You see, Halloween and me, we are not on friendly terms. I don’t really get good vibes off this holiday. Gory and scary … just scares me. But, that’s ok. I don’t have to like every single holiday. However, I have students and teaching a language is not only about words, it’s also about the culture and traditions of the country you are trying to teach. Halloween is important in Anglo-Saxon countries so this year I have made a point of trying to give it some real attention. I’ll even attend a small Halloween party, where I’ll be wearing a knife-through-head prop and some Halloween skeleton tights. Organising the party? Let’s start small! This year, the party will be hosted by my enthusiastic colleague Marta Dominguez, who has also provided me with some of the activities you’ll see below.
Activity 1. Video Activity. The Ten Steps (2004)
This activity aims at
learning vocabulary: adjectives to describe houses
improving their listening skills
This is a great short film (less than 9 minutes and worth every second) that sets the right atmosphere. Draw the curtains and turn off the lights.
I would like to just for one day forget I’m an English teacher and just play the film, but I can’t. So, we are going to work a bit on vocabulary before the film starts and we are going to focus on some questions to answer in pairs after watching the film.
Before playing the video, show them the picture below or alternatively pause the video. Do the vocabulary exercise with them ( handout)
Remember the lights should be off and the curtains drawn. Lighting a candle might be a good idea for two reasons: it helps create a mysterious atmosphere and prevents students from reading from their essays.
The New York Times has a sitewhere, every day, they publish a picture prompt to inspire students writing. Days prior to the great Halloween Day, I have shown my students this picture and asked them to write a scary story about this house. They should bring their stories on the day of the party.
The idea is to put students in groups of four and tell (not read) their stories. Each group will decide on the best and the whole class will listen to the best stories from each group and then vote on the best one.
It’s also a good idea if you share a story of your own and yes, in case you’re wondering, I’ll still need to correct their stories.
Activity 3. A bit of fun with Kahoot.
This activity aims at:
teaching about traditions
developing digital abilities
having fun 🙂
I would just not feel fine if, after all the spooky storytelling, my students went home and couldn’t sleep that night, so a Kahoot is in order.
Again, I have not created it. My colleague Marta has just chosen one from the enormous bank of Halloween quizzes Kahoot has and we have adapted it to our needs.
And finally, it’s springtime. “Here comes the sun da-da-da-da”. After, like two months raining non-stop and cold spells whimsically coming and going, I was beginning to flirt with the idea of leaving “sunny” Spain. But, fortunately, it seems spring is here to stay. And this means light. Don’t you feel more energetic when you wake up in the morning, and there is this beautiful sunny day waiting for you outside? I do.
It seems to me that even explaining reported speech introductory verbs is a lighter task.
Here you can read some of the activities I did with my students to introduce, revise and consolidate reporting verbs. I have used a variety of online free tools. Free tools, as usual.
Aim: to introduce, revise and consolidate reporting verbs other than “say” “ask” and “tell”
Level: B2
AN INFOGRAPHIC TO CONSOLIDATE THE GRAMMAR STRUCTURE OF SOME REPORTING VERBS
I like infographics. They are colourful and can be displayed on the walls of the class for students to refer back to if they, God forbid, forget the grammar of these verbs. Honestly? I like creating them. I like playing with the fonts, icons, lines and anything the site has to offer to create them.
A "HALF-A-CROSSWORD" GAME TO HELP THEM REMEMBER THE MOST COMMON REPORTING VERBS.
This kind of exercise gives students a nice opportunity to use a variety of skills.
I have used a free website with a very complicated name, which I am not even going to attempt to write.Here’s the link. The only thing you need to do is write the terms in the box provided and then print the outcome. It’s magic.
A STUDY-SET OF FLASHCARDS
Students should be ready to get into more demanding exercises as are the ones I suggest below.
In this exercise, students orally provide the reporting sentence. The exercise has been created with quizlet, a well-known free tool I highly recommend as study sets are very easy to create and it’s great for rote learning. Although it offers a premium version, the free one is quite generous.
