From Headlines to Conversations: Building Media Vocabulary

General

The news is everywhere, right? From scrolling through headlines on your phone to hearing breaking news updates, it’s a huge part of our lives. But here’s the question: can your students confidently talk about it? This lesson aimed at C1 students isn’t just about stuffing their brains with new words (though there is some awesome vocabulary coming their way). It’s about making sure they can actually use what they learn—and say it clearly and confidently.

Why’s that so important? Because practice makes progress! Giving students the chance to activate their new vocabulary in discussions helps it stick—and working on their pronunciation takes it to the next level.

Ready?

I have started with some slides, just to get them talking using the vocabulary they already knew about the media. I was especially excited to show them this presentation! The questions were from their books, but the twist? I had spiced it up with beautiful, AI-generated images—because why not make it visually stunning, right? And the cherry on top? Donald Trump himself (well, AI-Trump!) popped up on slide 4 to ask them a question.

news de cristina.cabal

And now, let’s get into the challenging  part of the lesson. Time to level up to C1! I have divided it ito sections and I haven’t done all the sections on the same day. Here’s the plan:

  • Learn advanced vocabulary: key words and expressions to talk about the world of media and news like a pro.
  • Work on pronunciation: because knowing the words is one thing, but saying them clearly and naturally is another.
  • Put it into practice: using what they’ve learned in activities that build confidence and fluency.

Note: except for the first block, all blocks are followed by conversation questions.

Handout: PDF

Types of News and Journalism

In today’s rapidly evolving media landscape, the distinction between hard news and soft news has become increasingly blurred. While hard news often focuses on breaking news or political news that requires in-depth analysis and fact-based journalism, soft news like entertainment news or human-interest stories prioritizes engaging and lighter content. However, the rise of citizen journalism has introduced new perspectives into both genres, allowing ordinary people to report events firsthand, whether local or international. Unfortunately, sensationalism and biased reporting are common in some outlets, particularly in the world of infotainment, where local news stories are often dramatized for entertainment. This trend can undermine the integrity of investigative journalism, which thrives on deep, unbiased investigation. On the other hand, sports news and weather forecasts remain relatively immune to these issues, focusing on providing factual updates without the sensational spin seen in other types of media.

News Consumption and Interpretation

In the age of digital media, it is essential for journalists to verify the information they report before broadcasting it to a global audience. With the rapid pace of online communication, stories can easily go viral, but if not properly fact-checked, they may mislead the public or even distort the facts. While many people consume media daily, it is crucial for individuals to develop media literacy in order to stay up-to-date with credible sources and avoid falling for sensationalized content. Unfortunately, some outlets sensationalize their headlines to grab attention, often sacrificing accuracy in favor of attracting more views. It is the responsibility of journalists to publish stories that inform the audience with accurate details and to disseminate news in a way that enhances understanding, rather than confusing or misleading. As consumers of news, we should always be cautious of the potential for misinformation and take steps to critically follow the news.

  • How has citizen journalism changed the way we consume news? Can it be as reliable as traditional journalism?
  • In what ways do you think sensationalism and biased reporting affect people’s perception of the news?
  • Do you believe infotainment has a negative impact on serious journalism? Why or why not?
  • Do you think there’s a place for both hard news and soft news in the media, or should one be prioritized over the other?
Media Technology and Trends

The rapid advancement of artificial intelligence (AI) and algorithms has significantly changed the way we access and interact with news. With the help of big data and analytics, platforms can predict trending topics and tailor content to individual preferences, often creating filter bubbles that limit exposure to diverse viewpoints. As a result, people may only encounter news that aligns with their existing beliefs, leading to echo chambers. In addition, user-generated content plays a growing role in the media landscape, allowing individuals to share their stories and perspectives with a global audience. However, this also raises concerns about the accuracy and reliability of information.

