Clasroom Dynamics For Teachers

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Classroom Dynamics for Teachers
CLASSROOM DYNAMICS
WORKSHOP FOR TEACHERS
Table of contents
PAGE
l. Introduction....... .. ..... ... ........ .. ... . . ... . .. .. ....... ... ...... .. .... .. ... .......... .. 2
11. Classroom English and Management ......................................... 3
III. Grammar Review & Activities .... .... .. ... ......... ......... ..... ... ............ 27
IV. Additional Exercises .................................................................. 54
V. Pronunciation Skills .. .. ... . . .... ..... ..... ... .. .. . . ........ ........ ...... .... ... .. ... 58
VI. CLIL (Content and Language Integrated Learning) ...................... 82
VII. Class Simulations....................................................................... 96
VIII. Appendix 1 (Websites for teachers) ............................................. 97
IX. Appendix 2 (CLIL Material) ........................................................... 99
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l.-Introduction
You know how to teach. You know the material for your subject. You know how to motívate
your students. You know how to correct and assign homework. You know how to control your
classroom environment. You know how to ask and answer questions.
How do we know that you know all this?
Because you are a professional teacher.
J ust Jike us.
What you may not know however, is how to link all the various elements of a successful
classroom dynamic together linguistically, using phrases and constructions in a way similar to
that used by native-English speaking teachers in the UK, Ireland, Canada or Australia. But
don't worry, that is basically what this course is all about.
Additionally, as any good teacher knows, new ideas and techniques are always welcome. And
that's where we are here to help you as well. As you are teachers, you know that there are
Jimitless subjects to teach in a Jimited amount of time. For native English speakers, there is a
combination of teaching direct vocabulary and structure, but the most native way in which
concepts are taught are often indirectly through activities, conversations, games, projects, and
even performing. We hope to add to your knowledge while enhancing your abilities to use
English better...both in and outside ofthe classroom!
The material provided here is designed to supplement the English you already know and
remind you of sorne basic building blocks of the language as it is used in the classroom. As you
have time you can reference relevant sections and more importantly pnt your English to use in
simulated class lessons and activities in order to become more comfortable and flnent. You will
have the correction of the native instructor here, which will Jet consolidate what yon already
know, correcting common mistakes and bad habits, and introducing you to more vocabulary
and expressions.
You will not havetime in the course to go through all ofthe lists and exercises so please know
that we have included sorne for reference both during and after the program. However, as much
as possible your teacher trainers will check you on each area as well as ask you to participate in
brief exercises. We hope you will absorb more and more importantly, put these new phrases
into context as you need.
So, sit up straight, take your pencil and pay attention!
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11.- Classroom English & Management

In this section we willlook at an assortment of expressions that are common at various
stages of your daily class, su eh as opening the class, introducing new material or
finishing the class. They are justa sample of expressions and vocabulary that are
common, with the purpose of checking to see what you already know, while giving you
sorne additional forms for saying what you need during each phase.
Think of the dynamic and expressions that yo u typically use during your classes and if
yo u have any questions as to how to say something, please ask your teacher trainers so
you can add any additional forms or structures. We have provided spaces here to list
any other phrases that are important to your specific contexts.
Additionally, this section will address the most important aspects related to the
behavior of your students and how to establish and maintain a controlled yet relaxed
dynamic in your class.
Our overall goal is to in crease the variety and accuracy of what you say, improving the
fluency you already have and building on effective dynamics.
This section includes the following translationlists related to:

1. Small Talk
2. Opening
3· Correcting Previous Homework
4· Introducing New Material
5· Explaining Material
6. Asking Direct Questions
7· Dealing with Students' Questions
8. Checking for Comprehension
9· General Classroom Discipline
10. Managing Difficult Students
11. Praising Students
12. Assigning Homework
13. Closing the Class
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1 SMALLTALK
In this section, we will focus on developing a selection of sentences and phrases which the
teacher can use in order to get the class off to a good start.
Spanish English
1 Buenos días, chicos y chicas. Good morning boys and girls.
2 Buenas tardes a todos. Good afternoon everybody.
3 Hola niños. Hello children!
4 iHola chavales! Hi kids!
5 iHola! Hi there!
6 iHola chicos! Hi guys!
7 ¿cómo estáis todos hoy? How are you all today?
8 ¿Cómo os va la vida? How's life?
9 ¿Qué tal os va? How's it going?
10 ¿Qué tal? What's up?
11 ¿Qué tal estáis? How are you doing?
12 Me alegra veros otra vez. Good to see you again.
13 ¿os lo pasasteis bien este fin de semana? Did you have a ni ce weekend?
14 Espero que hayáis tenido un buen finde. I hope you hada good weekend.
15 ¿Qué tal el finde? How was your weekend?
16 ¿Qué hicisteis este fin de semana? What did you do at the weekend?
17 ¿Habéis hecho algo divertido? Did you do anything fun?
18 ¿visteis el partido? Did you see the (football) match?
19 ¿os lo habéis pasado bien? Did you have fun?
20 Vale, tranquilos por favor. Ok, settle down please.
21 Hola a todos, por favor tomad asiento. Hello everybody, please take your seats.
22 Buenos días, clase. Por favor sentaros. Good morning class. Please sit down.
23 Vale, eso es suficiente. Silencio, por favor Ok people, that's enough. Quiet please.
24 Vale, vale. Gracias. Cuando gustéis. Ok, ok, Thank you. When you're ready.
25 Bueno, a trabajar. Ok, let's get to work.
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2 OPENING A SUBJECT
teacher can use in order to introduce the material they will be teaching during the class.
r: . · .•· Spanish English

·~ ¿Estáis listos? Are you ready?
~~ . Empecemos. Let' s get started.
'3;--. Vale, empecemos. Ok, let's begin.
4 Abrid los libros en la página 34. Open your books to page 34·
. .
5 Vayamos al tema 4· Let's go to chapter 4 .
·6 . ¿os habéis traído los cuadernillos? Did you all bring your workbooks?
7···.··.·· Me gustaría que abrierais los libros, por I'd like you to open your books, please.
k ' favor.
s.·.·,·.· Hoy vamos a hablar de ... Today we're going to talk about...
;9 En esta clase vamos a hablar de ...
i During this class we're going to discuss ...
'w. Esta próxima sección es muy importante, This next section is very important, so
así aue nrestad atención, nor favor. olease nav attention .
. .
'11 ¿AJguno me puede contar algo sobre ... ? Can anybody tell me anything about ... ?
.
12 c.'Al gmen
. sab e ....? Does anybody know ... ?
.··
13 ¿Me podéis dar un ejemplo de ... ? Can anybody give mean example of...?
14 c.'Q u e• sab''
e1s d e ....? What do you know abo ut...?
. 15 El tema de hoy trata sobre ... Today's topic is about ...
As I'm sure you know // As you already
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',.·.·-·
Como ya sabréis ...
know ...
17'n En esta hora vamos a concentrarnos en... During this hour we are going to focus on ...
t.~s
Como os dije en la clase anterior, hoy As I told you in the last class, today we are
vamos a estar hablando de ... going to look at...
~·. Como os acordaréis de la última clase, As you'll remember from the last class,
.... ·i.
ahora estamos tratando ... right now we're working on ...
Como ya sabréis, hoy vamos a continuar As you al! lmow, today we are going to
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trabaiando con ... continue our work on...
¡;~;········
1·'·. Lo que quiero hacer hoy es mirar ... What I want to do today is look at...
Bueno, como dije en la última clase, hoy So, as I said in our last class, today we're
¡!4*; vamos a seguir adelante con ... 1 ~>:oing to move on to ...
~l~~"
Lo que tenemos que mirar a continuación
What we need to look at next is ...
es ...
0~~:,,,
Lo siguiente en lo que tenemos que The next thing we need to work on is ... ,
trabajar es ... , lo cual está relacionado con which is related to what we were studying
.
lo aue estudiábamos el otro día. the other dav.
0~57 Para terminar con este tema, tenemos que
echar un vistazo a ...
To finish this area, we have to (finally) look
at...
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Exercise 1- Fill the Gaps

Fill the gaps in each ofthe sentences below. Each space requires one word.
1 Let's _ _ _ _ _ _started.
2 Open your books _ _ _ _ _ _ _ page 47 please.
3 Kike, can yo u give mean example - - - - - - - · · · ?
4 Today, we're going to talk _ _ __
5 I said in the last class, today we're moving on,_ __
6 What we need todo now is take a look _ _ _ __
7 ____ anybody know what the word "erosion" _ _ _?
8 During this class, we're goíng to focus _ _ _ __
9 How _ _ _ _ _ _ contínents are there?
10 -"T-"od;caa¡yc___ _ class is all about ...
11 What's the capital _ _ _ _ _ _ _ Finland?
12 How many communities ___________ in Spain?
13 _ _ _ _ is El Teide?
14 What _ _ _ _ _ _ we do _ _ _ yesterday's class?
15 OK, _ _ _ _ _ _ Wednesday, we looked at...
Exercise 2 - Spanglish Review

Correct the mistakes in thefollowing sentences, which are examples ofwhat
sorne ofyour students might say to you.
1 Jaime asked tome ifhe could Jook at my book.
2 You said that we were going to discuss about numbers.
3 We are 23 today Miss.
4 You said you wanted that we finish the exercises on page 14.
5 I don't know where is the book.

IJJ
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3 CORRECTING PREVIOUS HOMEWORK

teacher can use in order to help them correct homework in a positive and constructive way.
Spanish English 1
1 ¿Habéis hecho los deberes? Have you all done your homework?
Espero que todos hayáis terminado los
2 I hope you all finished your homework.
deberes.
Pepe, what homework did you have to do
3 Pepe, ¿cuáles eran los deberes de ayer?
yesterday?
Por favor, entregad la tarea de la semana
4 Please hand in last week's assignment.
pasada.
........ Vale, pasadle vuestros deberes al
'5 Ok, pass your homework to your neighbour.
compañero de al lado.
6 Vale, corrijamos los deberes de ayer. Ok, let's correct yesterday's homework.
· ' Vale, en el primer ejercicio, ¿qué has Ok, for the first exercise, what did you answer,
7 contestado, Elena? Elena?
· Jorge, ¿podrías leer en voz alta la Jorge, could you please read out your answer
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respuesta a la pregunta 5, por favor? for question s?
9 ¿AJguien sabe la respuesta al número 6? Does anybody know the answer to number 6?
10 ¿AJgún voluntario para la número 7? Any volunteers for number 7?
11 Jaime, ¿estás de acuerdo con Marta? Jaime, do you agree with Marta?
Fran, estás muy callado hoy. ¿Me puedes Fran, you're very quiet today. Can you tell me
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decir que has escrito? what you wrote?
13 ¿Está claro? Is that clear?
14 ¿Por qué crees que eso es incorrecto? Why do you think that is incorrect?
) .
· Hay más de una manera de responder a There is more than one way to answer that
) 15 question.
esa pregunta.
1.6 > ¿AJguien tiene otra respuesta distinta? Does anyone have a different answer?
p .•. ¿Entendéis todos como ... ? Do you all understand how... ?
;is· Levantad la mano si habéis respondido
bien a todas .
Hands up ifyou got al! ofthose correct.
.... ·.. ··
,
'19 .. Buena respuesta, Pepe. Good answer, Pepe.
Buen intento, pero no es exactamente lo Nice try, but not exactly what I was looking
.29. ·. que buscaba. for.
¿AJguien puede echarle una mano a Can anybody... help Maria out 11 give Maria a
lié:it María? hand?
:22 ¿Por qué no has hecho los deberes? Why didn't you do your homework?
..
..
','.'",·.'·.''':,• Déjame adivinar. lE! perro se ha comido
\'23 Let me guess. Your dog ate your homework?
tus deberes?
·. Es muy importante que completéis la It's very important to complete your
24 assignments.
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tarea.
Hacer los deberes es esencial para esta Doing your homework is essential for this
25 class.
clase.
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Exercise 1- Fill the Gaps

Fill the gaps in ea eh of the sentences below. Ea eh space requires one word.
1 Ha ve yo u all _ _ _ _ _ _ your homework?

2 Laura, what homework you have todo yesterday?
3 Ok, pass your homework your neighbour.
4 Hands if you got al! of those correct.
5 Jorge, could you please read _ _ _ your answer for question s?
6 Why _ _ _ _ _ _ you do your homework?
7 volunteers for number 7?
8 Can anybody help Maria ?
9 Let me guess. Your dog ________ your homework?
10 Please hand last week's assignment.
Exercise 2- Question Forming

Form the correct question to each ofthefollowing answers. Use the underlined
portion ofthe answer to help you construct the appropriate question. More than
one question structure may be possible in sorne cases.
1 A: I don't know what homework we had to do Miss.

Q:
2 A: I didn't have time todo it Sir.

Q:
3 A: Yes, I have a different answer for number 5-

Q:
4 A: "N umber 11? An isosceles triangle has two si des of equallength and also has
two equal angles."
Q:
5 A: Yes, I agree with Elena. I have the same answer.

Q:
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4 INTRODUCING NEW MATERIAL
teacher can use in order to begin teaching a new chapter, or a new section of a particular
chapter, in a dynamic and interesting way.
1 lAlguien me puede dar un ejemplo de ... ?

2 lAlguno me puede decir qué es un ... ?
Ok, as I told you yesterdayjlast week, the

next stage of our course involves looking at...
nos tenemos que centrar en ...
We really have to focus on ... for the next few
1?~4.1 durante las siguientes semanas. Hoy
weeks. So let's begin today by...
now, something c;vlHJJ"'L'"lY
different. I'd like to introduce you all to the
wonderful world of...
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5 EXPLAINING MATERIAL
teacher can use in order to explain certain aspects of a subject in more detail, by using
comparisons and local examples the students will be familiar with.
Spanish English
1 ¿Lo habéis entendido todos? Does everyone understand?
2 Vale, paremos un minuto. Ok, let's stop for a minute.
3 Déjenme explicar esto con más detalle. Let me explain this in more detail.
4 Déjenme poner eso de otra manera. Let me rephrase that.
5 Repasemos eso de nuevo. Let's go over that once again.
Vale, veo muchas caras a cuadros. Dejad Ok, (I see / there are) lots of confused
6
que os explique eso. faces here. Let me explain that to you.
7 Pepe, ¿me puedes dar un ejemplo de eso? Pepe, can you give me an example of that?
8 María, ¿nos puedes resumir eso? Maria, can you summarize that for us?
Bueno, ¿alguien sabe qué quiere decir ese So, does anyone know what that last point
9 último punto? means?
¿AJguien necesita que explique eso de Does anyone need meto explain that
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nuevo? again?
11 ¿Está claro? Is that clear?
12 ¿Tiene sentido eso? Does that make sense?
13 ¿Lo entendéis? Do you all understand?
14 mstá todo bien hasta ahora? Is everything OK so far?
15 ¿Lo tenemos todo claro? Are we all clear on that/this?
Déjenme que explique eso de otra
16 Let me put that another way.
manera.
Esto es bastante complicado. Creo que That's quite complicated. I think we'll stop
17 pararemos ahí unos minutos y there for a few minutes and look at it
miraremos eso otra vez. again.
18 Déjenme que explique esto otra vez. Let me explain that again.
19 Lo pondré en palabras más fáciles. !11 break that down in simpler terms.
20 Simplifiquemos esto. Let's simplify this.
21 Dejen que lo diga de otro modo. Let me say it another way.
22 Os voy a dar un ejemplo. Imaginen ... I'll give you an exam¡..le. Imagine ...
Cojamos una situación real de algo que Let's take a real situation from something
23 está pasando en la actualidad. that's happening now.
Recordad, si no entendéis algo, entonces Remember, if you don't understand
24 something, then p]ease ask me.
preguntadme.
No olvidéis hacer preguntas si Jo Be sure to ask questions if you need to.
25 necesitáis. Para eso estoy aquí, ¿sabéis? That's what I'm here for, you know?
Vale, dejadme que explique eso de nuevo Ok, Jet me explain that to you once again
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ante de que sigamos adelante. before we move on.
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1
The lmportance of Questions

Leaming relies on a fundamental concept: the process of qnestioning. A student who constantly
asks fundamental questions about the facts and techniques that make up each subject willleam
quicker than one who doesn't. Because of the importance of questions, every teacher should try
() to encourage stndents to ask good questions, and obviously, they should try to answer them
appropriately.
This makes the process of questioning important in every class. Qnestions are important to the
students in a class for two reasons:
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1. Students learn how to ask questions by actually asking questions.
2. A student asking a question is at that moment a self-motivated Jearner. This is the
behaviour yo u as a teacher should be trying to nurture.
(': Questions are also important to you as a teacher:

1. >
1. Questions tell you that your students can understand and are thinking about what you
say. If you begin to talk at too high a leve], students will stop understanding and
thinking, and will ask no questions. Questions tell you whether your class is asleep or
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awake.
• 2. If encouraged, stndents will ask questions about concepts they do not understand. These
questions give you immediate feedback when you are unclear, and tell you where you
(~,,
need to spend more time.

3· Education is a dialog between student and teacher. It is not a monolog - if it were,
students could simply buy the textbook and read it themselves. Students attend classes
so that two-way communication can occur. Questions are an important part of this
dialog.
For all of these reasons, questions should be actively and constantly encouraged.
Negative Pressure
There are a number of forces at work to discourage students from asking questions. A good
('
teacher works constantly to overcome these negative forces.
The primary negative pressure against questions is "stupid" pressure. Students tend to feel
stupid when asking questions. They especially feel stupid if the teacher answers questions in
su eh a way that it makes them look Jike a fool in front of their peers.
Many other forces work against questions. Large classes discourage dialog and questions
because any intimacy or friendliness between students and teacher is discouraged by the size of
the class. Questions are also discouraged by time pressure. You may need to get through a
certain amount of material on a given day, and you therefore leave fewer gaps for questions.
Another pressure that frequently discourages questions is the attitude or personality of the
teacher. If the teacher insults students who ask questions, or makes them feel foolish, or sends
signals that questions waste time (e.g. - negative tone of voice, monosyllabic answers, saying,
"We don't have time for that question"), then students will not ask questions, and the class will
become a monolog.
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' .
Encouraging Questions
A teacher cannot encourage questions just by standing at the front of the class and asking, "Are
there any questions?"
The only way to encourage questions is to create a question-asking environment in the

classroom. You must encourage questions constantly, using a variety oftechniques.
The most important technique that you can use to encourage questions is to always answer
questions kindly. Even if you have answered the same question three times already, the fourth
answer should still be friendly. The student may have been copying something down, or may
ha ve been daydreaming. But normally questions occur multiple times beca use students cannot
understand the Janguage you are speaking.
Here are sorne other ways to promote questions:
• Reward students for asking a question. Try saying, "That's a great question" for every
new question you get.
• Go through your notes or drop a pencil or erase the board - Jeave gaps throughout your
classes, to give students time to construct a question.
• Do not insult students, even subtly, when answering a question. Would you like to be
talked to in that way? Put yourself in your students' shoes. Also listen to the answers yo u
give- do you real/y answer the questions?
• Have your students work on problems during class. Put a problem on the board and Jet
students work it out in their notes. Then show them the right answer. You can do
examples all day, but nothing is Jearned until the students do a problem themselves. It
shows them exactly what they don't understand, and this often Jeads to questions.
• Give homework assignments that force students to think about and question the
material, and make time available in class to answer homework questions.
• Use tests to find out where you have been unclear, and where questions remain. A well-
designed and well-graded test tells you as much about your teaching as it does about
your students.
• Start each class by briefly reviewing the material from the previous class.
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lnterrogative Grammar Review

• GENERAL. RULE = Do 1 does 1 did + subject pronoun + bare infinitive.
Present
Does he work there? Did he work there?

Do they work there? Did they work there?
• Witb question words, (who, what, why, when, where etc.), tbe rule is the same,
but witb tbe question word at tbe beginning.
Present
When does he arrive? When did he arrive?

When do they arrive? When did they arrive?
( *** Do is not used with other auxiliary verbs or with the verb "to be".
( • Questions in perfect tenses use tbe auxiliary "have" instead of do 1 does 1did.
e.g. Have you been here befare?
• Witb modal verbs (should, can, could, would etc.) tbe modal verb goes ahead
oftbe affirmative sentence.
(
e.g. Should we go? j Can we go? / Could we go?
(
• Questions with "to be":
N o need for an auxiliary verb. Reverse the position of "to be" and the subject.
(
"To be" + subject pronoun + bare infinitive.
Present
Ami late? Wasilate?
Are you late? Were you late?
Is hejshejit late? Was he/she/it late?
Arewelate? Were we late?

Are you late? Were you late?
Are they late? Were they late?
• Question tags:
Question tags follow a statement.

If the statement is affirmative, the tag is negative e.g. Yo u' re Jack, aren't you?
If the statement is negative, the tag is affirmative e.g. You don't have a tissue, do
you?
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Classroorn Dynamics for Teachers
6 ASKING DIRECT QUESTIONS

teacher can use in order to ask students direct questions, focusing particularly on advanced use
of auxiliary verbs.
Spanish English
1 mn qué contexto utilizaríais esto? In what context would you use this?
2 María, ¿puedes responder al número 4? Maria, can you answer number 4 (forme)?
Juana, ¿crees que la respuesta de María es
3 Juana, do you think Maria's answer is correct?
correcta?
¿Lo crees? Para estar seguros, ¿nos lo puedes Yo u think so? J ust to be sure, explain it to us
4 explicar otra vez? again please.
5 ¿No lo crees? ¿De verdad? ¿Por qué no? You don't? Real!y? Why not?
¿N o estás de acuerdo con María? Vale pues, You don't agree with Maria? Ok then, can you
6
¿me puedes dar la repuesta a esa pregunta? give me vour answer for that question please?
7 ¿Qué horas son éstas, Jorge? What time do you call this, Jorge?
8 ¿Por qué has llegado tarde a clase? Why were/are you late for class?
¿Por qué no has hecho los deberes,
9 Why exactly didn't you do your homework?
exactamente?
Why didn't you go to the hathroom during the
10 ¿Por qué no has ido al servicio en el descanso?
break?
¿Qué horas son éstas, Ana? La clase empieza a What time do you cal! this Ana? Class starts at...
11
las ... , y no a las ... and not at...
¿De qué estáis hablando Jos dos que resulta What are you two talking about that is so
12
tan interesante? interesting?
¿Por qué creéis que necesitamos saber sobre
13 Why do you think we need to know about this?
esto?
14 mstáis de acuerdo con lo que dice el autor? Do you agree with what the author is saying?
¿creéis que las cosas son ahora como en el Do you think that things are the same now as in
15 2008? 2008?
16 ¿Estáis de acuerdo con ese último punto? Do you agree with that last point?
¿por qué creéis que es importante que nos Why do think it is important for us to Jearn about
17 aprendamos esto? this?
¿creéis que esto es relevante en el mundo en el Do you think this is relevant for the world we live
18
que vivimos hoy? in today?
19 ¿Te importaría repetirme eso? Would you mind repeating that forme?
Perdona, no he pillado eso. ¿Me lo puedes Sorry, I didn't catch that. Can you repeat it for
20
repetir? me?
21 Entonces, ¿qué pensamos sobre eso? So. What do we think about that?
22 ¿Por qué tengo que repetirlo? Why do I have to keep on repeating myself?
How did you ... reach / arrive at / get to ... that
23 ¿cómo has llegado a esa conclusión?
conclusion?
24 ¿Qué te hace pensar eso? What makes you think that?
25 ¿Qué piensas que está mal en tu respuesta? What do you think is wrong with your answer?
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) C1assroom Dvnamics for Teachers
1
: Use this blank page to add any other questions that are relevant to your· classes:
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EXERCISE 1- Question Forming

Write complete question structures that correspond to the answers below. There may be more
than one possible questionfor some ofthe answers.
Ql
Al I didn't_lli!Y anything Miss.
Q2
A2 It's at home Sir.
Q3
A3 Oh, the trip was fantastic. We all hada great time.
A4 We went to the zoo.
Qs
As Buf- the exam was really difficult.
Q6
A6 Sorry Miss, but my bus was late.
Q7
A7 Yo u said we shouldn't speak out of turn Sir.
Q8
AS I think the answer is 344·
Q9
A9 Yes, I understand now.

