Tag Archives: speaking

Lesson Plan: Are you a Risk Taker?

Lesson Plan: Advanced, , , , , , , , ,

In this engaging series of activities students will discuss different actions that involve taking risks. It aims at developing students’ communicative, listening and writing skills through the acquisition of new vocabulary.

Level: advanced

Time required: 60 minutes

Materials: handout 1 and handout 2

Warming up: The video

  • Do a quick survey asking students: Do you enjoy taking risks?
  • Play the first 55 seconds of the video and pause it. Ask students in pairs to discuss what they would do in this situation. Get feedback. Ask the class as a whole to predict what might happen to the people who decide to run the risk and take the two empty seats.
  • Play the video until the end. here

Step 1. Speaking based on visual prompts

  • Class as a whole. Ask students: What’s the most dangerous thing you’ve ever done?
  • Put students in pairs. Tell them you are going to show them different activities that involve taking risks. Ask students to discuss whether they would be willing to try them or not, giving reasons for their choice.

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Step 2. Working with vocabulary .

  • Put students in pairs and ask them to write, in two minutes, words related to taking risks. On the board, write their suggestions.
  • Give them handout 1. Focus on any new words/expressions.
  • Prepare slips of papers with the new vocabulary and follow the steps given for activity number 4 in the article “Nine ways to revise vocabulary using slips of paper”.

 

Step 3. Speaking. Using new vocabulary.

We all know how difficult it is for students to introduce  new vocabulary when they speak. This activity aims at encouraging students to use new words.

Step 4. Listening Comprehension

Tell students they are going to see a video about parkour. Hopefully, students will remember what parkour is, as they came across this word at the beginning of the lesson.

  • Link to the activity here.
  • Direct link to the video here

 

If you are running short of time, you can always set this activity as homework.

Step 5: Writing

Ask students to write a “for and against essay” on one of these quotes

  • “To know what life is worth you have to risk it once in a while” Jean- Paul Sartre
  • “The biggest risk is not taking any risk”-Mark Zukerberg

Tips on how to write a “ for and against essay” in the Writing Section of Blog de Cristina.

 

Using Viral Videos in the Classroom

Listening, Resources, Speaking, , , ,

Once upon a time, there were students who hated having fun in class….

I know, I know… this sounds like absolute blasphemy, but unbelievably there are students who mistakenly think learning and fun are two concepts that cannot be glued together. “You either have fun or you learn…and that’s flat! You can’t have both!” they claim.

I have over the years determined these students think these two concepts cannot cohabit just because they have not been rightfully exposed to them. In this blog you’ll find tons of activities and links to websites to help you change these students’ minds. One of these sites is Viralelt, which is an excellent example of how fun+learning can get along.

 Viralelt is a blog for adult learners from upper intermediate (B2) to advanced (C2).

All the posts on the blog have a similar structure

  • They all contain an engaging viral video.
  • 10 conversation questions related to the video (Question Time)
  • A listening activity (Sitting Comfortably) where students will have to guess which two questions, from the exercise above, are being  discussed. I find this section especially helpful because it gives students a chance to see how a native speaker would answer these questions. Therefore, I would suggest doing this listening activity before putting students into groups to discuss the questions
  • You can download the “Question time”and the “Sitting comfortably?” script in an editable Word document, so you can adapt it to your students’ needs.

The blog is run by Ian James, a teacher at the Universidad Autónoma de Barcelona, and here  you can read some of his suggestions on how to use Viralelt.

So, let’s say you see this video, The texting hat, on the Internet

You like it. You think it has a lot of potential for teaching and it is just what you were looking for to give your students a break after a tough week. However, your brain has decided to leave you. You watch the video a thousand times, but nothing so far. I’ve been there, believe, very often!

Well, this is when your addiction to this blog will begin. You go to Viralelt and there it is, together with some teachers’ notes to help you with suggestions on how to use the video, 10 conversations questions and the listening activity.

I want to thank the amazing teachers from Cosas que encuentro para clase on facebook for sharing this superb blog with me.

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Teaching with Adele’s “Hello”

Music, Vocabulary, Words in a song, , , , ,

Should I say “hello” in class, everybody would say “hello”, but if I added “Adele”, I bet most of my students would answer “it’s me”. Who, in this planet, hasn’t heard Adele’s new single a thousand times already? And this is good, believe me, at least for teaching purposes. I’ve always found it easier to do songs students are already familiar with as once they know the melody, they are further motivated to work with the lyrics. Mindful of the fact that one of the most important ingredients in learning a language is motivation, what could be more motivating than singing along Adele’s song now that it is being played everywhere?

THE ACTIVITY

Level. B2 (Advanced)

Time required: 30 to 40 minutes

Materials: teacher’s handout here, students’s handout here

Warming Up:

Show a picture of Adele and elicit any information they might know about her and her music. Offer some information about the song they are about to hear.

Adele is a British singer and songwriter. Her two previous albums, 19 and 21, have earned the artist numerous awards. Now, she has just released her third album 25 and the song Hello is the first single from the album. The song is a soul piano ballad that talks about nostalgia and regret and plays out like a conversation. Hello is the first song to sell over one million digital copies within one week of its release in the USA. (source Wikipedia)

Step 1. Introducing telephone vocabulary

Play from the beginning until 0:27 and ask students to tell you what Adele is saying when she is on the phone. Write on the board:

I’ve just got here, and I think I’m losing signal already. Hello? Can you hear me now? Sorry. I’m sorry, I’m — Sorry

Focus on the expression “losing signal”. Do students know what it means? Elicit vocabulary they know related to using the phone and write it on the board.

