Caterpillar sentences

 

CATERPILLAR SENTENCES 

 

I was thinking of a way to get my students (9-10 years old) to  formulate their own sentences and at same time have fun.  An then I came up with the idea of the caterpillar sentences and they absolutely loved it. 😀😘😎

How to use this idea: Get students to cut down and then stick the caterpillar in their notebooks. Then, get them to write a word and a sentence using the words from the caterpillar (as seen in the example).


DOWNLOAD THE WORKSHEET HERE

This is what my students have made! Isn't cute?

 
 

 

The worst and BEST moments of 2016

Christmas theme lesson

 

Description:This lesson plan is organised around the theme of the best moments of 2016 from the BBC news through the use of videos and visuals ' It also includes , vocabulary building activities and discussions around the topic of 'the best moments'.
 
Level: Intermediate / Upper-Intermediate

 

Learners: Adults

 

Theme: Christmas

 

Skills: Speaking, reading , watching videos, Vocabulary.

 

Materials: worksheets, short video, BBC news, Visuals. 
Time: 1:15-1:30 (Depending on the group and Students' pace)
 

Step one: Write on the whiteboard ´The worst moments of 2016´.  Elicit of an example (e.g. bombing of Aleppo). Tell students to work in pairs and make a lists of the worst moments of 2016. Asklearners to discuss and give reasons why is one of the worst moments of 2016. Give time to students to share their ideas with their partner. Allow 8 min

 

Step two: Elicit students' thoughts and ideas. For higher levels students it's important to 'stretch' Ss in order to make the most of their abilities. Write down on the whiteboard any interesting words or phrases that can students learn.

 

Step three: Tell students that you are going to show some pictures related to 'The best moments of 2016 around the world'. Ask Ss if they know the story behind the photo. Get Ss share their ideas and also predict the story. Allow 8-10mins for this tasks.  

 

 

 

 

 

Step four: Elicit Ss idea, and give them the article. Depending on the number of Ss give one each or two each. Give strong Ss more articles if needed. Ask students to read the titles and match it with the pictures. Then ask SS to read the article, and describe the story to their partner and then to the class. Tell them not to worry about unknown words and we will talk about them later. Allow 8 mins

 

Step five: Elicit answers and get Ss to share their stories. Ask students which story they find more interesting and show videos of the most interesting stories. Allow 8-10 mins. Videos can be found in the article.  

 

Step six: Work on vocabulary and phrases (activities/worksheet). Get Ss talk about the meaning of phrases and then match them with the definition.  Allow 8-10mins. Elicit answers, concept-checking questions to ensure that ss have understood, give more examples if needed.

 

 

A.    Vocabulary
 
1.     To spark a worldwide hunt
2.     To go viral
3.     Touch the heart
4.     Devoted human companion
5.     A leap forward
6.     Call of duty
7.     Faith in humanity restored
8.     Hang up their slippers / hang up (one’s) boots
9.     Warm and fuzzy feeling
 
1.     Work in pair and guess the meaning of this phrases in context.
 
2.     Match phrases 1-9 with definitions a-i
 
a.     Usually a pet that is loyal to his owner for the rest of his life
b.     When something becomes really popular and many people share or like it.
c.     When you feel emotional, or moved.
d.     To permanently stop staying at home/ stop playing a sport.
e.     An emotional response.
f.      To carry a job or a duty a police case, military assault/wartime actions, or other military or highly   important jobs.
g.     To move forward.
h.     When you start (again) to believe in people.
i.      an action or event that causes something important to develop. In this case, people started searching, or looking.

 

 

 

Step seven: Get students talk in pairs about their best stories from their countries/worldwide. Allow 10-15 minutes. Tell students that they are going to present the stories in class. Encourage them to write down any words-phrases. Teacher write down any errors for error-correction at the end of the lesson, or good expressions. Elicit students' ideas and stories. 

 

1.     TALK ABOUT STORIES THAT
 

 

a.     that restored your faith in humanity

 

b.     that went viral/

 

c.     about a devoted human companion that touch hearts.

 

d.     that sparked a worldwide hunt/ revolution/ movement

 

e.     about athletes that hang up their boots.

 

 
 

Step eight:  Get students to think about their own stories (positive) e.g. something they have accomplished, a happy moment, and talk about it in pairs. Elicit students' stories and close the lesson. You can also share your story *I am sure students would love  to hear your story 🙂 

 

Wish them a Happy Christmas and may all their expectations and goals be fulfilled. 

 

Merry Christmas everyone 🙂

 

 

 

 

 

 

Working with Phrasal verbs 2: Teenagers

When it comes to teenagers I have to admit that my ideas are more creative than my first posts ‘Working with Phrasal verbs 1’.

IDEA 1

  • I get them to use the phrasal verbs in shapes and graphics. Like this they have all gather in a handout with a definition and an example. They find that useful and memorable. It also works really well with visual learners.

