If I was in Boston and you were in Washington DC, where could we meet halfway? A good meeting point would be New York. If I want to sell my bike for 60 euros and you offer 20, where do we meet halfway? The bike is yours for 40 euros. But what if I say “exhausted” and you say “rush”? Where can we meet halfway? … Continue reading meet me halfway
I am a big fan of Padlet and similar web-based noticeboards. Basically these digital noticeboards allow users to place text, images, upload and embed videos or audio recordings and do team work on a given noticeboard. There are many tutorials on the Internet on how to use Padlet. I have my own but I’d rather not share here as you can find more updated ones … Continue reading Padlet: practical use #295
Linguist David Wilkins wrote in 1972: “Without grammar little can be conveyed, without vocabulary nothing can be conveyed”. Memorizing vocabulary is paramount to language competence and keeping vocabulary lists is a good way to consolidate it and provide spaced encounters and repetition. In this post, I will try to give you a few tips on how to keep vocabulary lists that you may want to … Continue reading vocabulary lists
This activity revises phrasal verbs students are familiar with. It implies a bit of imagination or drawing skills (or both) in addition to language competence. Select about 10 phrasal verbs you would like to revise with your students. I will be using this list as an example for an Upper-Intermediate class. You will be using your own. run after: chase (police running after a thief) … Continue reading phrasal verbs 1
This zero preparation activity requires no materials either, so you might feel relieved there is no need to have a set of chainsaws or to juggle for that matter. A few days ago I happened to be working on a double-page spread from the adopted textbook headed “Are you a risk taker?” So before diving into the textbook material, I decided to give my students … Continue reading chainsaw juggler
This is one of my favorite activities for students who share a common language other than English. This activity falls under the acronym of KISS (keep it super simple). The teacher won’t have to do much, apart from weaving things around (I’m just stating the obvious). Ask your students to look through language that they have seen in class over the last four weeks or … Continue reading word challenge 1
