Gallery walks must be one of my favourite dynamics. If we add speaking and writing, we have the whole package.
This activity takes something as simple as learning personality adjectives and turns it into an engaging speaking and writing task. The goal is for my students not just to memorize words like arrogant, generous, or shy—but to use them to express opinions and challenge ideas.
REVISING: We start by revising personality adjectives. It’s the vocabulary we’re working on, so students already have a clear focus.
POSTERS. Posters with controversial statements, all using personality adjectives, are up on the walls. These are the ones I have used for this activity. You are welcome to use them.
Round 1. Gallery Walking. Students walk around the room in pairs or threes, reading the controversial statements and discussing whether they agree or disagree with each statement. You might want to write on the board some functional language to express opinion.(link to photocopy above)
Round 2: Write it down. Back at their seats, each student, individually, chooses one statement they agree or disagree with and writes about 70–90 words explaining why they agree or disagree — encourage them to use personality adjectives in their writing. They then stick it next to the poster.
First side note: ask them to use their best handwriting. You know what I am talking about, don’t you? Sometimes reading students’ handwriting is like trying to decode ancient hieroglyphics!
Second side note: yes, after this first round, you should walk around reading what they have written and correcting mistakes. I am afraid this is our job, too.
Round 3: Writing. React and respond. Students go around again, this time reading their classmates’ post-its. Then, they add a response—agreeing or disagreeing with their peer’s opinion, explaining why. Note: a couple of sentences would be enough this time.
Note: For Round 3, I give my students post-it notes in different colours. It never hurts to add a bit of colour to life.
Have you ever wondered whether you should say risk or danger, or what makes a threat different from a menace? These words all relate to harm or trouble, but they’re not exactly the same—and choosing the right one can really sharpen your English. I
In this post, you’ll find clear and simple definitions, each one explained with examples where only one word fits. And to make things even more fun, we’ve turned it into a mini game inspired by Who Wants to Be a Millionaire? Can you pick the right word under pressure?
Here we go!
Danger
Definition: A general term referring to the possibility of harm, injury, or negative consequences. It is often immediate or imminent.
Example: Driving at high speed through a foggy road presents a danger to all passengers.
Peril
Definition: A more intensified or extreme form of danger, often involving a high likelihood of serious harm or death. Note: “Peril” is more literary or formal in tone than “danger.”
Example: Mountaineers caught in an avalanche are in peril—their lives are at significant risk.
Threat
Definition: The possibility or expression of future harm, often intentional or directed. A threat may not be immediate but implies a potential for conflict, damage, or danger.
Example: A hostile email from a rival company can be perceived as a threat to your business operations.
Hazard
Definition: A source or condition that can cause harm or damage if not managed. Hazards are often discussed in health and safety contexts. Difference from danger: A hazard is the source, while danger is the condition or situation that may result.
Example: Chemical spills in a laboratory are a serious hazard that must be addressed immediately
Menace
Definition: A person or thing that is persistently troublesome, harmful, or threatening. The word carries a strong connotation of nuisance or long-term disturbance. Stylistic note: “Menace” can describe both people and abstract concepts and often implies social or moral concern.
Example: The gang operating in the neighbourhood has become a real menace to the community.
Risk
Definition: The probability or likelihood that harm will occur. It is often measured or calculated, especially in fields like finance, engineering, or healthcare.Difference from danger:Risk is about possibility, while danger is about the actual presence of harm.
Example: Investing in a startup involves risk, as you may lose your capital if the company fails.
Term
Focus
Immediacy
Connotation
Example
Danger
Harmful situation or condition
Imminent
Neutral/serious
Standing near a live wire
Peril
Severe or extreme danger
Critical
Formal/literary
Lost at sea during a storm
Threat
Possibility or intent of harm
Future
Negative/hostile
A cyberattack warning from a hacker
Hazard
Source of potential harm
Latent
Technical/safety
Oil on a kitchen floor
Menace
Nuisance or ongoing harm
Ongoing
Strongly negative
A dictator seen as a menace to global peace
Risk
Probability of harm occurring
Theoretical
Neutral/analytical
Investing in volatile stock markets
Let’s play!