~
Q10
~;
A10 You didn't give us any homework yesterday!
..¡;
ti;;
~¡
.}¡
IOJ;
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'"
7 DEAUNG WITH STUDENTS' QUESTIONS

teacher can use in order to correctly answer questions the students may ask related to the
material being covered in the class.
Spanjsh English
'1 Excelente pregunta. Excellent question.
2 Me alegra que me preguntes eso, Jaime. I'm glad you asked me that, Jaime.
3 Eso es un buen argumento. Goodpoint.
'
4'· '
Esa es una pregunta interesante. That's an interesting question.
) ice:
'5 iQué punto de vista más interesante! What an interesting point of view.
Vale, buena pregunta. ¿AJguien sabe la Ok, good question. Does anyone know the
6 respuesta a eso? answer to that?
' ' ' Dejad que lo explique de la siguiente Let me put it like this. // Let me explain it
7 manera. in the followin.e; way.
.8 ¿No habéis estado prestando atención? Have you not been paying attention?
) ¿Dónde has estado durante toda esta Where have you been during this whole
) 9 explicación, Margarita? explanation, Margarita?
)
10 Bueno, en este contexto ... Well, in this context ...
)
)
Eso no es exactamente correcto. Dejad That's not exactly right. Let me go over that
11
)
que lo repase otra vez. a.e;ain for you.
Veo a donde quieres ir a parar con eso, I see where you're going with that, but it's
) 12
pero no es exactamente así. not exactly like that.
_)
) 13 La manera en la que yo explicaría eso es ... The way I would explain that is ...
•'4 Veremos eso en un ratito. We'll see that in a little bit.
Eso no es realmente algo para la clase de That's not really something for today's
':15
,,,_ ·. hoy. class.
Echémosle un vistazo a esto de la
'16 Let' s look at it like this ...
' siguiente manera ...
~7.', Bueno, de acuerdo con/según ... Well, according to ...
~~~· En realidad, la gente dice que ... Actually, people say that ...
:¡~ Originalmente, solía ser así, pero hoy en Originally, it used to be like that, but now ...
!'('' . día ...
i!!ó': Te lo tendré que comprobar, Mayte.
¡~ ·:-, .. ''•'
I'll have to check that for you Mayte.
i~i: Te responderé a eso luego. I'll get back to you on that one.
'i,!i!i: Hay más de una manera de ver eso. There's more than one way to look at that.
¿'~3.
.- .,
Yo diría que ... I would say that... ' '
':•
,24' Sí, Belén. Wuál es tu pregunta? Yes Belen. What is your question?
~s'' Entonces, ltenéis alguna duda sobre eso?
So, do you guys have any questions about
that?
17
Diverbo 2013
,,,
J
~
-
~ -..t
8 CHECKING FOR COMPREHENSION
~
~
'
[
...
teacher can use in order to be sure that the students have clearly understood the material they
are studying.
Spanish English
~
~
-....
P'
~
Paco, explica con tus propias palabras Jo que Paco, explain in your own words what that ~ ..t
1
auiere decir eso. means.
r--
2
3
María, por favor, resume de qué va ese último
nárrafo.
Belén, ¿qué piensas de eso?
Maria, please summarise what the last
paragraph is about.
Belen, what do you think about that?
" .--
~
5
Pepe, por favor, explica eso utilizando un
eiemnlo distinto.
Vale, chicos, tengo varias preguntas para
Pepe, please explain that again, using a
different example.
Ok guys, 1 have a few questions for you about
~
~
'r...
•
\
~ ~;
vosotros acerca de eso. that.
6 Comprobemos que eso está claro para todos. Let' s check that that is clear to yo u al!.
7 ¿Me podéis dar otro ejemplo de ... ? Can you give me another example of... ? ~ ~~
Dejad que compruebe que habéis entendido Let me just check that you all understand that [:J
8
ese último nunto. last point. ~ r)
9
Quiero revisar eso antes de que sigamos
adelante.
I want to go over that one more time befo re we
moveon.
~ t)
10
Vale, chicos. Necesito que me expliquéis eso
de nuevo. Ok guys, 1 need you to explain that to me again. ~~
Imaginad que no sé nada de eso. ¿cómo me lo Imagine 1 know nothing about that. How would ~
11 ~ l )
12
exnlicaríais?
1 1
¿os acordái: :u: ~mos un ejemplo de eso la
1 you explain it tome?
Do you remember we saw an example of this ~1 ..
ri
otra semana día clase?
Es importante que todos entendáis eso antes
the other week/dav/in the Jast class?
It's important that you all understand that
~1 .~)
13 de seguir adelante, así que lo repasaremos
before we move on, so we'll review it now.
~)
ahora. @ ' )
14 Recapitulemos unos minutos. Let's recap for a few minutes. ~

~
15 ¿por qué creéis que eso es así? Why do you think that is? ;>..
~ r))
16 ¿Está todo bien hasta ahora?
¿Está claro? Vale, veamos. Tomás, ¿me puedes
Is everything OK so far? So far so good?
Crystal clear? Ok, let me see. Tomás, can you @¡ •~) !
17 decir ... ? tell me ... ?
.
~
•
,
18 ¿Qué entendéis con eso? What do yo u al! make of that?
@1 ~)
19 ¿Qué quiere decir eso para vosotros? What does that mean to you?
~)
20 Ana, danos tu opinión sobre eso. Ana, give us your opinion on that. ..1
Pepe, ¿puedes escribir eso en la pizarra? .,, ~)

1 21 Pepe, can you write that on the board? 'j
.j. •
22
23
¿Estáis seguros de que lo tenéis todos?
¿Entonces puedo borrarlo ya?
Are you all positive you have that now?
So can l... erase that now? j ... rub that out?
1... clean the board? ..1
-
1
)
)
)
1
24 ¿Estáis de acuerdo? Is that ok with you guys? .}., )
25 ¿Lo habéis pillado? i.so%? ¿so%? ¿100%? Did you get that? so%? So%? 100%? i )
26 lEstá todo claro? Are we al! clear on thatjthis? Get it, got it, good.
IJJ,
•
111
i!
!
18 .,, )
"¡
Diverbo 2013 .)
.J.. •
)
~
9 GENERAL CLASSROOM DISCIPLINE

In this section, we will focus on developing a selection of sentences and phrases which will help
the teacher to establish and maintain control in the classroom, in order to ensure a healthy and
dynamic atmosphere.
Spanish .
English
(
Sentaos. Sit down.
(
2 Silencio, por favor. Quiet please.
·3 ·. · Por favor, tomad asiento. Please take your seats .
I asked you nicely once. Don't make me
•..4.·.·.· ·.•.••.. .·.. Os lo he pedido por favor una vez. No
( .. ·. me hagáis repetirlo. repeat myself.
For the third and final time, the answer is
'5 ,\, Por tercera y última vez, no.
no.
'6 iSilencio! Silence!
!ff.'. Por favor, prestad atención. Please pay attention.
(
\$ o Tranquilos, chicos. Settle down guys.
·9 '· · ·· Eso es suficiente, gracias. That' s enough, thank yo u.
\, ;10 Espera tu turno. Wait your turn.
( Por favor, levanta la mano si tienes una Please raise your hand if you have a
( pregunta. question.
L12 Deja de hablar. Stop talking.
( 13 .. Deja de hacer eso. Stop doing that.
Estate quieto. Sit still.
( 15 Para de moverte. Stop fidgeting.
16 · Vale, chicos, eso es suficiente. Come on guys, that's enough.
(
(:17 No quiero tener que decirlo otra vez. I don't want to have to say it again.
•i8 Por favor, ven a verme después de clase. Please see me after class.
Jaime, I have spoken to you about this
>i9'' Jaime, ya hemos hablado de esto. befo re.
(
·.2o ¿Lo habéis entendido? Is that understood?
.21 , ¿Me explico?/¿Queda claro? Do I make myself clear?
'i:•il!2 • No quiere decir que no. Nomeansno.
( If I've said it once, I've said it a thousand
times.
~
t1'!"~· Vale, chicos, eso es suficiente. Por favor Ok guys, that's enough. Please listen to
escuchad lo que digo. ¿Quién sabe? what I'm saying. You never know - you
·.· ·. · Igual lo necesitaréis algún día. might actually need it sorne day.
i",~i'> Roberto, ¿has oído alguna vez la Roberto. Have you ever heard the
'21) expresión "el mejor orador es el mejor expression, "The best talker is a good
( : ':i.:. escuchador"? listener"?
19
Diverbo 2013
.
10 MANAGING DIFFICULT STUDENTS

In this section, we will focus on developing a selection of sentences and phrases which will help
the teacher to manage difiicult students in a calm and rational manner.
Spanish English
Jorge, por favor vete del aula. Jorge, please leave the classroom.
: Si sigues así tendrás un castigo. Anymore of this and you'll have detention.
•' Si sigues así, te mando al director. If you keep this up, I'll send you to the principal.
f Vete al pasillo. Stand outside in the hall (U.S.)/corridor (U.K.).
Tú y yo vamos a hablar sobre tu You and I are going to have a Jittle chat about
• comportamiento. your behaviour. --
• ¿Te portarías así en casa? Would you behave like that at home?
N o me hagas repetirlo. Don't make me repeat myself.
• iVente aquí y lee esa nota en voz alta! Get up here and read that note aloud!
'
¿Qué es tan divertido, Juan? ¿Te importaría What's so funny, Juan? Would you like to share
1
compartirlo con el resto? it with the rest of the class?
o Creo que le debes una disculpa a María. I think you owe Maria an apology.
1 Tienes que pedir perdón a tu compañero. You need to apologize to your classmate.
2 Ese comportamiento es inaceptable. That behaviour is unacceptable.
3 Ese lenguaje es inaceptable en clase. That language is unacceptable in class.
Mayte, tus compañeros han venido a aprender, Mayte, your classmates are here to learn, so
4 así que déjales. please Jet them do so.
Te Jo creas o no, el mundo no gira a tu Believe it or not, the world does not revolve
5 alrededor, Quique. around you Kike.
I've told yo u befo re - don't just shout out your
6 Te Jo he dicho antes: no grites la respuesta.
answer.
7 Levanta la mano si quieres decir algo. Raise your hand if you' d like to say something.
Gracias, Ana, pero quizás Jos demás querrían Thank you Ana, but maybe the others would like
8 responder también. a chance to answer too.
Eso es suficiente, Diego. Coge tus cosas y espera Ok, that's quite enough of that Diego. Take your
9 fuera de la clase, por favor. things and wait outside the class please.
¿Has visto al director, Iván? Muy bien, siéntate, Did you see the principal Ivan? Ok, sit down
!O
por favor. p]ease.
Jaime. José. GCreéis que estoy sordo? Os lo he Jaime. Jose. Do you think I'm deaf? I've told you
!1
dicho antes, parad de hablar entre vosotros. before - stop talking amongst yourselves.
Vale, ya hemos tenido suficiente de estas Ok, I think we've all had enough of this messing
!2
tonterías por hoy. around for one day.
You guys are really making life difficult for me
!3 Me estáis haciendo la vida realmente difícil hoy.
today.
Debo decir que estoy muy decepcionado con I must say, I am very disappointed with your
!4 vuestro comportamiento. behaviour.
!5 No sé qué bicho te ha picado hoy. I really don't know what's gotten into you today.
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Diverbo 2013
11 PRAISING STUDENTS
\
In this section, we will focns on developing a selection of sentences and phrases which can be
used by the teacher to praise students for good work and encourage them to continne working
hard.
) '
Spanish '',, English
t<',,, Buen trabajo, Mayte. Excellent work Mayte.
'' ,,.',,,,,
,'',~ ,'
Muy buenos deberes, Juan. Very good homework Juan.
:3,':'··· Estoy muy orgulloso de todos vosotros. I'm proud of you al!.
4 : iEstupendo! That's great!
:,'5•'···,,,
··.
:· iBien hecho! Well done!
:.
6 Buen trabajo, chicos. Good work guys.
Bueno, creo que esta ha sido una clase Well, I really think thatjthis was a great
) !7>, estupenda. Hemos hecho mucho hoy. class. We gota lot done today.
':,---,
•,
:·:s ,:•
.. ·:
Gracias por vuestra atención, chicos. Buen Thank you for your attention today guys -
) .....
•'.·,
:·· .···,,
trabajo. good work.
Hemos hecho esto muy rápido. iBuen We got through thatjthis really quickly.
9 . . . ., trabajo! Good stuff!
:w·· Enhorabuena. iUn 10 de 10! Congratulations -10/10!
iVaya! O sois unos chicos muy listos o yo un Wow, either you guys are really smart or I'm
11
profesor estupendo. an amazing teacher!
12 iBuen esfuerzo! Good effort!
)
'13 Espero que sigáis así, chavales. Keep up the good work guys.
Estoy muy contento con el progreso que I'm really happy with the progress we're
14 estamos haciendo. making.
'15 .· Buen intento, Pedro. Nice try Pedro.
'16 iBuen trabajo! Nicework!
17··.',,
.' ',_ ...- ' ~
iEso se merece un premio! That deserves a gold star!
s:úr. ., Sois mi clase preferida pero, no se lo digáis a You guys really are my favourite class. But
los otros, ¿vale? don't tell the others, ok?
~;. :; : '-'·.' . ·: '
'
Como habéis trabajado tan bien hoy, os voy a Because you al! worked so hard today, I'll
19 dar el día libre de deberes. give you a night off from homework.
...... ,.. ..·.··· That's a great improvement Carlos - I'm
' ,
Has mejorado mucho, Carlos. Me alegra que

really glad to see you're making more of an
;,:'20•....... :
, te estés esforzando más.
effort.
Mira eso: 5 de 5 correctas. Y no eran tan Loo k at that: 5/5 correct. And they weren't so
~f\ fáciles. Buen trabaio. easv either. Good work.
id~(
Ahora, Levantad la mano si habéis tenido
Now. Hands up who got al! ofthose correct?
todas bien. Bufff, imirad eso! Buen trabajo,
Boofff- look at that! Good work team .
.·. . . ······ic equipo.
Eso es lo que me gusta ver. Buenas notas a Now that's what I like to see - top marks al!
l's3C todos. Excelente. round. Excellent.
24: Creo que lo habéis pillado todos. Sigamos. I think you guys have it now. Let's move on-
·.... .. Creo que está claro que lo tenéis claro. I think it's pretty clear that you al! have that
(25 Continuemos. clear. Let's continue.
21
Diverbo 2013
!"'
-
'='
~
t -~·
~ l '
t:
12 ASSIGNING HOMEWORK
~ ,. "
In this section, we will develop a selection of sentences and phrases which the teacher can use
when they are giving homework to the students to complete.
t-
~·
t- .._.
-
Spanish English
t-
t:
r •
1
2
Para mañana ...
Para nuestra siguiente clase ...
For tomorrow ...
For our next class ...
. ,.,r......
t- r;;;
3
Me gustaría que hicierais las siguientes
10 preguntas.
Por favor, repasad eso para la siguiente
I would like you to do the next 10 questions.
Please review that thoroughly for our next
. ';
~)
4 clase. class. ~· ....
5
Para vuestra siguiente tarea, querría
que hicierais ...
For your next assignment, I'd like yo u to
do ...
~· ..~
~
6 Corregiremos esto en la siguiente clase. We'll be correcting this in our next class. ~ ' )
Por favor, completad las siguientes o

~ ,....,
7
8
preguntas en casa.
Traed las respuestas mañana.
Please complete these questions at home.
Bring in the answers tomorrow.
., o
-~
Debéis completar los deberes para el You should complete the homework for ~ ... )
9 jueves. Thursday.
I would like you to think of three examples ... o
¡ )
-
Quiero que penséis en tres ejemplos por
10
cada punto. for each point. ~)
~ )
No tenemos tiempo de terminarlo hoy, .
11
así que, por favor, terminad el resto de
We don't have time to finish this today, so
please finish the rest of those short ~1 ~
estos ejercicios cortos para la siguiente 1"'¡
exercises for the next class.
12
clase.
Buscad la respuesta a ... para la
siguiente clase.
Find the answer to ... for the next class.
@
@ •..
""''
'
' )
Quiero ver los deberes hechos a primera I want to see your completed homework ~
13 hora mañana.
Vale, para los deberes quiero que
first thing in the morning.
Ok, for homework, I want you to translate
@
t"
.
~1
1
14 traduzcáis las primeras 10 frases en esta
unidad.
the first 10 phrases in that unit. @ ..~ 1
Para asegurarme de que lo habéis
entendido, quiero que hagáis los
Just so I know that you al! got that, I want @ ~
15
siguientes deberes para mí.
to do the following homework forme ...
@
~1
...••
Necesitamos terminar la siguiente
We need to finish the next unit as quicldy as .J
16 unidad lo más rápido posible, así que llii
possible, so tonight I want you all todo ...
esta noche quiero que hagáis ... ~
Sé que es viernes, pero, ~ ~
~
'
I know it's Friday, but unfortunately we ,J
desgraciadamente tenemos mucho
have a lot ofwork todo this term, so for )
•·- .~
17 trabajo este trimestre así que, para la
next week I want you to take a look at the
semana que viene quiero que le echéis
• ~
exercises on ...
un vistazo a los ejercicios ...
,
Esta sección del curso no es demasiado This section of the course isn't too hard so I .
• •.
\
18 difícil así que creo que podréis hacer think you can manage those exercises
)
esos deberes sin dificultad. without difficulty.
Diverbo 2013
22
• .~
'"' J
)
Cl assroorn DJynarnlCs t or Teach ers
Ok guys. Finish the rest of those
Vale, chicos. Terminad el resto de las
19 translationsjexercises for hornework.
traducciones/ ejercicios para casa.
Estoy seguro de que no encontraréis los
I'rn sure you won't find the exercises on
20 ejercicios de la página 49 demasiado
page 49 too difficult. Have fun!
difíciles. iPasáoslo bien!
Quiero que hagáis todos esos ejercicios I want you to do all of those exercises for
21
para la siguiente clase. tornorrow's class.
Sé que os encanta probar teoremas, así I know you all Iove proving theorerns, so
22 que seguro que disfrutareis con los I'rn sure you'll enjoy doing the exercises at
ejercicios al final de esta unidad. the end of this unit.
No os preocupéis. No me he olvidado de Don't worry - I haven't forgotten about
23 los deberes. hornework.
Creo que podéis terminar eso por I think you can finish those on your own,
24 vuestra cuenta, ¿no? can'tyou?
Vale, corno habéis trabajado tan bien Ok, seeing as how you all worked so hard
25 hoy, tengo buenas noticias: ino hay today, I have sorne good news for you -no
deberes! hornework!
('
1./
('
'' '
( •,,
\ ,·
23
Diverbo 2013
13 CLOSING THE CLASS
In this section, we will develop a selection of sentences and phrases which the teacher can use
to wind down the class and end it on a cooperative and light-hearted note.
Spanish English
1 Vale, eso es todo por hoy. Ok, that's al! for today.
Hemos tenido una clase interesante
2 We hadan interesting class today.
hoy.
Espero que hayáis tenido una buena
3 I hope you al! had a nice class.
clase.
4 Gracias por vuestra atención. Thank yo u for your attention.
Please leave ... in an orderly fashion / one
5 Por favor, marcharos ordenadamente.
ata time.
Vale, ese es el timbre. Terminemos OK, that' s the bell. Let's wrap it up
6
rápido. quickly.
7 Paremos de trabajar. Let's cal! ita day.
8 Nos hemos quedado sin tiempo. We're out of time.
9 Nos hemos quedado sin tiempo. We've run out oftime.
10 No os olvidéis los deberes. Don't forget about your homework.
Por favor, acordaros de haced vuestros
11 Please remember to do your homework.
deberes.
12 Eso es todo. Hasta luego. That's about it. See you later alligator.
Vale, chicos. Que os cuidéis. Hasta la
13 Ok guys, take it easy. See you next time.
próxima.
14 Hasta la vista. Untíl we meet again.
15 Es hora de irme. Ciao. It's time forme to go. Ciao.
Sé que os encantaría que me quedase, I know you'd alllove meto stay but I
16
pero tengo otra clase. Adiós. have another class waiting. Bye.
Eso fue más divertido que jugar a la That was much more fun than playing on
17
PS2, ¿no? Hasta luego. your PS2, wasn't it? See you next time.
Vale, hora del recreo. Guardad vuestras Ok, break time. Put your things away
18
cosas, por favor. please.
19 Y así termina otra clase fascinante. And so ends another fascínating class.
20 Eso es todo por hoy. That's al! from me for today.
21 Hasta mañana/la semana que viene. See you tomorrow/ next week.
Don't cry Luisa - we'll meet again soon
22 No llores, Luisa. Nos veremos pronto.
enough.
Vale, chicos. A la misma hora y el Ok guys. Same time, same place. Take
23
mismo lugar. Cuidaos. care.
24 Y con eso, os despido. And on that note, I bid you farewell.
25 iQué tengáis un buen finde! Have a great weekend!
24
Diverbo 2013
''
14 CHORES
1 Here is a selection of phrases you can use to get the pupils in your class to help you with
1 little jobs and activities.
)
)
'¡
English
) 1 Roll up the blinds.
2 Let down the blinds.
3 Openj el ose the blinds please.
4 Putthe in the cupboard.

5 Mayte, can you please clean the board forme?
6 Please put your chairs on the tables.
) 7 Push in your chairs before you go please.

8 Hang up your coats.
' .
Ok, it's time for sorne drawing- put on your smocks.
9
10 Tidy up your desks.
11 Help your neighbour to clean your area.
12 Let's all walk quietly to the playgroundjyard.
13 Pickup your litter after you.
14 Please put that in the rubbish bin/trashcan.

:ts· Tidyup .
.,.,:(6 Please put everything away.
~ffD Line up everybody.

:;~~' Plug in /Unplug the CD player.
{;;t:<) Switch onj off the COMPUTER.
:, :'; .:: ;_,;;: ,.-~-,·
•:.29 Turn onj off the lights please.

i;:,~i . Ok, I need a volunteer to ...
·..·.~~· Who' s m y helper j assistant for ... ?
.
c~at Don't lean back in your chairs.
'*¿¡,· Onceyou've you may leave.

'!45' An organized environment leads to an organized mind.
25
Diverbo 2013
Idioms for Education and School
'A' for effort- the recognition that someone has flunk out - to fail a course, lo fail and then Jeave
tried hard to do something even though they may school
not he successful
from the old school- ideas that were popular in
ace (something) - to gel a very high mark the past but which are no longer popular or
common
as easy as ABC/ easy peasy - very easy
get through (a course ora set ofmaterials)-
back to basics - an approach in education that to finish a course or a set of materials
uses traditional ideas or methods that have been
successful in the past goof off- to waste time
bookworm - someone who reads a lot hit the books - to begin to study hard
brush up on - to improve your knowledge of keep up - to maintain the leve] of performance or

something already learned but partly work expected
forgotten
learn (something) by rote- to Jearn or
call /take the rol! or take attendance- to call memorize somethíng without thinking about it
the names of students on a ro JI and they answer if
they are there pass wíth flying colors - to pass something easily
and with a high score
catch up to (someone or something) - to m ove
fast or work hard to reach someone or something pop quiz- an impromptu test.
that is ahead of you
put one's thinking cap on- to start thinking in a
cheat - when yo u do something dishonestly lo gain serious manner
advantage (having answers for a test)
read out loud - to read something so that other
copycat - someone who copies the work of another people can hear you
count noses/heads- to count the number of read in your head - to read without saying
people anything so that other people cannot hear you
cover a lot of ground - to complete a lot of show-and-tell- in the Jower grades of elementary
material in a class or course school children bring something interesting to show
to the rest of the class
crack a book - to open a book to study (usually
used in the negative) show ofhands- a raísing ofhands in a classroom
or other group to vote or see what people think
cut /skip class /play hooky orbe truant- to about something
not go to class when you should
single file- a line with one person standing behind
draw a blank - to get no response from someone another person
when you ask hím or her a question
tattle tale - a person who tells the teacher what
drop out of school - to stop attending school bad thíng another student did
fall behind - to move slow or not be at the same teach someone a lesson - to do something to
leve] compared to someone or something else. someone in order to punish him or her for their bad
behaviour
eager beaver - someone who works very hard and
is very enthusiastic teacher's pet- the teacher's favorite student
My sister was always the teacher's pet at her school.
fill in the blanks - to supply the míssing words or
information on a test or other exercise three R's- the three basic skills for a basic
educatíon (reading, (w)riting, and (a)rithmetic)
26
Diverbo 2013
1 Classroom Dynamics for Teachers
1
111. Grammar Review & Activities
In this section we will carry out a rapid review of sorne of the more common errors that
)
) students make when speaking English and will give techniques for how to work on eliminating
these errors.
)
)
1. Common Errors & False Friends
2. Most Common Irregular & Regular Verbs
3· Pnnctuation Marks (Terms)
4· Prepositions
) 5· Grammar-based Methodology & Activities
)
)
)
)
Common Errors & False Friends. Please refer to the list of Common Errors. This list
)
serves as a quick refresher as to mistakes typically made by English learners.
)
)
)
Most Common Irregular & Regular Verbs. These lists are included for general reference
)
)
and review, as well as for pronunciation practice.
)
)
) Punctuation. This is important to know for anybody. A brief list of the English names for
)
J symbols has been included.
Prepositions. Clearly one of the most difficult things for any language can be the difference in
J
prepositions. Provided is a list of sorne of the most common ones. Go over and practice these
)
) with your native speakers if yo u have any doubt in how to use them.
)
)
Grammar-based Activities. Here we have provided a collection of interactive grammar-

)
based activities yo u can do with your students to involve them using each of the identified
points.
27
Diverbo 2013
)
-
1. Common Errors By Spanish Speakers

The following list outlines so me of the most common problems for Spanish speakers caused by
direct translation.
....'
,· '
. ,. ' ' ' .. .
'"
FIVE BEAUTIFULMAGIC QUESTIONS
Can ou s eak slow Can ou s eak more s/owl ' lease
Can you repeat? Canuou repeat that? 1 Can you say that aqain?
How can I say........ ? How do you say .......... ?
What is the meaning of... ... ? What does ......... mean?
How do you write it? How do uou spe/1 ........ (it)?
.. . . .. . ..
. '
. e
.
.
.. .
>'-
V
CORRECT ENGI.JSH VERSION ! !
PREPOSICIONES PREPOSITIONS
To think in To think of/about
To depend of To depend on
To spend money in something To spend money on something
To pay something To pay.fur something
To buy to someone To buy something from a store.fQr someone
To work in something To work on something
To focus in something To focus on something
To he related with To be related to
To be near of/from/to To benear
To be close of/from To be close to
To be based in To be based on
To be responsible of To be responsible.fQr or in charo e of
According with According to
OnMay In May
Tomustto NEVER to (before or after modal aux. verbs)
Tocan to NEVER to (before or after modal aux. verbs)
To will to NEVER to (before or after modal aux. verbs)
To tell to us To tell us (NEVER to)
To asktohim To ask him (NEVER to)
To call to her To cal! her (NEVER to)
Tosavthem To say to them (ALWAYS something to someone)
To explain vou To explain to you (AL WAYS to someone)
To listen me/it To listen to me/it (AL WAYS to someone)
To propose them To propose to them (something to someone)
Forto make For makin.Q (-ú:mALWAYSAFTER a preposition)
Mter visiting (-ing ALWAYS AFTER a
After to visit
preposition)
Before doing (-ing ALWAYS AFTER a
Before todo
preposition)
28
Diverbo 2013
. : ..•.·. :.·.•. .c."o.·····.·.N

. s.''.1'.·.·.·R·.··.u.·····c.·.c.·.···.'"o.'.·'.'.''NE.·.".''s.·.''¡··'s'I"'G·
..·m··
. ·•.·..···FI··.····.·.c.·.··AD··.·.·.···.·.·o···s·.··.··.··.·.·. · .· ·.• ···•··•····• •· "·"···
0 8
· ...... ·.· .... · ···· · ... ··· ......
'>•;.;;?
,
< i:"' \ii:~Q~~Q~.. t;i . ;:cJ> •·· ' •

.._ ;: .
.. . . . . . . . ·.·O·.·····.·N··.••
•·•·•• .. ·.. ·.··'•.'·.·.•.•.···.·.·.·.•·e•.··.·. ·.·.· .·."u•.·c·:.·.•.·.CT
.··.··S·.'.····.·TR····.·
· .
.···••·.·. .·l\WlJ.I·.·.·
.O·
...••. N .•. M···.
..•...•. S.J/N G... ·EANIN·.·.·.··.·····
'.;.· ...···.··G··.·.··.).·s'.'.' '''·' l
: . •··
People is PeopleARE
Persons/peoples Peop/e
Wearethree There are three qfus
I am agreed. I qgree.
Are you agreed? Do, you qgree?
Important problem Biíl problem
The (more/most) important is ... The (most) important thiM is ...
I invite you a beer. Let me treat vou toa beer.
( To be the guiltv (I'm the guilty) of To be one's fault (It's mu (ault) fj;¡r
Can vou confirm me? Can you confirm itfor me?
It's vours no? It's yours isn't it?
The Sandra's shoes 1 the shoes of Sandra Sandra's shoes
Do you know Mrica? Have uou been to Mrica? (Do you know Steve?)
When I knew Steve ... When I met Steve ...
To know to do something To know how to do something
To do a travel To maki!_/.take a trill
To take a decision To make a decision
To make a course To do/take a course
To do a mistake To make a mistake
(
To do an effort To make an effort
To make a question To ask a question
( To make a paper To clcm a role
i.. To have sense To make sense
To make business To do business
( To make market investigation Todo/carro out market research
To practice sport To clcm a sport/1 do an activitv11 hike, swim, etc.
To take a coffee/lunch/ etc. To haveldrinkleat a drink/meal
(
To be compromised with one's iob To be committed to one's work
To arrive to an agreement To reachlcome toan agreement
To get a target To reachlachieve an obiective/goal
(
Leave meto take mv jacket. Let me get mu jacket.
To take (coger) something To q_et something
To stav (estar) in a place To be in a place (to stau overniqht)
To lose/miss time To waste time
To pass time To snend time
I like that movie too much (mucho/muy). I (real/u) like that movie a lot lveru much.
I can't eat it. It's very (demasiado) saltv. I can't eat it. It's too salty.
Nothing ofnothing (nada de nada) Nothing at al/
Divertido Fun
Gracioso Funnu
Estar aburrido To be bored (temporarily)
Ser aburrido To be borina (personality)
Then, we decided ... (entonces - resultado) So, we decided ...
So, in the afternoon we went. .. (entonces - Then, in the afternoon we went...
seguido)
Can you borrow me a pen? Can you lend me (Can I borrow) a pen
I go out of work at 7:oopm today. fllleave work at 7:oopm today.
I call you later. fll cal/ you /a ter.
I don't find it. I can 't find it.
I don't hear vou we!L I can't hear you well.
29
Diverbo 2013
...
-'
':
~J
1 have slept badlv tonight (anoche) 1 sh:ot badlv last night

~
IJ
-
~...
'
-,
This night (esta noche) we are going to ... Toniaht we are going to ... ~
)
What happen? (saludar) What's happening?
What happen? (ocurrir) Whathappened? "• ~
'~
What happen? (problema) What's wrong?jWhat's the matter?
At this moment Rioht now
Finallv (al final) In the end • •
Al! of the days Everudau 1
Al! the day
During 4 years
Al/ dau (/o na)
For 4 years
"j
¡¡ l
lt's for this/that Thislthat is whu ...
Jt's the same Jt doesn't matter ¡¡ 1
•
'
• ~
The same than/that Thesameas
Different that/to Different than
Similar than Similar to ~
It' s very usual lt's very normal!tunica/lcommon 11 1
Another thing? Anuthina else? ~
1 have 21 years 1 a m 21 years old í!. •
10% of discount
10 thousands of people
10% discount
10 thousand people
í!. ~
Take care! (aviso) Look out!/Watch out!/Be careful! ~)
í!.
Cuídate
Thanks for a]]
Takecare/Goodbye
Thanks for everything i
~
·~
' •
~
ti ...;
.. )
, ...
...~
"í!.. ~ 1
~
t
1!.·
~•
~
t j
:J
"1
"'•.. •~ ...1
~·
1
•·····
~
'!''· •
'!'·' ~
~
1
"''
~
t •
30 ~" ~
Diverbo 2013 ~
t 1
~
~·· •
1
l
) PALABRA ESPANOL CORRECT FRIENDS

1 1 mil millones
! 1 thousand million -- (1.000.000.000)
1 billion
) accord acuerdo Acordarse Toremember
1 actually En realidad/ realmente Actualmente Currentlu!Presentlu
)
assist ayudar Asistir To attend
attend (someone) asistir Ayudar To assistlheln
1 carpet moqueta Carpeta Folder
1 casualty herido Casualidad Coincidence
competence aptitud Competencia Competition/Competitors
1 compro mise **transigir con un acuerdo Compromiso Promise/Commitment
)
constipated estreñido Constipado Congested 1Stuffed up
history ·•·•Ja historia Contar una historia To tell a storu.
contest concurso Contestar To answer
question pregunta Cuestión Issue/Matter
Interesting (It's very
It's very curious Se dice 'Tm curious" Curioso
interesting)
)
deception engaño Decepción Disappointment
discuss hablar profundamente Discutir To arque
disponable -- Disponible Available
l during mientras Durante For
) emotional emocional Emocionante Excitino
l in absolute absoluto En absoluto Not at all 1 absolutelv not
)
exigent -- Exigente Demanding
exit salida Exito Success
l familiar conocido Familiar business/car Family_ business/car
) fidelity fidelidad eléctrico Fidelidad del cliente Customer loualtu lfaithfulness
) illusioned ilusión (falsa) ilusionado HovefiJ/Iexcited
) impresionate -- Impresionante Imoressive
)
molest abusar sexualmente Molestar To bother/annoy
particular especial Particular Prívate
real!y de verdad// en realidad Realmente Actuallu
) record grabar Recordar To remind
) sensible Prudente/ /práctico Sensible Sensitive
) a familiar 'familiar' solo es un adjetivo Un familiar (ex: an uncle) A relative
) vicious fiero/malicioso Vicioso Over indulgent
)
)
)
)
31
) Diverbo 2013
)
~e.
-
t
~.·
·-
2. Most Common IRREGULAR Verbs
Present Past Past QarticiQie Present Past Past QarticiQle
~·
~·
'r..
,.._
[
-.
am, is, are was, were been make m ade m a de
beat beat beaten mean meant meant
~··
beco me
begin
became
began
become
begun
meet
pay
met
paid
met
paíd
~··
-
'r...
bJow bJew bJown prove* proved proven
break broke broken put put put ~· •
buiJd built buiJt quit quit quit
burn•· burnt burnt read read read ~·
buy
bring
bought
brought
bought
brought
ríde
ríng
ro de
rang
ridden
rung ~·,
-t-
r'
catch caught caught ríse rose risen
choose chose chosen run ran run ~· •
come carne come say said saíd
cost
cut
deal with
cost
cut
deaJtwith
cost
cut
deaJt with
se e
sell
send
saw
sold
sent
se en
soJd
sent ~··
.-
~· ...-
dig
do
draw
drink
dug
did
drew
drank
dug
done
drawn
drunk
set
shake
show
shut
set
shook
showed
shut
set
shaken
shown
shut
'...P'
~···
~··
[
r
eat
fall
ate
fell
eaten
fallen
sing
sink
sang
sank
sung
sunk
~·.
-
feed
feeJ
fight
fed
feJt
fought
fed
felt
fought
sit
sleep
speak
sat
slept
spoke
sat
sJept
spoken
~·
. r.- ~
L..
find
fit*
fly
found
fit
flew
found
fit
flown
spell*
spend
split
speJt
spent
splít
spelt
spent
splít
~··
r ...
t-
forget forgot forgotten spread spread spread
forgive forgaveforgiven stand stood stood ~·
freeze froze frozen steal stole stolen i!'' •
get
give
got
gave
gotjgotten
gíven
sting
strike
stung
struck
stung
struck ~·
..~·~·
go
grow
hang*
went
grew
hung
gone
grown
hung
swear
take
teach
swore
took
taught
sworn
taken
taught
~· -lí.·
have had had tear tore torn ~·· •
hear
hide
heard
híd
heard
hídden
tell
think
told
thought
told
thought ~·
..~~
hit
hoJd
hurt
hit
heJd
hurt
hit
heJd
hurt
throw threw thrown
understand understood understood
wake-' woke woken
~"
.r.•
~· •
keep
kneeJ
kept
kneJt
kept
kneJt
wear
win
wore
won
worn
won
~· ~·
r...
know
Jead
Jeave
knew
Jed
Jeft
known
Jed
Jeft
write
bu y
bring
wrote
bought
brought
written
bought [bot]
brought [brot] ~··
..
Jend Jent Jent catch caught caught [cot] ~¡;
~
r
l
Jet Jet Jet fight fought fought [fot]
Jie* layjlíed** laínjlíedu teach taught taught [tot] ~;; r
lose lost lost think thought thought [thot] ~·
*both 1rreg. and regular forms are accepted ... (ex: burn, burntjburned, burntjburned) ~· •
ndifferent forms resuJt in dífferent meaníngs ~
~· '
Diverbo 2013
32
~J r
r
~~· ..
~
~.
Most Common REGULAR Verbs ( ronunciation ractise)

/ '"'·';J., "t"'''!''"' \, · "t" sound "ed" extra syllable
Hard "d" sound $1>,;cl.o "'~ t.. \,., ""
Agreed Asked
Accepted
Allowed Checked
Answered Acted
Appeared Crashed Added
Arrived Cooked Adjusted
Believed
(' Belonged Crossed Attended
Blamed Danced Allracted
Borrowed
Escaped Avoided
Called
( Carried Conlacted
Faced
Challenged Counted
Changed Finished
( Created
Cleaned Fished
Closed Decided
Confused Flipped
Depended on
Continued Helped
Copied Divided
/
Covered Hoped Eliminated
\ Cried Jumped Ended
Died
r Earned Laughed Existed
Enjoyed Launched Expanded
l
Explained
e Followed Liked Expected
( Gained Extended
Locked
Happened Founded
( Joined Looked
Learned Hated
Missed
Lislened lo lncluded
Lived Noticed
lnsisted
e Moved Parked lnvented
Notified
Offered Passed lnvited
(
Owned Picked Landed
Planned
Prepared Pressed Lasted
. Played Progressed Lifted
Poured
Limited
Preferred Promised
Pulled Needed
Pushed
\ Rained Noled
Raised Reached
Pointed
Realised Rushed
Received Printed
Retired Shipped Promoted
saved Stopped Rented
Seemed
Served Stuffed Rested
Showed Talked Shouted
l Smiled
Tipped Star:ted
Snowed
Stayed Sorted
Walked
Studied
Tasted
Tried Washed
Turned Treated
Watched
Used Waited
Warmed Wished
Warned Worked
Worried
33
Diverbo 2013
u
...
~ -~
~: ~
~· j
3· Punctuation Marks ~-
. ':J
,. 1
_· ~
A quick review of the names for the following ... ~·-
~·- ~
Symbol N ame _,
~-·
..
)
~--
~~
. (Grammar) full stop (U.K.); period (U.S.)
. (www) dot ~)
!!•··
point
. (€/%)
!! ...~
-~~
comma
~-
colon
semi-colon ~.- )
~
~- .....
'
?
apostrophe
question mark
~
~-
-.
~
-~
exclamation mark
, ,J l
()
[]
brackets (U.K.); parenthesis (U.S.)
square brackets (U.K.); brackets (U.S.)
forward slash
t
~-
-~
1 ~
~ )
\ backslash
asterisk; star i ..~
...~
~-
hash, number, pound (U.S.) i

#
~
at f )
@
,
quotation marks
~- . .~
"
~
f ...
& ampersand
~)
1'_
ABCD capitalletters; caps; upper-case
~
(smallletters); lower-case • •
abcd
abe-de dash; hyphen t .~
~
~•
1'_
abc_de underscore
abcde underline •·.
j
abcde highlight ·-~- J )
34
~ ~
Diverbo 2013 t-' •
- ~
4· Prepositions
59 Common Prepositions
Those highlighted in yellow refer to the most common.
(P = POSITION, M/A= MOVEMENT/ACTION)
• about (P, M/A) • inside (P, M/A)

• above (P, M/A) • into (M/A)
• abroad (M/A) • inward (M/A)
• across (P, M/A)
• after (M/A) • near (P, M/A)
• ahead (M/A) • next to (P, M/A)
• against (P, M/A)
• along (P, M/A) • of (M/A)
• among (P, M/A) • off (P, M/A)
• apart (P, M/A) • on (P, M/A)
• around (P, M/A) • onto (M/A)
• at (P, M/A) • on top of(P, M/A)
• away (P, M/A) • opposite (P, M/A)
• outside (P, M/A)
• back (P, M/A) • over (P, M/A)
• backward(s) (P, M/A)
• before (P, M/A) • past (P, M/A)
• behind (P, M/A)
• below (P, M/A) • round (P, M/A)
• beneath (P, M/A)
• sideways (P, M/A)
• beside(s) (P, M/A)
• between (P, M/A) • through (M/A)
(''
• beyond (P, M/A)
• to (P, M/A)
• by (P, M/A) • together (P, M/A)
• toward(s) (P, M)
• close(to) (P, M/A)
• under (P, M/A)
• down(M/A)
• underneath (P, M/A)
• following (M/A) • up (P, M/A)
(,.
• for (M/A) • upon (P, M/A)
• forward(s) (M/A)
• from (M/A) • via (M/A)
\ ...
• with (P, M/A)

( • in (P, M/A)
• within (P, M/A)
• in front of (P, M/A)
• without (P,M/A)
~ .. '
35
Diverbo 2013
-
~ ,.
E· .. '
~-·
•"'
5· Grammar-based Activities Methodology
~-·
.
The following material is primarily for English Teachers ...
~:
.,"'.·
r•,
The grammar activities that are given here have been selected to represent ~-· •
sorne (not all) of the more important structures and forms that are needed to
~-·
~
speak English well. The idea with each point is to combine sorne theoretical ...,
··-:·/
explanation as needed and, more importantly, to use the expressions and ~- ""'
structures actively in a variety of ways. .;
Sorne of the activities are based on asking questions or simply discussing
topics. Others have the students Wiiting things about themselves or others.
Sorne may be more creative like coming up with a story or drawing, while
sorne will be in the form of challenges, competitions and games. And, yet
others will be in the form of more creative role-playing, theatrics or imaginary
situations. Whatever the case, THE GOAL IS TO KEEP IT ENGAGING,
EDUCATIONAL, AND FUN. The more fun, the more memorable the activity
is and the less likely they will forget certain basic building blocks to using the
language.
The intention with al! of these activities is that they can be done with minimal
materials (usually with pen, paper, a board and things in the room). You can
always involve more resources if you have them. In any case, you will always
need to be ready to improvise and use lots of imagination. And as a teacher
yo u, of course, will need to be ready to go around helping the individuals and
groups with ideas, vocabulary, structure, spelling, and the like.
5 KEY QUESTIONS FOR LEARNING
Give students the following "5 key questions", which will serve as tools that
they can use throughout their life to help them learn when they don't know
something. If they don't know them already, they should memorize them.
Check all students to make sure they know them and that they are able to use
them from early on!
1) What is thisjthat (called)?

2) How do you say in English? What's the namefor _ _ __
inEnglísh?
3) What's the meaning of (English word/expression)? Or What does
(English word) mean?
4) How do you spell (thatjit)? Can you spell_--::-:--
(thatjit) please? (because spelling in English is more complicated and
even English speakers have to ask this often)
5) Can you repeat that please? Or Can you say that again? (can also
in elude these requests with "Can you say ít more slowly please?", etc)
36
Diverbo 2013
Grammar-based Activities
)
LEVEI.S
LOW INTERMEDIATE HIGH
)
1-Present Simple 1-Past simple (reg & irreg) 1-Sojsuch, so much/many
) 2-How often? Adverbs offrequency 2-How long does it takeflast? 2-There must/ should be
)
3-Used to vs. usually
)
3-Present Continuous 3-There wasjwerefwill be
4-Used to + doing // befget used to ...
4-Possesive/object pronouns
(him/her) 4-Past Continuous
5-Past perfect/Reported speech
)
) 6-Hope, wait, expect, wish, look
s-Imperative: go, take 5-Make vs. Do forwardto
)
) 6-too much/manyvs. a
6~Like, love, hate, enjoy Iotjvery
)
