  you’ll also find below.

TASK:

WRITING : A NARRATIVE

You are going to write a story beginning with sentence It was three o’clock in the morning when the phone rang. Look at the word cloud below and try to use most of the words in it. Then look at the collage of thirty pictures and include, at least, half the pictures in the collage

and these are some of their stories.

THE FAKE PRIEST

It was three o’clock in the morning when the phone rang. Immediately I got up and went to the police station because I work as a police officer.

Unfortunately, a young man dressed as a priest, with a large black cotton cassock had robbed a bank where two stunning tattooed punky girls had put the money they had obtained from a blackmail. On the other hand, the same fake priest had stolen a gold and diamond one-million-dollar ring. Fortunately, although he had a gun, nobody was injured.

The thief escaped in a cheap white Italian car. Yet, while he was in the runaway the car broke down so it was our opportunity to catch him. He was taken to the police station and he confessed he wanted the money to take a plane to a paradise island .Despite his confession, he was sentenced to do community service helping the elderly.

Finally it was 10 a.m. when I arrived home. In spite of the robbery it was a funny situation.


by Eloy, Paula and Estibaliz

A LONG NIGHT

It was three o’clock in the morning when the phone rang. My brother was calling me to tell me that his car had broken down and he was very nervous because the night was getting very dark and there was a heavy storm. Immediately, I woke up and dressed quickly. When I left the garage with my car, the street was very foggy and I had to drive very slowly, but fortunately soon the fog dissipated in the air and then I could drive calmly. Half an hour later l saw my brother’s car and the storm. He was inside the car and I asked him If he had called the police and in spite of the fact that his car had stopped one hour and a half before he hadn’t called the police yet. While my brother was talking with them I heard a strange sound but I did not worry about this yet.

Suddenly a few excited dogs appeared in the middle of the road. I managed to get into the car. On the contrary, my brother didn’t and he was bitten by one of the dogs. In this moment, the police´s car arrived and when they saw the condition my brother was in , they decided to carry him to hospital. When I arrived there and my brother was being treated. A few hours later I took him to his house and I went to mine. Nevertheless, the drama had not finished yet, because the door was open and there was a light on the second floor. I was scared and called the police… again. “It´s going to be a long night”. I thought.

By Sonia and Laura


and finally


IT WAS THREE O’CLOCK IN THE MORNING

It was three o’ clock in the morning when the phone rang. It was my brother. He looked very worried. I asked him what was wrong and he answered that our father was in hospital and I had to come as fast as possible, so I called a taxi and when I arrived the doctor told me that, fortunately, he wasn’t injured at all, so he was OK.

Immediately, I met my brother and I asked him what had happened.

“I was having dinner with my fiancée, in fact, we were making plans about our wedding trip. However, the restaurant was very busy, so we decided to go for a walk. It was a warm night, yet it was cloudy and a bit rainy. Suddenly, we heard a gunshot, and dogs barking in front of the cinema. In spite of the fact that we were scared, we went to see what was wrong and we saw one person with an object (I don’t know what it was, I think it was a knife) in his hand and another person who was lying down in the street: daddy! Although the mugger could hear us, we called the police. We couldn’t see the criminal very well, but I believe he looked like a punk. Even though the police and the ambulance came very fast, the mugger disappeared and at the moment, he’s being sought. We carried our father to the ambulance. On the one hand, the ambulance was quick; on the other hand, there was a big traffic jam. And that’s all.”

At the end, our father stayed in hospital two days and now he’s like he was before the mugging… What a night!

By Alba and Noelia.

Thank you guys. Nice stories!


Lesson Plan: Stereotypes

This is a lesson for intermediate students, which I thought would be interesting to share, mainly because of the video support, which I selected only after some wasted time listening to some very poor quality videos or  perhaps  good quality videos but which, unfortunately, were not appropriate for this level.

Step 1. What is a stereotype?

A stereotype is a widely held but fixed and oversimplified image or idea of a particular type of person related to their race, nationality and sexual orientation…etc

Step 2. Brainstorming Ideas.

Ask the class. What do you think of when you hear the word British? Give them one or two minutes to write down their answers, and then call on a few students to give you their answers. Play the video National Stereotypes, but don’t show the images, just the audio. How many have they guessed?

Step 3. Brainstorming
In pairs, students try to answer the same question but, this time, about Spain and the Spaniards. Embedded below are some of my students’ answers. Do you agree?