Answers explained
1. Chemical __________ that could cause severe respiratory issues.
✅ Correct: hazard
❌ Danger – too general, lacks the focus on the source.
❌ Risk – not about probability, but about an object/source.
❌ Threat, peril, menace – these imply intent, intensity, or agency, which a chemical lacks. → Only “hazard” fits: it’s used technically to describe potential harm from substances.
You know that moment when you think your students have totally nailed something… and then reality taps you on the shoulder?
That’s exactly what happened after I gave my class a test where they had to write a formal email. Structurally? Nailed it. They knew how to open and close it like pros.
But the language? Ohhh no. We had “I wanna,” “Hey,” and “It’s pretty bad” floating around like they were writing to a friend, not a company rep.
And you know what? It really got me thinking. Had I not explained things clearly enough? Had we just not practiced it enough? Or… had they maybe skipped a bit of the studying part?
Whatever the reason, I knew one thing for sure: I wanted to sleep with a clear conscience! So, I decided to come back to this writing task—but from a slightly different angle. This time, we weren’t going to talk about structure or where to put your “Dear Sir/Madam”. Nope. We were going to zoom in on what really makes a formal email sound formal:
👉 the language.
Comparing informal and formal vocabulary
I created a one-page reference sheet comparing informal and formal vocabulary and gave them some time to read it. It includes:
Everyday verbs such as buy, get, and find out → elevated to purchase, obtain, and ascertain 🔝
Basic connectors like but and so → upgraded to however and therefore
Casual phrases such as Any questions, just ask! → replaced with Please do not hesitate to contact me…
But we all know a list of vocabulary alone doesn’t do the trick.
I gave students two short emails—both written in a very informal tone. One was a complaint email; the other was a grant information request. Both had the kind of casual language you’d expect in a message to a friend, not an institution.
COMPLAINT EMAIL
For the first task, I asked students to take the complaint email and transform it into a formal version in their notebooks. The instructions were clear and simple:
“Transform the following informal email into a formal email. Use the vocabulary provided in the INFORMAL VS FORMAL LANGUAGE section of the document to replace the informal words and phrases with their formal equivalents. Maintain the original meaning and intent of the email.”
The goal here wasn’t to expand or rewrite the message—just say the same thing, but using formal vocabulary.
As they worked, I moved around the room, offering individual feedback and answering quick questions. It was a calm, focused activity—great for noticing patterns and building confidence.
Then came the second task—same idea, but a different format. This time, the students tackled the grant request email, but in a much more dynamic way.
I paired them up and gave each pair a section of wall space with a small whiteboard. (If you don’t have mini whiteboards, sheets of paper work just as well!) Each pair worked together to rewrite the informal email in a formal tone, using the same vocabulary support as before.
As they wrote, I provided real-time feedback, corrected mistakes, and asked guiding questions. We wrapped it up by asking students to read and compare each other’s versions. It’s always interesting to see how different pairs interpret and rephrase the same content!
Finally, once both activities were done, I gave students a “teacher’s version” of both emails to keep as a reference. That way, they could clearly see what was expected and how close they had come.
How cool would it be if your students walked into class and felt like the lesson was designed just for them? Like, not some generic worksheet, but content that feels real, relevant, and totally engaging. Well,guess what? With a little help from artificial intelligence, we can actually make that happen!
Let me walk you through three super fun, highly customizable activities I’ve designed using AI tools — and trust me, your students are gonna love them.
