Come rain or shine

1. Write the word “rain” on the board and ask students to come up with words related to it. Write them down. Are they positive or negative? Can they sometimes be both? Why?

2. Introduce a few idioms with the word “rain” in them. The students read the definitions and write the corresponding idiom next to each of them. Then they decide whether the idiom is positive, negative, or whether the meaning can depend on the context.

KEY: 1. come rain or shine; 2. save up for a rainy day; 3. be rained in; 4. when it rains it pours; 5. right as rain; 6. rain down on (someone or something); 7. come in out of the rain

3. The students read a few lines from “Singin’ in the Rain” and complete the lyrics with them. Encourage the students to use the rhyme and the context to look for possible combinations, and tell them there might be more than one option. Have the students listen and check their answers:

Elicit what the song is about. The students circle any weather words in the lyrics and decide if they are used in a positive or negative way. Can they use any of the idioms in activity 1 to describe the song?

4. Read the information about “Singin’ in the Rain” with the students, and how it became popular with time. What if Rihanna’s “Umbrella” had appeared in the 1952 musical? The students read the lyrics of the song first and then make any necessary changes: all the words in each stanza are correct, but some of them are in the wrong order; the students look for pairs of words in each cloud and change their order so that the lines make sense.

KEY: Cloud 1: star – heart, dark – car, always – never; Cloud 2: shine-shines; together – forever; my – your; stand – stick; now – more; still – that; Cloud 3: world – fancy; together – between; cards – part; mend – hand; Cloud 4: rain – arms; be – don’t; distance – love; I’ll – all

5. Ask the students what the song is about and tell them to compare both “Singin’ in the Rain” and “Umbrella”, paying special attention to how rain is used in each of them. Introduce a few more weather idioms and have the students use these and the ones in activity 1 to write down a few comparisons.

KEY: 1g, 2i, 3c, 4e, 5h, 6f, 7b, 8a, 9j, 10d

The rotating house

A couple of seasons of George Clarke’s “Amazing Spaces” were broadcast this summer on national public TV here in Spain. I had seen clips on the internet and knew about the show, but I didn’t know it’d be so addictive! Anyway, the main project in one of the seasons was the building of a space-saving, four-room house in which every floor is also a wall and it rotates on command! I thought I might well need a pencil and some paper to watch the last programme, and the following listening comprehension lesson for B1-B2 students was designed based on this.

1. Students watch the video till 1:07. Using the information in the video, ask the students to make a quick sketch of the project with whatever they think it might look like at this point. What potential problems can they see?

2. Now watch the video till 2:14. Pause the video and have the students compare the actual project with what they sketched in step 1. Discuss the differences.

3. Tell the students they are now going to watch the rest of the video and get to see how the rotating house works and what each room looks like. To check comprehension, the students use the worksheet below with four cubes for each room: 1. hallway; 2. kitchen, 3. bedroom and 4. living room. First, have the students read the box in the middle with a series of household objects and parts of the house. Then, tell them they will be drawing the ones they can see in the video in the right place within each cube. There are four words they won’t need!

4. Pause the video every now and then to allow time for students to draw inside the cubes and label the rooms, pieces of furniture or any other items. After each room, have a few students describe what the room looks like using prepositions of place. Which words in the box are not needed?

5. Ask the students to match the words to make compound nouns and adjectives used in the video. In pairs, the students decide how and why these compound nouns and adjectives were used in the video and write a short explanation: e.g. “vac-packed” was used in the bedroom to describe the wardrobe.

6. Discuss the following:

  • Would you live in this house? Why/Why not?
  • What do you like about the whole project?
  • Is there something in the rotating house you wouldn’t mind having at home?
  • Even if it doesn’t become a reality soon, do you think it could be used in the future in some way?

“To Space and Back”

Sally Ride was about to become the first American woman in space when she boarded the space shuttle “Challenger” on 18th June 1983. In “To Space and Back”, Sally describes what it’s like to launch into space.

Lead-in

1. Discuss the following questions:

  • Would you like to be an astronaut? Why/Why not?
  • What characteristics make a good astronaut?
  • Do you think travelling in space would be an exciting or a boring experience?
  • What would you be afraid of?
  • Is space exploration important?
  • How about space tourism?

