Posted in Advanced C1, B2 First, Conversation Classes, Exam Preparation Class, Proficiency

Where do you stand? Science & Technology

Technology and Science | Study Abroad Life

This is another edition of my “Where do you Stand?” conversation series. Students debate different topics related to science and technology but must rate their opinion on a scale from 1-6 before they begin the discussion. Download the PowerPoint and student handout below:

If you want to use it with B2 students you could use this phrase sheet.

Credit to Owlcation for some of the debate topics:

https://owlcation.com/academia/80-Science-Debate-Topics-for-Students

Posted in Conversation Classes, Exam Preparation Class, Proficiency

C2 Proficiency: DIY Speaking Long Turn Topics

C2 Proficiency de Inglés (CPE) del Cambridge: Cómo Aprobarlo | TURBOLANGS

This is a lesson plan for students preparing to take the Cambridge C2 Proficiency exam. Students create their own topic cards for part 3 of the speaking exam; the dreaded long turn! Download the handout and examples below:

Procedure

You could use this lesson plan to introduce the long turn, give students a chance to practice and go over some useful language before they make their own topic cards.

Print and cut out the example cards, these examples were created by my C2 group. As you can see they came up with some thought provoking topics that are definitely more engaging than some of the run-of-the-mill topics from most text books.

Put students in pairs and have them complete a timed long turn each to get them warmed up to the task.

Then give them a set of blank cards each (candidate A & B) and have them work together to create two topic cards with a main question and three bullet points. Tell them that their classmates are going to use their topic cards so they should choose engaging, open topics. Give them 3-5 minutes to do this. In the exam, after candidate A has finished their long turn, candidate B is asked a shorter question in response to what candidate A has just said, so you could have your students write a question for candidate B on the back of A’s card and vice versa for candidate B.

Have them pass their newly created cards to another pair so that everyone has a set created by another group. Instruct them to keep practicing two-minute long turns using the new cards. Then encourage students to give feedback to the group who wrote the topic card; was it easy to talk about for two minutes? Did the bullet points help? Could anything be clarified?

Students then pass the cards to another group, rinse and repeat. Students will get lots of practice for this part of the exam on topics chosen by their peers.

I was really impressed by the questions my group came up with, there weren’t too many softballs in there. Comment below with some of the topics and bullet points your students come up with and I’ll add them to the example doc, that we can create a big list of topic cards for future use.

Posted in Exam Preparation Class, Games, Proficiency, Vocabulary Classes

C2 Proficiency: Mega Revision Pub Quiz

4,881 Joker Card Illustrations & Clip Art - iStock

This is a fun revision activity I have designed for my C2 students to revise some of the vocabulary we have studied this year. It’s based on a series of lesson plans and activities I have used throughout the course, all of which you can find on the blog. Download the student handout, answer key and PowerPoint below:

Show students the PowerPoint that will explain the rules. They should work in pairs or groups of 3 and come up with a team name. The second slide will explain the concept of a joker round. Each team can play their joker round once to get double points in one round, but they must decide when they want to play their card before they see the questions. So each team must decide when to use their joker round before the quiz starts based on the titles of the different categories. Make a note of the round each group has chosen for their joker before starting the quiz.

Give out the student handout and give them 5 minutes to complete round 1, if covid restrictions allow you could then have them pass their papers to the next team in order to correct them, if not, they can correct their own.

The winning team is the one with the most points at the end of the 8 rounds!

Posted in Advanced C1, Conversation Classes, Proficiency

Where do you Stand? Entertainment & Culture

Entertainment And Culture Icon Set High-Res Vector Graphic - Getty Images

This is another edition of my “Where do you Stand?” conversation series. Students debate different topics related to entertainment and culture but must rate the opinion on a scale from 1-6 before they begin the discussion.

The PowerPoint contains examples of language of opinion, agreement and disagreement designed with C1 students in mind. If you are teaching lower level students, you could just use the student handout. You can download a B2 phrase sheet here.

Here are the topics students discuss:

The book is always better than the film.

There are too many sequels and spin-off films these days. There aren’t many original stories.

The original version of a song is always the best.

Celebrities shouldn’t complain about being in the public eye. It’s part of the jobNetflix will kill the cinema.

You shouldn’t watch films on your phone. It ruins the experience.

Watching a film at the cinema is always better than at home.

Violent films and videogames should be banned.

Music, art and drama should be compulsory subjects at school.

Social media companies should be responsible for the content that users post on their platforms.

Children shouldn’t play with “violent” toys like guns and weapons.

Something is always lost when a text is translated.

Physical books will disappear one day.

Governments should be allowed to censor some elements of the media including books and films.

The benefits of social media platforms outweigh the negative aspects.