Depending on how confident your students feel, you can set this task to be done as an individual written exercise or orally as a whole class exercise.
Created with quizlet
USING GRASS SKIRTS: A TRANSLATION EXERCISE
This is game from the archives. I highly recommend you do it with your students. Lots of learning and lots of fun too. Your students are going to adore you.
Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.
Now, you are ready to start.
Procedure:
Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.
Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.
Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.
Rules.
The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
Groups can only tear off sentences from their assigned posters.
The first group to have a tick in all 8 sentences is the winner.
Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them. Focus on any common problems you might have noticed.
THE FRUIT MACHINE: A MORE DEMANDING EXERCISE ALLEVIATED WITH A BIT OF FUN
This activity is probably the most challenging in this compilation.
How to go about it:
Divide the class into two teams, Team A and Team B. Ask a representative of each team to come to the front of the class facing away from the board where the fruit machine is displayed. Let’s call them Captain A and Captain B.
Set a timer for 90 seconds.
The activity has two parts:
Part 1. Team A starts playing. Spin the fruit machine and a reporting verb will be randomly chosen.
For example: Suggest
Team A needs to, using direct speech, come up with a sentence to exemplify “suggest”
For example: “Why don’t we go to the cinema?”
Captain A needs to guess the reporting verb associated with the sentence. If he does his team scores 1 point.
Part 2. Ask team members to repeat their sentence and have Captain A report the sentence using the reporting verb in indirect speech. If he does, his team scores an extra point.
Teams have a maximum of 90 seconds to do part 1 and 2.
Now, it is Team B’s turn to play.
I have created this activity with classtools.net. Click on the image to see the fruit machine in action. Warning: you might want to turn down the volume in your computer.
When applying for a job, there are some things you might have to do:
Send a résumé or a CV ( Curriculum Vitae)
Fill in an application form
Write a letter applying for a job
In this post, I’ll guide you step by step to help you write a good cover letter and a résumé
Step 1. The difference between a résumé and a CV
Step 2. Writing a CV or a résumé. Templates
Step 3. Writing a cover letter. Some tips.
Step 4. Layout of a cover letter.
Step 5. Sending your cover letter via email.
Step 6. Some tips on how to answer a job interview.
Let’s start.
Step 1. What’s the difference between a résumé and a CV?
It’s more or less the same. The CV is longer than the résumé. The résumé includes a summary of your education, experience, and skills and it’s usually one page long whereas the CV is two or three pages long and includes more details like research, awards, presentations, publications …etc. It’s ideal for academics.
Some tips:
Keep it simple. It shouldn’t be longer than two pages.
The content should be easy to read
Use reverse chronological order. You should put your most recent job first and then write the other jobs going back in time.
You don’t have to write full sentences. Ex: “Developed a social media strategy…”
Skip personal information such “Divorced and with 2 kids”.
Step 2. Writing a CV or résumé. Templates.
Here are two links to templates to write your CV or résumé. (Please note that this is not a sponsored post)
Canva’s Résumé Builder: you will need to register and then enter your name for free résumé templates based on your style.
Uptowork: provides guided free templates to build your résumé or CV.
Step 3: Writing a cover letter. Some tips
A job application letter, also known as cover letter normally accompanies a résumé or CV. Nowadays, unless you are specifically required to send a letter by snail mail, cover letters are normally sent by email or attached as a file in online application systems.
Sending an email instead of a letter makes little difference. It’s only the layout that varies slightly.
Now here are some tips:
Use formal language.
Don’t use contractions and punctuation such as dashes and exclamation marks.
Don’t use personal or emotional language.
If you are replying to an advertisement, relate to all the points asked for and give additional information.
Mention your skills and experience and give supporting details.
Have spaces between paragraphs
Keep it short and to the point.
Use a professional email address; kittylou@gmail.com might not be appropriate or very professional.
