Tag Archives: vocabulary

Activating Passive Vocabulary

Vocabulary Games, Writing, , , , ,

One of the things that worries me most when teaching vocabulary is that students tend to store the newly acquired knowledge as passive vocabulary. Agreed that most of us have more passive  than active vocabulary, agreed  that we use a larger variety of words when we write than when we speak, but still I think that as teachers we need to go the extra mile and help our students see the importance of incorporating new vocabulary into their communicative tasks.

Designing activities to convert passive vocabulary into active vocabulary is one of the things that occupies most of my planning.

This is a very simple activity I have designed to” force” my students to use new vocabulary and connectors to express contrast.

Level : Intermediate and above

Aim:

  • To use newly acquired vocabulary
  • To improve students’ writing abilities by using connectors of contrast
  • To encourage collaborative writing

Step 1.  Selecting vocabulary.  Ask students to work in pairs. Explain that they’ll need to write on a clean sheet of paper ten words or expressions recently studied. (You can also be more specific here and tell them the unit or the pages of the book you want them to get the vocabulary from).

Step 2.  Explaining the task .Ask students now to pass their list of 1o words to the pair sitting behind them or next to them.

Tell students they are going to write a story in pairs. In this story they’ll need to use at least 7 of the words on their list and three out of the five connectors of contrast you are going to write on the board (see below an interactive flyer explaining Clauses of Contrast)

Give them the beginning of a story, for example “When Fiona entered the room, she couldn’t believe her eyes” or use a story starter generator here.

Step 3. Writing and editing. Encourage students to dedicate some time to planning their story. Set a time limit of 30 minutes, but I suggest not limiting the number of words in their stories to encourage fluency and boost their imagination.

Once they have written their draft (20 minutes), ask students to carefully edit their stories. Display the following checklist on the board  (click here to download it) or alternatively print it and give one to every student.

Give each pair a different coloured paper or if you have more stories than colours, use different pen colours or assign a number to every story.

Ask students to write their story and underline the targeted vocabulary and the connectors of contrast used.

…………………………………………………………………………………………………………………..

Clauses of Contrast Flyer

Photo credit: Deb Stgo via Visual hunt / CC BY

Phones and Music: a Superb Combination

Lesson Plan: Intermediate, Music, , , , , , , ,

Funny thing! Every single year, no matter the level I’m teaching one of my lessons is  dedicated, without fail, to mobile phones.

This year, in November, I published a lesson for my B2 (upper-intermediate) students (lesson here) and now, it seems to be the turn of my B1 (intermediate) students.

This year my lessons about this topic seem to revolve around Adele’s hit “Hello”. Hey! What else did you expect? It’s not like every single year we have a song with
so many scenes where the leading actor is the mighty mobile phone. We certainly need to take advantage of this. Besides, I love Adele.

The lesson

This lesson is  aimed at students with a language level of B1 and focuses on discussing, reading and writing about mobile phones.There is also some general phone vocabulary and a song.

 

Warm-up: Speaking. Ask students as a whole class some of these questions.

  • What do you use your mobile phone for?
  • Have you ever lost your mobile phone?
  • How many text messages do you send every day?
  • Would you say you’re addicted to your mobile or the Internet?
  • Have you ever…?
  1. lost you phone?
  2. sent a message to the wrong person?
  3.  forgotten to turn your phone off/set to silent or vibrate mode (with embarrassing                      consequences)?

Teaching Vocabulary. You might want to show the slides twice to consolidate vocabulary. I would suggest doing it a third time at the end of the lesson.

Conjunto de Fichas creado con GoConqr por cristina.cabal

The song.
Warm-up. Students are going to listen to a song, so it may be a good idea to get them into the right mood by introducing the activity in a lively way.
Don’t tell students just yet we are going to listen to a song. After revising the vocabulary from the previous exercise, make a long pause until you have all the students staring at you, and say “hello”; I assume everybody should say “hello”. Pause again. Say “Adele”. I bet half the class would add “It’s me”. There you are! The perfect introduction!
(you might want to remind students that to introduce yourself over the phone “ It’s “ or “this is” are used ie. It’s Adele (speaking)/ this is Adele (speaking))

Task 1. Give students a list of words or expressions from the song. Give them some time to read them. If necessary, review how to pronounce the most difficult words. Depending on your class, you might want to keep the words in the order they are going to hear them or if you want a bigger challenge you can shuffle them and/or add some words that are not in the lyrics. Play the song and ask students to cross off the words as they hear them. Play the song once or twice depending on how challenging you want  the activity to be.
Handout here

 

Task 2.  Give students a photocopy with the lyrics of the song and ask them to sing/read along focusing on pronunciation.

Handout here

Reading and writing. Ask students to read online “7 strange stories of lost cell phones”  from the website mentalfloss.com and write a similar short story about something strange, funny or unusual that happened to them using their mobile phones.

Word of the Day: Bring Up and Educate

Word of the Day,

WHAT IS THE DIFFERENCE?

These two words can be a bit confusing for some learners as in some languages the translation is the same, for example in Spanish.

  • BRING UP is used for the moral and social training that children receive at home. The noun is upbringing.
  • EDUCATE is used for the intellectual and cultural training people get at school and university. The noun is education.

EXAMPLES

I was brought up by my grandmother.

She was brought up as a Catholic

Her strict upbringing shaped her whole life

My mother was educated at a private school

His lack of education prevented him from getting a good job.

NOTE: Don’t confuse being educated with having good manners. 

Ex from WikiHow

If you want to have good manners, then you have to master dining etiquette, phone etiquette, as well as to learn basic etiquette, which includes being polite and holding doors for people.

 

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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The Spelling Challenge: are you up to it?

Common Errors, The English language, Vocabulary, Writing, , , , ,

Is it definetely or definitely? Which is correct, possession or possesion?

Most students struggle with English spelling and no wonder, English spelling is difficult. Plain and simple. The best advice I can probably give you to improve your spelling is to read a lot and then if you keep misspelling a word, you might want to write it down  several times ( I’m sorry! I know it sounds like a very traditional thing to do, but it works and this is what is really important, isn’t it?). Doing spelling quizzes can also help, and it’s certainly more fun than writing the tricky word several times.

So, are you up to a little challenge? Then, try these three quizzes based on students’ common spelling mistakes found in Intermediate, Advanced and Proficiency exams. I have created them with the aim of helping my students get rid of these common spelling mistakes and I hope they are helpful to anybody visiting the blog!

 

This is how I suggest you work with the quizzes:

  • Start with the intermediate quiz even though you are an advanced or proficiency student. Life is full of surprises and it doesn’t hurt to double-check tricky words.
  • Once you have finished the quiz, try to remember which words were tested and write them down on a piece of paper. You don’t only need to be able to recognize them but to remember its correct spelling.
  • Do the quiz once again and compare your written answers with the ones given in the quiz.

Good luck!


Easy? Good! Let’s take a more difficult quiz now!

Piece of cake? Well done! Let’s try now the most difficult one!

I’d like to finish this post with an excellent piece of advice from Thomas Jefferson.

“Take care that you never spell a word wrong. Always before you write a word, consider how it is spelled, and, if you do not remember, turn to a dictionary. It produces great praise to a lady to spell well.”

(Thomas Jefferson, American president  1800-1809, in a letter to his daughter Martha)

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