While this example focuses on the topic of crime, the real beauty of these activities is their flexibility. The prompts, tools, and AI-generated content can be easily adapted to suit any topic or level — from beginners learning food vocabulary to advanced students tackling social issues. It’s all about making the content work for your class
Creating a Personalised Listening Comprehension Text and Questions
We’ve been diving into the topic of crime for the past two weeks, and students have already built up a solid bank of vocabulary: burglary, fraud, suspect, on probation, to be sentenced, life sentence, to sue… you name it. So I thought, why not take it up a notch?
I used ChatGPT to help me craft a fictional news story about a crime happening right in their own region. Yep, something that felt local, real, and instantly relatable. I made sure to weave in the vocabulary they’d been learning — so as they read, they were like, “Wait, I know that word!”
But I didn’t stop there. I also asked ChatGPT to generate comprehension questions — true, false, or not stated — based on the story.
These are the prompts I used.
Prompt 1. Create a piece of news about a crime in Asturias for C1 students of English. Use C1 vocabulary and structures. Include the words: assault, on probation… Length:about 250 words.
Prompt 2. Write 10 True, False, or Not Stated statements based on the text, ensuring you do not copy the exact wording but instead paraphrase or use synonyms. The statements should follow the same order as the information appears in the text and include a balanced variety of true, false, and not stated items. Be careful that the Not Stated sentences are clearly distinguishable from the false ones. For each statement, provide the correct answer (True, False, or Not Stated) and indicate the relevant section or line of the text as evidence where applicable.
From Teacher to News Presenter — with a Little AI Magic!
This is where things got extra fun — I took a photo of myself (because why not?) and turned it into an AI avatar that read the story out loud in a perfect native English accent. And listen, my English is good… but let’s not kid ourselves — it’s not BBC News-level good!
Did I feel awkward about putting my animated face on a fake newscast? Nope. Not even a little. I mean, I’m clearly past the point of being easily embarrassed — and honestly, it was a hit! I used a news-style template, added some dramatic music and headlines, and just like that, we had a super realistic, super fun classroom news report.
The students? Mesmerized. It was like watching the 6 o’clock news — except starring their teacher, speaking English they actually understood!
I have used Canva for education to create the video and the avatar
From Teacher to App Creator: Making Vocab Revision Fun with AI
Okay, now let’s talk about Claude, one of my favorite language models (yes, I’m a bit of a fan). I used it to create an interactive app that helped us revise all that juicy vocabulary we’d been working on — and throw in some new words too. And let me tell you, that mix of revision and fresh vocabulary? It made the whole thing way more exciting!
So, I designed the game for two teams to compete. The rules were simple: each team took turns choosing a square on the grid and picking the correct option. If they got it right, they scored a point automatically and the grid changed to green. If a team got it wrong, the other team could choose that square again and steal the point by answering correctly.
But here’s where the fun kicked in: some of the vocabulary was just revision, while other words were completely new. This added a whole new layer of competition!
This the prompt I have used. I have had to iterate 4 or 5 times until I got what I wanted.
Create an interactive board game using html. I want two Teams. Team A and Team B who take turns answering questions. Each team has its own score counter that updates when they answer correctly. There should be visual indicators showing which team’s turn it is.
The game should include 20 different questions about crime and punishment, vocabulary appropriate for C1 English students. Each of the 20 squares has a unique question. When you click on one square a question about crime and punishment for C1 students will be displayed. When a team answers a question correctly, the corresponding square permanently changes to green.
The background colour should be red and the website link “www.cristinacabal.com” is displayed at the bottom
Finally, can you give me the answers to the questions in the game?
Ready to try them and adapt the prompts to your own context?
Oh! We’ve all seen it happen—students start a speaking task, and suddenly, their vocabulary shrinks to the same five words they always use! Why? Because without revisiting and retrieving vocabulary first, their brains take the easy route. That’s why retrieval practice is golden! A quick vocab review—whether it’s a fast-paced game, a word association challenge, or a quick brainstorm—gives students the words they actually know but might not remember under pressure.
But how do we make economy and business—a topic that can feel dry or intimidating—actually exciting? Simple: we call in the richest man on the planet to help.
