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English with Esther

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̴ Welcome to our Online English Classroom ̴

LISTENING ACTIVITY
IF I WERE A BOY - BEYONCÉ

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Listening comprehension can be worked in many different and varied ways in the classroom. In this unit, I chose this song to practise my students' listening skill. 


Here you have the activities they completed and the link to Beyoncé's video song:

Link: Beyoncé - If I were a boy


IF I WERE A BOY - BEYONCÉ

If I were a boy even just for a day
I'd roll out of bed in the ___________
And throw on what I wanted and go
Drink beer with the guys
And chase after ___________
I'd kick it with who I wanted
And I'd never get confronted for it
'Cause they stick up for me
{Chorus}
If I were a boy
I think I could understand
How it feels to love a girl
I ___________I'd be a better man
I'd listen to her
'Cause I know how it hurts
When you lose the one you __________
'Cause he's taking you for granted
And everything you had got destroyed
{Verse}
If I were a boy
I would turn off my phone
Tell everyone it's broken
So they'd think that I was sleeping ____
I'd put myself first
And make the rules as I go
'Cause I know that she'd be faithful
Waiting for me to come ___________
To come home...
{Chorus}
If I were a boy
I think I could understand
How it feels to love a girl
I ___________I'd be a better man
I'd listen to her
'Cause I know how it hurts
When you lose the one you ________ (___________)
'Cause he's taking you for granted (granted)
And everything you had got destroyed
{Bridge}
It's a little too late for you to come back
Say it's just a ___________
Think I'd forgive you like that
If you thought I would wait for you
You thought wrong
{Chorus }
But you're just a boy
You don't understand
Yeah you don't understand, oh
How it feels to love a girl
Someday you wish you were a better ____
You don't listen to her
You don't care how it hurts
Until you lose the one you wanted
Cause you're taking her for granted
And everything you had got destroyed
But you're just a boy!

1. Fill in the blanks.
2. Try to give a definition for the expressions in bold.
3. What type of song is this? (protest, love, etc.).
4. Are there different parts in the song? Which ones? How do you know?
5. What are the things she would do "if she was a boy"? Make a list.
6. What is the message of the song? What is she trying to say? Is there anything she doesn't like?

THE CONDITIONALS

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In Unit 7, we are studying the conditionals to talk about possible, hypothetical or unreal situations.


Here there are some exercises to review the content:

1.    If we __________________ (not / work) harder, we __________________ (not pass) the exam.
2.    If you __________________ (heat) water, it __________________ (boil).
3.    If the students __________________ (not be) late for the exam, they __________________ (pass).
4.    If the weather __________________ (not be) so cold, we __________________ (go) to the beach.
5.    If she __________________ (have) her laptop with her, she __________________ (email) me.
6.    If she __________________ (not go) to the meeting, I __________________ (not go) either.
7.    If the baby __________________ (sleep) better last night, I __________________ (not be) so tired.
8.    If the teacher __________________ (give) us lots of homework this weekend, I __________________ (not be) happy.
9.    If Lucy __________________ (have) enough time, she __________________ (travel) more.
10. If you __________________ (touch) a fire, you __________________ (get burn).
11. If the children __________________ (not eat) soon, they __________________ (be) grumpy.
12. If I __________________ (not go) to bed soon, I __________________ (be) tired in the morning.
13. If I __________________ (want) a new car, I __________________ (buy) one.
14. If José __________________ (not speak) good French, he __________________ (not move) to Paris.
15. If John __________________ (drink) too much coffee, he __________________ (get) ill.
16. If we __________________ (tidy) our flat, we __________________ (not lose) our keys.
17. If you __________________ (not use) an umbrella when it rains, you __________________ (get wet).
18. If Luke __________________ (not send) flowers to his mother, she __________________ (not be) happy.
19. If the children __________________ (be) in bed, I __________________ (be able to) have a bath.
20. If you __________________ (not be) so stubborn, we __________________ (not have) so many arguments!
21. If Julie __________________ (not go) to Sweden, she __________________ (go) to Germany. 
22. If she __________________ (go) to the library, she __________________ (study) more.
23. If we __________________ (not have) an argument, we __________________ (not be) late.

Keep practising!

AMERICAN SUPER BOWL

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As you already know, in this Unit my students are creating their own cities. One of the tasks is to include a festivity, so today I've talked about the American Super Bowl.

As they have to create their own festivity for their cities, they will be given an example: The Super Bowl Day. I have created an infographic with the most interesting facts about this celebration of the US:


Then, they will have to invent their own festivities and, at home, they will write a composition talking about a celebration we have in Andalusia, because I also want them to value the Andalusian culture.