Reading

2. Tell the students they are going to read an extract from a book written by Sally Ride, the first American woman that travelled into space back in 1983. Explain that the first extract will help to set the scene and revise and/or learn a few words related to space shuttles. As they read, the students label the picture of the space shuttle with as many words from the text as they can. (Examples: elevator, launch tower, nose, space shuttle, pad, access arm, movable walkway, hatch, tail, windows.)

3. Ask the students to look for the words “strap”, “awkward” and “safety” and to explain why they are used in the text.

4. The second extract is a fascinating account of the launch itself, marked by the use of action verbs. The students first have a look at the verbs in the box and decide which words they know the meaning of, which ones they are not sure about, and the words they definitely don’t know. This time the students will be filling in the gaps in the text with one of the verbs that matches the definitions provided and using the right form. (KEY: 1. whirring, 2. quivers, 3. light, 4. shakes, 5. strains, 6. launch, 7. leaps, 8. are rattling, 9. zoom, 10. burn out, 11. fall away, 12. streaks on.)

5. The students read the text again and look for a series of synonyms. (KEY: a. pulls away, b. check, c. decide, d. rough, e. instant, f. barely, g. smooth/quiet, h. faint.)

Follow-up

6. The students write a short personal response based on their thoughts and impressions about the text. Would they like to be right there with Sally Ride and the rest of the crew? You may also want to revise some of the questions discussed at the beginning of the lesson and check if anyone would change any answers after the reading the texts!

Cover image: https://pxhere.com/en/photo/119192

Hitting the headlines

I’ve used this “Let’s write an intriguing science headline!” cartoon by Tom Gauld to design a speaking activity in which students will be providing short explanations for each headline and adapting them to suit different audiences.

1. Have a student throw a die three times: the first number will be used to choose one of the options in the second column, the second number will determine one of the three verbs in the blue column, and the third one will decide which one of the options in the green column will be used to complete the headline.

2. Read the headline aloud. Notice that these topics have been selected for teenagers here, but you can easily choose any others to target different age groups.

3. Provide some think time for the student or team to come up with an explanation for that headline (and yes, it’s OK to come up with crazy speeches!)

4. Once the students are ready, say they will now be choosing the audience that they will be speaking to. Throw the die to choose one.

5. Have the student(s) start the explanation adapted to that type of audience. You may want to throw the die after some time to change the audience, and therefore the register. Or even do it several times!

Depending on the level, the students will use different types of linguistic resources to accommodate their speech. More advanced students should be able to include some formal, informal or colloquial language based on the audience, but it’s always interesting to see which strategies the rest of students adopt (volume of voice, body language, use of a few colloquialisms they may be familiar with, etc.) With all students, however, this is the perfect time to listen, take notes, and teach a mini-lesson on register based on student production.

“The Great Gatsby”

1. Play the following: 

Have students write down 10 words they can think of while listening to this piece of music. Ask them to share a few words with their partner or team. 

Explain that jazz became very popular in the 1920s, influencing dances, fashion and culture.

2. Tell the students they are going to watch a party scene set in the 1920s where this type of music would be played. Play the clip with no sound so that the students can focus on the atmosphere. As they watch, the students tick any words from their previous list that they can see in the clip and add any other words that may help to describe the atmosphere. The students share their ideas. 

3. Explain to the students they are going to read a few extracts from a book set in the 1920s in the USA. Think-Pair-Share: the students write a question for the answers provided, first individually, then checking with their partner, and finally with the whole group. Notice that there are several answers provided for most questions, but the students should only focus on writing a question that can answer any of the options at this time.

4. Ask the students to look at the front and back covers of the book and to read the information. Which questions can they definitely answer? Which ones can they guess? Now they should be able to choose the correct answer to the questions with more than one option. Encourage the students to share any additional questions they may have about the story.

5. The students read the first extract and decide whether the sentences are true or false. If false, have them provide the right information using evidence from the text.

6. The students focus on 6 words and expressions from the text. They first match the words and expressions with their meanings. Then they read the text again and explain why each of these words or expressions are used in the story.

7. Play the following: 

Before watching the clip, read the following questions with the students: 

  • What’s the name of the man at the beginning of the clip?
  • Where does he live? 
  • What or who is he looking for? 
  • What is this man’s role in the story? 

Discuss the answers.

8. Have the students read the second extract belonging to the end of the novel and ask them to answer the questions. Allow enough time for students to answer the questions individually first, since most of them will ask them to provide their own personal reaction to the text. The students share their answers with the rest of the group. Is the information gap we have created distinctive enough to get the students to read the novel or watch the film?

