Monthly Archives: January 2016

Creating visual content for my classes with two awesome free online tools

Create your own stuff, freeware, Grammar and Exercises, Lesson Plan: Advanced, Lesson Plan: Intermediate, Slides, Speaking, , , , , , , ,

Let’s go visual!

If you have been following my blog for a while you probably know how much I like exploring new tools to spice up my lessons. We all know students prefer looking at a screen than at a book so, for this lesson I have decided to explore two new free online tools, which have a lot of potential for language teaching.

 

Perhaps  you have never considered creating your own content because you think you aren’t tech-savvy and you don’t really know how to go about  these  modern things, but I can assure you that creating these two videos has been as easy as falling off a log.

In class, we are studying how to express preference with the structure would rather and (would)pefer  and this is just the perfect excuse to “play” with these two little tools.

1. For a revision of the grammar for Would Rather and Prefer, I have used biteable.com. This is how this tool works:

  • Login for free.
  • Click “create a new video”.
  • Choose your scenes one by one and enter the text. You can choose between animation scenes, footage scenes and image scenes where you can upload your own pictures. Click + to add a new scene.
  • Choose the colours for your presentation and then the music track or upload your own.
  • Click Preview and the video will be sent to your email address once it’s created.
  • At this point, you can download it, share it on facebook and twitter, or post to youtube.

(presentation created with biteable)

2. For a speaking activity using Would Rather, I have used emaze.com. This is how this amazing free online tool works:

  • Log in for free.
  • You can create a new presentation form scratch or upload a power point presentation.
  • Choose a template.
  • Share it or embed it on your blog.

(presentation created with emaze)

Powered by emaze

Give them a go! You won’t regret it!

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Teaching Collocations: a Low-Prep Activity

Common Errors, Games, Vocabulary Games, , , , ,

I am almost embarrassed to share this super easy lesson plan with you, but right now I am in the middle of a love affair with collocations and all my classes, no matter the level, are working  with collocations.

Please, don’t freak out! I am not going to give you an obnoxious list of collocations and ask you to learn them by heart. That’s not the way I do things!, but you’ll surely agree with me  that there is no point in learning the adjective “interested” if you don’t know that it’s followed by the preposition “in”. Yes, Ok, you can say “I’m interested”, but that’s it!! And we are aiming for a bit more, aren’t we?

(at the end of this post, you’ll find  some interesting links to learn more about collocations)

So, take a deep breath and follow me!

Step 1. What is a collocation? Though students don’t really need to be familiar with the term, it might be a good idea to introduce the concept.

In English we can say I absolutely agree but we cannot say I absolutely go; we can say I am interested in, but not I am keen in. We can say a heavy drinker, but not a strong drinker or a  chain drinker. These conventional combinations of words, chosen naturally by the English speakers to express an idea, are called “collocations”.

Below you’ll see some of the collocations I am going to use, but this activity will work with any collocation:

Depend on/ interested in/ arrive in/ arrive at/ fed up with/ spend on/good or bad at/ close to/fond of/keen on/ look forward to…etc.

Step 2. Slips of paper. Oral activity.

  • Select the collocations to be studied, as many as students you have in the class. In my case, I have decided to give them dependent prepositions with common adjectives and verbs because I have noticed they always make mistakes here.
  • Write the adjective or verb on the slip of paper and on the back of it, the preposition(s) it collocates with. Stand up in the middle of the class for everybody to see you. Show students the slip of paper containing the adjective or verb and ask them to guess the missing preposition, and then give you a sentence containing the collocation.
  • A small competition. Divide the class into two groups and repeat procedure. This time, groups will need to guess the preposition and give a sentence -different from the one they gave in the previous stage- to win the point.

Step 3. Slips of paper. Writing activity.

  • Give every student a slip of paper from the previous activity and ask them to individually think of a question to ask their partners containing this collocation.

Offer help if necessary.

Step 4. Speaking activity using the speed-dating technique.

Students sit facing each other. Some students will remain seated during the whole event (in real speed dating, women remain seated). They have 4 minutes to talk asking and answering the question they have written containing the collocation. 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).

