Svetlana Kandybovich from ELT-CATION has turned this question chart into a really useful digital tool in which students play to earn the most points by writing a wide variety of higher-order questions.
Click the picture below to read the full description!
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.
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.
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.
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?
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.
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.
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!
Have you ever totally misunderstood a word or phrase in your first language? In this lesson, the students read and listen to two texts based on different types of linguistic misunderstandings. In the first one, the person describes how he/she spent years wondering how “France is bacon” could possibly fit in the “Knowledge is power” quote, while in the second one, the speaker confesses having been calling a person “Cofion Cynnes” for a month and how he realised that was actually Welsh for “warm regards”!
1.Explain to the students they are going to read one text and listen to another one, both of which revolve around misunderstandings. The students complete the chart by answering three questions for each text: 1. What was the misunderstanding?, 2. What was the reason for the misunderstanding? and 3. How did each of these people find out what was going on?
2. Have students read the first text and answer the questions. I added another purpose to read and had them complete the gaps with the verbs in the right tense for some quick revision practice, but you could also focus on other areas or simply have them read the text itself!
3. Allow some time for students to complete the chart for Text 1 independently, then check and discuss the answers with the whole group.
4. The students listen to the second text and complete the chart for Text 2. Click on the link below for the video! Depending on the level, the students may need to listen to it several times, or help them identify key words by pausing the video at certain points.
5. Compare and discuss both texts. Encourage your students to think of words or phrases they misunderstood as children or even as learners of English! Have them write down a short explanation first, following the questions in the chart they worked on as a guide.
The stories my students shared at the end of this lesson were the most hilarious! We all share a first language, so it was easy for us, but I’m sure this would be even more interesting in a multi-lingual context with all the extra detailed linguistic (and probably cultural) description that would be needed.
All I know now is I need to put together my very own list of misunderstandings into one (loong) blog post…
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?
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.
Using John Lewis’ ad “For the Joy of Home”, students work on vocabulary related to the house and simple grammatical constructions such as “there is/are” or the present continuous.
Play the first 41 seconds of the ad several times for students to complete the following tasks: 1. Identify the rooms in which they can find a variety of objects. 2. Look for the number of specific items. 3. Correct 8 false sentences about the scene.
Students will therefore start working with more general vocabulary at the beginning of the activity and gradually move towards more specific words, some of which might be new to them. The visual context provided by the ad itself or the pictures on the worksheet can help them work out the meaning of words when they don’t know it or are simply unsure. Notice, too, that vocabulary is presented so that students need to know the meaning of the words before attempting the next task.
At the end of this vocabulary-building activity, have students discuss what might be going on, and ask them what they think could happen next, before watching the rest of the ad. And please do allow some time for reactions at the end! I must confess this video brought a broad smile to my face the first time I saw it – and it still does.
Window Swap is a website where people from all around the world submit views from their windows in short 10-minute long videos, most of them including background sounds. What’s not to like about a site that helps you travel without moving? And how about all the language learning opportunities it has to offer?
As of today, the window swap is completely random, and you cannot choose the place or window, pause, rewind or fast-forward. Ten minutes, however, should be enough for students to come up with a rather accurate oral description, a short written account, or jot down the main ideas they want to include in a more elaborate type of written description. As a comprehension activity, the students could read or listen to their partners’ descriptions and look for those windows on the website.
You will find the name of the submitter in the upper left corner and their location in the upper right (could this be a good time to revise countries and nationalities, too?) Once these are identified, students can follow the four steps in this worksheet to come up with their own descriptions:
What type of house do you think the window belongs to?
What’s the weather like? How about the overall atmosphere?
What can you see through the window?
How does this window view make you feel? What type of person can you imagine living here?
Descriptions will, therefore, move from the more general to the more specific, and end up with the student’s personal reaction and evaluation. For each question, students are provided with a series of adjectives they can use in their descriptions. Depending on the level, you may need to revise some of these first, and with higher levels, students may use the adjectives on the worksheet to come up with their own associations or use adjectives they’ve been working on recently.
“We welcome all kinds of windows, whatever the shape, whatever the view. Because what we usually take for granted is gold for someone else.”