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DIGITAL RESOURCES

DIGITAL WRITING

DIGITAL WRITING

LINK TO MY PADLET

WRITING

WRITING UNDER LOCKDOWN

ON QUARANTINE

WRITING

DIGITAL NARRATIVE AND STORYTELLING

Virtual narrative and storytelling is a Prezi presentation with strategies to teach and implement writing using digital technologies.

B2.2 TRANSLATION

B2.2 TRANSLATION

Students practise their comprehension and translation skills. First they work on their own for four or five minutes.They are not allowed to look up words in a dictionary. After that time they compare with their partner for two minutes without doing any changes. 

I am displaying below a possible translation on the PDi and students ask questions. 

This strategy can also be used as a mediation task. Once the previous steps have been accomplished, a student at random gives summarizes the passage aloud.

The passage has been adapted from their Student's book, Voyage B2.

B2.2 THE RULES OF CONVERSATION

B2.2 The Rules of Conversation

The Rules of Conversation

B2.2 QUIZLET: CONVERSATION

Students in this Quizlet learn some expressions that will come in handy when talking to other people.
This strategy has been adapted from the Mindmaps of Unit 1, Voyage 2.

B2.2 UNIT 1 CONVERSATION

B2.2 QUIZLET: HIGH ACHIEVERS

B2.2 Quizlet

This link will lead you to a quizlet with ten words related to "working conditions", part of the vocabulary we will be learning in Unit 7 of Voyage B1+.

B1+ VOYAGE U7: HIGH ACHIEVERS

B2.1 QUIZLET: WORKING CONDITIONS

B2.1Quizlet

This link will lead you to a quizlet with ten words related to "working conditions", part of the vocabulary we will be learning in Unit 7 of Voyage B1+

B1+ VOYAGE U7: WORKING CONDITIONS

B2.2 Unscramble sentences

B2.2 UNSCRAMBLE SENTENCES

Students work individually for four minutes before the check their answers with their partner. In the resolution of this activity, they need to apply their grammar knowledge to create meaningful sentences applying critical thinking.

Adapted from Voyage B2

B2.1 CLOZE

B2.1 CLOZE & ORAL MEDIATION (8')

This passage is the audioscript of an activity they have to in their student's book. Before listening to it, I provide when with the text without warning them about it. 

Once they have checked their answers with their partner, I show them the answers. They then read the text aloud to each other; together they work out the meaning of unknown words or they may ask two partners (ask three before you ask me). 

B2.1 SYNONYMS

B2.1 SYNONYMS - ADJECTIVES

Students in their pairs brainstorm words with similar meanings to the ones given. The topic of the unit is travelling so before diving into the lesson, I assess their knowledge of some of the adjectives they will come across.

Adapted from Voyage B1+

B2.1 USED TO VS WOULD

USED TO  vs WOULD

Great video to teach our students the difference between "used to" and "would"

B2.1 SONG

B2.1 LISTENING COMPREHENSION

Students first read the song in pairs and then listen to it once. They fill in as many gaps as they can. They check with their partners and listen to it again. As usual when we listen to a song, we sing it in small groups and as a class.

B2.1 FILL IN THE GAPS

FILL IN THE GAPS

This is on the activities I do at the beginning of the lesson. Some of my students arrive a bit late because of their work schedule so I prepare activities that last for about eight minutes to give those late comers some time to join the lesson. This strategy or "Do Now"  is at the same time, a kind of assessment or diagnostic test. It helps me know how much the remember from the previous day or how much they know about the new topic.

In this case, this passage is part of the audioscript of a video they are going to see. By flipping the way in which we teach, we are helping the students to overcome the pitfalls they will encounter when watching the video making it easier for them but still challenging.

B2.1 GRAMMAR- LINK TO WEBSITE

1. QUANTIFIERS PDFs

This link will give you the chance to practise quantifiers and other grammar points. All the exercises can be downloaded as PDFs and, best of all, for free. Some of them can also be done online. 

B2.1 MINI LESSON ON QUANTIFIERS

QUANTIFIERS

This mini-lesson gives a very clear explanation of how to use quantifiers. The students not only learn the grammar but also practise their listening comprehension and use their visual skills to remember better how to put them into practise.

B2.1 MOLLY MALONE

I prepared this song to get my students ready for Quiz Night on Saint Patrick's Day, 17th March, 2020. Unfortunately, it could never be practised or sung. I hope we will all be able to sing it soon even though not at the right time.

The students listen to the song once, identify and underline the words that do not correspond to the actual words. They ckeck with their partners and listen again. This time they write down the right words and check with their partners.

Students in groups of four work out the meaning of new words.Of course, they sing the song, once or twice. 🔊 Molly Malone

MOLLY MALONE
(The Dubliners)

In Dublin’s fair city

where the women are so charming

I first set my sight on nice Molly Malone

As she pushed her wheelbarrow

Through streets wide and close

Crying, “Cockles and mussels, alive, alive, oh”

Chorus

“Alive, alive, oh

Alive, alive, oh”

Crying, “Cockles and mussels, alive, alive, oh”

She was a fish finger

And sure ‘twas no wonder

For so were her mother and father before

And each pushed their parrot

Through streets wide and close

Crying, “Cockles and mussels, alive, alive, oh”

Chorus

-------------------------------------------------------------

ANSWER

MOLLY MALONE

In Dublin’s fair city

where the girls are so pretty

I first set my eyes on sweet Molly Malone

As she wheeled her wheelbarrow

Through streets broad and narrow

Crying, “Cockles and mussels, alive, alive, oh”

Chorus

“Alive, alive, oh

Alive, alive, oh”

Crying, “Cockles and mussels, alive, alive, oh”

She was a fishmonger

And sure ‘twas no wonder

For so were her father and mother before

And each wheeled their barrow

Through streets broad and narrow

Crying, “Cockles and mussels, alive, alive, oh”

Chorus

B2.1 DRUNKEN SAILOR

Click on this link to access instructions.