A highly engaging activity your students are likely to enjoy!

Useful links to learn more about collocations

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Thanks for reading!

What Type of Learner are you?

Did you know?, General, ,

Have you ever asked yourself how you revise for an exam or how you learned English irregular verbs? Read through the traits and identify the kind of learner you are and  the kind of activities that will help you best in your learning process.

Every learner has one primary learning mode. Your learning mode or learning style is just the way you learn best. People learn using a variety of these modes depending on the task, but there is one  that is normally predominant. Therefore, identifying it as soon as possible is important to help you learn better and faster.

There are three main learning modes and there are traits for each type of learner.

  • The visual learner prefers learning by seeing and watching
  • The auditory learner prefers learning by hearing
  • The kinaesthetic learner prefers learning by doing, touching and interacting

Which type of learner are you? Read through the traits and identify the kind of learner you are and the kind of activities that will help you best in your learning process.

Auditory learners:

  • You like traditional teaching techniques
  • You like to learn things by hearing them or saying them.
  • You prefer listening to a book on tape to reading it
  • You prefer telling stories to writing or acting them out
  • You like drilling and pronunciation practice
  • You like listening tasks
  • You like music
  • You love discussions
  • You talk better than you write
  • You like giving speeches and oral reports

If you fall into this category, then doing the following will help you learn more easily

  • Pay attention in class
  • Make recordings of learning material
  • Repeat facts with your eyes closed
  • Ask questions
  • Explain the subject matter to another student
  • Record lectures
  • Participate in group discussions
  • Study in a quiet place

Visual learners:

  • You learn by seeing and watching
  • You like infographics, pictures, diagrams, films
  • You are well organised
  • You are quiet and observant
  • You need an overall view and purpose
  • You may have some difficulties with verbal instructions
  • You like to read and  write stories more than telling them or acting them out.

If you fall into this category, then doing the following will help you learn more easily

  • Copying from the board
  • Writing down everything the teacher says
  • Highlighting key information in the textbook
  • Keeping a lexical notebook
  • Making mind maps
  • Using flashcards
  • Watching videos
  • You can also learn easily from infographics, posters, charts, maps, and photographs.
  • The best way for you to study is by looking at flash cards or some sort of paper that has the information written on it

Kinaesthetic learners:

  • You learn things by doing, touching, feeling, experimenting, moving
  • You learn by trial and error
  • You like to memorize things by acting them out or doing them
  • You prefer playing some kind of game to reading or listening to a book
  • You like sequencing tasks
  • You respond to physical rewards
  • You point when reading
  • You make gestures when you are learning
  • You like action-oriented books

If you fall into this category, then doing the following will help you learn more easily

  • Direct involvement
  • Hands-on activities
  • Demonstrations
  • Using realia
  • Doing pair/group work
  • Doing role-plays
  • Team games and competitions
  • Working with Cuisenaire rods
  • Mimicking to guess  vocabulary
  • Standing up and moving around

As teachers, we need to bear in mind that in our classes there are different kinds of learners. Therefore, we need to incorporate different teaching strategies to reach every one of them.

What I hear, I forget.

What I hear and see, I remember a little.

What I hear, see, and ask questions about or discuss with someone else, I begin to understand.

What I hear, see, discuss, and do, I acquire knowledge and skill.

What I teach to another, I master. (Silberman, 1996)

The more actively engaged a learner is with the content, the better she learns and the more she remembers.

Thanks for reading!

References:

  • Schunk, D. H. & Zimmerman, B. J.. Self-Regulated Learning: From Teaching to Self-Reflective Practice. Guilford Press.
  • Silberman, M. Active Learning: 101 Strategies to Teach Any Subject. Boston: Allyn & Bacon.

