Tag Archives: vocabulary

Did you Know…. hung or hanged?

I can almost see my students smiling with a hint of irony painted on their faces when they hear me saying the words” English is very easy”. And yes, you  might disagree with me here but  it all depends on what language you compare it with and, in their case, Spanish grammar is a far cry from English grammar, being the first much more complicated to understand. I am also well aware of the difficulties they have when learning English but we need to focus on the positive things. I wouldn’t be doing a good job if I don’t motivate my students!

But… sometimes… only sometimes, English could be a bit confusing, and the use of  hung and hanged is a little quirk of the English language.

This is what one of my students wrote . “He said that  nobody  lived in that house  because the man who lived there had killed all his family and then he hung himself.”

I crossed it off and wrote “hanged” instead. The verb “hang” can be regular or irregular. You study:

                 hang- hung/hanged-hung/hanged

So far, easy.But when do you use “hung” and when “hanged”? The explanation can be either short or long. I think I’ll go for the short one as you can always check meanings and use in a good dictionary.

  • Hanged is used  when the meaning is
  1. to kill somebody  by tying a rope attached from  above around their neck and removing the support from beneath them .

                              The prisoner  was ​found guilty of the crime  and hanged ​.

       2.  (slang) to damn or be damned: used in mild curses or interjections. 

                               I’ll be hanged before I ask her out again

  • Hung is preferred in all other senses of the word.

Once clarified, it isn’t that difficult, is it?

Do you have time for a little test?

Some pictures ___ on the walls of his house

hung

[collapse]
His arms __ down limply, over the edge of the couch.

hung

[collapse]
Red meat is __ for at least 28 days, making for a memorable steak

hung

[collapse]
He was __ for murder

hanged

[collapse]
I am __if I know

hanged

[collapse]
A heavy gold necklace __ around her neck.

hung

[collapse]
He _____ himself from a beam in the attic

hanged

[collapse]

Lesson Plan: Families

FAMILY, in capitals, because is there anything more important in this world?

“Family is not an important thing, it’s everything.”Michael J. Fox. How far do you agree with Michael J. Fox?

This is a lesson for Intermediate students (B1) about Family. In this post you will find

  • A video about traditional and non-traditional families.
  • Some vocabulary you might need to revise/learn when discussing this subject.
  • Guided speaking: questions to discuss+ answers offered by a native speaker  (Flip Cards).
  • Freer Practice: pictures to describe and some questions to discuss in pairs or small groups

The first activity in this lesson (the video) will be set as homework.

1. The Video. What Is a Non-Traditional Family? – Definition of Options.

It is a long video. It lasts 8 minutes so I’d suggest breaking it up and asking students to work on different parts of the video.  In the video five non-traditional /alternative households are mentioned.

  • In class, show students the video and explain it discusses traditional and non-traditional families.
  • Explain that everybody will need to listen to the introduction where the concept of traditional family is explained (from the beginning – 1:02).
  • Explain that in the video Erin Long-Crowell, an educational psychologist, talks about five different non-traditional/alternative households.
  • Form groups of five students and tell them that in the next lesson they will be working in groups of five and each of them will share what they have learned about their assigned non-traditional household.
  • Assign tasks for the different students in the  group

Student 1: single parenthood 1:07-2:20

Student 2: cohabitation 2:20-3:23

Student 3: GLBT 3:23-4:32

Student 4: Polygamy 4:32-5:21

Student 5: Singlehood 5:21-6.30

(video no longer available on youtube) Click here to see it

2. Vocabulary. Family Life

Phasal Verbs

  • To take after your mum/dad
  • To bring up a child
  • To fall out ( with your sister)
  • To make up
  • To get on (well) with sb
  • To get along with sb

 

Verbs

  • To raise your children
  • To adopt
  • To quarrel with your siblings
  • To get divorced/ to be divorced
  • To share ( a bedroom)
  • To cohabit/kəʊˈhabɪt/
  • to start a family