7-Looksjsoundsjfeelsjseems (like)
)
7-Future: aii forros 7-Present Perfect (reg)
) 8-Past simple (regolar) 8-Present Perfect (irreg) S~Passive voice
)
) 9-Modals: Obligations (must,
9-Past simple (irregular) haveto) 9-3rd Conditional
'J 10-Adverbs 10-2nd Conditional 10-Phrasal Verbs (look, torn, take, go)
)
11-Modals: Suggestions
11-Prepositions (should, ought to) 11-Modals: Past Obligation/Deduction
)
12-WantjWould like somebody to 12-Phrasal Verbs (give, break, put,
) do 12-Present perf. continuous show ... )
) 13-How muchfmany 13-Modals: Possibilities (may,
( countable/uncountable) might, could)
)
14-Ask/Tell somebody 14-Get
37
Diverbo 2013
-
-
t'
Classroom Dynamics for Teachers 1
~·
GRAMMAR THEMES & ACTIVITIES

~·
~·
1
1 --
1-Present Simple
1.
LOWLEVEL
A day in my life. Have students write a general description of their typical daily routine or
~
~·
-•'..
characteristics (all in present simple of course). Make sure they write very clearly so someone else can
-
1
read their description. Once everyone has their description they are passed in, mixed up and passed
back out. Students then take turns in reading the description they have (as third person- 'he'j'she') and
then the group tries to guess who it is. To speed things up the teacher can read the descriptions instead.
2. Draw & Tell. Have students draw a picture of someone and describe the person and their life.
~··
~·
~·
••-...
r'
2-How often? Adverbs offrequency ~·· •
1.
2.
Use either of the above activities, but being more specific with the use of the adverbs of
frequency. (review these first. Ex: 1 usually wake up at 7am. Sometimes L.)
lnterviewer each other. This serves well to practice questions with "How often ... " Students are
paired off and interview each other (you can prepare the questions in advance if yo u want) about their
daily, typical life. They need to have a question and answer for each adverb. Once they complete the
~
~
-•-
r'..
interviews, they report back to the group with their findings. A variation to this could be that they
pretend to be someone famous to be when they are interviewed and then the group has to guess their ~ •
character.
3. Freguency mix cards. Have sorne students write and actionjverb cards (ex: eat) and other ~
.-
.• ..
students write nouns other cards (ex: books). Mix up the two piles and then pick out random
combinations (ex: eat, books). Then have the students reply with how often they do the action. (ex: I ~
never eat books). An additional variation is to also write adverb frequency cards (ex: occasionally). Pull
out 3 cards randomly for funny results like, 'l occasionally sleep with elephants'). Have students act out
[
thecrazy scenarios!
•r 1
3-Present Continuous
1. Twitter Time. Imagine what people are doing right now. Go around the class and ask each
person what they think other people are doing in other classes, or what their other friends or family are
.....
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doing outside of school.
2. Twitter Time Challenge. What are yo u doing? See explanation in General/Additional Grammar € ,.
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Activities List.
3. Where's Waldo/Wally? You will need a picture for this ora similar picture (and the bigger the
better) with a lot of different things happening in the picture. Have the students say what Waldo is
doing. Additionally yon can 'make your own': for a bigger project, designa te a large piece of paper with a
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scene of a street or park ofWaldo/Wally and have students add drawings and verb action words.
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4-Possessivejobject pronouns (him/her)
1. Whose is it? Have each student take something of theirs (hat, shoe, bracelet) or give each ~·
r-'
student something that is "theirs". Go around the circle asking "whose is it?" or "whose bracelet is this?". ~.
The group responds back "it's hers" or "it's bis". The owner asks the group, "is this yours?" The group
replies back, "No, it's not ours. It's yours!" The owner answers, ''You're right, lt's mine!" Do this a few
times to get the different versions engrained.
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2. Give it to him/her. Building on the above activity, now have everyone randomly exchange their
item with someone else's so that nobody has their own. Now, check the group's memory to see if they
remember whose thing was whose. Start with a volunteer who asks, "Is that/it yours?" With a 'no'
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answer the person then tells the other student to give their item back to the 'owner' (ex. "No it's not ~·
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yours. lt's Miguel's." "Please give it back to him"). You can assign students to be the 'teacher' as well so
they can practice saying "please give it back to him/her". ~·
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5-Imperative: go, take ..

1. Simon Says. Sorry for pulling this classic out of the bag, but it almost always works well. You can
start with the basic version, but it would be better to use new vocabulary. So, introduce new verbs and
motions and have students take turns incorporating in the new vocab, could add phrasal verbs too.
ADDITIONAL CHALLANGE: add 'freeze', what were we doing?, what did Simon say?
2. Blind Challenge. Split up into groups and have the students prepare a set of instructions that
theythen give to another group. That group will need to have two (or more) volunteers todo the activity.
One person has toread the instructions and direct the other person (or 2) to do the instructions they've
been given .... only they will be blindfolded! (Use whatever you can for the blindfold). The instructions
could have them move around the room, navigating the furniture, or moving things, or doing things at
different stations. See if each group can accomplish the other group's challenge, or a race if smaller
groups. Of course, yo u may have to review lesser known verbs first (ex: walk forward, step sideways,
bend down, step over, back up, etc... )
3. Where is it? Divide into small groups or pairs and have students hide or place things around the
school or class. They then must write directions for other groupsjpairs for how to find the object or
"prize". Send them out to find the objects and bring them back within a limited time.
6-Like, love, hate, enjoy

/) 1. Draw & Tell. Have the students draw individual pictures that are things they
like/lovejhate/ enjoy doing, or not. Then have them show their picture to the rest of the group and
explain it (and perhaps why).
2. Cross over. Provide (or get the students to come up with) a list of things that they like or don't.
Have them cross over from one side of the room to the other if they dojdon't. You could take turns
having a different student ask the rest of the group if they like/ etc. something or not. This way they get
practice with the questions and answers. In addition to practicing the expressions, it also gives you a
good idea about things your students like or not.
3. Al! those who... See description in general/ additional activities list. Use the above expressions
in the game.
('
7-Future: all forms
1. Fortune teller. After going over sorne wordsjexpressions, divide the class up and tell them that
they are going to imagine what life will be like in the future and why (you can give them pictures to
( stimulate ideas). Tell them that they each need to brainstorm and think of a part oflife that will change.
After writing down a list or specifics they need to choose only one (or two), to prepare and demonstrate
by giving a little rol! play example of what life will be like, while one person willnarrate the descriptions
ofthe future. (For example: in the future we won't need cars because we Will al! be able to fly)
2. Follow-up discussion. Once this sparks sorne ideas of the future you can talk more. Maybe talk
about new inventions (bring in a magazine article or video). 'this activity could also be combined with
the past tense with articles or video of inventions in the past in order to spark ideas for the future.
3. Practical!immediate future. Have the students ask you/ each other questions about what
( you/theywill be doing the rest ofthe week. (plans they already have forthe weekend) ex. We are going to
the park on Sunday.
4. Next summer's plans. Have the kids express their plans for next summer. Have them try to
convince each other to do one thing or another. At the moment of changing their minds, they should
practice using, "Ok, I'll go with you to ... " (try and get the students to convince each other to do really
boring things and also really fun things)
\_ 8-Past simple (regular)

1. Story time. Give the group sorne verbs to focus on, or sorne crazy themes to incorporate (like
famous people, a banana, an elephant, toothbrush .... etc.) and have them write a short story about sorne
events in the past. Have the students read their stories to the rest of the group.
2. Guess: a mess or the best. After reviewing sorne verbs that are lesser known to the group, have
students pick an experience that happened to them in the past that was either one of their lowest or most
confusing moments, or one of their best moments that involves one of the vocab words. Tell them they
need to think ofthe experience without telling the group what it is, and then they do charades for the rest
of the group to guess what happened to them. Help to clarify the story. If you want you can maybe divide
the group and do a bit of a charades competition. (make sure it's in the past)
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3. Group the sound: Use the list of the regular past tense verbs according to the ending of the
sounds. Cut up the list and distribute it to the group(s). Tell the group they need to work together to
determine what sound the verb finishes with ("d", "t", or "ed"). Get the student s to write them each in
one of 3 different columns.
4· Sound Check: Get students to stand in a line (one behind the other). The teachers reads out
verbs with different sounds. lf the students hear one sound they step left, if they hear another sound they
step right, and ifthey hear another they stay in the middle. For those with better pronunciation, they can
do the reading as the 'teacher'.
9-Past simple (irregular)

1. Guess: a mess or the best. (see past simple versiou and adapt it for the past)
2. Word/object association. Give the group some random words or objects to use to associate with.
With each one, have them think about something that happened to them, or in history in the past.
3. Day in my life. Have the students describe a day in their life .. .in the past, describing everything
they did that day. By memory have the other student retell the details that they can remember.
10-Adverbs
1. Charade-onary. (Like Pictionary but with charades, mimicking) Write/ come up with a list of
adverbs that yo u can write on the board for review. Have the students write them on pieces of paper and
then put them in a 'hat' to pick out and do either a charade or draw a picture and get the other to guess
which adverb it is. You can spice things up by dividing the group in teams and adding a time limit to the
task. You could also combine with other verbs (past, present continuous) so that the action and adverbs
result in some wacky combinations (Ex: He dug a hole suddenly; you are brushing your teeth angrily)
2. Pictures. Use some pictures from a magazine and describe what the people are doing, using
adverbs. (ex: she is smiling contently)
3· Mini director's cut. Give an event or situation to be acted out (ex: running a marathon). Have
the 'director' of the scene call cut, and then tell the people to run it "slowly" or "angrily" or "carefully",
etc. (students can also direct the teacher)
n-Prepositions
1. Preposition instruction challenge. Divide groups and have each write a challenge for another
group todo a series of things that involve putting or moving things in, on, next to, by, around, etc. Check
the student's instructions before they give them over so that they are accurate, aud so that they have the
designated number ofprepositions included. Give each group a time limit to complete the tasks.
2. Listen and draw. (Blind draw) Teacher has a picture. Using as many prepositions as possible
describe the picture. (Ex. The dog is on the chair next to the pen which is in a cup). Reverse roles and
have students tell the teacher where to draw things.
12-Want/Would like somebody todo

1. Be king/queen for a minute. Get different students to take turns being "king" or "queen" for a
minute or two. The king/queen begins by ca!ling out "Servants!!" . The other student(s) reply back,
"Yes, your Majesty. What would you like me/us to do? // What do you want mefus to do?" The
king/queen then gives instructions: "I would like you/ ¡ 1 want you to .... (ex. 1 would like you to get me a
glass ofwater/jump up and down/ move to the other side ofthe room/ etc.)
2. I want to be like Mike. Ask the students who the want/would like to be for one day if they could.
(like Mike comes from Michael Jordan).
3. Survey. Ask the students a series of questions about their opinions on different issues. (for
Higher levels ex: making smoking legal, Madrid to get the Olympics, Europe to be one country, etc. for
Lower levels ex. Chores and responsibilities, plans for birthday, summer, weekend) Have students
express what they would like or want.
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13-How muchjmany (countable/uncountable)

1. Countables vs. uncountables. Make two lists. Begin with things in the room and ask how much
or many of things there are. According to each, put them on under a list for "much" vs. "many". After
things in the room, have the students draw pictures to add to the lists so that it becomes clear by the
things they've mentioned. (Homework: write things in their homes)
2. Practice. Divide into teams/groups and one side shouts out a thing like "oil in the food". The
other team/group has to reply with a question that matches, such as "How much oil is in the food?
Books: how many books are in the room? Etc .... (give them points for qnestions and answers, ex. There
are a lot ofbooks, 23 books, more than 100)
3. Set up a market or store. Decide what and how many things there are to sell. Create or distribute
a currency and decide how many things people want to huy.
) 14-AskjTell somebody todo something

) 1. Give the students instructions to ask/tell things. Give the instructions through as many students
as possible. It will be hard at times to keep track of how many people they need to go through. (Ex:
Maria, please tell, Pablo to ask Lucia to ask Gonzalo how old he is.) (Maria: Pablo, ask Lucia to ask
Gonzalo how old he is.) (Pablo: Lucia can you ask Gonzalo how old he is). (Lucia: Gonzalo, how old are
) you?) You can stop them in the middle and ask the others, "What does Maria want?", "She wants ..." (be
careful with ask, it's a questiou, tell it's a statement or imperative)
) 2. Simon says. Divide into two teams. Simon says his usual things to one or the other group,
however, Simon can stop and ask the other group, ''What am 1 telling them to do?" Either an incorrect
)
action (one group) oran incorrect answerjphrase results in elimination ora member.
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GRAMMAR CLASS TREMES & ACTIVITIES
INTERMEDIATE LEVEL
1-Past simple (regular & irregular verbs)
1. Toilet paper confessions. (see description in "General/Additional Grammar Activities List)
Have students tell of something interesting/difficult/fun/challenging that happened to them at a
particular time in the past.
2. I know what you did last summer. Have the students describe what they did last summer.
(Write it on a piece of paper, mix them up and have the stndents guess who did what) Have a
competition for the most boring, exciting, interesting, etc. activities they di d.
3. Trivial pursuit. Questions in the past.
2-How long does it takejlast?

1. Ask general questions. Ask students about how long things take todo (ex. How long does it
take to drive from Ciudad Real to Madrid? To fly from Madrid to Barcelona? To gel ready in the
morning? Run a mile? Etc.) Get the students familiar with the expression, using them in general.
Then ask them specifically about things in their own life. (ex: how long did it take you to get here?
How long does it take you to get ready in the morning? How long did it take you to learn how to play
football/the piano? Etc). Ha ve the kids ask yo u about your life. (Additional: Can add quantities of time
to match. Ex. It doesn't take 25 minutes to fly to Barcelona it takes 1 hour. You can add funny things,
like how long does it take lo wash and elephant?)
2. Timed challenges. Once they get familiar with the expression, tell them you are going to give
them sorne challenges to see how long it will take them. Gel a student with a watch and time as many
activities as possible (ex: run around the room, recite the alphabet correctly, count to 100, count to 100
in ordinal numbers, carry someone from one side of the room to the other. Etc.) lt should be
energizing and can be a good way to introduce other vocabulary as well. (Have the students give each
other/ the teacher challenges) Ex. Take off and put on your shoes
3. The las! ... .lasted. Ask the students to think of the last time they did the following:
watchedjwent to a football game, saw a play jmoviejtv show, went to a church service, had class, had a
conversation with someone. Then ask them how long the activity "!asted". They should be able to
respond with sentences Jike, "the last movie I saw !asted an hour and a half." An alternative way to do
this is to have the students write their sentences and then pul them into a 'hat' to be mixed up, read and
guessed.
3-There wasjwere/ jwill be

1. The things that were. Ask students to describe life in the past using the expression "there was/
there were". Good themes to talk about would be things like technology and differenced that can be
compared to now. You will probably need to indicate a specific time in history ora reference to things
that used to be. (ex: In the 18oo's there weren't any cars. In the early 1900's there were more farmers
in Spain. Before there wasn't as much pollution in the world. There weren't any cell/mobile phones in
the 1970's. Tbere weren't any of us in this room Jast week. Etc)
2. The things that wi]l be. Now have the students turn to the future. Have them imagine the
things that will be. (ex: There will be 7 billion people in the world by 2015, there will be flying cars in
the future. Etc.) Asan additional twist, you could have the kids draw sorne pictures indicating a few of
their predictions for the future, and then share their predictions. Make sure they keep it in the form of
"there will be" not "We will have".
4-Past Continuous
1. Yesterday's Twitters. What were you doing ... when ... ? Have students think ofwhat they were
doing at specific times the day before or in the past. Make sure you ask the questions or gel them to
talk in relation to other events happening at the same time, or when something else happened. (Ex:
What were you doing yesterday when we had recess? What were you doing when your friend carne up
to you? What were you doing when Susana laughed? Get the students to respond as well as ask
questions (specifically if they want) to you and the res! of the group.
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2. Twitter tale challenge. Review or introduce sorne Jesser known verbs and then have students
use them to tell a story while giving sorne actions. Do this in a circle. Each student adds a Jine to the
story, while also adding an action that everyone else has to repeat doing until the next Jine and action
are added to the story. Try to end the story in one or two rounds. If it is fun, you can do different
stories with different themes. Of course the story has to be told in the past.
3. Movie review/summarv. (past vs. past continuous) Pick a famous movie to watch. After the
movie as questions: What did Harry want to do when ... What was Harry doing when ...
5-Make vs. Do
1. Make vs. Do lists. Make two columns for each. Begin either going over the meaning of them
with respect to different uses and then putting each into the respective list. You can ask the students
first what they think, as they may already know many. (If they don't know any then introduce them)
2. Tbe 'gift'. (see instructions in "General Grammar Activities List"). Have the different
expressions with make and do writing on paper and mixed up. The student then does charades to get
the group/teams to guess the expression.
3. Make/Do challenge. As an alternative exercise, you could create a bit of a competition, where
you have someone come up from each team/group. You give them an expression and they have to
make up a sentence using the expression. It has to be correctly used for them to get a point.
6-too, too muchfmany, enough, a lot, very

1. Al! the things I don't like or can't do. Have students make a list ofthings they don't Jike or can't
do. Tbey could be food, music, poverty, pollution, school, family, cloth styles, sports, jobs, etc. Of these
things, they need to think specifically WHY and ready to use the expression that the reason they don't
like the thing is that there is too much/many of something respective to it. (ex: I don't Jike opera music
because it's too boring/ / .. .it's not exciting enough forme. I don't Jike big cities because there are too
many people). Likewise with things they can't do, they will be using expressions like "I'm not tall
enough to play basketball.// I'm too short./ /I'm not tal! enough." Tbinking of impossible things, they
might have sentences Jike, "There are too many mountains in the world forme to climb."
2. Al! the things I like and can do. Do the same with things they like and can do and WHY. Here
they want to be ready to use "a lot" or "enough" (ex. "I like Brittney Spears a lot. She's very good at
what she does" ;-) or I can play football because I'm fast enough. ). Spend Jess time on this exercise.
3. Mismatched abilities. Divide the students into at least 2 groups. Have groups pick famous
people and give them a crazy challenge that they think would be impossible. For example: Lady Gaga
spending 3 years in solitude or Leon Messi voluntarily not playing football ever again. One group tells
its challenge to the other group, which responds by saying why the challenge would be too difficult. (Ex:
Lady Gaga would never be able to survive because it would be too much time without being in the
public spot light.) You might need to give more ideas.
7-Present Perfect (regular verbs) (-ed endings only, stressing pronunciation with different
sounds)
1. Cross over. Have the students start all on one side of the room and respond to the question
like, "Who has travelled to Madrid? If so, cross to the other side." Or, "Cross over if you have ever
watched E. T. Or, "If you have ever called your friends from your mobile phone while at school, cross
over" (practicing the "ed", "t", and "d" sounds). Tbis can be a good way to find out about the group. If
students need help, prompt them with regular verbs. Take turns with which student is calling out.
2. Cross over exclusive. If you need to liven it up a bit, you could perhaps have a competition
between groups, or just individually, to see if they can think of something they have done that nobody
(or fewer) people have done.
8-Present Perfect (irregular verbs)

l. Cross over. Do the same above, but with new irregular verbs. Tbese tend to be more difficult,
so it is worth the practice even if they did the same activity the last time.
2. Most adventurous man/woman in the world. Give group(s) the challenge of creating a profile
of the "most adventurous man" or the "most adventurous woman" in the world. Tbe need to imagine
crazy adventurous things that a person has done and write out a profile like a life's CV. (ex: "Our most
adventurous manfwoman has fed sharks ....has slept with crocodiles ...has lived on the moon .... etc.).
Divide the groups and see which can come up with the "most adventurous"
3· I am the most adventurous man/woman in the world. As a twist to the above, have students do
it as if they tell it in the first person. (ex: I have jumped off of waterfalls. I have wrestled crocodiles.
Etc.)
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9-Modals: Obligations (strong: must, have to)

1. Needed for the job. Think of different jobs that exist that require you lo do different things and
list the things that you need todo for each (ex: computer systems engineer: you must like computers.
You have to study a lot. Etc. OR professional basket player: You mustn't be tall, but you must be able
to shoot the ball well.)
2. Spin the bottle. Each student writes an obligation that somebody "must" do on a piece of
paper. Explain that the papers will be mixed and put in a 'hat' and when the bottle is spun and lands on
someone they will have to do what the piece of paper says. Therefore, the obligatíons shouldn't be too
extreme as it is possíble a student may get hisjher own piece of paper. Tell them nothing sexual (i.e.
kissíng) will be accepted. Give some reasonable examples such as, "you must sing happy birthday out
loud to the group" or "you mustjump up and down for one minute." Etc.) Have clean fun, and oh,yes,
yo u need a bottle or at least something that spins!
10-2nd (present) Conditional )

1. If only things were different ... Have students think of things that exist in the curren! 'state' that
could be different only if things 'were' different. Hence the use of this constructíon. (ex: !'m here at this
.• )
class ... >> I wouldn't be here íf my English were perfect") If yo u need, give them so me examples and
help them with stating the impossible. (ex: I can't fly. 1 could fly if I had wings.) Remember these
thíngs need to reflect the present state (impossible al the current moment). ,; .)
2. Conditional matching. An addítional way to do this would be to prepare some slips of paper in
advance, so me with a current condition/state on it, and others with their corresponding conditional
statement. Paper 1a: 1 don't have enough money lo buy a car. Paper lb: 1 could if 1 saved more money.
Try not to make these too obvious, or the opposite: the more creative the better (ex: !'m not in the
circus. lf 1 hada tiger with slegs 1 would be). Mix them up and hand them out and give the students a
few minutes to match them. An alternative way to do this would be to have severa] groups write our
series of statements combinations (mixed up) and then give them to other teams to match. The idea is
to match the logical ones, however the non-intended results can be entertaining.
!) ' ~
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11-Modals: Suggestions (should, ought to) ' ''
1. Problem discussion. Have a discussion about different problems people have in life and what
they should do to solve their problems or improve their situations. (ex: be bad at studying, lose a job;
l
1
have computer problems; feel sick; be overweight) 1
2. Talk show advice. Imagine you are on a crazy talk show where there is a crazy psychologist and
the psychologist is giving advice to people's problems. Divide the group into at least 2 different groups
who will act out their version for the other group. Sorne will be representing the talk show host, sorne
the problematic guests, and sorne the crazy psychologist.
3. Talk show advice Cimprovisation). As a twist to the above, do the talk show in an
improvisational way where hosts and particípants are identified, but where their pro blems and
suggestions are not given until they are prompted with them (for example by giving them at the
moment by the teacher.)
12-Present perfect. continuous

1. How long have you been doing that? Give each student something todo at the beginning of
class, such as holding a book, waving at the teacher, making occasional noises, standing on one foot,
taking notes, sitting in the back of the room, etc. Then begin explaining the theory of the structure and
getting sorne basic participation. Start asking students, or have them ask each other how long they
ha ve been doing each of their activities. They can be specific with the time (ex: !'ve been holding this
book sin ce the beginning of the class.) or more general (!'ve been standing on one foot for too long!)
2. How long have we been doing things? Turn it into a discussion about how long we have been
doing different things in our daily lives that haven't always been that way. (How long have we been e·
.
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using mobile phones? How long have we been living with television? How long have we as humans
been walking on only 2 feet? How long have we been fighting wars? Reflect on meaningful things in
our lives that have or haven't always existed. You can also use different subjects (ex: How long has
Shakira been shaking her hips for people? How long have the Chinese been speaking Chinese?
•
English?)
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13-Modals: Deduction/Possibilities (may, might, could) in present

1. Educated observations. Give characteristics about someone or something and have them
deduce and express their observations of the case, trying to use al! modal verb expressions. (ex1:
imagine seeing a very skinny man walking on the side of the road with dirty, old clothes. > > He must
be homeless. He can't be very healthy. He may be looking for a place to sleep. He must not have a job
or family to take care ofhim. You can divide groups to provide different cases for each other.) (ex2: I
haven't eaten al! day. >>You must be reallyhungry. You might be anorexic .... etc.)
2. That can't be, you must be mistaken. Imagine yourself saying this. You would hear it in a
situation that you really don't believe, although it is slightly possible. Provide sorne situations that
stress degrees of unlikely probability. (ex: I know yo u cheat on your tests .... >> That can't be true. You
must be thinking of someone else.) •·*importan!. Try to keep this exercise in the present or future!
14-Get
1. Get it, got it, good. Explain the 6 different uses of get: (1) to receive (I get a lot of emails every
day). (2) to arrive. (what time did you get to school this morning?) (3) to fetchjacquire (I will be back, I
have to go get my jacket. When will you get your driver's license?) (4) to become (I get angry when
people treat animals badly) (5) phrasal verb combos. (Get down to the music) (6) to be able to (I get to
stay up late often). Have students make a list of expressions/examples for each use.
2. Get in categories. As an opposite development, give different uses of get with multiple
examples of each 6 meanings. Then ha ve the students categorise them.
3. Get into it. Write out a role-play conversation with as many uses of get as possible. The group
with the most correct uses wins!
4· Write story. Write a story using words with meanings that can be substituted with 'get' (ex:
arrive, receive, acquire, grab, pick up, etc.). Then give the challenge to rewrite story only with 'get'
replacing the words (as muchas possible). You can also do this activity in the reverse way, beginning
with a story tllat uses 'get' tllroughout. Have the students rewrite the story substituting 'get' with the
relevan! verbs that fit each respective context.
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'" )
1
Classroom Dynamics for Teachers ,_ .)
' .1
GRAMMAR CLASS TREMES & ACTIVITIES

' ... 1
.)
1
'\ .• •1
HIGHLEVEL ., .
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1
. ;: )
1-Sojsuch, so muchjmany .. 1
•
)
1. Al! things Incredible. Think of incredible things in the world. Use the expressions to
describe them. Ex: The Sabara desert is so big that it is bigger than all of Europe. The Petrona's
Towers are so high that it takes over 15 minutes to climb all the stairs. Messi is such a good football
~ 1)
'
)
pi ayer that he won the golden ball trophy. You can also look up information on Google about them 1 ~
and make the statements more factual.
1 •
2. Criticism & Compliment. Have students think of famous people. They then have to provide )
a criticísm using "so" and a compliment using "such" for the person. (ex: David Becl<ham is so 1
'blond' that even Victoria can tell 'blond' jokes in hís presence and he doesn't feel offended. He is ' 1 1
such a good football player, however, that he has made millíons of Euros. ~
3. Convince me. Ask the elass to write ideas of things they don't like (ex: spiders, vegetables, • 'i
doing homework, etc.) Then take turns making fantastic statements to convince people to do things
with the items. (Ex: You can hold this spider .. .it is such a nice spider that it will sing to you. It's
such fun homework that you will prefer it to playing with your Play Station.)
' '
~ .t
' ' )
2-There must/should be, might be ( obligation, deduction)
~
1. Where there's smoke there's fire. Speculate about events or problems where not all the
•'~
information is known, but ideas can be deducted. (Ex: there is smoke coming from the other side of ,, ' 1
that building. There must be a fire over there. It is raining outside and suddenly the power goes out. i
A tree might have fallen on a power !ine. ) Give more ideas and have students give the answers.
2. Things that are lacking ... Have students think of all the things that are lacking around them
~
or in the world. (ex: There aren't very many computers in the school. >>There should be more /¡
J
computers in the school. There are too many cars that depend on petroleum. There should be more 1'
hybrid or electric cars.)
11
~
1
3. Baad speling. Provide badly spelled sentences and see if the students can correct them by
saying what there "should be". (ex: Today classes is about "riting correctly." They then say, "there
should be a '"s" at the end of today; there shouldn't be the "es" at the end of class; etc ... ) You can do " ~
~
this with Spanish sentences too.
•
3-Used to vs. Usually
~
~
1
• •~
1. Guess who? Students write out a description of things that they used to (past) do and things
that they usually (present) do. Al! the descriptions are collected and redistributed and then read out.
~
The students have to guess who the reading refers to. ~
2. Change in Spain. Open a discussion, or have students list things that used to be common or • )
commonly done in Spain, but that now are not. (ex: There use to be a lot more farmers in
~
Spain .... >>People usually have other professions now. Women used to not go to university as ~ •
often .... >>women usually go to university now. People used to not have computers .... >> almost
every family usually has a computer at home) ~
,¡
~
4-Used to + doing // bejget used to ... ., ~ )
1. Change my mind. Begin with students expressing things they Iike or don't Iike .... more ~
specifically that they are not used to doing something. Then have other students try to convince ~ •
each other that it's just a question of time and attitude that they can get used to doing/liking
~
~
•
something. (ex: I don't like broccoli. > > I'm not used to eating broccoli. > > You can get used to
eating broccoli. Al! you have todo is cook it differently.) ~)
2. Erasmus grant. Have the students imagine If they had the opportunity to go and live in ~·
another country thanks to an Erasmus grant. Think of different countries and their differences from ~
Spain (ex: England and the foodjweather/people/schedule/ etc). Have the students indicate what ~ •
they could get used to and what they couldn't.
3. London calling. Imagine one ofthe students goes to London to livejstudy. They call to tell ~·
~
you what life is like and the things they are getting used to ... or not. ~)
!!'··
46 ~
~
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l!!é
~
)
'
\.
5-Past perfectjReported speech
1. Order events. Give students sorne events that happened in the past (imaginary or real).
Have the students indicate which event happened first by using the past perfect. (ex. Raul scored a
goal. Felipe got a yellow card. >> Raul had already scored the goal when Felipe got a yellow card).
2. Reporting what happened. Have the students pretend to be reporters of events that
happened in the past there at the school. Have them indicate which things happened first/second in
relation to each other just as above, especially if there was talking involved. (ex: When Jason arrived
in the room he had already eaten lunch and told Jennifer that if he had to eat more paella he would
be sick.)
6-Hope, wait, expect, wish, look forward to
1. List examples. Go through and !ist examples of each, so that the students understand. (Al!
these expressions are similar and have the same word in Spanish.)
2. Role play. Have students work out sorne role play of different scenarios involving each. You
can do this where they just do one per role play or include al!.
3. Game show. Have cards that have each expression written on them. Have additional words
or random things that get matched with the expressions. Have members from the group compete
like in a game show, having to properly provide an example of each in a sentence using both the
thing and the expression selected. You could have one of the students be the game-show host if they
want.
7-Looksjsoundsjfeelsjseems Oike)
' . .! 1. 20 questions. Have students think of something. It could be anything (a building, horse,
straw, sports car, green pepper, etc). Take tums where one student is asked questions by the other
students, who ask questions using the expressions of senses ... (ex. What does it feellike? What does
it look like? What does it smelllike? Does it taste like chicken? ... ) The student has to answer the
question telling what their object is like without saying it directly. Decide how many questions (20
or less) the class gets to try to guess the object.
2. Blind fold test. Get students to volunteer to be blind-folded. Once they are blind folded they
are then given different objects from around the room or school. They have to say what it feels,
smells, seems like (using at least 2-3 sense comparisons) before they can guess what the object is.
You could divide the group in teams and try to create challenges for the other group with more
difficult things (shoe lace end, part of fabric, earring, etc.)
8-Passive voice
1. Made in China 'trivia'. Thinking of al! the biggest and best things, provide examples and ask
where they are made, are grown, were developed, etc. (ex: The best oranges are grown in ... ? The
best ham is made in ... ? The Chupa Chups suckers were developed in ... ? Most tobacco is grown in ... ?
etc.
2. Made by someone. Give ideas for things in the passive form, eliminating the importance of
the subject ofthe action. Somebody (unknown) broke the window »> The window was broken. Try
to use sentences that we wouldn't say using the active form. (ex: Japanese people make Toyota cars.
>> Toyota cars are made in Japan. The unknown delivery person de!ivered the package at 3:00. >>
The package was de!ivered at 3:00.)
l.
3· Transferring blame. Imagine being blamed for a certain situation. Get students to defend
themselves by transferring/deflecting the blame to something else. (ex: I didn't finish my
homework. ... my homework was eaten by my dog. I was interrupted by the fire alarm. My book was
bumed in a fire. My computer was stolen. Etc..
9-3rd Conditional
1. Back to the Future (Tuming back time). Take a view of history and tum back time to say
how things would be if other things hadn't happened. You can get mixes with the 2nd conditional (if
Germany had won the 2nd world war we would be speaking German), but try to focus on both events
in the past (Ex: If Germany had won the 2nd world war Europe would have become a German state
and Germanywould have become the officiallanguage.)
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2. Back to the Future with movies. Change the ending to a movie by changing one of the events
in the movie (ex: if Luke Skywalker hadn't lost his hand while fighting Darth Vader, he would
have//could ha ve killed him right there and we wouldn't ha ve had all the Star Wars sequels)
10-Phrasal Verbs (look, turn, take, go)
1. Verb - preposition pairs. Write the phrasal verbs on different pieces of paper and the
prepositions on other pieces of paper. Mix them up and pass them out. Have students combine to
form the phrasal verbs that they then have to explain.
2. Act out. Adding a twist to the above, have students act out a quick scenario with using their