 

Six Amazing Websites that Make Your Writing Stronger

Dictionaries, Resources, Writing, Writing skill, , , ,

Long writing activities are not very frequently done in class. I tend to think that my students are like me; I need the right kind of atmosphere. Writing requires time, silence and lots of inspiration. Ideally, at this time of the year, I would probably wish to be sitting next to a fireplace with the most perfect instagrammable snow falling outside my window while drinking a nice cup of coffee waiting for inspiration to strike. Unfortunately, there isn’t any snow where I live so I’ll have to make do with a bit of rain and some reddish trees. Note: you won’t find “instagrammable” in the dictionary 🙂

Inspiration, the most important word when writing and something my students claim to lack. Inspiration won’t come from your computer screen, but Internet can certainly help you a lot when struggling to find the right word. 

These are some great sites that can help you make your writing stronger.

Photo by Tekke

1. Skell (Sketch Engine for Language Learning) explores the English language in more than one billion words from news, scientific papers, Wikipedia articles, fiction books, web pages, and blogs.

Skell is easy to use.

  • Search for a word or a phrase.
  • Click on Examples to get the most presentable sentences containing this word.
  • Click on Word sketch to get a list of words which occur frequently together with the searched word.
  • Click on Similar words (not only synonyms) where you’ll find words used in similar contexts visualized with a word cloud.

 

2.Netspeak is a really helpful site to help you write better. It helps you find the word or phrase you’re looking for by suggesting common combinations organised by frequency.

You can find the word(s) you’re looking for by typing signs as seen in the picture below.

  • Type ? in your query before, after or in the middle to find a missing word. Type ?? or ??? if you want to find two or three words.
  • Use dots (…) to find one, two, or more words at the same time.
  • Use square brackets to check which of two or more words is most common, or if none applies. For example: think [ of in ]
  • Use curly brackets to check in which order two or more words are commonly written { only for members }
  • To find the best synonym, use the hash sign in front of a word to check which of its synonyms are commonly written.

If you want to read some sample sentences, you only need to click the + sign

 

3. Just the word is a simple quick collocation finder you are going to love.

  • Enter the word or phrase you want to search
  • Click on “combinations” to see the most common words it collocates with and after each combination, you’ll find its frequency in their corpus (about 80,000,000 words of the BNC).
  • In the right-hand frame, you’ll find the part (s) of speech and the types of relation that the word is found in. For example, if you’re looking for the right adjective to modify a noun you’ve chosen, click on the ‘ADJ mod <word>’ link.

 

4. Words to Use is a nice neat site, which unlike a thesaurus groups theme-related words by parts of speech. Each theme, from “animals” to “vehicles” is divided by parts of the speech- adjectives, nouns, verbs, types of…, phrases, etc.

Are you looking for adjectives that collocate with “movies”? The site lists over 200 adjectives listed in alphabetical order.

Do you want to use a negative word that collocates with “friends”? Or maybe a verb frequently used to refer to friendship? Then, you might want to give this site a try!

 

5. Collins English Thesaurus

There are some very good thesauruses /θɪˈsɔːrʌɪ/  online, but this one is my favourite.

But, what is a thesaurus and what is the difference between a dictionary and a thesaurus?

A “thesaurus” /θɪˈsɔːrəs/  is a reference work that lists words grouped together according to similarity of meaning (containing synonyms and sometimes antonyms ), in contrast to a dictionary, which provides definitions for words, and generally lists them in alphabetical order. The main purpose of such reference works is to help the user “to find the word, or words, by which an idea may be most fitly and aptly expressed. (source Wikipedia). Unlike a dictionary, a thesaurus does not give you the meaning or the pronunciation of a word.

 

6. Pro Writing Aid is a fantastic free site that will help you with the final stage of the writing process. This is a tool you want to use after you have written something, to improve it.

Paste the text you want to edit by pressing Ctrl+V. There is a maximum of 3,000 words.

Press the ‘Analyze’ button. A window will appear while the analysis is being run.

Once the analysis is complete the processing window will disappear and the summary screen for your analysis will be displayed. This will give you an overview of any issues and suggestions found in your writing.

 

You might want to have a look at this post “Six Wonderful Sites to Help you Write, Speak and Sound Better” I published last year.

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Thanks for reading! 🙂