Warm-up
Imagine starting the lesson by asking, “If the richest person on the planet walked into this room, what would you ask them?” Boom—instant engagement!
Display a photo of Elon Musk and have students ask him questions. Now, open ChatGPT and write this prompt, “can you act like Elon Musk and answer a few questions?”Give students a minute or two to write their questions and type them in. Once ChatGPT answers, click the loudspeaker and let ChatGPT speak as Musk—just make sure you’ve chosen a masculine voice in advance.
Here’s the link to ChatGPT with the questions my students asked Elon. Excuse my typos. It was a quick exercise not meant to correct grammar or spelling.
By the way, lots of skills involved in this simple exercise: writing questions, understanding complex answers in both written and spoken form (remember by clicking on the Read aloud icon).
Retrieval Practice: Revising Vocabulary from their Textbooks
Now, tell students that Elon Musk has a challenge for them: “Guess my 10 favourite words about economy and business!”. The words he’s thinking of? They’re the same ones my students have been learning in class. But can they predict which ones made his list?
Ask students to write 10 words related to business and economy that they have learned in the lesson on a separate sheet of paper. Give them one minute to do this.
Swap papers with a classmate. Now, each student will read the list of words that their classmate wrote. This helps reinforce vocabulary because by reading someone else’s choices, they’re likely to remember even more words!
While students are swapping papers and reflecting, the teacher has previously copy-pasted all the vocabulary that students have learned in this lesson into ChatGPT. Now, ask ChatGPT:”Can you act like Elon Musk and choose 10 words from this list that relate to business and economy?
Once you’ve got your list of 10 words from ChatGPT, go back to the students and ask them to compare their list with the words that ChatGPT (as Elon Musk) has provided. Again, more words reinforced
And, in my case, because I love playing around with AI, I’ve taken it up a notch by creating a talking avatar of Elon Musk to introduce the activity! He’ll be the one saying the 10 words and getting everyone excited. I’m hoping he doesn’t take offence (but honestly, I think he’d be all for it)!
Note: you might need to pause the video in-between words. He speaks a bit too fast.
Eight pages in their textbooks talking about economy? Far too much! So, I have decided to ask them to stick to a few words, learn them and use them. On this list, I have included the vocabulary from the book, plus a bit more. Enough. Plus, a fill- in the gaps exercise to see them in context.
To be involved in malpractice
Shareholders
A period of recession and austerity
Creditors
Deposits
To bankrupt
Raise start-up funds
To run your own business
To invest in networking
Assessing and taking risks
Upturn or decline in sales
Customers or clients
Overheads
Lay off people
Floating or launching the firm
To be flooded with orders
Business is picking up
To make cutbacks
Business ends up going under
We are hanging in
To take on staff
To make staff redundant
A downturn in sales
A drop in sales
Terminate a contract
Pitch for a contract
Crazy Writing: Activating Vocabulary in Writing
Time to write! This activity is a bit crazy, highly engaging, and exactly the kind of challenge C1 students need! So, instead of the usual sit-down-and-write approach, students will work in pairs, standing up and using the whiteboards to do the activity. No whiteboards? No problem! They can write on paper and then display their work on the classroom walls for everyone to see.
The key question they’ll have to write about is: How has the COVID-19 pandemic affected your country’s business landscape? To “force” vocabulary, I will be suing two wheels. One wheel will be packed with key vocabulary (some they know, some they don’t), while the other will have grammar structures they will be asked to use. I’ll spin each wheel five times, and whatever lands, they must incorporate into their response. This twist adds an element of surprise and forces them to adapt their writing on the spot.
Yes, if you are wondering, I have asked AI to create the slides and the content in the questions. No need to waste some precious time doing things AI can do for you. You only need to know how to ask. Remember that.
Now, in my case, and for this activity, I have used the Speed Dating strategy. Always a hit.
I hope you have enjoyed the lesson. Keep posted for more creative ways to use technology in the classroom!