Remember to check that you have used the appropriate style for the person you are writing to.
Check your email carefully for spelling, grammar mistakes, and punctuation
Make sure you sign your cover letter.
If you are sending your CV or résumé, put “Enclosed: CV/résumé” at the end of
your cover letter
Your address: on the right-hand side of the page (without your name)
Date: below your address. Leave a blank line in between.
On the left
Position/name of the person you are writing to. Start one line below the date.
Address of the person or company you are writing to.
Greeting:
Use an appropriate formal greeting. Use a comma after the greeting or nothing.
If you know the name of the person you are writing to:
Dear Mrs/Miss/ Ms + surname if you are writing to a woman
Dear Mr+ surname if you are writing to a man.
If you don’t know their names, use
Dear Sir or Madam or Dear Hiring Manager or Dear Human Resource Manager
Alternatively, you can use To whom it may concern
Note that all the salutations start with Dear.
Follow the salutation with a comma.
Opening Paragraph: Always start by stating what the purpose of your letter is. Here you should mention the position you are applying for and where you learn of the vacancy. This section should be short and to the point. It’s the most important part of your letter. Here, either you grab the reader’s attention or you can bore him and decide not to continue reading.
Some useful expressions:
I am writing in response to your advertisement for…
I am writing to express my interest in the …. position listed on …(name of the website)
I am writing with reference to your advertisement…
I would like to apply for the …. position advertised in /on……
Main Body: It can be divided into several paragraphs. Organise your content into the different paragraphs.
Here you need to expand on your experience and qualifications showing how you are relevant to this job. Give clear details and examples. You don’t need to repeat all the information on your résumé but highlight what is relevant to this position. Emphasize your strengths.
Emphasize also your interest in the job and why you think you are suitable for the job. Remember that your goal is to get a job interview.
If you have attached a copy of your résumé or completed an application form, mention it.
Useful expressions:
I think I am the right person for the job because…
I feel I am well qualified for the position
I think I have the knowledge and experience that is needed for…
I have some/ a lot of experience working with…
With regard to your requirements, I believe that I am a suitable candidate for this post as
I believe I would be good at…
I believe I would make a good …. because I am…
I am very reliable and I get on well with people…
I have always had an interest in…
I think I would be suitable for the job / a good choice ( to be a/ an…) because...
Closing Paragraph:
Explain why you think your application should be taken into consideration. If relevant, mention that you enclose a CV/ reference. State that you are willing to attend an interview and thank the reader.
Useful expressions:
A résumé/CV giving details of my qualifications and experience is attached
As requested, I am enclosing my CV and two references and my completed job application
I hope you will consider me for the position.
I would be able to start immediately
I would be happy to attend an interview any time convenient to you.
Signing off
Using I look forward to hearing from you or Thank you for your time and consideration are good ways to end a formal letter
End with Yours faithfully if you begin with Dear Sir/Madam
End with Yours sincerely if you begin with Dear Mr/Mrs/Miss/Ms + surname
In American English, Yours truly and Yours sincerely are commonly used in both cases.
If in the greeting you have followed the salutation with a comma, write a comma also after Yours faithfully/sincerely.
Some words commonly used in job applications
Nouns such as preference, qualifications, company, reference, information, opportunity, experience, position, vacancy, ability, advertisement, employment, résumé, details, interview…etc
Verbs such as apply, reply, advertise…etc
Adjectives such as convenient, excellent, qualified, enthusiastic, necessary, energetic, suitable, available, attached, experienced, interested, responsible, possible, friendly…etc
Adverbs such as immediately, recently, extremely, sincerely…etc
In the subject line of the message, write your name and the job you are applying for.
Don’t write the date or the employer’s contact information. Start your email with the salutation
Don’t forget to write all your contact details after you sign off.
Practice:
Write a cover letter/email applying for one of these two jobs.
Step 6: Some tips on how to answer a job interview
When they ask you to describe yourself in three words, they are asking you about your professional persona and how you would fit in the company. Talk about what makes you stand out. Talk about accomplishments and skills that you know are relevant to the job you are applying for.