  • Presentation: Brainstorming: Festivities in Andalusia.
  • Practice: Look at the American Super Bowl infographic.
  • Production: Work in groups and create a festivity for your city.
HW: Write about a festivity we celebrate in Andalusia and highlight the most interesting aspects of the celebration. 




HAPPY VALENTINE'S DAY!

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Today we are celebrating our own Valentine's Day. I wanted to do something special with my students, so I prepared a Bingo for them with Valentine's Day vocabulary. 


They played in 10 different groups. I said one of the words we have already studied and associated with a picture and then they played Bingo. Here you have the activity and the vocabulary we used:


VOCABULARY FOR VALENTINE'S DAY

  • Arrow
  • Bundle
  • Butterflies
  • Candy box
  • Chocolates
  • Couple
  • Cupid
  • Date
  • Engagement ring
  • Kiss
  • Love
  • Love letter
  • Love message
  • Love story
  • Lovebird
  • Present / Gift
  • Puppy
  • Red roses
  • Romantic songs
  • Teddy bear
  • To be in love
  • To fall in love
  • True love
  • Valentine's card


BINGO CARDS:

1

2

3

4

5

6

7

8

9

10



Lots of love!

9 FEBRUARY - SAFE INTERNET INTERNATIONAL DAY

I love the internet

As you know, internet and ICTs are resources that we try to use in the classroom everyday because they bring us many benefits to the teaching-learning process. However, they also entail a series of dangers and problems that our students must know and be aware of. 


Therefore, I decided to show them a video related to this issue: A short video called I saw your willy. The video shows how a photo can go viral in just a few hours and how hard it is to control it once it has been shared. 
Here's the video: 


Some questions to make students think:
  • Why did they share that picture? Was it necessary?
  •  What were the consequences?
  • How that affected the boy?
After the video, they completed this worksheet to really become aware of what can happen if a photo goes viral:



Finally, I asked them to write in groups an alternative ending for the video answering the following question: 
  • After the photo had been shared, what could he have done to make sure the bullying didn’t get out of hand?


And remember... sometimes, less is more!

KAHOOT UNIT 7 

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As in the previous units, I have prepared a game to review the new vocabulary. This time, I created a Kahoot. This is a very interactive and funny game we can use in the classroom in many different ways.

Here you have the link to Kahoot - Unit 7: Kahoot - Life in the City

This is the vocabulary we used:

UNIT 7: CITY LIFE

Behave: comportarse
Bully: intimidar, acosar
Commute: viajar (de casa al trabajo)
Crime rate: tasa de criminalidad
Gang: banda, pandilla
Get along with: llevarse bien con
Graffiti: pintada
Green space: zona verde
Homeless: sin techo
In charge of: a cargo de, al mando
Juvenile delinquency: delincuencia juvenil
Litter: basura
Low-income: bajos ingresos
Mayor: alcalde/alcaldesa
Plenty of: mucho/a/os/as
Poverty: pobreza
Punish: castigar, sancionar
Reach a compromise: llegar a un acuerdo
Recruit: buscar
Residential area: zona residencial
Slum: suburbio
Suburb: afueras
Traffic jam: caravana, atasco
Unemployment: paro, desempleo
Well-being: bienestar

PAPARAZZI - LADY GAGA

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Hi everyone! Today, I want to share with you a worksheet I have prepared for my students to work their listening skill. 


It is about famous people and celebrities and how they are treated by the media. After the worksheet, I want them to write a little composition answering the following question: What do you think about paparazzis and famous people's right to privacy?

This is the music video: Lady Gaga - Paparazzi







PROJECT UNIT 7
OUR CITY

done good


Hi everyone!
The final project of this unit is going to be the creation of a whole city! Students, in groups, will design their own cities. They will have to create its name and flag and include different information such as buildings, other elements, and festivities their city has and they will also include a political programme to put into practice the grammar of this unit: The conditionals.

PROJECT INSTRUCTIONS:

STEP 1: Give a name to your city and design a representative flag.

STEP 2: Make a list of all the important places your city has (hospital, police office, theatre, parks, etc.).

STEP 3: Make a second list including other important elements your city should have (bridges, traffic lights, fountains, streetlights, etc.).

STEP 4: Many tourists will visit your city in the future and they usually get lost. Complete a map including the main spots and giving directions.

STEP 5: Create and choose a day for the local festivity.

STEP 6: Organise your political programme. Include 10 things you will do if people vote for you. Use the first conditional. Ex: If you vote for us, we will create 2 new parks for children in the city.

STEP 7: Create a sustainability programme to make your city greener. Include 10 things you would do to make the city more sustainable. Use the second conditional. Ex: If I were the major, I would put recycling bins on every street.

In order to facilitate them the work and follow a scaffolding method, they will be given 7 templates and a blank map at the beginning of the unit that they will have to complete and hand in when the project is finished.

































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