9. Writing: Does money bring happiness? The students write a for and against essay on this topic. To help them with the planning stage, ask them to discuss a few statements with their partners first.

The football pitch

Henningsvær, in the north of Norway, is a small fishing village located on several small islands off the southern coast of the large island of Austvågøya, in Lofoten archipelago. 

And on one of these tiny islands, there lies a football pitch.

Lead-in

1. Display the pictures of Henningsvær Idrettslag Stadion. Ask the students to describe their first impressions. Write down a few adjectives they come up with on the board.

2. Have the students think of any problems that players may have on this football pitch, taking its special location into account. Allow some time for students to write down their answers individually, then discuss as a whole group: the snow, the ice or the freezing temperatures in winter, keeping the grass, footballs ending up in the sea, etc. What do they think the locals do to solve some of these?

Listening

3. Tell the students they’re going to watch a video about the football pitch. Before watching, the students read the 10 sentences and decide whether they think each of them are true or false. Explain that this is only a prediction and that they will be checking their answers later after watching the video. Do allow them to share and discuss some of their predictions with their partners! This activity should get them ready for what they’re about to watch and encourage them to pay special attention to specific information.

4. Watch the video and have the students answer the post-anticipation guide. In addition, ask them to correct the false statements using information from the video. Apart from checking the answers, go over the problems that were brought up at the beginning of the lesson and check if they now have an answer to each of them. Play the video (or parts of it) again if needed!

Focus on grammar and vocabulary

5. Direct students’ attention to the adjectives they came up with at the beginning of the lesson to talk about their first impressions about the football pitch. Explain or elicit the difference between gradable and non-gradable adjectives and the different types of intensifiers that typically go with each category. In pairs or groups, students think of the gradable equivalents to each non-gradable adjective in the table. Check with the whole group.

As they fill in the table, the students choose 5 gradable adjectives and 5 non-gradable ones that they think best describe the pitch. Have them write 5 short sentences using appropriate intensifiers and share them with their team or the whole group. 

Follow-up

6. Henningsvær Idrettslag Stadion is a fantastic example of community building. The students design a project of a unique facility in their area, explaining its uses and the benefits it would bring to their community.

Story cubes: ideas and resources

Do you use story cubes? Here are a few ideas on how to use them — even create your own! Please click the pictures to visit each site.

10 teaching ideas:

Circle writing with narrative tenses:

A useful worksheet with variations to work on different types of texts:

Playing visual thinking skills with story cubes:

No story cubes? Working online? You may then want to check these websites with online story dice:

1. Story Dice has two versions: one with 9 dice and another one with 5.

2. In this random story generator, you can click “New Story” and individual images to re-roll that image. You can also change the amount of pictures by clicking the plus/minus buttons or by typing in a number:

3. “Once upon a time…” Open 9 boxes and create a story including the items!

And how about creating your own story cubes with Google Drawings?

Enjoy!

Once Upon A Picture

Once Upon A Picture has been one of my go-to websites for the past few months. Although originally designed to work on L1 literacy with children, there’s a good amount of material that will work with both teenagers and adults in EFL contexts, too. Apart from the large collection of pictures on the homepage, “The Collections” tab includes a classification based on specific skills or areas: fiction, non-fiction, inference, thinking, prediction, or character.

But what I really love about this site is that, no matter the picture you choose, you will always find a set of carefully selected questions, with a mix ranging from the most literal and factual, to others that involve inference, deduction, comparison, opinion, critical thinking or creativity! Definitely a perfect model of question writing in itself.

If you, like me, work with large groups of students with slightly different levels of proficiency, you know that it’s not always easy to design tasks to have each of them perform at their own level. This site does allow you to do this. Apart from working on comprehension, the pictures can be used to spark a conversation, as a prompt for creative writing, to work on specific grammar points or vocabulary, and as a complement to various stages within a larger lesson.

The result: an intriguing walk in which students get to analyse each image through relevant questioning and personal reactions of all sorts, often giving way to meaningful and unique follow-up tasks.

Thanks to Sam for his brilliant job with this fascinating resource!

“Bookshelves”

Brian Bilston’s poem “Bookshelves” is used in this lesson to get the students to work on reading comprehension, creative writing, and vocabulary related to tidiness. I’ve always enjoyed his imaginative poems, and I immediately thought of this one when I started writing the objectives of this lesson for my B2 students. In fact, I was surprised by the speed with which he gave permission to use “Bookshelves” here and publish the lesson on this blog. Thank you, Brian!