Mapa Mental creado con ExamTime por cristina.cabal

Step 4. Speaking: National Stereotypes
Ask students whether they agree or disagree with the following National Stereotypes
1. The British are violent mad football freaks
2. The Italians are good lovers but bad workers
3. The Chinese eat everything that moves
4. The Germans are very punctual
5. The Swiss love clocks

Have you ever wondered how we sound to speakers of other languages when we speak our native language? Some languages are easy to imitate, as for example the Italian language or the German one but I would never have guessed how a Spanish speaking native sounds to the rest of the world.
In this video the British Sketch comedian, Katherine Tate, volunteers to translate into seven different languages. Hilarious! And I hope nobody takes offence!

Step 6.Speaking. Students in pairs answer the following questions about stereotypes

♥What do people think of when they think of Spain and the Spaniards? Do you think these stereotypes are true or false?

♥Do you know of any stereotypes about British people?
♥What are some stereotypes you know of about women?
♥What are some stereotypes about men?

♥ What stereotypes exist about people who are blonde?
♥Do you think some stereotypes are true?
♥What stereotypes exist about religion?

Lesson Plan: Speaking and Writing about Relationships and Using Indirect Questions

Today I want to share with you an activity that has worked really well. I did it with my Intermediate students but I bet it’ll be perfect for any level. It all started with a text my students had to read about a Speed Dating Event (click here if you have no idea what I’m talking about). Just the previous week we had been studying Indirect Questions so I thought it could be a good idea to mix speed dating and indirect questions. And I was right ! The smiles on their faces gave them away!
♥These are the steps we followed :
Step 1. We read about a speed dating event (New English File Upper-Intermediate. Unit 1)
Step 2. I gave students slips of paper containing either the beginning of a direct or an indirect question. (Cards here). I encouraged students to write an interesting question ; a question the person talking to them could elaborate on. If the slip of paper begins with I was wondering…. Students shouldn’t go for “ I was wondering what your name is” … but something along the lines of” I was wondering what you do in your free time” or” I was wondering why you are taking this course”.
Step 3. I explained the rules of a speed dating event. Some students remain seated during the whole event ( in real speed dating, women remain seated). When the bell rings , students sit across another student and they use their questions to start a conversation . They need to keep on talking for 3 minutes. Then a bell rings and “men” need to stand up and move to their right to start a new conversation and the whole process is repeated again. I didn’t have a bell so I used a Class Timer (here)

The picture shows some of my students during the speed dating event. A lot of fun, believe me!

♥After the speed dating event, my students were in the right mood to talk about relationships so we worked a bit on some vocabulary they might need to use when talking or writing about Dating, Friendship or Marriage. Photocopy here

♥It was the last lesson of the week and so the right time to set as homework for the weekend  a Writing about the Advantages and Disadvantages of Non-Traditional Dating.

♥Monday will begin with students sharing their ideas about non-traditional dating. I think it will be easier for them to start talking about something they have previously given some thought to. Once they are all warmed-up,…..who’ll dare stop them? I’ve got these two nice handouts to ensure they keep on talking.
Don’t you fear!. I’ll hand them some peppermint drops to prevent hoarseness as they leave the class. They’ll have well deserved them!

Learning the Alphabet

Sometimes I can write three posts in a row; I feel everything I want to convey flows naturally and… some other times I’m at a loss for words. I know what I want to say but I don’t seem to find the right words. I write and cross off, write and cross off and the whole process is repeated all over again until I find myself wondering what the point of writing a lengthy introduction is when I can never be sure if there is anybody out there reading it. And then, this week three teachers from different parts of the world kindly wrote a line to let me know they are on the other side, and paying attention. Thank you, you cannot begin to imagine how motivating your words have been.

Learning the Alphabet is fun but even in Advanced Levels vowels still pose a problem, especially for Spanish students – our “i” /i/ is the English “e”, the English “i” is pronounced /ai/ and our “a” is pronounced /ei/. The letters “g” and “j” are also difficult and students find it difficult to hear the difference between “b” and “v”. That’s why it is important to dedicate some meaningful time to learning something so useful in everyday’s life.

These are the two activities I’m going to use this year to teach/revise the alphabet.

♥The first one is a video. I have found that adults still enjoy- or shall I dare say more than enjoy- clips aimed at little children. If you are an adult, watch the following clip to revise the alphabet and tell me what you think. You might need to remind students of a traditional nursery rhyme that goes like this

Baa baa black sheep, have you any wool?
Yes sir, yes sir, three bags full!
One for the master, one for the dame,

before playing the video.