Expressions

  • To have (a lot of) things in common
  • To get together
  • (A cousin) on my father’s side
  • To be close to
  • (not) to see eye to eye
  • To be the main breadwinner= the person in the family who earns the highest income
  • to be under age
  • to come of age

Nouns

  • A family gathering/ reunion /get-together
  • Childhood
  • Birth rate
  • Birth order
  • relationship
  • Immediate or nuclear/extended family
  • Twin
  • a spouse
  • Sibling (rivalry)
  • A parent
  • your significant other = Aspouse or long-term sexual or romantic partner
  • one-parent families
  • In-laws
  • Exhusband
  • Half brother
  • relationship
  • Step brother
  • A relative
  • Ancestors=aperson, typically one more remote than a grandparent, from whom one is descended
  • An only child
  • memories

Adjectives

  • traditional and non-traditional family
  • single parenthood
  • Close knit family

PDF here

3. Speaking .Guided speaking: questions to discuss+ answers offered by a native speaker  (Flip Cards)

  • Students in pairs. Display question 1 and allow two or three minutes for students to discuss this question. Flip the card for them to see how a native speaker would answer the question. Follow the same procedure with the rest of the questions.

Conjunto de Fichas creado con GoConqr por cristina.cabal

  • Freer Practice: pictures to describe and compare.
  • Freer Practice:conversation questions.

PDF here

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A Little Bit of Thriller on Halloween

Raise your hand if you have never seen Michael Jackson’s Thriller video. No hands? Right! Just what I thought! You might like it or not, but what is undeniable is that this video has become a classic.

I was racking my brains about the activity I could give my students for Halloween this year when suddenly the image of the undead rising out from their graves in Michael Jackson’s “Thriller” appeared in my mind out of nowhere. Yeah! I know! Weird!

A spooky video but also a masterpiece. I hope you enjoy the activity and also the homework.

Level: Intermediate to Advanced

Time required: about 60 minutes

SETTING THE  ATMOSPHERE.

Ask students some of these questions:

  • Do you believe in ghosts? Do you know any stories about ghosts?
  • Has anything ever happened to you that you cannot explain?
  • Do you believe that vampires or zombies  exist?
  • What is the most frightening experience you have had?

THE VIDEO.

Pdf of the lesson here.

Ask students if they know who Michael Jackson was. Can they name any of his songs? Most probably students will know who Michael Jackson was and will probably mention the song “Thriller”. If you deem it appropriate, give students some information about this video, like for example, that it was voted the most influential pop video of all time.

More information about the video here.

The video lasts about 13 minutes. It is going to be divided into two parts, with a different task for each part .

 

TASK 1. Dictation (from the beginning to 4.40)

Tell students they are going to see the first part of the video where there is a dialogue between Michael Jackson and his girlfriend. Half the class will take Michael’s role and half the class the girl’s role.

  • Have the students work in pairs. Half the pairs in the class will write down the part of Michael Jackson and the other half the part of the girlfriend.
  • I suggest you give students the beginning of the dialogue as M. Jackson’s first sentence might be difficult to understand.

Jackson: Honestly, we’re out of gas.

Girlfriend: So, what are we going to do now?

  • You might need to play it twice.
  • Students help each other complete the dialogue
  • Pair students once again, this time you want to pair a student with Michael’s part and a student with the girlfriend’s part.
  • Ask students to act it out.

TASK 2. The Song (from 4.40 until the end)

Write/display the following words on the board and ask students to guess meanings. Explain if necessary and drill pronunciation.

Download the pdf with the activity here

  • Play the video once.

Play the song and ask students to fill in the gaps with the words in the box. Words can be used more than once.

  • Play the video a second time

Students complete task 1 and try to fill in the blanks for the words in phonemic transcription.

  • Check and listen again to enjoy the video and maybe… sing along?

TASK 3. The homework

I am well aware that I won’t be able to check this homework and I am  also pretty sure  my students, which are all adults, won’t be volunteering to show how much they have learnt from doing this homework, but I guess that at home they will be having a  great time and that’s important too. Enjoy!