phrasal verb in the scenario. (ex: look over ... they act out a situation where they are looking over
their notes before a test).
3· Phrasal verb popcorn. With many phrasal verbs written on pieces of paper in a 'hat' /bowl,
start a story where each person pulls out a phrasal verb and has to incorporate it into the story.
4. Motion stor:y. Divide the group in smaller groups. Have them write our a short
story/scenario incorporating as many phrasal verbs as possible. Ha ve the group teach motions that
correspond to each phrasal verb (ex: turn around ... everyone has to turn around; take on ... everyone
has to pretend grabbing a bag and slinging it over there shoulder). Once the groups ha ve explained
the motions (in no particular order) they then read their story/scenario. Every time one of the
phrasal verbs is read the other people listening have to do the corresponding action.
11-Modals: Past Obligation/Deduction
1. 2 minute myster:y. Have a very short mystery, crime, or unsolved situation. Have students
specu]ate as to what happened. (Ex: The thief could have entered through the window. The owner
must have not hadan alarm system. Etc ... )
2. Speculate about an event. Take turns giving an example of something that happened in the
past with only partial information about the situation given to the rest ofthe group. The group has to
speculate asto what could have been going on at the time. (ex: I realized I didn't have my wallet.
Could you have left it on the bus? You must have had it with you when you left the house ... etc.)
12-Phrasal Verbs (give, break, put, show .. ,)
1. Do more of the preceding activities.
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'1
GENERAL/ADDITIONAL GRAMMARACTIVITIES LIST
Circle memory (name/thing/action) - using the classic name, actionjthing, place

with same letter. Ex My name is Brian, I like eating bananas, in the bathtub. The
next person says, this is Brian he likes .... My name is Pablo, I like watching Panda
bears, in the pool. The next person continues: That's Brian and he likes .... This is
)
Pablo and he likes ... You go around remembering the whole grou p. (This basic leve!
is good for vocab, verbs in present (first person, and third person), as well as
thisjthat).
Draw & tell- Draw a picture of someone you like (famous, friend, family member,
etc,) and describe what their daily habits and routines to the others.
Al! those who .... This is a fun game that can be played in large to medium groups. It
can be played standing or sitting. Get the group in a tight circle. If in chairs, they .
need to be able to move in and out of them easily. There also needs to be space in the
middle of the circle to m ove about. The game is generally played where a person is
chosen to be in the middle. They have to say I like "al! those (people) who are
wearing white shoes." At that point everyone who is wearing white shoes has to get
out of their spotj seat and change to another one. It can get a bit chaotic at times and
even reckless, so yo u may have to tell kids to not run. You can use the game for any
tense focus or in general.
Famous people - written on pieces of paper and put on foreheads. Then questions
have to be asked to guess who the famous person is. The questions can only be "yes"
or "no" questions.
This could be altered to be dead people or alive to focus the past or present tenses.
Yarn pass/web- This activity uses constructions with certain grammar points. Form
a circle. Begin with the first student/teacher who starts with the ball of yarn. Each
student takes the yarn, makes a sentence and passes the yarn on to another who then
adds a sentence using the same/different grammar. Example use sentences with
everything in the present. Then reverse the direction for the past.
You can also do this activity using other tenses. (Ex: My name is Brian and last night
I ate bananas in the bathtub...etc. Or higher leve]: My name is Brian and for 100
dollars I would take a bath in bananas ... etc.)
Positive comment - reflecting on the class, everyone passes a card around and writes
one thing that they like about the other person or one thing that has happened that
(
they remember that was fun/funny j good.
Expression/construction split- use expressions structures or sentences that cut in

half. Hand them out in pieces and have the students have to ask and look around
with each other for a match.
What are you doing?! - using a list of verbs. The group reviews the list, then gets in a
circle. One person begins doing and activity, and tells what activity he/ she is doing.
Ex: I'm digging a hole (with motions of digging a hole with a shovel). Everybody
does the same action as the person. Then the person next to himjher then asks,
"What are you doing?" The first person replies with a different answer that uses one
of the verbs on the list with an according action of which everyone follows suit. Then
the next person asks what a,re you doing and again a new verb and action are
introduced. Perhaps an easier wayto do it is after the person indicates and shows the
action and everybody imitates, then that person chooses another person in the group
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!""
-
-..
'!: -
Classroom Dynamics for Teachers ~-

~-
~ 1
to go. Then eve¡yone asks at the same time, "what are you doing?" and the newly
chosen person gives his verb and mime and action.
~
r
,-,
Cross if yo u have .... Have the group sit in a circle or on opposite si des of a !ine and
have the students say: Cross over if yo u have ...... "travelled outside of Spain" ... .if yo u
have eaten toast today .... Do it in different tenses .... (present, present continuous,
~
~
-...
~;
~
past simple, past continuous, present perfect, conditional) ~)
~-
'~.
Pretend Famous Interview: Make up questions for a famous person and ask them in
the hot spot about their lives. Have students make up characters and prepare ~ ~
questions to ask the other characters.
E' ~
Advice counsellor -- have different situations with people with problems. Go around ~)
group to indicate the problems and then give advice to the person. ~
1111)
L.
~
...~
Detective (pastand past continuous) You (teacher) get to be the detective, or assign
some detectives in the group. They have to ask ve¡y specific questions about what
someone was doing in the past in order to determine if they were involved in a crime. @·
For example you would ask, "W11at were you doing yesterday at exactly 7:30?" "I was ~)
having breakfast with my family." "W11ere did you have breakfast?" We had €•
breakfast in the dining room." "W11at were you doing yesterday at 8:oo?" "I was ~
~
walking to school." "W11ere were you ... "
~
You will have to be creative to imagine possibilities for a crime. Maybe use things
that happen there at the class, accusing them of perhaps having stolen something
€'
~
•.
-
~
from the classroom. Involve others in the sto¡y as much as possible and begin to
draw false conclusions to pul! more interest into the sto¡y. If it seems too difficult to
•.. ...~
· )
do it spontaneously, you might write out a brief situation and then get some from the
class to participate in the sto¡y has having been involved in the crime.
Reporting. Tell a partner (or others) about your life. Do this without speaking
~-
~ .. J
-
~
)
(charades). Then have others remember and report back (speaking) about the
person's life. You can even have different versions. ~
:J
'
Toilet paper. Have a rol! of toilet paper and tell the students that they will be leaving
for a night camping in the forest. Tell them that they will have to take enough toilet
paper with them for one night. Pass the rol! around and have the students take off a
~
~
-...
~
~
bit for each one. Then reveal that according to the number of squares on the rol! of ;;J
~
..~
)
toilet paper that they will have to tell the group something about themselves.
This can be good for basic levels, keeping the sentences simple. W11en going around ~
the circle have each student only tell one thing to the group ata time, then coming
~-
~
....
around to them again until they have no more squares left. This can also be used for
medium and advanced levels. EX: Tell the group that you will be going camping in ~)
~-
the jungle. They can tell the group one thing per square that they would like to do in
the jungle (conditional). They could tell the group one experience they had while
~ ..~
camping (or similar) previously (past).
~ ..~
Super Heroes. This is a good introducto¡y activity where each person much create
their own super hero. They give ita name that associates something with their own !!'·
J
name. Then they describe the super hero's strength/power (to smell from far away)
anda weakness (people wearing smelly shoes). Have them give a sound and motion ~
i
or symbol for their character. You can use this exercise for basic senses,
characteristics of the body, descriptions, etc. ~
~•
~
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~--
~-
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~- ~
~
'
1
)
-·1 Congratulations. You get ..... ! Go around with conditional sentences... ex .... you get to
\
1
choose your favourite dinner ... you get to meet a famous person .... Travel to an exotic
place .. Then, have the students use the sentences with the construction. "If I got to
choose m y favourite dinner for the night, I would choose ... " continue with these
'
structures.
People Bingo. Give out bingo sheets with a variety of questions for the students to
ask each other. The objective is to fill in the sheet, but they have to ask the questions.
This is good for sentence construction. You could have them do it in different tenses.
) Each square could have a verb and a work in it.
' /
For example: school / go. Then they have to ask

(present): "what time do you go to school?" .... " I usually go to school at 8:15 every
morning.
(past) "Did you go to school in April?" ... .'Yes I went to school in April."
(present continuous): "Are you going to school now?" .... "no, I'm not going to school
now."
(Future): "When will you go back to schooi" ..... 'TII go back to school on September
2nd".
(present perfect): "Have you ever gone to schoollate?" .... "yes, I've gone to school
late."
(conditional): "Would you go to school ifit snowed 2 meters?" ...."No I wouldn't go to
school if it snowed 2 meters". Etc ...... .
**The sheets need wordjverb combos that will work for multiple tenses. A variety of
sheets can be made up to use to use different verbs. Or, the student can fill in blank
ones to be used with their own verb and vocab combos.
Guess-the-picture story- This activity can be used at generallevels of

present/ continuous, past and future. Each student is given the same number of
pieces ( lf2 sheet size is ok) of paper. Begin by giving each student a different
sentence.... Yo u can begin by drawing a picture on the piece of paper without
explaining what the picture is or represents. Any picture will do, but it needs to have
enough detail to suggest sorne sort of a situation or story at hand. Have the author of
the picture write on a separate piece of paper (that he/ she will keep) one or two
sentences describing the action going on in the picture.
Once everyone has a picture drawn, they then pass the picture to the person on their
right. The person who receives the picture then has to look at it and interpret it to the
( . best oftheir ability by writing (on the next piece ofpaper) one or two sentences about
the action happening in the drawing. After completing their sentence(s), they pass
the stack (with the original picture on the bottom so it can't be seen) to the person on
the right. The next person will have only the sentence to go from and will have to, in
turn, draw what the sentence says. Tney then put the sentence on the bottom of the
stack and pass it again to the right. The next person will have a picture to produce a
sentence from, and the actions are repeated.
Al] picturesjsentences are done simultaneously, so that everyone is participating both

creating and interpreting. Once the original picture returns to the original artist,
everyone takes turns telling and showing the rest of the group what their original
sentence was and the following series of sentence and picture interpretations. It can
be quite funny to see what the group comes up with.
This activity can be done in different tenses, or with different vocabulary so that
everyone, for example, is writing and thinking in the present, past, or future, etc.
This is good practice to tell each situation using respective grammar.
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It was a dark and stormy night (game) .... (murder game). This is different than the
murder game with the place, person and object. This one is played with a narrator,
murder, sheriff, and victims. Pieces of paper are passed around in a hat (you can also
play with playing cards, indicated by the cards according to what significance you
give them). Everybody closes their eyes.
The narrator asks the person who has picked the "murderer" paper to open hisjher
eyes. That person then picks someone from the group (who has their eyes closed) to
die. The murderer then closes his/her eyes and the narrator asks the sheriff to open
hisjher eyes. The sheriff then chooses someone who he/she would like to "save"
(without knowing who was killed necessarily). The sheriff closes his/her eyes again
and then narrator then has everyone open their eyes and tells a story (can dramatize
it however he/she wants) about whoever was killed or ifthe sheriff saved someone
from being killed.
The group then tries to guess who the murderer is and gives reasons asto why. The
group votes for whoever they think the murderer is to be killed and whoever receives
the most votes by majority is killed. It may be the murderer or someone innocent.
Game continues until the murderer is found out.
Game creates good mystery and arguments to be made. Play as many rounds as you
Jike. Rules can be altered.
I would cross the border if (game) ... (conditionals) This is a bit of a mind, guessing
game based on observation. It is done to reinforce the use ofthe 2nd Conditional
(could also be used with the 3'd). You begin by stating the situation: There are new
aliens that have taken control of the earth and they have enforced strict control over
the borders of every currently established country. They only permit people to cross
the border ifthey fulfil special, strange qualifications. You tell the group that you and
sorne of the other students (yo u will haveto get sorne helpers only 1 or 2 by secretly
explaining the activity before) in the room already know what qualifications these
are, and it is up to the rest to determine what they are.
The qualification can be summarized in one sentence: "I would be able to cross the
border if I were the person to m y rig ht". H owever DON'T TELL THEM THIS, but
instead oftell them you will give example of conditions that qualify. You begin by
stating:
"If I went to the border now, I would be able to cross the border if I (pick a
qualityjcharacteristic of the person to your immediate right) were wearing glasses
(even ifyou aren't, but ifyour neighbour to the right is)."
You then go around the circle with everyone trying to state a characteristic that
qualifies. They can say anything. Get them to try whatever possibilities (if I were
taller/shorter, if I were olderjyounger, if I were a student, if I were from xxxx, if I
liked computers, ifi had blond hair, etc). You tell them iftheywould be able to cross
or not. Nothing will make sense at first. After they have the initial go at it you start
dropping stronger hints (more and more specific to the person to your right).
Eventually, people will catch on. Tell them not to say it if they know, until you've
given the rest in the group severa! chances.
As a higher grammar leve] exercise, get them to tell in the past what sorne of the
members of the group said and why or why not they "would have been able to cross"
(3 conditionaljpast perfect practice).
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\ Classroom Dynamics for Teachers
)
The "Gift" - Prepare the group by going over a set of vocab or grammar expressions.
Get the students to clarify things with the teachers. The Gift is played by having to
open/ el ose the imaginary door to an imaginary room, then grabbing the imaginary
key, unlocking and opening the imaginary box, getting a vocabulary word or
grammatical expression (real) printed on a piece of paper. Then they el ose box, Iock
the box, replace key, openjclose door and then interpret the vocabulary word for the
) group to guess. The objective is to get the group to guess the word correctly. You
\
could break the students up in teams and give higher points for being able to do it
without having to consult for help or doing it faster. Part way through you can give
)
the option to involve other people to act out their words if they want. If you need to
give points for participation you can.
('
C.
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IV. - Additional Exercises

Writing Numbers
Native-English speakers use a different system for writing numbers than Spanish
people do. Basically, you must remember two things:
1) The currency sign goes before the number;

2) Use a point ( . ) not a comma ( , ) when you are writing decimal figures. In
English, we use the comma only when we are writing thousands.
So, in English, 10,001 ~ ten thousand and one. And 10.001 ~ ten point zero zero one.
For example:
Spanish English
23,89€ €23.89 twenty three euros and eighty nine cents
1.045E f1,045 one thousand and forty five pounds
398$ $398 three hundred and ninety eight dollars
2,76€M €2.76m two point seven six million euros
1,04$ BN $1.04bn one point zero four billion dollars
And remember- a billion is 1,ooo,ooo,ooo.
Exercise 1
Pronounce thefollowingfigures and quantities.
23,345 cars 12,409 litres
197 people 11,098 square metres
€20,872
$11,740.37
139 children
Exercise 2
Match the quantities in the boxes with the sentences below.
700 137
1 There were _______ new schools built in Spain last year.
2 Spain's population is - - - - - - - - -
3 The average starting salary for teachers in Ireland is _ _ _ _ _ _ __
4 The leve] of unemployment in Spain is _ _ _ _ _ _ __
5 My school has _ _ _ _ _ _ _ _ students.

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Exercise3
Write each ofthefollowingfigures in the correctformat.
1. Nine thousand euros and ninety nine cents.
2. Twelve thousand three hundred and twenty five pounds.
3· Forty eight thousand one hundred and seven dollars.
4· One million seven hundred and twenty nine thousand one hundred and forty
euros.
5· Three million two hundred and seventy six thousand one hundred and forty
twopounds.
6. Twenty nine thousand nine hundred and fifty nine euros.
7. Eleven point three nine million pounds.
8. Eighteen thousand nine hundred and fifty four euros and seventy six cents.
9· Seventy six million one hundred and forty four thousand three hundred and
fifty eight euros and forty eight cents.
: l to.Nine pounds and nineteen pence.

()
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'
'
-
Nations & Nationalities

Exercise 1
Identify the countries and name the corresponding nationality. (Cover
the answers below to test yourselj)
............ ·... ~/ ....
. . . . . . . . ·./:-·
.. ' .. ' .... -...-: .
. . . './'
• • • • • • • • -,..<.
'-"-----"' . .............. '/' ..
. • ~-. -,..<.
>-~-;~: ~ :~;~: ~ :-:;~: ~ :-:;~:-~;<~:: :~;~:::. 4
... _,;" .
• • • • • /< ••
. ·.·.·._;.-< ..
,<r <::::s>:~
1. Albania - Albanian 21. Germany- German 39· Romanía - Romanian

3· Atlantic Ocean 22. Greece - Greek 40. Russia - Russian
4· Arctic Circle 23. Hungary- Hungarian 41. Serbia - Serbian
5· Arctic Ocean 24. Iceland - Icelandic 42. Slovakia - Slovakian
6. Austria - Austrian 25. Ireland- Irish 44· Spain -Spanish
8. Baltic Sea 26. Italy- Italian 45· Sweden - Swedish
9. Belarus - Belarusian 27. Latvia - Latvian 46. Switzerland - Swiss
10. Belgium - Belgian 28. Lithuania- Lithuanian 47· Turkey- Turkish
11. Black Sea 31. Mediterranean Sea 48. Ukraine - Ukrainian
13. Bulgaria - Bulgaria 32. Moldova - Moldovan 49. United Kingdom British
14. Croatia - Croatian 33· Montenegro - 49a. England - English
15. Czech Republic- Czech Montenegrins 49b. Northern Ireland
16. Denmark- Danish 34. Netherlands- Dutch - Northern Irish
17. Estonia- Estonian 35· North Sea 49c. Scotland - Scottish
18. Finland - Finnish 36. Norway- Norwegian 49d. Wales- Welsh
19. France- French 38. Portugal - Portuguese
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The Saxon Genitive (or the possessive)

Exercise 1
Rewrite thefollowing sentences. Decide whether you have to use "'s" or "of' in the
sentence.
1. (Mr Smith/ new car) is superb.
)
2. I !ove (your son/ trainers).
) 3· You can see (a cat/ eyes) in the dark.
) 4· Someone has just stolen (my friend/ iPod).
1
5· (Your sister/ shoes) are gorgeous!
)
) 6. (The schoolgirls/ uniforms) are awful.
~~ 7· (Miguel/ watch) is water-resistant.
)
8. These are (Mr Evausj keys).
9· (This house/ the walls) are very old.
10. (This book/ the cover) is really beautiful.
11. (This packet/ cigarettes) is American.
12. (Her students/ homework) was excel!ent.
13. (My chair/ the back) is very uncomfortable.
14. (Fiona and Eoin/ flat) is very big.
15. (The boys and the girls/ rooms) are downstairs.
16. (Yesterday/ competition) was cancelled because ofthe weather.
17. (Last night/ performance) was a complete disaster.
CJ 18. (Next week/ party) will be in Elena's house.

19. (Last yearj carnival) was a great success.
20. Is (Britain/ bus service) efficient?
o 21. I would like to see (Italy, most ancient monument).
() 22. This is (the city/ first theatre).
23. These are (my housekeeper/ keys).
24.This backpack isn't yours. It's (Eve).
u 25.(The president/ speech) did not convince anybody.
l)
26.(My sister/ wedding) was in Italy.
u
27. This book deals with (Portugal, culture).
u 28.Is Mexico (the world/ largest city)?
u 29.Ifyou ask me, (John Lennon/ songs) arethe best.
u 30. I don't know (this word, the meaning).
u
u
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u
-
V. - Pronunciation Skills
In this section we willlook at sorne of the most problematic aspects of individual sounds, accent
and intonation of phrases in the English tongue and how to teach them in the class in a fun and
practica! way.
Chicken or the egg? Which comes first? This is a question often applied to pronunciation and
listening. However, askyourself, 'why is a deaf-mute person mute?' The answer is simple. A
deaf-mute person cannot speak well, not beca use they don't have vocal chords, but instead
beca use they don't hear the words well. This illustrates that listening comes first! So, as you hear,
so you will speak. And, since your children are sponges, that makes your pronunciation skills
critically important .... which comes from your listening. So remember you need to keep practicing
both.
The material that follows will give you a review of difficult areas to perfect for both yourself and
your students. So, ladies and gentlemen please start your mouth engines!
Difficult sounds and words:

1. Consonants
2. Vowels
3· Foreign words
4· Plural nouns
5· Past regular tenses: 'Ted' is 'dead' rule
6. Common words that cause problems
7. Silent letters
8. Difficult words to pronounce
9. Difficult pronunciation with syllable stress
10. Common homophones
11. Common homographs
12. Commonly mispronounced words - Mixed Quiz!
English pronunciation- Native style!
1. What is word Stress?
2. Stress & Emphasis
3· Pacing and chunking
4· Effective Delivery
5· Intonation
6. Whudjewsay?- How native-speakers really speak!
Diverbo 2013 58
\
)
¡ Classroom Dynamics for Teachers
)
What are the most common problems your students have with
pronunciation?
What words/sounds can you identify that you have the most difficulty
pronouncing?
1)
2)
' )
3)
What is the most important part ofyour body for having good
pronunciation?
Diverbo 2013 59
,..,- ~
~-
Difficult sounds & words 1:
~-
r
1. Consonants
Problems that students often have with spelling and pronunciation occur with the
difference between Spanish and English forros of pronunciation. Typicalletters include:
p
~-
~
~
•-
L
•
B, V, F and P: B vs. V vs. F vs.
r
bat vat/V.A.T. fat pat/Pat
~
-
-..
berry very ferry Perry
ban van fan pan ~
tw
bowels vowels fouls Powell's
globe glove loaf elope ~
boat
beeps
vote
V.I.Ps
float
feet (nos!)
pope
peatjPete ~·
r:
1n
base vas e face pace ~

....
~·
e, G, eH, G/J e vs. G vs. eH vs. GLJ vs. y
~· ~
andY: cap
kung-fu
gap
gun
chap
chunk
Japan
junk
yap : l·o
young
/
E•
e
r 1
con
core
co-
gone
M ay Gore
Go girl!
Chong
May's chores
choker
John
'
ma)or
joker
=··'. ·.
'
yawn
mayor
yoghurt
~
~·.
-~
~
N, NGandK: N vs. NG vs. K others: ~R

wm
sm
wing
sing
wink
sink
thin ... thing .... think
tin ...ting ... tink a
pin ping pink kin ... king .... kink ~a
sun, son sung sunk bin .... bing .... bink E· ¡J
ban bang bank clan ... clang .... clank
fun fungus funk tan .... tang .... tank ~· )
·~
S/ZandSh:
+S andX:
S
sit
vs. z
zit
vs. Sh
shit
S
boss
vs. X
box
é
é· ..~
Slp
Su e
Zlp
zoo
ship
shoe
Essex
Sussex
excess, exit
success ~
-i
sink zinc shrink red sauce Red Sox
é·
:l'
tacks,taxes
el ose
fa ce
to close
phase
closure
facial
tasks
suss
spell
sucks
expel é•
1-
W,GandB: w vs. G vs. B test text ~l
é
wood good booed sample example ~,
would good boot ask axe é
what gut butjbutt
é •
~
watt got bought
wagging gagging bagging ~l
warranty guarantee bar 'n tea é·
~k
J
e.c •~
T, D, Th, e and Z: T vs. D vs. Th vs. e¿s vs. z
ten den then send zen
e:· ~
tuck duck the su ek Zuckerberg
toes dos e those coast cosy
''tirty" dirty thirty certain Zurich
e:
J
bat
tot
bad
dot
bath
thought
back
caught
basil
cause ~
!!': •
~
Diverbo 2013 60
~:-·
~
More than one consonant
How would you read the following sentences?
Two-thirds of the world's population lives in China and India.

James ate six-eighths of the pizza.
Two-fifths of the people surveyed answered 'no'.
Words with three or more consonants in a row can be tricky for Spanish students. A very
common place this occurs is with ordinal numbers.
Fourth.....fifth ..... sixth ..... seventh .....
2. Vowels
Listen to the spelling of the following words and write them: leisure, vacation,
Houston, meeting room, mystery. How do the letter sounds differ from their
pronunciation in the word?
Saythe vowels out loud: A -E -I -0 -U (and sometimes Y). Let's look at sorne
tendencies:
A-E-I-0-U 'shorter' Same 'letter' with

'Letter' sound sound sound different Exceptions!
with silent 'e' spelling
/ e1j fate, hate, cape, /re/ fat, hat, cap, / ei/ break, steak, frefto have
A plane, mate, stake, plan, mat, stack, pain, steak, day
rate, gave, behave rat, pack,
ji:/ delete, complete, fefmet, fed, led, /i:/ meet, feed, lead, / efto read (past)
E obsolete red, wet, been (U.S.) read, wheat, been,
shell, well, hell, bean, she'll, we'll,
leisure* he'll, heel, leisure*
/ ru/ kite, bite, site, live, /If kit, bit, sit, fit, hit, / ru/ fight, height, /I/ to live, to
I alive, wine, pile, file, win, pill, fill, bin, ill, bind, aisle/1'11, wind give
diner, sublime dinner, subliminal, (a watch), my story
wind, mystery
jaoj note, hope, wrote, /n/ not, hop, rot, con,
jaoj boat, door, /n/ gone
o cone ignore, fore, shore, far, shot, sorry,
poor, pour jaoj nor,jor, or
sore, quote, stone, astonished, phonics, fu:flose, whose
phone, ore font, bought
/u/use, abuse, huge, fu/ beautiful,
jajus, a bus, hug, jajabout, the
u cute, fuse, hue, refuse, Houston, Hugh
cut,fuss,cuss,must -
refute,accuse,muse Grant, communicate
Can you thmk of any other sllent ' e' words pmrs? (ex: tap-tape ...)
Other examples ofvowel sounds differences (See Minimal Pairs websites):
Oo fu/ vs. U/a/ U/afvs. 0/n/ Etc...

Put (verb) - puck; Put (golf) - pot
Book- buck Fun-fond
Took-tuck Pun-pond
Look-luck But- bought
Foot - fun ;-) Cousin - cause
Diverbo 2013 61
•
,~
Classroom Dynamics for Teachers •• ~
. ' ""
3. Foreign words •••
.
When we incorporate foreign words into English, we usually pronounce the words like
they sound in their native language. For example, words from French like 'duvet', 'ballet',
.. ."' ..
"
and 'bidet' are pronounced without the T. • • IÍ
Other examples of foreign words that don't follow the rules of English pronunciation: ....
• ,..•• ~-
Fjord- (Norwegian)
Sauté - (French)
Coup d'état -(French)
...
,
11
Yacht- (Dutch) • ' ...
Psychology- (Greek) 11.
•
•. ' .J(
·~
~)
For this reason -local dialects, aboriginal words - cities are often complicated to
pronounce, such as: Austin, Seattle, Los Angeles, Phoenix, Tucson, Cheshire,
Birmingham, Thames ...
• ""
Can you think of any Spanish words that we use in English? How do we pronounce them?
JI:.
• . ...
JI
"**REMINDER: pronounce English proper nouns (names) as they are in the English
world. Practice:
•t .,
• -JI1
~·
Tom Cruise, Robert Redford, ect ...

)
•i'< • )
4. Remember the "S" !
¡¡ --;
A) Plurals!! Nouns that end in 'x', 's', 'sh', 'eh', or 'es' take -es at the end when they are
Í!
-
~
111
plural. Change the following sentences from singular to plural. Be sure that, from your )
~.
pronunciation, your audience can tell that you are speaking in plural.
" •'
Put the lunch in the box. ~~ ~
"1
Why don't they take the busto the beach?
The government is going to raise the tax. ~~
"' )
J ess' dish is really nice.

AJice catches up with her workers at a business lunch. f .
1111
)
The sheik has a wife. ~...

B ) Third person singular!! AJl verbs in the third person singular need an "s" and
(
~-
..-1
~
•
those that end in the same letters above also take -es at the end:
Ex: He teaches Greek at the university. f ..
•J
'
She watches the news while she works out. ~
t ....
C) Possessive or Saxon genitive!! For people, animals or entities, we use an
apostrophe andan" 's "to show possession. If a name already ends in 's', we simply add
an apostrophe to the end, but we add the "s" sound when speaking!
Ex: Carlos' workload is heavy this month. (NOTE: the pronunciation would be
f
~-
,.
J..
'
•.
'Carloses workload' .) e-· ...~

~,
Keep in mind that words ending in 'f or 'fe' change to '-ves'. e- '
Ex: Those knives are sharp.
f ...~
Exception: if the noun is plural it will have the apostrophe but we do NOT usually e:.
j
pronounce the "s".
Ex: All the restaurants' waiters were trained professionally. (NOTE: the
J
~
~·
pronunciation: "AJl the restaurants waiters ... ")
~·
Diverbo 2013 62
~··
..~
~)
5· Past regular tenses - the 'Ted is dead' rule!

"Ted is dead, the rest with T."
This saying, though confusing at first, is used to help students remember the rule for
pronouncing regular verbs in the past.
'Ted is dead' means that if a regular verb ends in 't', 'te', 'd' or 'de' that the "-ed" ending is
pronounced asan extra syllable. (SEE REGULAR VERB LISTin Grammar Review)
Ex: Want: I wanted a new car. [uantid]
Hate: I hated broccoli when I was a kid. Ueitid]
Add: She added water to the mixture. [adid]
Trade: We traded football cards when we were younger. [treidid]
The rest with T. With all the other regular verbs, the -ed is pronounced like a soft T.
Ex: We pushed the vending machine into the corner. [pusht]
They asked for a glass of water. [askt]
This rule simplifies the actual rule. Really, sorne of these verbs have more of a 'd' sound,
like 'played [pleid]', but as long as yo u don't exaggerate the 't' sound, it will seem natural.
6. Common words that cause problems

Read these sentences out loud.
(,
Bought, caught, fought, etc.- I bought a ticket and caught the bus.
Castle- We took our clients to the castle.
Clothes What clothes are appropriate for the dinner?
( Cough - You should see the doctor about that cough.
Cupboard Is there any coffee in the cupboard?
Doubt- We have serious doubts about their proposal.
Juice- Can I have juice instead ofbeer?
Foreign - There are a lot of foreign workers in that company.
Future- We have to think about the future ofthe company.
Honour - It is an honour to be here today.
Island- We will have the conference on a Greek island.
Public- You can't chew gum in public in their country.
Pilot- Joe worked as a pilot for many years.
Steak - How do you like your steak?
Straw Can you ask the waiter for a straw?
Stop - She always watched out for stop signs.
Through- We need to go through the old catalogue.
Used to- Ellen used to be a saleswoman.
Whistle The whistle means the shift is over.
Zoo - Let's take the kids to the zoo.
Following are severallists of words that tend to be more difficult in pronouncing.
Diverbo 2013 63
.
...,
Classroom Dynamics for Teachers )
~ ~~
7. Shhhh! Silent letters
,
•• ...1
.. ~
The following letters can al! be silent in English. Practise reading these lists out loud. •• )
silent 'b' silent 'i' silent 's' ., 1 ...
'~
debt
doubt
juice
fruit
island
isle ~ ..~
plumber
bomb
comb
cruise
suit
business
aisle
debris .j ' )
"
thumb
lamb
dumb
recruit
silent 't'
listen
~ .~ ~)
climb silent 'k' castle "'
knee whistle j
silent 'e'
~·'
knife clothes "'
muscle
scene
science
know
knock
knot
mortgage
"'
. , .J~
-
scenario silent 'n'
guess •)"
J
~
silent 'e'
every
evening
silent 'l'
half
walk
guest
circuit
~:
~
--
~
,
different tal k guilty
severa! yolk building ¡¡; Jl
" ..
interesting could biscuits
vegetable should guitar
·-
literature would ~
temperature folk disguise f ....
cal m guide ~)
palm guidance €·
silent 'g' salmon
€ ...~
~
s1gn catalogue
foreign
reign
gnat
silent 'p'
psychiatrist
colleague
guarantee
f
f
-~
gnome pneumoma j
champagne psychotherapy silent 'w' f· .....
psychotic
receiot
answer
write f ..~
silent 'h' cupboard wrong ~J
~
hour wrinkle j
heir silent 'o' wreck ~
....
•~
honest catholic whole
ghetto chocolate law ~··
ghost comfortable lawyer ~,,
~J
straw
~
'..:,;
~·1
~•
!!::·~ ~
~l
.,~
..~
Diverbo 2013 64
""
~)
8. Sorne more difficult words to pronounce
The following words can be difficult to pronounce. Practise reading these lists
out Joud. Once you can pronounce these words
'GH' -ion with jsh/ pronunciation of'u'

silent 'gh' sound 'uh' fa! sound
bought suspicion product
brought aficionado function
caught introduction
daughter destination sufficient
fought population industry
ought education funding
sought action circumstances
taught ambition
thought conservation 'you' /u/ sound·•
function communicate
(careful!) implication distribute
through legalisation stimulate
dough deflation bureaucratic
though complication manufacture
thorough qualification annual
spectacular
Gh with 'f' sonnd commission ridiculous
enough session eventually
rough passion future
tough discussion gesture
cough compassion accurate
Jaugh proposition
preposition 'oo' /u:/ sonnd
-able & -ible tension produce*
suitable coercion consumer*
capable institution
acceptable -ion with /3/ sound enthusiastic
visible confusion · rude
comfortable delusion supervision
incomparable conclusion pharmaceutical
dependable fusion recruit
desirable version absolutely
durable television evolution
incompatible decision truth
incredible illusion goose
debatable erosion blue
unavoidable two
\.
Diverbo 2013
65
....
e
E
.-
' 1
)
words ending -ise words ending -ism words ending -ous ~ ~

/ -ize absenteeism jusj sound :J.)
apologise E
acclimatise
dogmatism
criticism
ambitious
atrocious ~ ...~
advertise
categorise
expansionism
hedonism
autonomous
blasphemous ~· ~
centralise multiculturalism carmvorous ~)
commercialise optimism conscientious ~·
comprom1se pessimism delirious ~
.....
~·
clockwíse
economise
pragmatism
relativísm
dubious
enormous E' ...~
industrialise scepticism facetious ~J
normalise schism glamorous E
patronise symbolism harmonious ~
standardise minimalism laborious E ,...,
sympathise vegetarianism malicious
promiscuous
unanimous
E -~~
E . j
E
:J. 1
9· Difficult pronunciation with syllable stress
The following words can be difficult to prono unce. Practise reading these lists out loud.
f.
f'
-...
~
~
~
Jl
words ending -ly famously unsociably
Stress on 1st syllable figuratively astonishingly €~
~
fractionally wrongfully anonymously
genuinely graphically barefacedly f:
boisterously worryingly decidedly ~
brusquely fashionably deliberately f:
candidly interestingly empirically ~
'
f:
effortlessly
ruthlessly
scathingly
marginal!y
measurably
needlessly
humiliatingly***
Stress on 3rd syllable f:

1
-
seamlessly negligibly absentmindedly f:
..-)
separately positively** acrimoniously ~
stunningly unsurprisingly € ..,
thoroughly
tirelessly
tolerantly
Stress on 2nd syllable
holistically
categorically
diplomatically f ...~
impassively economically
~ )
vertical!y implausibly automatically
vigorously judiciously architecturally ~
....
~··
recklessly
noticeably
literally
kind-heartedly
mistakenly
officially
justifiably
irrevocably
comprehensibly
~ ....~
jokingly ~¡-·, .. J
profoundly even-handedly
grudgingly remarkably
~~-'
~
~
harmlessly repeatedly (4th)
dangerously uncommonly characteristically ~·
~)
~-;·
Diverbo 2013 ~
~
Jl;..
66
'!~·
~
r Classroom Dynamics for Teachers
r'
10. Common HomoJ:!hones
('
ate-eight moose-mousse
('
('
ball-bawl none-nun
r
bare-bear oar-or-ore
be-bee one-won
beat-beet pain-pane
berry-bury pair-pare
{
r
blew-blue pail-pale
('
board-bored patience-patients
brake-break peak-peek
( /
by-buy-bye pole-poll
r
ceiling-sealing pore-poor-pour
cell-sell praise-prays
('
cent -scent-sent presence-presents
chilli-chilly-Chile prince-prints
Claus-clause-claws root-route
'
\
(" clothes-close sail-sale

dear-deer scene-seen
die-dye sea-see
faint-feint sew-so
fairy-ferry site-sight
find-fined soar-sore
e flea-flee son-sun
flour-flower stake-stealc
for-fore-four stares-stairs
("' gorilla-guerrilla steal-steel
e grate-great-'gr8' tacks-tax
hair-hare tai!-tale
hay-hey rain-rein-reign
heal-heel raise-rays-Ray's
hear-here rap-wrap
i,, heard-herd read-red
hi-high right-write
e hoarse-horse ring-wring
hole-whole tea-tee
"~'
hour-our to-too-two-tutu
(_~ knight-night toe-tow
knot-not their-there-they're
c. know-no told-tolled
'.._. knows-nose vain-vane-vein
lead-led waist-waste
L made-maid wait-weight
marry-Mary-merry wear-where
L might-mite which-witch
\,.
meet-meat wood-would
Diverbo 2013 67
....
o::
11. Common Homographs

~
~
-~
~
-A
~
Homographs are words that are spelled identically but have different meanings when pronounced ~· )
differently. For example:

~ ...~
Lead, pronounced LEED, means to guide. However, lead, pronounced LED, means a metallic
~· ..~
element.
~)
E'
With words that have a verb and noun form, you will notice that the verb carries the stress on the
first or earlier syllable, while the noun carries the stress on the last or latter syllables.
~
~.
While sorne of the words are not frequently used, below yo u will find a list of sorne of the most
common homographs in the English language:
E'
E:
-~
~J
AffectAFFekt- observable manifestations offeelings or emotion; ehFEKI- to change ~
E
AlternateALternit- the next choice; ALternaít- switch back and forth
E
1-
Attribute AHtribyoot- a characteristic of someone; ahTRIByoot- to consider resulting from ~
__.¡
E .
Axes AKsiz- more than one ax or axe; AKseez- the plural of axis :J
E ..,)
Bow BOH- used to shoot arrows; tied ribbon; BAU- to lower one's head or the front of a ship €• -~
Bowed BAU-d- to bend over; BOH-d- bent
Buffet BUFFet- to pound or bump; booFAY- place where you serve yourself
f;
f; - J
-
~
Close CLOS- near; CLOZE- to shut

~
€
~
Conduct KONduckt- behavior; kunDUCKI- to lead
Conflict KAHN.flict- a fight or disagreement; kunFLIKI- to act against

€
é
-;;¡
)
Console J(AHNsole- an upright case; kunSOLE- to comfort (2) ~·. ....~

~
Content KAHNtent- meaning; kunTENT- satisfied
Contest KAHNtest- a match of skill; kunTEST- to argue

E
~
-
~J
~
!!'·
~
Contract CONtract- an agreement; conTRACT- to shrink orto agree on a project
Convert CONvert- one whose belief was changed; con VERT- to change one's belief
Converse KAHNvers- the opposite; kun VERS- to talk

~··
!!'
-~J
~
--.
Convict KAHNvíkt- a prisoner; kun VIKI- to find guilty ~.
~
Dcliberate díLIBrit- carefully considered; diLIBerATE- to consider
Desert DEZert- arid region; dihZURT- to leave

~· '
~· ~
J
.
~.
Dove DUV- a bird; DOEV- jumped off (U.S., dived also used)
~!!::·
1..
Drawer DROR- the compartment you pull out from the dresser; DRA Wer- one who draws
~J
f!:'i':·
j
!!:··
Diverbo 2013 68
~~~·
j
1
Estímate estíMATE- to approximate; estiMIT- an approximation
Excuse ekSKYOOZ- to let someone off; ekSKYOOS- a reason or explanation
House HAUS- a building that serves as living quarters; HOWZ- to provide with living quarters
Intern INtern-a physician in training; inTERN- confine to prescribed area
Invalid INvallid- an ill person; in VALLid- not valid
Lead LED-a metallic element (1); LEED- to guide
Minute MINNit- 6o seconds; myNOOT- tiny
Moderate MODerit- keeping within reason; MODerA TE-to preside over

