I had a great time the other day with my 11-year-olds as we were practising the present simple through picture dictations. One thing I particularly enjoy about running picture dictations with Spanish speakers is that it removes their desire to dictate “phonetically” – in a normal running dictation, learners are obviously keen to get the spelling correct and so end up dictating things like, “The to-ast is very de-li-ci-ous” or “I li-ke waa-ching TV”.
A quick stage guide:
- Introduce and model the activity with a learner.
- Pair learners up and give instructions.
- Learners work on running dictation in pairs.
- When they have all the pictures, instruct them to work together to write a sentence (remind them to use the present continuous).
- Swap papers with another pair to correct. Elicit sentences from learners, write correct sentences on the board.
I told the groups there were a maximum of five points per sentence and that they should take off a mark for each mistake (hence the numbers on some of the pictures).
I was doing third conditional with my FCE group this week and it lends itself very well to terrible things which have happened, so I adapted this activity from Lucia Walliams on one stop english and included a bit of FCE-style use of English practice. You can download the text here – it contains Lucia’s original true or false statements, after which I asked learners what problems Emma had had, such as forgot to set the alarm and a truck splashed her. They then worked in pairs to create third conditional sentences about her day, e.g. If she hadn’t forgotten to set her alarm, she would have woken up on time, as Lucia suggests in the original plan.
Question formation is especially tricky for Spanish speakers given that they don’t use an auxiliary verb in their own language and subsequently don’t change the word order between statements and questions, a simple rising intonation suffices.
I do a simple activity called Guess the Question with my YLs to practise question forms and although I adapt the question each day to incorporate new language and structures we see in class, I’m still finding the activity a little limiting as learners are quick to ask the simpler questions, such as What’s your favourite…? and What time do you…? but struggle to think of more complex structures or more abstract questions.
In order to encourage them to focus on question structure, I’m going to do a similar activity to Guess the Question but as a pair activity rather than whole group and with another slight twist. This time, one learner will have a card with a question on one side and starter-answer on the back, e.g. What time did you go to bed last night? / Last night, I went to bed at… They’ll hold up the starter-answer to their partner and read out the completed sentence, then help their partner to identify and form the question. The reason for also including the start-answer is that they’re still in the first stages of exposure to the past tense and I want the focus of the activity to be on question formation rather than whether they can correctly conjugate the verb to answer the question. However, after a few practices in this way, hopefully I’ll be able to take away the starter-answers.
In a previous post, I talked about how to set up a character build in the class and how they can be used to practise specific grammar points. With my KET group, we recently looked at the present perfect with for, since, just, already, etc.
We did a character build in class and then the learners completed the following worksheet:
It appealed to the more creative learners, both artistically and linguistically and I allowed the learners freedom to answer the questions how they saw fit. Our character, a lovely Swedish lady who lived in Madrid, had just stolen something from IKEA according to one learner!
I’ve done the Shark Attack activity recently with a couple of groups and they really enjoy the task – it’s an easy, enjoyable, controlled practice activity of the past continuous. However, I was doing a lesson today with past continuous and past simple and adapted the activity so learners would use both tenses.
The first part of the activity was the same: we brainstormed things to do at the beach and then I told them to draw the beach (I didn’t mention a shark) and then mingle to find out what their classmates were doing. Once we had mingled and done some feedback, I told them to draw the shark and to think about what happened next. There were some very inventive ideas:
Ana and Elena were swimming in the sea. When the shark attacked, they died.
Álvaro and Carlos were playing football. When the shark attacked, Álvaro jumped into the sea to save the girls and Carlos called the police.
Pepe was sitting under an umbrella. When the shark arrived, he saw Pepe and they fell in love and moved to another country.