Lead-in

1. Display the following pictures and ask the students to describe them. Write down any words they come up with.

wonderlane-6jA6eVsRJ6Q-unsplash

(Photo by Wonderlane on Unsplash)

olena-sergienko-dIMJWLx1YbE-unsplash

(Photo by Olena Sergienko on Unsplash)

Do the students find any of these pictures familiar? Which objects or places they use tend to get messy or untidy? Perhaps their bedroom or wardrobe? Do they often find archeological treasures of all sorts in their backpacks? Was that pencil case really meant to be that way? I loved that many of my students referred to “that” chair where virtually any object is destined to be piled up!

Pre-reading

2. Ask the students to match the words that rhyme. Some of them are pairs of words, but there can be groups of 3 or more words. Check the meaning of any unknown words as you correct the activity.

Wksheet-2a

Bookshelves_Worksheet_2.pdf

tidy – Friday – biology – knowledgy
created – curated
fiction – diction – mention – editions – condition
glaze – plays
histories – mysteries
travel – unravel apart – heart
bookcase – space
fixed – mixed
books – looks
jammed – crammed – rammed

3. Tell the students they are going to read a poem based on the words in 2. What do they think the poem might be about?

Reading

4. Give out the poem, discuss its shape, and allow some time for students to explore it. They should first work out how to read it and where to start! This rather different way of approaching a text for the first time will take some time, but it should also generate some meaningful discussion in the process.

bookshelves-gapped

Bookshelves_Worksheet_1.pdf

5. Get teams of students to fill in the blanks using the rhyming words in the first activity. The rhymes themselves should help them to demonstrate comprehension in most cases, but there might be some other more challenging blanks they may want to skip and check later. The fact that the poem lacks punctuation marks doesn’t help either! Correct the activity as a whole group.

bookshelves

Focus on vocabulary

6. Have the students write the words in the poem related to tidiness and untidiness under the correct column. Then ask them to classify the words on the worksheet. Explain the meaning of new words.

Versión 2

Bookshelves_Worksheet_2.pdf

Writing

7. Discuss the structure of the poem: “What does the writer decide to do with his bookshelves in the end?” Tell the students they are now going to write their own text following the same structure and using the model provided. They should first choose one of the objects or places they discussed in step 1 above. Encourage them to use as many new words as possible. I didn’t ask my students to make their pieces of writing rhyme, but there were some pretty good attempts!

Wksheet-2b

Bookshelves_Worksheet_2.pdf

8. The students edit their texts and publish them using the shape of the object or place they’re describing.

bookshelves-2-1bookshelves-4bookshelves-1bookshelves-14bookshelves-7bookshelves-3bookshelves-8bookshelves-5bookshelves-10bookshelves-13

Are you a robot?

Apart from exploring the multiple fascinating ways in which computers often ask us to prove our humanity, the students in this activity designed for B1 level will be completing a dialogue using grammatical, lexical and contextual clues, and interacting with the conversation by predicting other ways to confirm our identity. Because a robot would never lie, right?

  1. Display the following picture:

Ask the students when and where they can find this type of picture, its purpose, common problems, or how they feel about it!

Display this other popular way to make you prove you’re not a robot and discuss any other common challenges related to this:

You may want to explain this programme is called CAPTCHA, which stands for Completely Automated Public Turing test to tell Computers and Humans Apart.

2. Tell the students they are going to watch and listen to a conversation between a computer user who needs to send a file and a bot that asks her to confirm she’s not a robot. The students read the first part of the conversation and complete the blanks with one suitable word. In some cases, only one answer is possible; for other gaps, more than one answer will be correct. When finished, go over the dialogue with the students and discuss the different options, especially how each of them may affect the meaning of the sentence.

3. The students watch the video until 0:58 first, then watch it again and check their answers. Discuss any differences, but also the students’ reactions!

4. “We’ll send you another code”. What do you think will happen next? Explain that the following words are connected with the last verification attempt: “window” and “Thames”. Get groups or pairs of students to write or discuss what they think this last attempt might be about based on those two words. Share answers with the rest of the class. Watch the rest of the video.

Your students may also enjoy watching these two videos by Stevie Martin: “When you’re trying to track a parcel” and “When you forget your password”. Rings a bell?

Good luck with your CAPTCHAS!