~.
ObjectAHBjekt- a thing (le); ubJEKT- to complain
Perfect PERjekt- exactly correct; perFEKT- to make correct (17)
Permit PERmit-a document giving permission; perMIT- to allow sorne event to occur
Polish POElish- from Poland; PAHLish- shine
Present PREZent- a gift; preeSENT- to give a talk
Produce PROdoos- vegetables; proDOOS- bring forth

e
Project PRAHjekt- a task; proJEKT- to show a movie
Rebel REBBell- a resister; rihBELL- to resist
Record RECKord- a list; reKORD- to write down
Refuse REFFyoos- garbage; rePUSE- to deny
Resign reZJTN- to quit; RE-SYN- to sign again (e.g., a contract)
Resume REHZoomay- a document of experience; reeZOOM- to restart
Row ROH- a line; ROUW- a fight
Sake SAHkey- Japanese alcoholic drink; SAYK- a purpose
·~ Separate SEPret- not joined together; SEPerATE- to divide into groups
Subject SUBjekt- the theme; subJEKT- to force upon someone
Tear TEER- fluid in eye; TARE- to rip;
Wind WINd- the blowing air; WHINEd- to coil up
Wound WOWND- coiled up; WOOND- to injure
Diverbo 2013 69
...
~-
.:'
é' -•
~,
12. Commonly mispronounced words - Mixed Quiz! ~~