Sports involving animals (hunting, horse riding, bullfighting, etc.) are an important part of my culture and must be protected.

Watching too much television makes you stupid.

Posted in Advanced C1, Grammar Classes, Proficiency

C1/C2: Inversions – A Weekend Off!

Stressed and tired new parents with screaming newborn baby por Rob and  Julia Campbell - Stocksy United

This is a grammar lesson focusing on inversions based around the topic of the stresses of parenthood. Students read a text about new parents who get a weekend off, then transform the text using inversions. Download the handout and teacher’s notes below.

Teacher’s Notes

This lesson plan is designed to be used in several ways depending on your students’ level. The grammar focus is inversions, a structure that typically comes up at C1.

Lead-in

Write these questions on the board and have students discuss them in groups:

  • How does life change when you have kids?
  • How can other family members help with childcare?
  • What things do you think new parents miss about their old life?

Feedback in open class and top up language. Somethings that came up with my students were:

  • Suffer from sleep deprivation
  • loss/lack of intimacy
  • Changing dirty nappies/diapers
  • Pick kids up from kindergarten/nursery
  • Grandparents help out, lend/give you a hand
  • Financial struggles
  • Look after/take care of kids
  • Babysit – babysitter/nanny

Reading

Give out the text, fold the page so that they can’t see the grammar focus part yet, or just share the text if you’re teaching online.

Instruct students to read the text and find the answers to the lead in questions for the couple the text describes:

  • How has their life changed?
  • How do their family members help with childcare?
  • What things do they miss about their old lives?

Feedback in open class.

Language Focus + Controlled Practice

Here is where you can choose a different path depending on how familiar your students are with inversions.

C1 – Introduction to inversions

  • Lead them through the different types of inversions listed below the text.
  • Compare and contrast inverted sentences with uninverted ones:
    • This phone can take photos and videos.
    • Not only can this phone take photos, but also videos.
    • Add emphasis, more formal.
  • Highlight what we mean by “inversion”
    • Position of subject and auxiliary verb is inverted/switched
    • This phone (subject) can (auxiliary verb) take photos….
    • Not only can (aux verb) this phone (subject) take photos….
  • Tell students that the first paragraph contains 10 sentences that can be changed to use inversions and challenge them to change them.
  • There are 6 more in the second paragraph.

C1 – Inversion Revision

  • Challenge them to change the 10 sentences in the first paragraph (or all 16 in the whole text) using the language focus boxes as reference. Monitor and help out as needed.
  • The sentence stems at the bottom will help them identify which sentences they need to change.

C2 – Inversion Revision Super Challenge

  • Just give them the text, don’t give them language focus boxes for reference or the sentence stems! Tell them there are 16 sentences that can be changed to inversions and see how they get on.
  • Give out the language focus boxes if needed, monitor specific groups, maybe not everyone needs it.

Task Check

Show them the second version of the text with all the inversions.

Rarely do we have much time to ourselves. So busy is our schedule that we just can’t find the time to get out of the house. Not only do my husband and I both work full time, but we also have two small kids to look after. Little did I know that my parents were planning a special surprise for me this weekend. Only when I walked in the front door on Friday night did I discover what they had planned. No sooner had I opened the door than they appeared with a bottle of wine and the news that they were taking the kids to the local theme park for the weekend. Obviously the kids were ecstatic, not since they were four years old have they been to the theme park and that was just for 1 day, now they were going for a whole weekend! So grateful were we that we gave my mum and dad a massive hug. However, there had to be some ground rules for the kids. We told them that under no circumstances should they annoy grandma and grandad and on no account must they eat too many sweets before going on the roller coasters.

Hardly had my parents left the house when we opened the bottle of wine and sat on the sofa enjoying the sudden peace and quiet. Not until we sat down did we realise how tired we were. Hardly ever do we get a chance to watch a movie together over a glass of wine. However, barely had we chosen a movie and started watching it when we both fell asleep. Not until the next morning when we woke up did we appreciate how quiet the house was. Not since our second daughter was born had we had the house to ourselves. We didn’t know what to do with ourselves!

Freer Production

Challenge students to work in groups to continue the story. How did the couple spend the rest of their weekend off? Set them a time limit of ten minutes and encourage them to use as many inversions as they can.

Posted in Advanced C1, Conversation Classes, Proficiency

Discussion: Where do you Stand? Animal Rights

Animal Rights Advocates | LinkedIn

This is a discussion topic for B2+ students on the topic of animal rights. Download the student handout and PowerPoint below:

The PowerPoint contains advanced language for expressing opinion, personalising the topic, agreeing and disagreeing. It was made with C1/C2 students in mind. If you’re teaching lower levels, the student handout may be more suitable, although I recommend supplementing it with a phrase sheet, perhaps try my FCE Speaking Phrases post.