This is an example a student of mine did last week. 

IDEA 2

  • I  ask them to use the phrasal verbs in comics. You will be amazed how much they enjoy that and how fast they learn to make comics online by themselves. For the first time I suggest doing one comic together so they can see how to go about it.

>

You can make your own comics online in these websites:

Make beliefs comix
Pixton
ToonDoo
Bitstrips

IDEA 3

Play Games: Mystery Reward Game!!!!

  • Teenagers are incredibly competitive. Games and competitions work really well with phrasal verbs and students love it!

One game that we usually play to revise vocabulary is the ‘Choose a symbol’. Each symbol means something else. Students however, don’t know what each symbol means and I think it what makes it fun and engaging.

Step 1: Divide students into two teams and give each team a copy.
Step 2: Ask the first team to choose a symbol. Then you could ask them to give you an ‘example sentence’ or a ‘definition’ of the phrasal verb. (Alternatively you could prepare some sentences and ask them to guess the missing word in the gap)
Step 3: Once they have answer tell them the prize of the symbol.
Step 4: Repeat steps 2-3.

DOWNLOAD THE GAME HERE!!!!!
Some ideas are:

  10+ points
-10 points

  Double points

Swap points

     No points

5+ points

Play again (no points)

3+ points

Swap points.

Hope you enjoyed this post, feel free to comment and share more ideas about teaching phrasal verbs to teens 🙂

Technical English: Oil and Gas (Upstream)

Technical English: Petroleum and oil: UPSTREAM PROCESS

This post is suitable for anyone who intends to get a job in the oil and gas industry and wish to improves his/her vocabulary. In this post we are going to look more closely the UPSTREAM PROCESS  the EXPLORATION and PRODUCTION of crude oil and natural gas. 

1.  We asked a driller to explain in few words the UPSTREAM SECTOR and this is what he said: Read the text and match the bold words with the meaning:
      a. a tool or machine with a pointed end for making holes.
      b. an examination of something in order to find out about it.
      c. a deep whole in the ground.
      d. the act of removing something from somewhere.
      e. to move something from one place to another. 
      d.  oil in its natural state.

The upstream sector: The upstream sector involves the exploration for and extraction of crude oil and natural gas. The upstream oil sector is also known as the exploration and production (E&P) sector. The first stage of the upstream oil sector includes the searching for potential underground (exploration) or underwater oil and gas fields. In this stage, scientist study the rooks and look for rocks that can hold hydrocarbons. The scientist choose the best place for drilling then drillers drill the well, and sometimes find hydrocarbons. In the next stage, the company does test to find out ‘if there is enough oil’ and ‘if there isn’t any problem’. If everything is ok they continue to the next stage: development. In the development stage, everything is prepare for ‘production’ and the aim is to bring the crude oil and/or raw natural gas to the surface and transport it. 

2. Point in the following pictures:
a. the crude oil
b. scientist 
c. the well
d. the surface
d. driller 

 Picture A:

 Picture B:

 Picture C:

Activity 3: Read the text again and complete the four steps in this flow chart.

Taken by the course-book ‘Oil and Gas’, Oxford. 

Activity 4: Now memorize the flow and describe the process to someone else…. 

For more information and details on the upstream process click here:
1. http://www.psac.ca/business/industry-overview/
2. http://en.wikipedia.org/wiki/Upstream_%28petroleum_industry%29
3. http://www.psgdover.com/en/oil-and-gas/oil-gas-market-overview/oil-gas-upstream 
4. http://www.croftsystems.net/blog/differences-between-upstream-midstream-downstream-in-oil-gas

  Thank you 🙂

Answers: 
1. a. driller
    b. exploration
    c. well
    d. extraction
    e. transport
    f. crude oil 

3.   1. Exploration
      2. Drilling
      3. Development 
      4. Production.




 

Expressions with Can’t.

Expression with Can’t. 
 1. Can’t hear myself think: if you cannot hear yourself thing, you cannot give your attention to anything because there is so much noise. 
EXAMPLE:

2. I can’t stand: to be unable to tolerate someone or something; 
disliking someone or something extremely.

EXAMPLE:

3. Can’t be bothered: be unwilling to make the effort to do something.
EXAMPLE:
 
4. Can’t take it: when someone is really upset with someone/ or something  and they cannot mentally or physically take it any longer. 
EXAMPLE:

 4. Can’t wait: to be very excited about something and eager to do or experience it
EXAMPLE: 



Activities: complete the gaps with the phrases:

1. He’s been out the whole day, and I can’t reach her on the phone.

I can’t ……………

2. Tonight we are going to Shakira’s concert
I can’t ……………

3. It’s already 9 o’clock. I must get up and go to work.
I can’t …………..

4. This places is so crowed and the music is too loud. 
I can’t …………..

5. This show is so boring. Shall we go for a drink in the pub.
I can’t …………