,.
.)
1. 26. wood ~- . 1
quinta fifth 26. madera
~
l.
2. sexta 2. sixth
1
27. -ía 27. would ~- •
~
3-
4·
frigorífico
ropa
3·
4·
refiigerator
clothes
'28. isla
29. pasillo
28. island
29. aisle
~ )
E'·
.
~
salvaje,
~
€'
~..
5· 5· wild 30. un stop 30. a stop sign
silvestre
6. carro, vagón 6. wagon 31. blanco, objetivo 31. target é'
. ~)
7· paja 7· straw 32. ganador/a 32. winner ~- ~
1 ..J
~
~
8 barniz 8. varnish 33 catedral 33 cathedral
9- prestación 9· feature
1
usado, de
34- segundo mano 34· used
@
~~
-,J 1
10. toser 10. cough '35- solía, antes ... 35· used to ""1
' ..1
~~ 'l
-...
11. a través 11. through .· 36. piloto 36 . pilot
caught,
,.
vacaciones ~
cogí, pelee, 1
€'.
12.
traje
12. fought,
brought
-:37- (US), día
festivo (UK)
37· vacation
fj ~
13- pájaro
14. masa
13. bird
14. dough
;38. extranjero/a
..,
..;:
'
39- donde
estuvieron,
38. foreign
39· where
¡,¡
~
,.
J )
fueron, ~
...
15- castillo 15. castle ;,, 40- estuvimos, 40. were ~
""'.J
,,
fuimos ... é'· i
1111
16. salmón 16. salmon
'
41. zumo 41. juice
í!i.. ...
~
í!i .~' -...

ticket de
17.
compra 17- receipt ¡ 42- cruzero 42. cruise
' 1
18. armario 18. cupboard :43- diamante 43· diamond ~~ )
19- espada 19. sword

·.
1 44· pub 44· pub e'·
........
11111
'
"
20. receta 20. recipe "
45· magdalena 45· muffin
e' ...~
.,
21. músculo 21. muscle :46. muebles 46. furniture 111
1!' )
22. gimnasio 22.

gymnasium,
gym 47· honor 47· honour ~~
...
~
.....
23. duda 23. doubt 48. peligroso1a 48. dangerous
e'. ...~1
24. arrepentido 24. sorry 49- filete 49· Steak (filet) ...
)
~" ~
25. confortable 25. comfortable so. público so. public ..J
~--
~-
~•
~)
~--
~;
.
.J
~
Diverbo 2013 70
l!j'_.
-~
1
English pronunciation- Native style!
1. WHAT IS WORD STRESS? (by Josef Essberger)

In English, we do not say each syllable with the same force or strength. In one word, we
accentuate ONE syllable. We say one syllable very loudly (big, strong, important) and
all the other syllables very quietly.
Let's take 3 words: photograph, photographer and photographic. Do they sound

r the same when spoken? No. Because we accentuate (stress) ONE syllable in each word.
r And it is not always the same syllable. So the shape of each word is different.
total stressed
click word to hear<D lshape 1 :yllabl~ :llable
PHOTOGRAPH
1 . •. . '
1 1
PHO TO GRAPH ER 4 #2
(
i
i
PHO TO GRAPH IC 1
( 1
This happens in ALL words with 2 or more syllables: TEACHer, J aPAN, CHINa, aBOVE,
converSAtion, INteresting, imPORtant, deMAND, etCETera, etCETera, etCETera
( The syllables that are not stressed are weak or small or quiet. Native speakers of
English listen for the STRESSED syllables, not the weak syllables. If you use word stress
( in your speech, you will instantly and automatically improve your pronunciation and
\ __
your comprehension.
Try to hear the stress in individual words each time you listen to English - on the radio, or
in films for example. Your first step is to HEAR and recognise it. After that, you can USE
it!
There are two very important rules about word stress:
1. One word, one stress. (One word cannot have two stresses. So ifyou hear two
stresses, you have heard two words, not one word.)
2. The stress is always on a vowel.
When you learn a new word, yo u should also learn its stress pattern. If you keep a
vocabulary book, make a note to show which syllable is stressed. If you do not know, you
can look in a dictionary. All dictionaries give the phonetic spelling of a word. This is where
they show which syllable is stressed, usually with an apostrophe (') just befo re or just
after the stressed syllable. (T]:¡e notes at the front of the dictionary will explain the system
used.)
Diverbo 2013 71
..
Rules ofWord Stress in English

1 Stress on first syllable
rule example
Most 2-syllable nouns PRESent, EXport, CHina, TAble
Most 2-syllable adjectives PRESent, SLENder, CLEVer, HAPpy
2 Stress on last syllable
rule example
Most 2-syllable verbs to preSENT, to exPORT, to deCIDE, to beGIN
There are many two-syllable words in English whose meaning and class change with a
change in stress. The word present, for example is a two-syllable word. Ifwe stress the
first syllable, it is a noun (gift) oran adjective (opposite of absent). But ifwe stress the
second syllable, it becomes a verb (to offer). The words export, import, and object can
all be nouns or verbs depe11ding 011 whether the stress is 011 the first or seco11d syllable.
Here are sorne more examples
prógress-progréss
prése11t-presént
prótest-protést
cóntract-contráct
désert -desért
rébel-rebél
súspect-suspéct
cónsole-consóle
cónflict-conflíct
récord-recórd
có11vict-convict
ínsert-insért
pérmit-permít
3 Stress on penultimate syllable (penultimate = second from end)
rule , example
Words ending in -ic , GRAPHic, geoGRAPHic, geoLOGic

. Words ending in -sion and -tion ' teleVIsion, reveLAtion
Diverbo 2013 72
For a few words, native English speakers don't always "agree" on where to put the stress.
For example, sorne people say teleVIsion and others say TELevision. Another example
is: CONtroversy and conTROversy.
4 Stress on ante-penultimate syllable (ante-penultimate = third from end)

1
example
i Words ending in -cy, -ty, -phy and- deMOcracy, dependaBility, phoTOgraphy, 1
gy geOLogy
1
!
· Words ending in -al 1 CRitical, geoLOGical
5 Compound words (words with two parts)
rule J example
For compound nouns, the stress is on the first part 1 BLACKbird, GREENhouse
For compound adjectives, the stress is on the second bad-TEMpered, old-

part 1 FASHioned
For compound verbs, the stress is on the second part 1 to underSTAND, to overFLOW
1
Sentence Stress in English
Sentence stress is the music of spoken English. Like word stress, sentence stress can help
you to understand spoken English, especially when spoken fast.
Sentence stress is what gives English its rhythm or "beat". You remember that word
stress is accent on one syllable within a word. Sentence stress is accent on certain
\.. words within a sentence.
Try this short exercise
Say this sentence alaud and count how many seconds it takes.
The beautiful Mountain appeared transfixed in the distance.
Time required? Probably about 5 seconds. Now, try speaking this sentence aloud.
He can come on Sundays as long as he doesn't have todo any homework in the evening.
Time required? Probably about 5 seconds.
Wait a minute the first sentence is much shorter than the second sentence!
Diverbo 2013 73
...
C!assroom Dynamics for Teachers
The beautiful Mountain appeared trans.fixed in the distance

He can come on Sundays as long as he doesn't have todo any homework in the evening
You are only partially right!
This simple exercise makes a very important point about how we speak and use English.
Namely, English is considered a stressed language while many other languages are
considered syllabic. What does that mean? It means that, in English, we give stress to
certain words while other words are quickly spoken (sorne students say eaten!). In other
languages, such as French or Italian, each syllable receives equal importan ce (there is
stress, but each syllable has its own length).
Many speakers of syllabic languages don't understand why we quickly speak, or swal!ow, a
number of words in a sentence. In syllabic Janguages each syllable has equal importance,
and therefore equal time is needed. English however, spends more time on specific
stressed words while quickly gliding over the other, less important, words.
Let's look ata simple example: the modal verb "can". When we use the positive forro of
"can" we quickly glide over the can and it is hardly pronounced.
They can come on Friday. (stressed words underlined)
On the other hand, when we use the negative forro "can't" we tend to stress the fact that it
is the negative forro by also stressing "can't".
They can't come on Friday.
As you can see from the above example the sentence, "They can't come on Friday" is
longer than "They can come on Friday" because both the modal "can't" and the verb
"come" are stressed.
So, what does this mean for my speaking skills?
Well, first of all, you need to understand which words we generally stress and which we do
not stress. Basically, stress words are considered CONTENf WORDS such as
• Nouns e.g. kitchen, Peter

• (most) principie verbs e.g. visit, construct
• Adjectives e.g. beautiful, interesting
• Adverbs e.g. often, carefully
Non-stressed words are considered FUNCTION WORDS such as
• Determiners e.g. the, a, sorne, a few

• Auxiliaryverbs e.g. don't, am, can, were
• Prepositions e.g. before, next to, opposite
• Conjunctions e.g. but, while, as
t"··
• Pronouns e.g. they, she, us
t"-
Let's return to the beginning example to demonstrate how this affects speech
e
~··
Diverbo 2013 74
e:
The beautiful Mountain ap,peared transfixed in the distance. (14 syllables)
He can come on Sundays as long as he doesn 't have todo any homework in the evening.
(22 syllables)
Even though the second sentence is approximately 30% longer than the first, the
sentences take the same time to speak. This is because there are 5 stressed words in
each sentence. From this example, you can see that you needn't worry about pronouncing
every word clearly to be understood (we native speakers certainly don't). You should
however, concentrate on pronouncing the stressed words clearly.
,, Exceptions
The above rules are for what is called "neutral" or normal stress. But sometimes we can
stress a word that would normally be only a structure word, for example to correct
(' information. Look at the following dialogue:
"They've been to Mongolia, haven't they?"

"No, THEY haven't, but WE have.
('•
r Note also that when "be" is used as a main verb, it is usually unstressed (even though in
this case it is a content word).
Linking in English
When we saya sentence in English, we join or "link" words to each other. Because of this
linking, the words in a sentence do not always sound the same as when we say them
individually. Linking is very important in English. If yo u recognize and use linking, two
( things will happen:
( 1. you will understand other people more easily

2. other people will understand you more easily
There are basically two types of linking:
• consonant > vowel

We link words ending with a consonant sound to words beginning with a vowel
sound
• vowel > vowel
We link words ending with a vowel sound to words beginning with a vowel sound
The important thing in linking is the sound, not the letter. Often the letter and the sound
are the same, but not always.
Por example, the word "pay" ends with:

l • the consonant letter "y"
• the vowel sound "a"
Diverbo 2013 75
-
Linking Consonant to Vowel

When a word ends in a consonant sound, we often move the consonant sound to the
beginning of the next word if it starts with a vowel sound.
For example, in the phrase "tu m off':
We write it like this: . turn off
We say it like this: tur noff
Remember that it's the sound that matters. In the next example, "have" ends with:
• the letter "e" (vowel)

• the sound "v" (consonant)
So we link "have" to the next word "a" which begins with a vowel sound:
We write it like this: · Can I have a bit of egg?
We say it like this: . Ca-ni-ha-va-bi-to-fegg?
Linking Vowel to Vowel

When one word ends with a vowel sound and the next word begins with a vowel sound, we
link the words with a sort of W or Y sound.
If our lips are round at the end of the first word, we insert a W sound:
oo We write it like this: too often who is so I . do all

1
o We say it like this: tooWoften whoWis · soWI doWall
If our lips are wide at the end of the first word, we insert a Y sound:
00 We write it like this: Kayis I am the end she asked

1
We say it like this: KayYis IYam · theYend . sheYasked
Linking Consonant to Consonant

When a word ends with a consonant (or combination of consonants) that is the same as
the consonant of the preceding word we most often join the sounds into one sound.
EX: "Spanish ships" becomes: Spaniships

"Danish sheep" becomes: Danisheep
Diverbo 2013 76
Homophones & Homographs
Homophones are words that have exactly the same sound (pronunciation) but different
meanings and (usually) spelling. For example: hourjour or to/toojtwo.
Homographs are words that are spelt the same but have different meanings and
sometimes different pronunciation.
A minimal pair consists of two sounds that are almost the same. The difference between
the sounds is minimal. In other words, the difference is very small. For example
ship / sheep or fastjvast
Exercise: Read thefollowing sentences toa native-English speaker and see

ifthey can understand you (make sure they are not looking at the
sentence!)
Can you read this right the first time?

(
1) The bandage was wound around the wound.
(
2) The farro was used to produce produce.
\
(
(
3) The dump was so full that it had to refuse more refuse.
(
4) We must polish the Polish furniture.
5) The soldier decided to desert his dessert in the desert.
6) Sin ce there is na time like the present, he thought it was time to present the present.
7) I did not object to the object.
8) The insurance was invalid for the invalid.
9) There was a row among the oarsmen about how to row.
10) They were too el ose to the door to el ose it.
( 11) To help with planting, the farmer taught his sow to sow.
1 12) The wind was too strong to wind the sail.
1 13) Upon seeing the tear in the painting I shed a tear.
14) I had to subject the subject to a series of tests.

\ ...
15) How can I intimate this to my most intimate friend?
Diverbo 2013 77
2. STRESS & EMPHASIS**

As English is a stressed Janguage, both syllables and words receive stress which indicates meaning. We have
looked at so me of the syllable stresses and now will Jook at the importan ce of stress in the sentence on
particular words. Read the following sen ten ce and not the change in meaning depending on where the
stress is pnt.
e.g.
I wanted to go there ~ you would have like to go but couldn't or didn't for some reason.
I wanted to go there ~ you wanted to go there but someone else, or other people, didn't.
I wanted to go there ~ you used to want to go there but you don't anymore.
I wanted to gQ there ~ yo u didn't want to just hear about it or see pictures.
I wanted to go there ~ specifically to that place.
How does the meaning change respectively in the following two examples:
Ex: The British would never say that.

Ex: I said I wanted to eat at that restaurant.
3· PACING & CHUNKING**

Additionally, grouping certain words together, or 'chunking', is importance to the 'pace' of the
delivery of ideas. Read the following sentences, adding pauses accordingly. Which are unnatural?
Pacing Ex 1:
a. Hard work's never killed anybody, but worrying about it has.
b. Hard work's never killed anybody, but worrying about it has.
c. Hard work's never killed anybody, but worrying about it has.
Pacing Ex 2:
a. Ideas are like children. Your own are wonderful.
b. Ideas are like children. Your own are wonderful.
c. Ideas are like children. Your own are wonderful.
4. EFFECTIVE DELIVERY PRACTICE**
Read the following paragraph out loud:
The world's most popular drink is water. You probably knew that already. After all, it's the basic
requirement oflife on earth. But did you know that the world's second most popular drink is
Coke? And that the human race drinks six hundred million cokes a day? Now, let's just put that
into so me kind of perspective. It means that every week of every year people drink enough Coke
to fill two large sky scrapers. In fact, if all the Coca-Cola ever consumed was poured over Niagara
Falls instead of water it would take nearly two days to run dry. There's almost nowhere on the
planet, from Miami to Malawi where the word Coke isn't instantly recognized. The brand name
alone is worth thirty billion dollars. And that's what makes Coca-Cola a global marketing
phenomenon.
Diverbo 2013 78
N ow try again with the following structure and emphasis indication:
The world's most popular DRINK

IsWATER.
Yo u probably knew that ALREADY.
After al!,
It's a basic requirement oflife on EARTH.
But did you KNOW
That the world's SECOND most popular drink
Is COKE?
r~ And that the human race drinks
Six hundred million Cokes a DAY?
Now, let'sjust put that into sorne kind ofPERSPECTIVE.
ItMEANS
(~
That EVERY WEEK
Of EVERY YEAR
People drink enough COKE
To fill TWO SKYSCRAPERS.
InFACT,
If al! the Coca-cola ever CONSUMED
was poured over Niagara FALLS
instead ofWATER
it would take nearly TWO DAYS to run DRY.
There's almost nowhere on the PLANET,
e fromMIAMI
( toMALAWI,
where the word COKE,
( isn't instantly RECOGNIZED.
The brand name ALONE
is worth THIRTY BILLION DOLLARS.
And that's what makes COKE
( a GLOBAL MARKETING PHENOMENON.
( ** taken in part from "PRESENTING IN ENGLISH" by Mark Powell
s. INTONATION
Practice saying the following well-known sayings, adding effective intonation. If possible, ask a
(
native English speaker to say them (with feeling). Listen to the intonation and try to replicate the
same rhythm, tones and stress.
Well-known sayings:
1. Luck is what happens when preparation meets opportunity.
( 2. Teamwork is twice the results for half the effort.
3. Don't Jet what you can't do interfere with what you can.
4. Humour is always the shortest distance between two people.
5· "Even though your kids will consistently do the exact opposite of what you're telling them
to do, you have to keep loving them just as much" - Bill Cosby
Exercise: Choose any script and have a native-English speaker read it naturally. Listen
carefully and try to replica te the EXACT tone, rhythm, emphasis and
intonation! Have the person correct you according to his/her accent no matter where
they are from. Open your ears and try to reproduce the exact sound combinations.
Diverbo 2013 79
,.
-
Classroom Dynamics for Teachers t. ...~
~
6. Whudjewsay?- How native-speakers really speak! ~- '1
~ .,
:J" 1
Sometimes, when native English speakers talk amongst themselves they join words and pronounce things in a very closed and rapid
manner. The same thing happens in Spanish, for example the frase, 'lQué te he dicho'?' sounds more like •¿que tedicho'?'
In English, things can sound like the following:

~
~·
-~
~)
Did you = [didcha]
Do you = [duya]
Going to = [gonna] ~·
Wantto = (wanna]
Could have = [cudda] ~
~
What did you tell him = [wadya tellim]
Wbere did you go? = [wuerjego]
The key to using this list is to ask a native speaker to say the sentences as naturally as possible and listen to how
they say the combination of somtds. In order to do this, ha ve a native speaker read the sentencg to themselves
~ ..~~
first. Then have em sa it ui kl out loud. Do not ha ve the read the sentences! ~· )
~
~
-.~
1. ¿Qué van a hacer? 1. What are they going todo?
2. GQué has estado haciendo? 2. What've you been doing? E:

3. lDónde vas a ir en semana santa? 3· Where are you going to go for Easter? ~ .l
4· Voy a ir a la playa. 4- I'm going to go to the beach.