Step 2. Vocabulary handout

Hopefully students will know most of the words and expressions you are going to give them. Give students the handout and ask them to do Exercise 1.

Ask students to share their answers in pairs and then go over the answers as a class.

Step 3. The video: telling the story.

Tell students they are going to watch the video without sound; their task will be to narrate the story in the video focusing on using the vocabulary they have just learnt.

Ask students to work in pairs, student A and student B. The video lasts about 6 minutes.  Student A will face the board and will tell student B, who is sitting with his back to the board, in as much detail as possible the story in the video for the first three minutes. Then, they change roles and student B does the same from 3.00 to 6.06. Encourage students to use the targeted vocabulary. Make sure everyone understands the activity and demonstrate if necessary.

Step 4.  Focusing on the lyrics

Students listen to the song and their task will be to find the following:

  • a verb meaning  to desire to know something.
  • three phrasal verbs.
  • an informal contraction that some people consider incorrect.
  • an idiomatic expression meaning to be lucky, successful and greatly admired.
  • a modal+ perfect infinitive
  • an idiomatic expression meaning to cause someone great emotional pain.
  • a combination that goes against grammar, but which is very common in casual registers.
  • an idiomatic expression meaningto achieve a goal, to be successful.

Ask students to compare their answers in pairs. Play the video a second time. Go over answers as a class.

Step 5. Singing along

Give students the lyrics and ask them to sing along. Should you have shy students, encourage them to shadow read. It might be good idea, at this stage, to remind students that listening to songs will help them improve pronunciation, listening and understanding of the English language.

The content of the lyrics is open to interpretation. Some people say it’s  about a failed love relationship, some others argue that it is about Adele’s relationships with everybody she loves and cannot be with; others, on the other hand, claim it is Adele’s  conversation with her old self before she became famous.

Which interpretation do you fancy?

 

Revising Simple Past,Used to and Would with some Engaging Activities

Grammar, Lesson Plan: Advanced, Pictures, Speaking, Writing, , , , , , , ,

This lesson has been designed as a next-day revision activity for B2 (Intermediate +) students.

Aim: to consolidate the use of Past Simple, Used to and Would for past habits and routines.

Level: B2 (Intermediate+)

In this lesson you will find.

  • Grammar and exercises
  • Speaking: Picture discussion in pairs
  • Speaking: an advert from a popular drink comparing past and present
  • Writing: a fun writing game
  • Speaking: bits of your childhood

STEP 1. Grammar.

The use of these three verb forms to express past habits and routines can be a bit confusing for students, so in this class I am aiming at some revision to clarify concepts. Assuming students have already studied formation rules, the focus is now on use.

PDF with exercises here.

STEP 2.Picture description. Speaking.

Display the picture of a family in the past and ask students, in pairs, to discuss the differences they can see and the differences they can guess exist between the family shown in the picture and their own family.  Encourage students to use the targeted grammar.

Get feedback

STEP3. The video. Speaking.

  • Tell students they are going to watch a video. Explain there will be no comprehension questions as there is no dialogue.
  • Ask students to give you a brief description of what they have seen.
  • Explain that the advert is called “Grandpa” and it tries to show that the lifestyle enjoyed by our grandparents — moving more, eating well, taking it easy — can be beneficial.
  • Students will see the video twice more and  their task is to write down any differences they can see between the man today and his grandfather.
  • Once students have completed this task, ask them to work in pairs commenting on the differences they have seen in the video encouraging them,once again,to use the targeted grammar point: the use of simple past, would and used to to talk about past habits and routines.
  • Encourage discussion of the following points
  1. healthy eating
  2. stress
  3. working conditions
  4. means of transport
  5. relationships
  6. habits

 

STEP 4. Writing game: I have retired

Target language: Used To, Would and Simple Past Tense to describe past habits, states and routines

Preparation: none

Procedure:

Set the context: tell students they have to imagine they are 70 and retired. They are happier in retirement than when they were working but there are some things that they still miss.

Students, in pairs or in threes, choose the job they used to have.

Students will need to produce four sentences using the targeted language, giving clues for the other groups to guess their job.

  • sentences can be positive or negative
  • the first sentence will contain the clue most difficult to guess
  • the last sentence will contain the easiest clue
  • The first sentence will be awarded 4 points and the last one 1 point

Each group will name a spokesperson who will read out the clues. It’s important, at this stage, to ask students to speak up and clearly. Some rules:

  • The spokesperson will read the first sentence and the other groups will raise a hand if they think they know the answer.
  • Only one guess is allowed for each clue
  • If the answer is correct, they will be awarded the four points, if it is not, the second clue will be read for three points.

Example

  • 4 points. I would work with a lot of people
  • 3 points. I worked after “work”, mainly at home.
  • 2 points. I used my voice a lot
  • 1 point. I used to work with children

How many clues did you need to hear??  Yes, the answer is TEACHER

STEP 5. Bits of your childhood. Speaking in small groups.

Ask students to think about their life at the age of 10.

Give students a list of things they might want to talk about.

Ask students to think about what they will say and the language they will need. Allow some minutes for preparation.

  • Where did you use to live?
  • Did your life use to be very different to how it is now?
  • Where did you use to go to school? Do you remember any of your teachers? Did you have any favourite teachers?
  • Did you use to get good marks? Did you have a favourite subject?
  • What did you use to do after school?
  • Where did you use to play? Do you remember who your friends were? Did you have a best friend?
  • Can you remember your favourite game?
  • At lunchtime, did you use to like the food? Did you use to eat with your parents?
  • What was your greatest wish? Can you remember?

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Lesson Plan: Families

Lesson Plan: Intermediate, Listening, Picture Description, Speaking, Vocabulary, , , , , , ,

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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