Never been happier with a tool. My BrainSharkhas everything I could possibly ask for. It is free, it is realiable and it is embbedable!!!! It lets you upload videos and Powerpoints and add voice to them , you can make a photoalbum and add music and you can also produce a podcast!!! There are lots of posts in this blog where I have used My Brainshark with my students – just type My Brainshark in the search box- and I have even made a Tutorial in Spanish (here).
Today I want to thank Miguel González and Rubén Peláez from 2º IES Selgas for their contribution and their patience. Sorry, it took me so long to publish! Just remember “Patience is the companion of wisdom” Saint Augustine.
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.
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.
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.
I have discovered this amazing site to work with slides that I cannot wait to share with you. It is just amazing the variety it offers to create slides, choosing from a variety of skins, borders, glitters, backgrounds…etc. The only thing you need to do is upload your pictures and have fun. It is also possible, as you have probably noticed 😉 to embed your slides.
How am I going to use it in my classes? Nothing to write home about really; my students are working with TV programmes so I thought to find images from different Spanish programmes and do some speaking. The instructions are in the form of a slide too, so that they can do this exercise at home again and do some more practice before exams.
I am a bookworm and have been so for a long, long time. Not a single day in my life goes by without reading. I like to discover my own books. I don’t want to be talked about endlessly about how good a book is, I’ll for sure end up not reading it ( this has just happened to me with the Grey’s series). I like books that lure me in immediately. Books that enable me to forget I have to cook my children’s dinner. Books I can’t put down. Books that even when I turn over the last page, its characters stay with me for a while, characters that have lunch with me and make me wish they had been real.
I feel that everyone has to choose their own books. That’s maybe why I keep putting off asking my students to read their compulsory reading books, normally adaptations from the classics which never come up to anybody’s expectations. I’d rather go to the school library with my students and ask them to select a book of their liking.
This term I have decided to use these cards to work with their compulsory readings. If you go through them, you’ll realize that most of the cards encourage creative thinking or reading with a purpose. I don’t know who created them as I found them on Pinterest and the link leads to a google docs account with no name. So, I apologize for not giving you credit if you are the owner and I thank you for this wonderful material.
Happy Thursday to everybody! Yes, Ok, in Asturias we have rain, clouds, and cold but I’m trying to keep my spirits up!
Next week I’ll be focusing on Reported Speech and I thought this could be a good way of getting their attention. I have chosen a few quotes from some famous people and created a Power Point Presentation Hope it’s useful!!
Visit my Intermediate Section for more exercises on reported Speech and also read another article (Reported Speech: questions and Orders) I published some time ago with more ideas here
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. 