~
~
~
s. ¿Que dijo? (el)
6. Quiero preguntarle lo mismo.

5- What did he say?
6. 1 want to ask him the same thing.

~
-.. ~
•,
7- GQue se debería decír en un momento como este? 7- What shouldyou say ata time like this?
'" ;J
)
8. GQuien va a limpiar este desorden? 8. Who's goíng to clean up thís mess?
9- GQue vas a hacer? 9· What are you going todo? € •

10. GCuando vas a reservar el viaje? 10. When are you going to reserve the trip? ~ ~
11. Van a conducir. 11. TI1ey're goíng to drive. ~J
~
12. Olvídalo. 12. Forget about it.
€ ..~
€ ..~
13. GPor que esta aquí arriba? 13. Why ís he up here?
~
14. Van a querer ir también. 14. They're going to want to go too.
'! )
15. GDonde lo puso (el)? 15. Where clid he put it?
~
€
~
16. GQue quiere hacer (ella)? 16. VVhat does she want todo?
17. GQue estáis comiendo? 17. What are you eating?

'!
18. ¿A quien llamas cuando sucede eso? 18. Who do you can when that happens? ~)
e
19. Dile que salga por la puerta trasera. (a el) 19. Tell him to go out through the back.
e ..~
20. Diles que se callen. 20. Tell them to be quiet.
e· •
~
~
21. ¿como lo va a ver desde aquí? (ella) 21. How's she going to see it from here?
\
22. Dile a ella como hacerlo y a el enséñale por qué. 22. Tell her how todo it and show him why. e'· /
~
.
23. ¿Donde dormiste anoche? 23. Where did you sleep last night? e
24. ¿Que vais a querer cenar? 24. What are you going to want for dinner?
e ~
25. No se. 25. I don't know.
~·· ~
~
e·
Diverbo 2013 80
~ ~
~)
r Classroom Dynamics for Teachers
So, how does all this translate into your class?
As you already know, it means perfecting your pronunciation and helping your students to
í follow suit. How?
(
í > > opening your ears
( > > modeling rhythm, inflection, and articulation yourself
> > encouraging students to engage and express themselves

(
> > introducing material (audio, video) to expose them to native speech sounds and
patterns
e >> rhyming .. .in poems
(
> > rhyming .. .in songs
(
(
>> correction!
(
> > repetition, repetition, repetition!!

e
(
C With this approach you'll be sure to have your students speaking like natives!
\.
Diverbo 2013 81
-
VI.- CLIL
Content and Language Integrated Learning
BACKGROUND AND UNDERSTANDING

All following information about CLIL here can be found in CLILActivities: A
resource for subiect and language teachers by Liz Dale and Rosie Tanner,
published by Cambridge University Press, 2012.
CLIL can be summarized by the following picture, "Sky and water" (1988) by M. C. Escher:
Where there is an interwoven connection between the two forros, bird and fish. In CLIL you can
imagine the birds to be the subject elements and the fish to be the language elements. Sometimes
as a teacher you focus on the birds - the content of your lesson - and sometimes you focus on the
fish - the language. But sometimes you are focused on both, and the birds and the fish- the
content and the language- are more intertwined and connected.
One of the key ideas behind CLIL is multiple intelligences, which explained in in the following
"nutshell" summary:
Linguistic-verbal: You like working with words, reading and writing.

Logical-mathematical: You like concepts, think Jogically and like puzzles and problems.
Bodily-physical: You enjoy sports and games. You like to m ove around and Jearn by doing. You
sue body Janguage to communicate.
Visual-spatial: You think in images or pictures, Jearn by seeing and by using charts or diagrams.
Musical: You enjoy Jearning and/ or making music. You have a sense of rhythm and melody.
Naturalistic: You enjoy then natural world, animals and are interested in the environment.
Interpersonal-social: You like working in groups, and Jearn will if yo u study or discuss things
with other people.
Intrapersonal: You understand you own feelings and thoughts. You like to daydream and
fantasise and to work alone. Yo u like to know why you are doing something.
Diverbo 2013 82
What is the CLIL teacher's role?

1
CLIL teachers have an important role in helping al! those involved in CLIL to realize these
)
potential benefits. In arder to maximize the language learning and subject learning potential of . '
j
CLIL, they need to develop a range of skills. CLIL subject teachers need to have a clear
) understanding of how their subject uses language so that they, in turn, can help learners to notice
how language is used in their subject and support them in overcoming the specific challenges
associated with the language of their subject. They also need to learn how to actívate their
' ) learners' existing knowledge about the tapies they are teaching, to provide appropriate,
m ultimada] input and to guide learners to actively understand and process input. Moreover, they
' need to encourage learners to interact in their classrooms, to use activities which encourage them
to think and speak and write. CLIL teacher also need to know how to assess their learners'
progress, in both content and language, and give them feedback which will help them to develop
in both areas
How 'CLIL' are you?
By taking a quick test you can determine how 'CLIL' you are to the degree you integrate your
subject and language in your teaching. Fill in the questionnaire titled "Checldist: How 'CLIL' are
you?" (See Appendix). Tick one box only per statement. Add up your answers with the values to
determine your score assigned (See "Scoring: How 'CLIL' are you?").
)
CLIL Subject Teachers
CLIL subject teachers may go through a number of phases in their development, which are
described below. How long it actually takes to become a proficient CLIL teacher depends on
)
teachers' own motivation and time constraints.
1) Phase 1: developing my own language skills the initial phase may be one
when non-native speaker teachers feel insecure about their own language skills and
language knowledge. (It includes questions like: Are my language skills ever going to
be good enough to teach my subject in another language? How much new vocabulary
do I and m y learners - need to learn? What if the learners ask me questions about
language which I cannot answer on the spot? Will I lose credibility if m y language
skills aren't good enough? Will my relationship with the learners be compromised
beca use I cannot express myself as easily in another language?
2) Phase 2: developing learners' vocabulary- They encourage learners to learn
language- still mainly new vocabulary- and organize a variety of activities to help
them to acquire new words and phrases. They start to notice aspects of language in
their materials which cause ]earners difficulties and endeavour to build up a repertoire
of classroom activities to help learners with these difficulties.
3) Phase 3: facilitating learners' language- In Phase 3, experienced CLIL teachers
beco me aware that language consists of more than just vocabulary and start looking at
their materials as language learning materials as well as content material. They
encourage different kinds of writing and speaking activities, beco me more aware of the
differences between, for example, spoken and written language, or between formal and
,__ informallanguage. They feel more knowledgeable about the language (vocabulary,
grammar, functions, text-types) oftheir own subject and how to support learners in
learning that language.
Diverbo 2013 83
!!"'
•
~
~
Classroom Dynamics for Teachers t; -·.
Collaboration between Language and Subject teachers
~
E•
.
'...,.
[
Collaboration between subject and Janguage teachers can take many forms. For example, subject
teachers rely on language teachers to correct tasks or tests they have made; language teachers
work on subject language in their lessons. Sorne schools also have the luxury of subject and
~·
E"
... -
IL_ •
['
language teachers team teaching the same learners at the same time. Collaboration can take place
before, during, or after the lesson. (See Appendix: "Rubric: collaboration in CLIL") ~· .r-:.'
E·
...~;
Challenges for CLIL teachers:
E··
1. Challenges in activating - How can I actívate content? How can I actívate ~~
language? E• 1 1
2. Challenges in guiding understanding - How can I evaluate the leve! of the r-~
E•
materials I am using? What sort of input can I provide? How can I help learners to
understand input? What sorts of questions can I ask? (See Appendix: "Key idea: E• ..~) ·:.
3.
questions and tasks for CLIL according to Boom's new taxonomy")
Challenges infocusing on language - How do I choose which aspects of E 'r)-'
1 '
language to focus on? Should I explain grammar? How can Ideal with new vocabulary?
E' r\
4.
How can I help learners remember vocabulary? (See Appendix "Checklist: language in
lesson materials")
Challenges infocusing on speaking How can I get beginners to speak in
English? How can I keep learners using English? I don't feel confident speaking
E
~·
-
~
~
....
English. The learners even correct me sometimes! My learners can speak English
~ r)
t:
5·
fluently. Why can't they understand or produce more academic language?
Challenges infocusing on writing - What kind of writing can I do with m y CLIL
beginners? I don't know what kind of writing activities to use. What sort of writing
activities are good for CLIL? My learners don't know what to write about. How can I
help them? My learners write in one long paragraph and can't organize their ideas. I
E.
~
E .__.
-o
r-,
E
don't feel confident writing in English. My Jearners write as if they are speaking and ~
can't write I a more academic or formal style. E ....'
6. Challenges in assessing, reviewing and givingfeedback- How can I assess
my learners for CLIL? Should I assess content and language separately or together? E ...~
'l
Challenges for CLIL learners: E JIÍ•

.J
Affective challenges - emotional challenges learners fa ce when hearing, reading or E ~
~
1.
€ ....
..
using a second language. Learners may feel disempowered, overwhelmed, anxious,
inadequate, helpless, or even silly, and these feelings can affect how long they can \
listen and read for and how much they can read or listen to. These challenges can also E )
affect learners' willingness to take risks when using another language: for example, a ~
E
lack of confidence may affect their readiness to speak or to attempt to be creative in
their writing.
~... •
~"
e· ~
2. Linguistic challenges - challenges associated with the language they read in texts or
listen to, or input they watch, or the language they themselves use when they speak or
write. They can face challenges on three levels: (1) discourse-level, (2) sentence-level e¡ ...~
~
and (3) word-level.
3· Cultural challenges - challenges related to differences in their cultural background e•
and the cultures where a second language is used.
~".
J )
~.. ·· .~
Diverbo 2013 84
e. ~
.
~)
) Classroom Dynamics for Teachers
)
'1
Subject areas covered iu CLIL:
Art, design and technology

Economics and business studies
Geography
History
Information and communication technology (ICT)
'1 Maths
) Music and drama
) Physica/ education (PE)
) Science
)
)
CLIL ACTIVITIES
)
)
In the following sections we have chosen to highlight a few of the CLIL activities in order to give
you an idea as to the range of application. They serve to give you an idea as to the type of activities
and the range of application depending on level of students, language skills and focus, and time
constraints. For a complete list and explanation please refer to the original resource book
referenced at the beginning of the CLIL Section.
)
; LANGUAGEAWARENESS EXAMPLES
Geograpby with Sample text (See Appendix: "Geography"):
Learners' CEFR level Sampleaim
Al Learners can use five adjectives to describe the weather in a pair-work class
activity.
A2 Learners can explain a poster they have made about a capital city.
B1 Learners can describe the effects of tourism on an inhabitant of a mountain
village in a debate about the possibility ofbuilding a ski resort in the village.
B2 Learners can present arguments for and against their country accepting or
declining migrant workers in a TV discussion programme.
Physical Educatiou (PE) with Sample text (See Appendix: "Physical education (PE)"):
Learners' CEFR level Sample aim

Al Learners can name the equipment and main verbs used in a sport in a
class quiz.
A2 Learners can give tips on how to improve a sports technique in a
feedback session.
B1 Learners can give a short presentation explaining warm-up
techniques for a sport.
B2 Learners can explain the advantages and disadvantages of particular
sports for different groups of people in a sports school.
Diverbo 2013 85
-
Practical Activities
ACTIVATING
Finish the sentence
Outline Idea: Learners actívate prior knowledge by completing sentences.
Thinking skills: Recalling
Language focus: Present tenses, vocabulary
Language skills: Writing or Speaking
Time: 10-15 minutes
Leve!: A2 and above
Preparation: Think of a key word on an aspect of your topic. It must be a word
that you can use as the start of a sentence and be a word which
learners actually have ideas about- i.e. nothing too abstract. Write
the word as the start of a sentence 10 times on the board or on a
worksheet. (Example: 1. The desert is dry and hot. 2. The desert
sometimes freezes at night. 3. The desert ..... )
Guessing the lesson

Outline Idea: Learners guess what the lesson is going to be from a set of clues on
the board.
Thinking skills: Guessing, hypothesising
Language focus: Nouns or questions related to the topic yo u are about to learn
Language skills: Speaking
Time: 15 minutes
Leve!: A2 and above
Preparation: Think of 10 to 20 key words or phrases which are related to the topic
you are going to cover and which Jearners need to know. Your
learners should know the words, half know them orbe able to guess
them with some help from you.
Procedure
1. Randomly write your chosen key words about the new topic on the board. Explain
to the learners that you are going to play a guessing gameto see how much they
already know about the next topic or unit.
2. Learners look at the words and answer questions such as the follow in:
a. What do you think the lesson will be about?
b. Which words can you add to these?
c. Which words do you know?
d. Which words don't you know?
e. How can you guess the meaning of the words you don't know?
f. What do you think the lesson is going to be about?
3· Learners look up and write a definition for one word of their choice. Learners read
about their definitions; the other learners write down which word is being
described.
Diverbo 2013 86
, Classroom Dynamics for Teachers
Subject examples:
ICT: use and misuse of data
Possible words: Data Protection Act, EPOS (electronic point of sale), verification,
security, bar codes, feedback, online, mailshot, junk mail, hacking.
PE: athletics
Possible words: Achilles tendon, hamstring, quadriceps, tríceps, aerobic, anaerobic,
interval, training, fartlek, endurance, power.
Variations:
1. Questions: Write the topic of the lesson on the board. Learners work in pairs and
write down 10 questions about the topic- at least 4 should begin with Who? What?
How? and Why? For example, for the topic (History) 'The Slave Trade', learners
might produce questions such as:
a. Where did slaves come from?
b. Were all slaves men?
c. Who owned slaves?
d. What happened to children born into slavery?
e. How were slaves treated?
f. Why was slavery acceptable to people at the time?
Collect the questions from the class and use them later to see if learners have learned
everything they wanted to at the end of the tapie.
2. Use Wordle (http://www.wordle.net/) or another program to create a word cloud
from a text. Project this onto a (digital) whiteboard and ask learners to guess the
topic of the lesson.
Tips for cross-curricular cooperation between subject and language teachers:

Befare the /esson: The language teacher can help learners with strategies for guessing the
meanings of words, for example by considering the formation of the word (nouns often
end in -ion, while in- and im- at the start of a word often mean the opposite); words with
the same roots (e.g. photograph, photographer); or punctuation, e.g. a capitalletter,
which often indicates places or names.
After the /esson: the subject or language teacher asks learners to organize 20 key words
from the lesson into five categories and explains why they have chosen these categories.
Quickest, most, best

Outline Idea: Learners participate in a competition to interest and motívate them
on the topic.
Thinking skills: Brainstorming, remembering, identifying
Language focus: Variable
Language skills: Writing or Speaking
Time: 10 minutes
Leve!: A2andabove
Preparation: Decide on the topic of your lesson and on sorne competitive tasks.
Procedure
1. Write the tapie of the le,sson on the board.
Diverbo 2013 87
..
"' ......~.
t
Give learners a competitive task. If you use grammatical terminology, you might
~.
2. ~ 1
like to remind them, for example what a verb or noun is. Sorne example tasks you r;
might consider are: ~· "'
a. Who is the first pair to write down 10 verbs related to the topic? ~
~· • 1 llli
b. Who is the first group to write down the most nouns related to the topic?
~
c. Who can write down the most words related to the topic in one minute?
d. Who can write down the most famous people related to the topic in one
~·
~·
..
"'1
.)
minute?
e. Who can write the best definition of (a topic) in exactly 20 words?
f. Who can create the best drawing of (concept, idea) in two minutes?
~·
t•
-~
~
3. Use the words they suggest to launch your topic. ~

~· 1
Red and green circles
~·
..
~
Outline Idea: Learners decide whether statements about a new topic are true or
false. ~ ..~
Thinking skills: Remembering, evaluating, reasoning ~
Language focus:
Language skills:
Present and past tenses
Speaking
f ..
.J
;
\
Time: 10 minutes f 'l

Leve]:
Preparation:
Al and above
Create a list of 10 true and false statements about a topic you are f ..~
Procedure
going to cover, for yourself. f ~...,
.J
1. Give each learner one read and one green cardboard circle. f 1
•~
2. Read your true/false statements out, one by one.
3. The learners each have to decide if the statement is true (green circle) or false (red t
circle), and once the statement is read out, hold up a green or red circle. In
classrooms with interactive whiteboards and voting software, learners can vote
f 1j
electronically. ~· 1
4. After each statement, you can discuss their answers, or leave them open and repeat •• •
~
1 \
il" ~
the activity once the lesson is over. In this (latter) way, yo u can check learning.
'-·
... ...
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~ J
GUIDING UNDERSTANDING ~
~· •
Expert groups
Outline Idea: Learners read different texts and work in a group to answer questions ~ ~
about the same topic. ~'¡
~.
Thinking skills: Comparing and contrasting, reasoning
Language focus: Asking and answering questions ~
~· •
Language skills:
Time:
Speaking and reading
Depends onlength of text t
~...
Leve!: Any ~
e
~
Preparation: Prepare four different texts (A, B, C, D) of a similar length about
different aspects of the same topic. Make sure that the texts you
choose are short, free-standing and of approximately the same length e •
j
,
and difficulty. Short encyclopaedia entries on roughly the same topic ~
can work well here, e.g. on different ways of solving global warming ~
e
'L •
~
Diverbo 2013 88
(:'····
~)
(geography) or different types of sustainable energy production

(physics) Prepare a set of questions about the topic which cover the
information in all four texts equally (see Box 2.1) Decide on your
groupings before the lesson starts -i.e. which learners will work
together in the first part of the lesson using the same text and which
learners will work together in the second part of the lesson when
groups use three or four different texts.
Procedure
1. Divide the class into groups of four. Tell the learners that you have four different
texts and that each group of four learners is going to work together to answer
questions on one of these texts.
2. Give each group their text and questions. Before they begin, tell them that they will
not find answers to all the questions in the text, so where not given, they must work
together to try and guess the answers to questions. Explain that everyone needs to
take notes, since later in the lesson they will be working in different groups. Allow
learners 10-2ominutes, depending on the length of the texts.
3. Divide the class into new groups of four so that each group is made up of one
learner from each ofthe four original groups A-D. Since each group member has
worked on a different text, the new groups should be able to complete all of the
questions for the different texts by sharing their answers. (See Appendix "Box 2.1a:
Expert groups" & "Box 2.1b: Expert groups" )
FOCUS ON IANGUAGE
Mnemonics
Outline Idea: Learners make up funny phrase to help them remember a list of
words.
Thinking skills: Remembering, creative thinking
Language focus: Vocabulary
Language skills: Speaking and writing
Time: 10 minutes
Level: Any
Preparation: None
(
Procedure
1. Write on the board, 'Richard OfYork Gained Battle In Vain' and highlight the first
letter of each word. Explain to learners that this mnemonic is often used to help
people remember the order of colours in a rainbow and ask them to guess what
each colour is (Answer: red, orange, yellow, green, blue, índigo, violet).
2. Elicit from your learners a list of items that they need to remember related to your
subject. Write them on the board.
3. Underline the first letter of each word and ask learners to work in pairs to make up
a mnemonic using these letters. Set a time limit.
4. Learners share the mnemonics they have created and decide which one they will
find most helpful for remembering the list.
Diverbo 2013 89
-
~
Classroom Dynamics for Teachers ~

~
é
~
Subject examples:
Geography: StalaCtites hang from the Ceiling. StalaGmites are on the Ground.
~ .
. )
..1
.)
Music: the notes associated with the five lines of the treble clef using the following ~-
mnemonic (from the bottom line to the top): Every Good Boy Does Fine. ~
~ •
~
Chemistry: atoms which always pair up:
N H Cl Br I o F ~
Nitrogen hydrogen Chlorine Bromide Iodine Oxygen Fluoride ;¿
Never Hit Clara's Brother Immediately On Fridays. ~ 1
Biology: classification: ~- .~
Kíngdom phylum class order
Kíng Philip Carne Over For Green Spaghetti.
family genus spec1es
é• .J • 1
~)
~
~
Ranking ~ i
Outline Idea:
Thinking skills:
Language focus:
Learners put a list of words, pictures or sentences in an order.
Ordering, classifying, comparing
Vocabulary and language of comparison
E
E
-
~
~
Language skills:
Time:
Speaking
10 minutes E.
~
~
Leve]:
Preparation:
A2 and above
Prepare a list of 8 to 15 points which can be ordered in sorne way (see E. •
~
.,~
Subject examples for ideas). Write the points on individual cards and
~
put them in an envelope. Prepare one set of cards per group of three
learners. ..
Procedure
1. Divide the class into groups of three. "•
E
~
1
2. Give one set of cards to each group oflearners. ~

3. Ask the Jearners to put the cards in the correct order. E _j
~
€ 1
Subject examples:
Art, design and technology: 15 paintings from oldest to most recently painted €. .~
~
"" .~
History: 15 events from most distant past to most recent past
ICT: 15 developments in ICT in the past five years
Maths: 8 names of shapes from the Jeast number of sides to most number of sides
~ )
Music and drama: 15 notes in order of appearance in a song
PE: 15 verbs in order of use in a sport ~
~ •
Science (Biology): 15 parts of the digestive system in the order they are passed by a
piece offood ~- ..~
Science (Physics): 10 words occurring in an electrical cir:::uit in order of the flow of ~)
current ~.
Science (Chemistry): 15 verbs involved in an experiment ~
~-
e ~
Taboo
Outline Idea: Learners play a game with taboo words.
~)
e
Thinking skills: Creative thinking ~
Language focus: Vocabulary
~
~:
Time: 20 minutes •
Leve]: A2 orabove ~)
••
~
~
11...
Diverbo 2013 90
~:
~
~--~~~~-- r-
' ) 1
n Classroom Dynamics for Teachers
Preparation: Make a set of 'taboo cards' related to a topic you are covering at the
moment. Each card includes one word or phrase and a number of
associated 'taboo' words. For example, for the topic CELL, the card
could include: smal/, smallest, basic, unit, lije.
Procedure
1. Divide the class into competing teams. Ea eh team nominates a clue~giver and a
checker. Team A's clue-giver turns over the first card and holds it in his or her
hand so that only the clue-giver in Team A and the checker from Team B can read
it.
2. The clue-giver from Team A describes the word at the very top of the card without
saying any (or any part) of the taboo words or phrases printed below it. No
rhyming words can be given. No hand motions or sound effects can be added. If
the clue-giver from Team A says one of the taboo words, the checker from Team B
will say 'taboo' and a new card is turned over. The group must guess the word
within 75 seconds.
3. Scoring. Each time a team guesses a word correctly within 75 seconds, their team
scores a point and a new card is turned over. If the clue-giver says one of the taboo
(
words or runs out of time, the team loses a point.
e 4. Team B's clue-giver turns a card over and Team A's checker looks at the card.
(
5. Once the class has the idea, work in smaller groups to play the game.
e Subject examples:
(
Maths:
FRACTION (taboo words: number, part, whole, percentage, quarter)
Physics:
~.
FORCE (taboo words: injluence, power, mass, velocity, matter)
c.
(
(
FOCUS ON SPEAKING
(
l Balloon debate
Outline Idea: The class debates which person (object or solution) should be thrown
(
out of a hot-air balloon.
Thinking skills: Ordering, reasoning, creative thinking
e Language focus: Giving opinions
Time: 6o min
Level: B1 and above
Preparation: Choose six people (objects or solutions) related to your subject. The
class must consider the qualities of each person and then vote for one
to be removed on the grounds ofbeing least 'essential'. In order todo
this, the class debates about the qualities of each person and then
votes for one to be removed.
Procedure:
1. Introduce the idea of a balloon debate, describing the situation as follows: Six
people are inside the basket of a hot-air balloon or it will crash.
2. Divide the class into six groups: each group represents one person in the balloon.
Alternatively, a balloon debate can work with items related to your subject.
Diverbo 2013 91
3. Give each group 10 minutes to prepare a two-minute presentation which persuades

the rest of the class why they should remain in the balloon. (Alternatively, Jearners
can research further into the character they are representing as homework.) To
ensure participation as this stage, explain that any learner in the group can be
called u ponto argue the group's case.
4. Set a timer. One random person from each group presents their arguments in two
minutes, in turn. Be strict with the timing. During the presentations, each learner
notes down which person they feel should be rejected and why.
5. After the presentations, each group discusses which person should be removed
from the balloon. This, of course, will not be their own person, object or solution.
Give groups five minutes to prepare a one-minute speech to explain who they think
should be thrown out of the balloon and why.
6. Set a timer. Each group presents their counter-arguments in one minute, in turn.
7. Groups discuss again which person, object or solution should be removed from the
balloon and make a final vote.
Subject examples:
Art, design and technology: six artists or designers; six tools; six artistic movements
Economics and business studies: six important economists / economic theories; six
ways of economizing in a company making cutbacks
History: six famous Jeaders; six inventions
Maths: six numbers: o, 112, 2, 3, 6, 10; six shapes
Music & drama: six musicians or actors; six instruments; six plays or films
PE: six sports; six pieces of sports equipment
Science: six famous scientists; six discoveries
Variations
There are other kinds of situations in which you ask learners to choose one out of a
number of people, objects or solutions, such as:
• A sinking ship -which object should be taken into the life boat?
• A time capsule -which object should be chosen to be buried for future
generations?
• A 'Back to the Future' moment in a film -which events would you change in the
past?
• A computer about to crash -which files would you save?
• Papers being blown away by a hurricane -which one should be blown away?
• A spaceship carrying objects to a new planet -which one object should be
chosen as most representative of society?
• Products for a company -which new product should be developed?
• Applicants for ajob -who is the best candidate?
• Requests for financia] backing for projects - which is the least essential?
• Government plans to make cutbacks -which is the Jeast essential?
Diverbo 2013 92
Tips for cross -curricular cooperation between subject and language

teachers:
Before the lesson: The language teacher presents and practices language for giving
opinions and formulating arguments.
During the lesson: The language teacher monitors the learners' language use during
group work. The subject teacher monitors learners' subject ideas during group work.
r After the Zesson: the language teacher gives feedback on language use and sets a
follow-up writing exercise, such as written-out speech.
(
Eyewitness
( Outline Idea: Learners role play a television interview with someone (or
something) who has just returned from an amazing journey or event.
Thinking skills: Creative thinking
Language focus: Describing events and phenomena
Time: 40min
Level: B1 and above
Preparation: find a video clip or short reading text where someone is interviewed
(
about an amazing event or journey. Prepare a few short questions
about content and interviewing techniques as an introduction to the
activity. Prepare enough copies ofthe 'Events and reaction' table
(See Appendix: "Box 4.3: Eyewitness") for each learner.
( Procedure:
( 1. Introduce the topic of an amazing journey or even, using your chosen video clip or
text and prepared questions.
(
2. Discuss the kinds of questions that interviewers ask to encourage people to give full
descriptions of their experiences. List the questions on the board, e.g. Could you
(.
(
tell me what happened? Where were you? How did thatfeel? What happened
next?
3. Introduce the event or journey learners will describe. Learners now work in pairs
and use the table in Box 4-3 to make notes as preparation for the interview.
4· Learners take it in turns to practice the interview, swapping the roles of interviewer
and interview. Seta time limit for the interview (between two and four minutes).
Subject examples:
Geography: the journey of a piece of cotton from cotton plant to T-shirt
ICT: eyewitness account of the journey of a virus through a computer
Music and drama: eyewitness account of audience reaction to a controversia} film or
play
PE: eyewitness account of the journey of an Olympic athlete as they train for the
competition
Science (Biology): eyewitness account ofthe fertilization of an animal's egg from
inside the womb
Diverbo 2013 93
•