B2.1 Drunken Sailor

(IRISH ROVERS)

What will we do with a drunken sailor?

What will we do with a drunken sailor?

What will we do with a drunken sailor?

Early in the morning

[Chorus]

Way hay and up she rises

Way hay and up she rises

Way hay and up she rises

Early in the morning

______  ______ belly with a rusty razor (x3)

Early in the morning

[Chorus]

____   _____ in a long ______  'til he's sober (x3)

Early in the morning

[Chorus]

____  ___ in the scupper with a hosepipe on him (x3)

Early in the morning

[Chorus]

Put ____ ____  ____ _____ with the captain's ______ (x3)

Early in the morning

[Chorus]

B2.2 DRUNKEN SAILOR

Students listen to the song once at 0.75rpm and fill in the gaps, one word per gap. The check with their partners before listening to it a second time. If they find it too difficult, you can always pause the song after each verse to facilitate understanding. I always ask the students to check with their partners before I show them the lyrics. Of course, we always sing the song, at least once.

B2.2 Drunken Sailor

IRISH ROVERS

Link to drunken sailor

What will we do with a drunken sailor?

What will we do with a drunken sailor?

What will we do with a drunken sailor?

Early in the morning

[Chorus]

Way hay and up she rises

Way hay and up she rises

Way hay and up she rises

Early in the morning

______  ______ ______  with a rusty _____ (x3)

Early in the morning

[Chorus]

____   _____ in a long ______  'til he's ______ (x3)

Early in the morning

[Chorus]

____  ___ in the scupper with a hosepipe on him (x3)

Early in the morning

[Chorus]

____  ____ ____  ____ _____ with the captain's ______ (x3)

Early in the morning

[Chorus]

B2.1 & B2.2 ROCKING AROUND THE CHRISTMAS TREE

Students are given a sheet each with the lyrics of the Christmas Carol. They need to unscramble the words in bold by listening to the song.
Once they have done it, they have to translate those cultural words into Spanish and compare where they are popular at Christmas in Spain.
Finally, they sing the song three times: a class, only men and only women. They really enjoy doing this kind of competition and we all go home with a laugh.

Link to song: Miley Cirus

ANSWERS 

B2.2 Unscramble sentences

B2.2 UNSCRAMBLE THE SENTENCES

Students work individually for five minutes before the check their answers with their partner. In the resolution of this activity, they need to apply their grammar knowledge to create meaningful sentences applying critical thinking.

Once they have checked their sentences for two minutes, we check them as a class and five volunteers read the correct sentences.

B2.1 BLACK FRIDAY

B2.1 COMMUNICATION: BLACK FRIDAY

Groups of three students. They discuss the following questions for eight minutes and exchange information about cultural notes, e.g. customs that we have adopted in Spain in recent years.

B2.2 VOCABULARY

VOCABULARY

This is a strategy I use sometimes at the beginning of the lesson to check if the students can remember the vocabulary learned in their last lesson. They usually work in pairs and for a limited span of time, no more than four minutes.

I challenge those who finish first to write one meaningful sentence using as many of the words as possible.

B2.2 TIME IS MONEY

This is an activity I have done at the beginning of the lesson before starting a unit on the topic of money and to assess how many collocations with "money" and "time" they knew. 

Three volunteers came to the front of the classrroom and completed Venn's diagram on the interactive whiteboard. When they finished the class corrected the collocations using online dictionaries and books. I simply monitored the activity.

Below you can see the introduction of the topic, which started with a statement which they had to discuss. It followed with a list of expressions used in combination with "money" and "time" and moved on to write them in the corresponding area of the Venn diagram.

B2.1 VOCABULARY

B2.1 MATCHING - VOCABULARY - SPENDING

These are some of the key words and phrases of U1 Voyage Intermediate+ that students will be hearing in a listening comprehension activity whose topic is "Spending". I provide them with some vocabulary before they listen to the recording so that they do not find it so difficult to understand.

I display the slide on the interactive whiteboard and the students take turns to join the English word or phrase with it corresponding translation.

Finally, they stand up, one of them stands with his/her back to the board and the other one asks him/her the expressions at random. The other one answers.

A different activity is to ask each pair of students to write one of the columns. They then place them face down on the desk and ask each other taking turns.

QUIZLETS

B2.2 VOYAGE U1:  THE RULES OF CONVERSATION

B2.1 VOYAGE U1: SPENDING

B2.2 VOYAGE U2: ST. IVES

B2.2 TRANSLATION

TRANSLATION (SPENDING)

1. Intentamos que la gente piense en el efecto que tienen sus elecciones de compra.

2. Puede que algo parezca una ganga magnífica pero eso podría ser porque ha sido fabricado en un país donde los trabajadores no cobran suficiente.

3. Además, la mayor parte del tiempo, preferimos que la gente compre en el mercado de proximidad porque el transporte aéreo de mercancías tiene un efecto dañino sobre el medio ambiente.

TRANSLATION (SPENDING) - POSSIBLE ANSWER

1. We are trying to get people to think about the effect their buying choices have on the rest of the world.

2. Something might seem a great bargain, but that could be because it's been made in a country where the workers aren't paid enough.

3. In addition, most of the time we prefer people to buy locally because transporting goods by air has a harmful effect on the environment.