  • How do you think artificial intelligence (AI) and algorithms have changed the way we consume news?
  • Do you believe that exposure to only news that aligns with our existing beliefs (echo chambers) is a major issue in today’s media environment? Why or why not?
  • Do you think the accuracy and reliability of information are more at risk with user-generated content? Why or why not?
  • How can we ensure that the news we encounter online is balanced and not just reinforcing our own opinions?
Critical and Ethical Issues

In the digital age, the spread of misinformation and disinformation has become a major concern, with fake news often circulating through social media platforms. This makes fact-checking essential to ensure source reliability and combat the rise of biased reporting, where news outlets may push particular viewpoints. Journalists must adhere to media ethics to avoid spreading inaccurate or harmful content, such as plagiarism, which can undermine the credibility of their work. In addition to accuracy, ethical concerns like censorship and privacy invasion pose significant challenges to maintaining a free and fair press. The rise of clickbait has further complicated this issue, as some media outlets prioritize sensationalized headlines over responsible journalism to attract clicks. This often leads to slander and libel, which can cause significant harm to individuals or organizations. Ultimately, freedom of the press is crucial to ensure that news is delivered ethically, without distortion or harm.

  • Why is fact-checking so important in today’s media landscape, and how can individuals make sure the news they read is reliable?
  • How do you think biased reporting affects public opinion and trust in the media?
  • Do you believe that freedom of the press is under threat today? If so, how can it be protected?
  • Do you think celebrities and members of royal families should have the same right to privacy as ordinary citizens? Why or why not?
  • How do you feel about paparazzi intruding on celebrities’ personal lives? Should there be legal limits to this type of media coverage?

Keep posted! This lesson’s got two more parts, each with its own blog. I just love this topic!

Edited:

Follow us on

 

Lesson Plan: Going Vegan?

General, , , , , , , , ,

For over 30 years, I’ve been a proud pescatarian—a semi-vegetarian, if you will—happily skipping steak. Let me tell you, being “the one who doesn’t eat meat” in a region, Asturias,  famous for its chuletones and fabada can make for some hilarious and eyebrow-raising moments: from explaining my choices at barbecues to finding the right food for me in a menu full of meat choices, I’ve collected plenty of anecdotes along the way.

So, in this lesson aimed at B2 + students,  we’re going to explore the fascinating world of vegetarianism—a topic that sparks some seriously interesting conversations.

Ingredients of this lesson plan.

  • Warm-up: speaking and a fun video
  • Introducing Vocabulary with a home-made IAnized 🙄 video: Vegan vs Vegetarian
  • Vocabulary
  • Speaking: two corners
  • Scattergorix Game
WARM-UP: Speaking and one of my Favourite Videos

To kick things off, I’ve got a video I’ve been using for years to introduce this lesson. Now, I’ll admit that the quality is terrible. It’s grainy but it’s absolutely hilarious, and I just can’t bring myself to part with it. Before we jump into it, though, let’s set the scene with a couple of thought-provoking questions:

  • Have you ever gone on a date with someone who was vegan? How did it influence your choice of restaurant or food?
  • Do you think food choices (like being vegan) should be a factor when choosing a partner? Why or why not?

LISTENING:Note-taking: Vegan vs Vegetarian

Time to clear up the terms vegan vs. vegetarian, often confused! I’ve made a quick video using AI magic to explain the basics.

Students watch the video and jot down the key differences. In retelling the main differences, make a point of writing key vocabulary on the board.

 Differences between de cristina.cabal

Vocabulary

Do we need a vocabulary exercise? Absolutely! The more words we know, the more we can express ourselves—plain and simple.

 

Speaking Practice

Let’s get moving with an expressing opinions activity! It’s all about taking a stand—literally.

Step 1. I’ve kept it simple—just grabbed three plain sheets of paper, and wrote I agree, I disagree, and I can’t decide, and stuck them in the corners with blue tack.

  1. I agree
  2. I disagree
  3. I can’t decide (optional, if you have a larger group).

Step 2. I display the first statement, Being a vegetarian is the best choice for both personal health and the planet . Once students decide whether they agree or disagree with the statement, and before they stand up, I offer some guidance by suggesting ideas they can use to explain their position on the statement.