Do some research on the company and show it in your answers.
Don’t give them personal details. They are not really interested in your life or your problems.
It’s Ok to ask the interviewer questions about the job. You also want to make sure this is the right job for you and at the same time show the interviewer you are interested in the job. Prepare them beforehand and try not to ask yes/no questions:
Can you tell me about the responsibilities of this job?
What are the biggest challenges facing the company/department right now?
If you think they are boring, perhaps I might succeed in changing your mind once you read about this activity.
Writing is always on my mind (like Joe Manganiello 😀 ). It ‘s true that I should probably dedicate more time to writing tasks in class, but writing takes a lot of time and time is a luxury I cannot always afford. For this reason, I try to do small writing activities that take less time but have proven very effective.
If you have been reading my blog for some time you have probably guessed a thing or two about me: I am a huge fan of competitions and anything that brings fun and a relaxed atmosphere – and probably a little bit of noise- into the classroom.
I think the exercise I’m about to describe combines perfectly well the two above. I have used it to revise reported speech (indirect speech) and more specifically reporting verbs, but it can be easily adapted to any other point of grammar you need to revise.
In case you are wondering, below is a picture of the grass skirt I have used for this activity. You can also call them tearable sentences, but I like grass skirts better. You can make your own template o download the one Tekhnologic very kindly offers on his website. I have used his.
The activity
Before the class: Decide on 8 sentences using a variety of reporting verbs you’d like your students to translate. You can use Tekhnologic’s template or create your own. Write the sentences in the spaces provided. Print as many copies as you need and cut along the dotted lines. Each group of three or four students will be assigned a copy. A good idea would be to use a different coloured paper for each group, but this is entirely optional. Put them on the walls of the class.
Now, you are ready to start.
Procedure:
Ask students to work in groups of three or four. Draw students’ attention to the walls of the class and assign each group a poster with the 8 sentences.
Tell students that the aim of the game would be to translate all the sentences on their assigned poster on the wall. To do so, they must nominate a runner who is the one who must run to the wall, tear off the sentence, run back to his group and then together translate the sentence.
Once it’s done, the runner must go to the teacher and show him their translated sentence. If it’s correct, the runner can tear off the second sentence. If it’s incorrect, he must return to his group and correct the mistake(s). The teacher can help a bit by underlining where the mistake is. Only if the teacher has marked the sentence with a tick, it is considered correct.
Rules.
The runner cannot tear off a new sentence until the previous one has been shown to the teacher and marked with a tick.
The runner cannot correct the sentence at the teacher’s desk. He must return to his group and there, correct the sentence.
Groups can only tear off sentences from their assigned posters.
The first group to have a tick in all 8 sentences is the winner.
Follow-up: Whole class. Read out the sentences from the poster and ask students to, orally, translate them. Focus on any common problems you might have noticed.
Give runners a round of well-deserved applause and maybe something to drink 😆
I’m not a native speaker. I work in English, write, read and watch TV in English. In short, I breathe English. But I’m not a native and I’m not ashamed to admit that sometimes, especially when correcting written work, I have this feeling that a collocation is just not right but I cannot I come up with the correct one straight away.
Has it ever happened to you?
I could rely on my instinct, I could certainly do it, but sometimes I just can’t without making sure I’m doing the right thing. Problem is that a dictionary would be no help here as we are dealing with more complex issues. We are not talking about grammar or vocabulary meanings, we are dealing with how words collocate with some words, but not with others and this is just something that if you are not a native, you will have a hard time deciding whether it is correct or a bad translation from your native language. The problem, of course, is that to your non-native ears it might sound perfect.
For example, let’s take this simple sentence
Global warming is produced by…
Does it sound Ok to you?
For a Spanish speaker, this sounds just right. But is it a natural collocation in English?
Doesn’t Global warming is caused by… sounds better?