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I Short Scary Story Writing Contest

Open to all my students at intermediate level until October 31st!
Are you willing to try your hand at writing a short scary story in English? This could be your chance to be internationally known. Who knows who might be visiting the blog and reading your stories. You might end up being a well-known writer !!!
Yeah! I know ! Probably too far-fetched ! But, what is undeniable is that this activity can help you improve writing and this is what really matters!
As in every single contest of some importance, there are RULES. These are mine:

Please ensure you read the rules carefully before entering the competition.Entry implies acceptance of all the rules and failure to comply may result in disqualification.

Theme: a scary/horror story

 ♥Stories must be written in English

♥Stories must be entirely your own work and must be previously unpublished

♥Only one entry per person can be submitted

♥ Stories may be of any length

♥Stories shall be titled

♥Submit your story via email by 11.50 p.m on October 31, 2015. Late entries will not be considered. Please, don’t  paste your work  into the body of the email, send it as an attachment with your name in the upper left-hand corner of the page

♥Prizes to be determined

♥Winners will be announced the first week of November, online and on this blog

Some pictures that might inspire you, below!!!

Ready-Made Lesson: Food and eating

Lesson on Food and Eating at Intermediate Level.

  • Vocabulary
  • Listening Comprehension
  • Picture description
  • Questions for discussion
  • Writing

STEP 1. VOCABULARY. You can download the pdf here.

To talk, you need words. These are  the words I think my intermediate students will probably need.

Adjectives

  • fresh fish
  • frozen lasagne
  • low-fat /high fat cheese
  • raw fish
  • spicy chicken
  • takeaway pizza
  • tinned meatballs
  • ready-made dish
  • delicious /nice taste
  • it’s nice/ it’s disgusting
  • fizzy drinks
  • healthy/unhealthy food
  • fatty food

 

Verbs

  • to eat out
  • to eat sensibly
  • to cut down on sugar
  • to cut out sugar
  • to be on a diet
  • to lose weight
  • to put on weight
  • to order food
  • to take vitamins
  • to take food supplements
  • to try new food
  • to contain vitamins and minerals
  • to have a balanced diet

Nouns

  • (food that is high/low in) carbohydrates “carbs”
  • (rich/high – low/poor in) proteins
  • (high in ) sugar
  • eating habits
  • a nutritionist
  • fats

STEP 2. LISTENING COMPREHENSION 

  • At this level, students know what a “vegetarian” is. So write the word VEGETARIAN on the whiteboard and ask students if they know any vegetarians and if they do,   what it is like for them when they eat out. Write the word “veggie” and explain that it is another term for vegetarian.  Play the listening below, just for fun! It only lasts 36 seconds and it is worth every second of it!

The word “vegetarian” is a blanket term used to describe somebody who does not eat meat, poultry, fish or seafood. But then, within this term there exist different sub-groups. Ask students if they know any of these sub-groups and if they think a diet without meat is better than a diet with it.

  • Tell students they are going to do a listening comprehension about the different types of vegetarians.

 

STEP 3. SPEAKING. You can download the pdf here

  • Picture description: Students describe the pictures talking about the topic  suggested .

EATING OUT IS NEVER A HEALTHY OPTION. Do you agree?

 

  • Interaction. Students in pairs or in threes talk about the questions elaborating on the answers.
  1. Is there any food or drink that you couldn’t live without? How often do you drink/eat it?
  2. Is there any food that you dislike? Which is it?
  3. What was your favourite food when you were a child?
  4. Do you eat healthily? Explain
  5. Do you ever have…
  •  ready-made food?
  •   takeaway food?
  1. Do you prefer to eat at restaurants or at home?
  2. What’s the best restaurant you have been to?
  3. Is a vegetarian diet better than a diet that includes meat? Why?
  4. What kind of diet would you recommend to a friend?
  5. Eating habits have changed a lot in Spain . Do you agree?
  6. “An apple a day keeps the doctor away” Do you agree with this proverb?

STEP 4. WRITING

Write an opinion essay on  :

Eating meat can cause serious health problems so the best option is to become a vegetarian. To what extent do you agree or disagree?

Check out how to write a for and against essay in my Writing Section  here

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