So, if they AGREE, they can use these reasons;

  • Reduces risk of chronic diseases (heart disease, diabetes)
  • High in nutrients like fibre, antioxidants, and vitamins
  • Avoids animal cruelty in factory farming
  • Lower carbon footprint and reduced resource use (water, land)
  • Helps combat deforestation and biodiversity loss

If they DISAGREE, they can use these

  • Risk of B12, iron, and protein deficiencies without careful planning
  • Limited food options in some cultures or regions
  • Costly and hard to access plant-based substitutes
  • Large-scale plant production can also lead to deforestation and water use

Step 3.  they are ready now.  Sudents move to their corner and discuss with like-minded peers for about 5 minutes.

Step 4. After about 5 minutes, they’ll pair up with someone from a different corner and try to change their mind—debate time!

For the next statements, they’ll have a moment to prepare their reasons before standing up and choosing their corner.

Going vegan? – Presentación de cristina.cabal

Game: Scattergorix

After hard work comes the reward—this time in the form of a game! Have you ever played Scattergorix? In this round, the list of categories is all about food. Hey!!! And yes, I got a little help from ChatGPT. Sometimes, it’s not so easy to come up with something for every category.

These are the rules of the game and below, the home-made game I created for my students.

scattergorix de cristina.cabal

 


Food Scattergorix de cristina.cabal

 

Follow us on

Honoured with the Innovation in Linguistic Education Award

General

Last night, 27 Nov 2024, at the 30th Anniversary Gala of the EOI Arrecife, I was honoured to receive an award recognizing my work on the blog—a project that began as a simple desire to share, to connect, and to explore new ways of teaching and learning languages.

This award for innovation in linguistic education through digital tools and platforms is not just about my work; it’s about the countless moments, ideas, and experiences that have fuelled my passion for teaching. Over the years, the blog has been my space to experiment with digital tools, explore creative methodologies, and reflect on how technology can make learning more accessible, engaging, and meaningful.

I want to thank everyone who has been part of this journey—my readers, my colleagues, and my students. Your feedback, ideas, and support have been the heartbeat of the blog. You’ve inspired me to keep pushing boundaries and to continue learning.

Thank you, EOI Arrecife, for this incredible honour.

 

A Mind-Blowing Free Tool for Student Speech Recordings: Transcriptions, Audio, Summaries and Easy Sharing with the Teacher

General, , , , ,

Oh wow! This is quite a long title but I’ve stumbled upon an absolute gem of a website that I have to share with you all. If you’ve ever struggled with deciphering student recordings, trying to make sense of mumbled words, or spending precious time replaying audio to catch what they said—those days are officially over!

This incredible tool (it’s a website, no downloads needed!) lets students record themselves, whether it’s a presentation, a speech, or just a spoken reflection. The best part? it doesn’t just capture the audio. Nope, it goes way beyond that and also provides a full transcription of what the students said.

This amazig webiste is called Spacebar.fm .

Do students need to register?

They’ve got two options to choose from, depending on their needs:

  1. No registration needed: You can speak for up to 10 minutes per recording with a total of 5 interactions.
  2. Register for a free account: If you sign up, you get 200 minutes of recording time, with each individual recording lasting up to 90 minutes
How do you start the recording?

Easy, click on Tap and Talk and start recording.

What do you get after the recording?

Now, here’s what happens after a student records. You ‘ll get,

  • A beautiful image of the memory shared. (I know, not very useful but nice)
  • A summary of what the student shared, highlighting the main points and key ideas.
  • The full accurate transcription of what the student said, right there for you to read through or skim as needed.
  • The original recording, so you can listen if you want, but you’re no longer reliant on just the audio.
How Do Students Share Their Recordings? 

Very easy! After the recording is done, students just need to click on Copy Shareable Link. and send it straight to their teacher’s email. If you want to access your previous recordings, you’ll find them in the Memo tab.