♥The second activity is nothing to write home about. It is the world famous Hangman, but this year, played in groups and instead of displaying words, I’m going to try a short sentence:

Divide the class into two teams. You’ll need a red pen for Group A and a black pen for Group B ( or any different colour 😉 ). On the board write the gaps for two different words of any length ( or a short sentence). Group A and B take it in turns to choose one letter of the alphabet. If the letter is correct, fill in the gap (in red if it’s A’s turn and in black if it is B’s). If the letter is not contained in the selected words, start drawing portions of the hangman (remember red or black). The game continues until all the letters have been guessed or all the parts of the hangman are drawn. If groups manage to guess the words, count the number of red or black letters to announce who the winner is.

You might also want to have a look at what I did to teach the alphabet three years ago. Click here

Some nice activities to practise Reported Speech

I love teaching reported speech. I don’t know if students can feel when a teacher enjoys teaching something though I have the impression that somehow it shows. Here are some ideas to get my students “love” (well, maybe I’m getting a bit carried away) reported speech. Hopefully, some of them will do the trick.

Video: How to tell  if your boyfriend is a slob from the British Council

How to tell if your boyfrid is a slob

This video is great to practise statements, questions, orders and suggestions!

Setting the context: tell students they have had a big argument with their boyfriend or girlfriend and they are going to meet their closest friend to tell them all about it. Divide the class into “girls” and “boys” and ask each group to focus on what the girl or the boy says in the video. Ask them to write down as much as they can using the exact words said in the video. Working together within their groups, they’ll need to report in as much detail as possible the conversation to their closest friend (the teacher).

For weaker students I would  do the whole lesson plan as presented by the British Council. Click here

Song: My name is Luka by Suzanne Vega. A song about child abuse. It tells the story of a frightened boy who is forbidden to talk about what he’s going through.

The idea is the same as above. I´ll let the students do all the work (we, teachers, need a break from time to time, don’t we?). The song is quite easy to understand and though they might not pick up everything, they will still be able to come up with some good reported statements. The idea is:

  • Students listen to the song once and write down whole sentences. (ex. My name is Luka, I live on the second floor…)
  • Students in pairs share with their partners.
  • Students listen a second time and pair again one last time.
  • Correct using the video+lyrics and ask students as a class to report the sentences one by one. (For ex. He said his name was Luka)

 

 

♥ Gossiping about the teacher (from Begem Tonyali -original post here)

Students think about 10 things they want to know about their teacher and ask the questions, which are written on the board. The class is divided into 2 groups. The first group leave the class and wait outside. The first group members take turns in asking the teacher the questions and write down the answers. Now, they leave and the second group does the same thing. However, what they do not know is that the teacher is honest and gives correct answers to only one group, but lies to the other. It’s a good idea not to tell them beforehand. Then, students pair off as 1st and 2nd group partners. The activity goes like this and one of the students tells his partner “I asked the teacher how old she was and she told me she was 16.” Then the other partner goes “I asked the same question, but she told me she was 36.” etc…until all the questions are reported. Here they have to pay attention to the usage of the reporting verbs and have fun in finding which group the teacher lied to.

♥ A funny idea from A Journey in TEFL. Kids will adore me! 😉

Preparation: before the game, students have been taught the following reporting verbs: ask, tell, warn, advise, suggest and offer.
Students are given some scrap paper and asked to write a yes/no question, a Wh-question, a request, a warning, a suggestion, a piece of advice and an offer .

When they finish, they are asked to make balls from the papers. And the fun begins….Time to play snowballs!! Allow them to play snowballs for some time and play some music. Tell them they can play snowball for as long as there is music. Stop the music and ask students to open the ball of paper and report the things written on it. Remember, the bigger the ball, the easier it will be to catch it! You don’t want to be looking for missing balls!

♥ Indirect into Direct Speech Cards.

Not so funny, maybe, but still worth doing! Students love competitions- me too, if you want to know the truth- so I’m planning to disguise this exercise as a competition with the students  getting the card and scoring points for each correct answer. Now, this activity requires some preparation on my part, namely writing on one side of a card reported speech and, on the other side, direct speech of the same sentence. I’m planning to include statements, questions, commands, suggestions, offers…etc. Show the students the reported speech side of the card. The student who guesses the direct speech sentence, gets the card and the point.

Have a nice week!

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