Put students into small groups (3/4) or conduct the activity as an open class discussion. Before engaging in discussion on the topics, students must decide individually to what extent they agree or disagree with the given statement by circling one of the numbers from 1-6. The idea is that students will be more likely to take a stand and defend their point of view and less able to go along with the crowd if they’ve assigned their opinion a numerical value.

You could also introduce the phrase “to play devil’s advocate” and encourage students do it during the discussion. Another idea could be to assign a specific student from each group as the devil’s advocate for each topic, thus forcing them to come up with counter arguments to what their classmates are saying.

Here are the discussion topics:

  • Zoos have a positive impact on society.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Big game hunting should be allowed the money from hunting licences should go towards conservation.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Humans shouldn’t step in to save endangered species; nature should be allowed to take its course.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I see no problem with testing cosmetics on animals.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I see no problem with testing medicines on animals.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • People in the future will view the way we treat animals today as barbaric.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • It’s not a square meal without some meat.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I could go vegetarian.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I could go vegan.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I’m willing to cut down on meat for environmental reasons.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Eating animals like dogs and cats shouldn’t be viewed as strange; we eat pigs, sheep and cows.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I would be able to tell the difference between real and synthetic meat.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • One day, all meat will be synthetic meat, grown in a laboratory.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Factory farming is necessary in order to feed the populations.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Eating meat is an important part of my culture.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • Sports involving animals (hunting, horse riding, bullfighting, etc.) are an important part of my culture and must be protected.
Strongly agree               1               2               3               4               5               6               Strongly disagree
  • I could kill and butcher and animal for food.
Posted in Advanced C1, Proficiency, Vocabulary Classes

C1/C2: Up/Down Phrasal Verbs

A simple worksheet and discussion activity in which students look at 21 different phrasal verbs featuring either up or down. Download the student handout and answer key below, follow the link at the bottom of the post for a Kahoot game based on the target language:

Procedure

Put students into pairs or small groups and have them try to guess the preposition required to complete the sentence. It could be up or down.

Check answers in open class, then have students match the phrasal verbs with the definitions.

Have students test each other, one says a definition, the other recalls the phrasal verb.

Have students ask and answer the discussion questions in their groups

Kahoot

Use this Kahoot game for spaced repetition:

Posted in Advanced C1, Conversation Classes, Current Affairs Classes, Guest Posts, Listening Classes, Proficiency, Reading Classes, Video Classes

C1/C2: Face Recognition

Elijah Cummings & John Lewis

This is a lesson plan for C1/C2 students by Soleil García Brito on the topic of face recognition based around a video and a gapped text exercise. The warmer could also be used with lower levels (B1/B2). At the end of the lesson students can take an online test to see if they are “super recognisers”; you’ll find the link below.

Download the student’s handout and teacher’s notes below.

Here is the video:

Face Recognition Test from Greenwich University.

Posted in Advanced C1, Exam Preparation Class, Proficiency, Video Classes

Gender Roles & the Colour Pink: C1/C2

54" Vinyl Hot Pink Fabric from $4.66/yd | Fabric.com - Fabric.com

This is another guest post by Soleil García Brito on the topic of gender roles and the colour pink but this time for higher level students (C1/C2). The lesson plan is made up of two video exercises, a gapped text reading exercise and a discussion on the topic. Download the student handout and teacher’s notes below:

Here are the links to the videos:

The colour pink:

https://edition.cnn.com/2018/01/12/health/colorscope-pink-boy-girl-gender/index.html

Ross’s Shirt:

Posted in Advanced C1, Conversation Classes, Proficiency

Discussion Topics: Where do you stand?

Life Begins at 40: Imágenes, fotos de stock y vectores | Shutterstock

This is a conversation lesson plan designed with higher level adults in mind (C1/C2). It could also be adapted for lower levels. Download the handouts below:

The advanced discussion phrases handout is a truncated version of my C2 speaking phrase sheet, other phrase sheets could be used for lower levels.

Give out the phrase sheet. Have students peruse it and ask questions about unfamiliar expressions. You may also want to model pronunciation of some of the exponents, although this could also be done reactively. You could also ask students to choose their favourite expressions from the list to encourage ownership of the exponents.

Give out the discussion topics. Explain the system: students must read the topic and first individually circle one of the numbers between one and six to determine how much they agree with the statement. Students are then free to discuss the topic in groups or as a class. They must decide their level of agreement before discussing the topic to avoid following the crowd. This system should lead to more in-depth discussion and hopefully more disagreements!

Encourage the use of the expressions on the phrases sheet; you could award points for the number of expressions used. Some of the discussion topics are common proverbs or phrases so be ready to give definitions and examples to illustrate meaning.