Why I think this tool is a must-keep

Can you imagine? No more:

  • Playing back a recording ten times trying to catch every word.
  • Frantically jotting down notes as you listen.
  •  Worrying that you missed an important detail.

With this tool, you get a clear, written record of what each student said. This makes it so much easier to:

  • Provide detailed feedback.
  • Check for content understanding.
  • Highlight areas for improvement without struggling to hear what they meant.

I really think this could be a fantastic way to assess student speaking skills. It’s also a brilliant option for remote learning or when students are working on independent projects.

Follow us on

 

Engaging Students in Job Application Writing: from AI Tools to Traditional Clotheslines

General, , , ,

If you’re anything like me, you probably feel the time crunch every time you try to squeeze in a longish writing task during a lesson. Let’s be honest, finding time for students to practice writing in class—beyond those quick sentences or short paragraphs—is tough!
I mean, there’s so much to cover!!! Besides, the second I announce a lengthy writing activity, I can see how the general mood changes, even mine.I know it is going to slow the pace, break the  flow of our lesson and a long etc , but… we know deep down that this activity is important.

The truth is I’d love to offload some of this writing practice as homework. I mean, wouldn’t it be easier to ask students to draft an essay at home and then review it in class? Sure… in an ideal world. But we’re not living in that world anymore, are we?  ChatGPT or any of its friends sure have something to do here.  I know that if I want to ensure my students are actually developing their writing skills, it has to be done in the classroom.

PREP

Before we get into the writing task itself, I dedicated several lessons to exploring the topic of work—covering vocabulary, discussing job roles, and what makes a strong job application. As you can probably guess, being a bit of an AI enthusiast, I have used different  AI tools to make this lesson happen. Here’s the step-by-step:

Step 1: Create a Presentation with AI Tools to Introduce the Task
  •  I relied on Perplexity for this because it not only generated a well-structured overview but also provided credible sources. This was key for a topic like job applications, where students need to trust the information.
  • I took the generated text from Perplexity and pasted it into Brisk Teaching, which automagically turned it into a Google Slides presentation, complete with relevant images. Now, it wasn’t perfect—just a draft—but it saved me a ton of time! I was able to quickly refine it by adding sections on indirect questions and formal connectors, tailoring it to fit my lesson objectives.

Ready-to-Use Materials: presentation

Step 2: Prepare Sample Sentences and Emails
  • I used Perplexity again to create sample sentences for the opening of the email, as well as two complete sample emails.
  • I printed these out as handouts and gave students 10 minutes to read through them. This step was crucial for modeling good examples and helping students see the structure of a formal email.

Ready-to-Use Materials: handout ,

Step 3: Generate Realistic Job Offers

Excited about writing? Let’s be honest: getting students excited about writing a job application can be really difficult. So, I decided to make it more engaging by giving them realistic job offers to choose from—just like they might find on LinkedIn. Did I create these from scratch? Nope! I used Canva’s AI tool to generate slides filled with job postings. It was fast and looked super professional.

I printed the job offers and hung them up on clotheslines in the classroom, creating a job fair atmosphere. I asked students to head over to one of the clotheslines and pick out the job they’d like to apply for. You can print them here

 

LinkedIn Job Listings de cristina.cabal

Step 4: Time to Write!

With their chosen job offer in hand, it was time to write the email. I set a timer and gave students 20 minutes to complete their task. I encouraged them to use the sample sentences and email structure from the handout as a guide. This focused writing time was key—it kept everyone on task and ensured that the writing was happening in class, where I could support them.

Step 5: Showcase and Feedback

Once the emails were written, we moved into a gallery walk activity. Students pasted their job offer and application email on the walls. They then circulated around the room, reading each other’s work. This was a great way to share ideas and see different approaches.
While they were reading, I walked around and provided feedback, focusing on the most noticeable errors. It was an efficient way to address common mistakes and give students a chance to learn from each other.

That’s all! I hope your students enjoy this activity as much as mine did!  Give it a go, and let me know how it works for you!