';
E .~
•
~
1
'
FOCUS ON WRITING
~ ,1
..
~~ l
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Advice column
~ •
~...
Outline Idea: Learners answer a Jetter to an advice column.
Thinking skills: Defining, reasoning, creative thinking, synthesis, evaluating
Language focus: Giving opinions, agreeing and disagreeing "· ~)
Language skills: Writing ~·
·~
Time:
Leve]:
30min
Bl andabove ~·
.
Preparation: Select a topic which is the cause of a disagreement between two ,1¡ ~.
friends. Adapt the example for physics (See Appendix: "Box 5.1a:
Advice column") to write a letter to a problem page which explains ~)
~·
the disagreement about the subject. The subject of the letter could be
a controversia] issue in your subject, a common misconception ora ~:1 .~
'i' ~~
counter-intuitive concept.
Procedure:
1. Discuss the phenomenon of problem pages in magazines or newspapers, asking j
•••
questions such as: What kinds ofproblems do people write in about? What kind
~
of advice is usual/y given? t€!' 1
2. Explain the learners are on the editorial team of a popular journal for your subject ¡¡; ~
•
~..
(e.g. Great Geography, Phenomenal Physics, The Artful Magazine) and that they
have received a letter for the advice column. You want them to write a response for
the readers. "~
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., •~
3. Project the letter (See Appendix: "Box 5.1b: Advice column") onto a digital
whiteboard, or give learners copies. Learners brainstorm in pairs how they could
write a letter to the couple and settle their argument. ~
4. Discuss the explanations as a class and summarise the main points that the E ...
learners want to make.
~¡
f
s. Learners write up their own letter for homework. With a lower-level class, you can ~
€
~
provide a skeleton letter like the one in (See Appendix: "Box 5.1c: Advice column")
to scaffold their response. r·
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••
ASSESSMENT, REVIEW AND FEEDBACK ~
~·
Correction cards ~ •~
Outline Idea: Learners play a card game correcting typical mistakes. ~)
Thinking skills: Identifying '!:'
Language focus: Any, agreeing and disagreeing (when discussing the cards) ~
.
Language skills: Speaking ~·
Time: 10-30 min, depending on the number and difficulty of your materials
'!> ..~
Leve]: A2 and above
~
Preparation: Crea te sets of about 20 correction cards of either Janguage or content •·
mistakes (See Appendix: "Box 6-4a-d: Correction cards"), enough for
one set per group oflearners. To make it more difficult, include sorne ., ~ ~
correct sentences in your set of cards. j

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~
Diverbo 2013 94
jl),_, ~
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Procedure
1. Learners sit in groups of three or four around atable. Give ea eh group a set of
correction cards and ask them to make a pile of cards in the middle of the table.
Explain that the mistakes are all content mistakes (Water boils at 105 degrees) or
language mistakes (Water boíl at 100 degrees) but that so me of the sentences are
correct.
2. Learners turn over a card in turn, read the sentence aloud and decide as a group if
it is correct or not.
3. If the sentence is correct, they keep the card. If the senten ce is not correct, the
(~ learners discuss what is wrong with it and how it should be corrected.
4· The group with the most correct cards is the winner.
('
Note: .Over a number ofyears it is possible to collect a large resource bank oftypical
r mistakes for each subject. These can also be used by the English teacher to make learners
aware of the kinds of mistakes they need to look for when checking their work. In
collaboration the subject teacher collects sentences including errors and gives them to the
language teacher. The card game is played in the language lesson ora subject lesson.
e
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Diverbo 2013 95
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VII.-Class Simulations ~·
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In order to put everything to use, we will give you opportunities to do a class lesson
€:
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simulation in small groups. The teacher -trainer will give you direct feedback to use
to improve your use of English in teaching.
,..
li''• ...1
Dueto time limitations you will be doing a short class lesson from 5-10 minutes. ~)
This will still give you the opportunity to practice what you have done in the past, é
put into action what you have learned in the program, or experiment with
€•
something you would like to get feedback on. Whichever the case, the class will be
your time to gain confidence and share with other teachers your techniques.
~·
..~
As on-site materials are also limited, so we will use our imagination for any lesson.
~)
~·
Ifyou desire todo something special we will help try to help coordinate supplies. ~
€•
Now, do what you do naturally and have fun!

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Diverbo 2013 96 ""''
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VIII.-Appendices
APPENDIX 1 - Websites for teachers
General teaching help and activities sites for help with English:
Primary sites:
www.angles36s.com www.sparklebox.co.uk
www.busyteacher.org www.teachers-pet.org
www.dltk-kids.com www1. teachertube.com
www.edemberley.com www.yogabbagabba.com
www.enchantedlearning.com www.primaryresources.eo.uk/
www.englishexercises.org www .bogglesworldesl.com 1
www.kaboose.com www.communication4all.eo.uk/HomePa
www.kidsnumbers.com ge.htm
www.learninggamesforkids.com www. tes.co. uk/teaching -resources/
www.mes-english.com www.stickyball.net/
www.sesame.org/games www.readtheory.org/2009/
www.starfall.com
Secondary sites:
www.prometheanplanet.com
www.cnx.org
www.tes.co.uk
GeneraljCombined sites:
www.agendaweb.org
www.teachingenglish.org.uk
www.onestopenglish.com
www.englishcentral.com
www.kahnacademy.org
Pronunciation specific sites:

www.shiporsheep.com (mínima] pairs)
www.englishclub.com/pronunciation/minimal-pairs.htm (mínima] pairs)
http: 11edition.englishclub.com/esl-activities/misc/minimal-pairs-games/ (minimal pairs
games)
http:l/davidbrett.uniss.it (minimal pairs)
www.myweb.tiscali.eo.uk/wordscape/wordlist/
www.jollylearning.eo.uk/
www.youtube.com then search: "jolly phonics"
www.cbeebies.com (alfa blocks)
Diverbo 2013 97
Classroom Dynamics for Teachers '\ .- ',
~ '
1'
Subject speci:fic sites:
. 1
Íl 1 l
Geography sites: (1
www.tes.co.uk .. .. , \
.. •'•.
1
\
History sites:
Key Stage 3 Sites:
http://www.historyonthenet.com/
http: 1/www.schoolhistory.co. uk ll\ ', ;
http://www.history.co.uk
http://www.bbc.eo.uk/schools/websites/4 11/site/history.shtm ~ •, .•,
1
)
a; '
IGCSE Sites: •
http: //www.projectgcse.co. uk/history/ ,./
"'
http: //www.historygcse.org/
http://www.schoolhistory.eo.uk/revision/
http://www.bbc.eo.uk/schools/gcsebitesize/history/
. •', •
http://www.schoolshistory.org.uk/gcse.htm a;J
•
;
http: 1/www.activehistory.co. uk/ i
http: //www.revisioncentral.co. uk/gcse/history/ lfj\ • )
http://www.revisiontime.com/gcse history.html
(
•..'
http: 1(studystop. thehistorychannel.co. uk/ revision guiz/ l
http://www.bbc.eo.uk/schools/sosteacher/browse/ks4 history.shtml ,, ••'
A - Level Sites:
http: //www.besthistorysites.net/index.php/ american history
http://www.spartacus.schoolnet.co.uk
••
. •.;.
•
. 1
)
\
\
http://www.nationalarchives.gov.uk/education/
http:((www.cnn.com/ ~¡
--. \
Math sites:
http: //www.cimt.plymouth.ac. uk/projects/mep/ default.htm
€· .•
~
1
€
www.mathisfun.com ~J
www.yaymath.org E: •)
www.ixl.com
www.ck12.org ~. .
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1
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Music sites: ~1
www.mtrs.co.uk € •l
www.lvricstraining.com
Technology sites:
€. ~ ,.
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www.technologystudent.com
Other sites:
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Diverbo 2013 98
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APPENDIX 2 - CLIL MATERIAL
1
)
1 The following CLIL material and aclivily sheels are lo be used in relalion wilh lhe previous
.., aetivities cited and have been taken ti·om:
·; CLIL Activities: A resource for subiect and lanqaqe teachers by Liz Dale and
Rosie Tanner, published by Cambridge University Press, 2012.
)
¡ 1. Checklist: How 'CLIL' are you? (2 pages)
2. Scoring: How 'CLIL' are you?
3· Rubric: collaboration in CLIL (4 pages)

)
4· Key idea: questions and tasks for CLIL according to Bloom's new
taxonomy
5· Checklist: language in lesson materials
6. Geography (2 pages)
7· Physical education (PE) (2 pages)
8. Box 2.1a: Expert groups
9· Box 2.1b: Expert groups
10. Box 4.3: Eyewitnesses
11. Box 5.1a: Advice column
12.Box 5.1b: Advice column
13.Box 5.1c: Advice column
14.Box 6.4a: Correction cards (2 pages)
15.Box 6.4b: Correction cards
16.Box 6.4c: Correction cards
17. Box 6.4d: Correction cards
Diverbo 2013 99
Checklist: How 'CLIL' are you?
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Statements
ACTIVATING
" ~
"'
1. At the start of a lesson or topic, 1 find out what learners know

about the topic.
2. At the start of a lesson or topic, 1 find out what language
related to the topic learners already know.
3.1 use visuals (photos, video, drawings, etc.) to introduce new

topics.
4· I use hands-on activities (experiments, objects, etc.) to

introduce new topics.
5. I use graphic organisers (mind maps, tables, charts,

diagrams ), which learners complete, to find out and organise
what learners know about a topic.
6. I ask learners to talk to each other when I am activating their
prior knowledge.
GUIDING UNDERSTANDING
7.! provide different sorts of input (multimodal input)- texts,

pictures, real objects, videos, models -to help m y learners
understand the topic.
8. I formulare and use different kinds of questions- sorne
related to LOTS (lower-order thinking skills) and others
related to HOTS (higher-order thinking skills) to help
learners understand input and process information actively.
9. I encourage m y learners to interact in my classes and use a lot
of pair and group work.
10.1 use graphic organisers or other forms of support to help my
learners understand input.
11. I use a number of strategies or activities to help learners
improve their reading and listening skills.
12. 1 work actively with m y learners on developing their thinking
skills.
FOCUS ON LANGUAGE
13. 1 use a variety of activities to help m y learners to recycle

vocabulary related to my subject.
14.1 help learners notice how language is used in my subject, for
example we loo k together at the grammar or we work on the
vocabulary of the subject. ·
15. I help learners notice the similarities and differences between
English and their first language.
From CLIL Activities © Cambridge University Press 2012 PHOTOCOPIABLE

Checklist: How 'CLIL' are you? (cont.) t:''
16.ln my classes, learners use a personal vocabulary file actively.

e~
17.! help my learners learn and use subject-specific terminology.
óJ
' )
18.! discuss ways of learning words with m y classes.
FOCUS ON SPEAKING
19. Learners often speak in English during my classes, i.e.

l encourage spoken output.
20.! use speaking frames or graphic organisers to supporr

learners' speaking.
21. I use a varied repertoire of speaking activities.
22. 1 use a lot of pair and group work.
2 3. M y learners learn to speak about m y subject for different

audiences, informally and formal! y.
24. I creare speaking activities with inforrnation gaps so learners

need ro communicate. 1
0: ·~
FOCUS ONWRITING
J
2 5. Learners often write in English forme, i.e. I encourage written
outpur.
26. M y learners learn to write different types oftexts in m y

subject.
2 7. I use writing frames or graphic organisers (e.g. diagrams,

tables, model texts) to help my learners organise their writing.
28.1 help learners with the different stages in

writing (brainstorming, organising ideas, drafting, editing)
29. When learners write forme, they know what the aim is, who
their audience is and the text-type they are writing.
30. 1 help learners move from concrete to abstraer language in

their writing.
ASSESSMENT,REVJEW AND FEEDBACK
31. I use a variety of ways to assess m y learners on both content

and language.
3 2. M y ]earners give each other feedback on their spokenlwritten

language.
3 3. 1give feedback to m y learners on their language.
34· 1 give marks for my learners' use of language as well as for my

own subject.
3 5. I provide clear assessment criteria when learners present or

write forme.
3 6.1 know how to design and use a rubric.
From CL/L Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Scoring: How 'CLIL' are you?
After you have responded to each statement, you add up your scores as follows:
Always 4
Often 3
Sometimes 2
Occasionally 1
Never o
You should take the following comments on your scores with a pinch of salt of course- justas yo u would were you todo a
quiz in a magazine picked up in a doctor's waiting room. However, your scores may be used as a general pointerto the areas
of development you and CLIL colleagues need to work on. lf you score low in a particular section, you can turn to the practica!
activities in Part 3 to see how to develop further.
lf you have a score of over 100, you are most likely a well-informed and experienced CLIL teacher who understands why you
are teaching CLIL and how to pul CLIL into practice. You realise that, as well as being a subject teacher, language learning
and teaching is an integral part of your role as a CLIL teacher. Yo u activate both language and content when you start a lesson
or topic. You provide multimodal input and know how to select and adapt appropriate materials. Yo u organise speaking and
writing activities in your classroom and notice and de al with language errors. You assess your learners' subject knowledge
and their language.
A score of between 75 and 100 shows that you are on your wayto being an effective CLIL teacherwho is applying many
aspects of CLIL methodology in your classroom. However, you could think more about the language element of CLIL teaching
and how to integrate language learning more with content learning.
lf you have scored between 35 and 70, you are a teacher who is starting to integrate language with content. You probably do
it on an ad hoc basis. You sometimes think about the language element in your subject lessons, but your lessons are mostly
concentrated on subject knowledge and skills.
A se ore below 35 means you are probably a beginning CLIL teacher who needs to start thinking about how to integrate more
language into teaching practice. This book will be a great help to you!
From CLIL Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Rubric: collaboration in CLIL
LESS COLLABORATION MORECOLLABORATION
Scenario~ 1 2 3 4
Role of language
teacherJ,
Language coa eh or Language teachers do Once subject teachers ha ve Language teachers react to Language teachers and subject
instructor for not work with their subject reached a recognised leve! of queries from subject teachers teachers work closely and
colleagues teacher colleagues on their language proficiency, there is about their own language and regular ly together. The language
language. little formal incentive to carry on materials and/or tests. Subject teacher observes subject teachers'
improving their own language. teachers are allocated a language lessons now and again and gives
There is occasional or casual teacher to go to with queries. feedback on language use. Subject
contact about language between teachers keep up their language
a few language and subject skills through workshops which
teachers. they attend. The teachers are
formally facilita red with a number
of hours per week to do this work.
Giver of learner The subject and language teachers The subject teachers occasionally Subject teachers sometimes Subject teachers provide the
feedback do not discuss feedback to no ti ce spoken and/or written creare tasks to help Iearners language teacher with mista k es
learners. mistakes made by learners and with mistakes that they make in that their learners make on a
correct them. spoken or written language. regular basis. The language
teacher (or language and subject
teachers together) creares tasks
for the learners to work on these
problems.
Stimulator of The CLIL team works The CLIL tea m speaks English in The CLIL team aims to speak The CLIL team speaks English
spoken and written and meets in their original, na ti ve meetings and with the language English together, but discuss together at al! times. Minutes of
language language. teachers, but not at school in sensitive or emotional issues- CLIL meetings or other memos or
general. such as learners' problems- newsletters are circula red in the
in their native Ianguage, to language the learners are learning.
facilita te communication. The The language department
language teachers always (try recommends language books and/
to) speak English to their CLIL or websites to their colleagues.
colleagues.
~ ~ ~- ~ ~ ~ ~ ~ ~ m ~ ~ ~ ~ ~ ~ ~ m m m ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ «
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) ' ) ) ) . ) ) ) ../ ) ·~\-.) ~· ) '
Rubric: collaboration in CLIL (cont.)
LESS COLLABORATION MORE COLLABORATION
Scenario~ 1 2 3 4
Role oflanguage
teacherJ.
Language Language and subject teachers Subject teachers occasionally ask Subject teachers discuss the Language teachers (oran in-house
methodologist work separa te] y on their own language teachers for support in language problems of their specialist trainer) give workshops
curricula. Language teachers and how to teach a difficul t language learners with the language about language to colleagues.
subject teachers do not discuss point. Methodology is sometimes teachers, and language teachers Language teachers suggest how
language or language teaching discussed informal! y during work on difficult language points subject teachers can add language
methodology together. lt's not meetings or in the staff room. brought up by their subject aims and activities to their lessons.
really an issue at school. Learners make glossaries. colleagues in the language lessons. Language assistants help active! y
Language assistants are present in the lessons. There are clear
in school. There is policy about agreements about the use of
the use of glossaries and sorne glossaries. All subject teachers
teachers stick to the policy. see themselves as subject AND
language teachers and understand
the role of language in learning their
subject.
Teamworker Language teachers teach a There is sorne informal ad hoc There is sorne collaboration Language teachers help subject
curriculum which is unrelated to collaboration between language between subject and language teachers to create or adapt
that of the subject teachers. They and subject colleagues about teachers related to currículum material which relates to language
ha ve their own programme and curriculum content and materials. development and materials. This in their subject. Collaboration is
separa te materials. cooperation is encouraged but not planned in the CLIL department.
formalised. Language and subject teachers
design and carry out cross-
curricular projects together,
which are spread throughout
the year or carried out in specific
weeks. There is sorne team
teaching between language and
subject teachers.

Scenario~ l 2 3 4
Role of language
teacher.!.
Assessor Subject teachers and language Learners carry out occasional Language teachers sometimes Language and subject teachers
teachers test their subjects projects or work in subject lessons assess work produced in subject collaborate together so that
separately. where they are assessed on their lessons with their colleagues. tests and projects are marked
language. There are sorne general Clear assessment criteria are used consistently on both subject and
assessment criteria. by teachers. language. Transparent criteria
(e.g. in the form of rubrics) are
given to learners in advance. Ea eh
year, language-level expectations
are more demanding for the
learners.
International Language and subject teachers Language and subject teachers Language and subject teachers Language and subject teachers
consultant go on trips abroad with learners go abroad and collaborate in cooperare on organising trips cooperare on organising trips and
and receive foreign guests on travel arrangements. Learners do and exchanges abroad. Learners exchanges abroad, where learners
exchanges. tasks for language and subjects do projects or tasks related to work specifically on both their
separately. Learners from abroad language and other subjects. content skills and language skills.
do tasks related to their own When learners from abroad visir, lnternational visits are clearly
curriculum in rheir borne country. the school gives guest lessons embedded in the currículum.
The school is interested in which combine language and Staff from home and abroad
international projects. content. The school is working collaborate in projects which the
on collaboration in official Iearners carry out together on
international projects. exchanges. The school is involved
in formal international projects.
From Clll Activities © Cambridge University Press 2012 PHOTOCOPIABLE
. ,.
)
Role of the school

Scenario-7 1 2 3 4
Role of schoolJ-
Organisation The school does not organise The school facilitares externa! The language teachers give The school has a policy
any formal collaboration or courses in, for example, the language lessons to their onlanguageandlanguage
development for the CLIL team UK. There is sorne facilitation colleagues on a voluntary basis. methodology within the
on language or methodology or for collaboration between the There is a slot in the timetable for CLIL team and works to help
coaching on the job. teachers in the CLIL team. occasional CLIL team meetings. individual teachers and the
team on improvernents. It
facilita tes collaboration between
language and subject teachers,
through organising meetings or
workshops, a newsletter and/
or giving them time to work
together.
From CL/l Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

-
Key idea: questions and tasks for CLIL according to
Bloom's new taxonomy
Skili Question Words Examples of tasks and questions
Remembering Can learners remember' tell, recall, repeat, list • Tell me what Pythagoras' theorem is,
• ldentify five characteristics of a living
organism,
Understanding Can learners explain? describe, explain, • Tell me whatyou observed during the
paraphrase experiment and explain why that happened,
• Describe Mary Queen of Scots' character.
Applying Can learners use the demonstrate, dramatise, • How can you interpret these graphs about
inforrnation in another illustrate AIDS' What do they mean?
situation? • Make a brochure lo inform teenagers and
give them sorne advice about sexually
transmitted diseases ISTDs). Provide
illustrations,
Analysing Can learners break the compare, contras!, • Compare plastics with polymers in this Venn
information into parts criticise, test diagram,
and see relationships? • What is the relationship between oil
production and consumption'
Evaluating Can learners justify a argue, judge, evaluate • Design a questionnaire for our class to
position? evaluate and assess our work during the
project
• Select and explain the most importan!
improvements which you can recommend
for this experiment
Creating Can learners create new construct, create, design • Create a lighting circuit for a greenhouse
products? which comes on at sunset and goes off at
sunríse.
• Compase eight bars of a melody with the
same rhythm as the one we are studying.
Frorn CLIL Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Checklist: language in lesson materials
l. Which type of text is your material? Does it recount, report, instruct, explain, persuade, discuss, predict or hypothesise?
2. Which level on the CEFR does a learner need to be able to use this mater'1aP. See Appendix.
3. How do the reading tasks help !he learners to make sense ofthe texts? How might you supplement these?
4. What listening is there involved? lfthere is non e, how might you include sorne listening work?
5. Which tenses are used (present simple, present continuous, past simple, present perfect, etc.)?
6. What kinds of modal verbs (e.g. can, cou/d, might) are there?
7. How long are !he sentences? How complex are !he sentences?
8. Which linking words are used?
9. Which other language features does !he material have (e.g. prepositions, phrasal verbs, dates, il'sentences)?
1O. Count !he number of words you think your (average) learners will NOT understand per page (see section 2. Chailenges
in guiding understanding, pages 30-1).
11. Which importan! new vocabulary items in the material do your learners need to (a) recognise and (b) use actively? Which
can they ignore?
12. Which chunks of language (or phrases) in !he text are useful for your learners lo learn?
13. How rnuch does !he material encourage speaking? lf it doesn't, how rnight you design activities to encourage it?
14. How rnuch does !he material encourage writing? lf it doesn't, what text·type(s) might be useful for your learners to write?
Which audience can they write for?
15. What grammar and vocabulary willlearners need to carry out !he speaking or writing tasks in the material?
~-------------------------------------------------------------
l. Which type of text is your material? Does it recount, re por!, instruct, explain, persuade, discuss, predict or hypothesise?
2. Which level on the CEFR does a learner need to be able to use this material? Se e Appendix.
3. How do the reading tasks help the learners to make sen se of the texts? How might you supplement these?
4. What listening is !he re involved? lf !he re is non e, how might you include sorne listening work?
5. Which tenses are used (present simple, present continuous, past simple, present perfect, etc.)?
6. What kinds of modal verbs (e.g. can, could, might) are there?
7. How long are the sentences? How complex are the sentences?
8. Which linking words are used?
9. Which other language features does !he material have (e.g. prepositions, phrasal verbs, dates, if-sentences)?
1O. Count the number of words you think your (average) learners will NOT understand per page (see section 2. Chailenges
in guiding understanding, pages 30-1).
11. Which importan! new vocabulary items in !he material do your learners need lo (a) recognise and (b) use actively? Which
can they ignore?
12. Which chunks of language (or phrases) in the text are useful for your learners lo learn?
13. How much does !he material encourage speaking? lf it doesn't, how might you design activities to encourage it?
' 14. How much does !he material encourage writing? lf it doesn't, what text-type(s) might be useful for your learners to write?
Which audience can they write for?
15. What grammar and vocabulary willlearners need to carry out the speaking or writing tasks in the material?

-
Geography -
~·
.
'
'
E~~<'lHiJI h> tlw r~lnf<•n:~t ,-w~\~1<'1'11 is lh<' Am.1znn dver

Changes in the Amazon sysll:m. Thc Am<lf<>ll rh·,•r h.1s !U<H\' tiMn un<' lh<HISJ<HJ
rainfcrest trlbutarks. Of th<'IW<'IH)' lnrw:.<~ rin·rs in d1<· wurld. 1~n

M<' in lh<· S.'l onillion ~m' An>M.<m IM~in. Sn·cmn·n uf
¡h,· Am,l~nn's triht•IJrkl Uow fpr m,,.,. rh.1n 1MIO km. Tlw
Ecosystem characteristics Anh1WU i> scn>i1<1 <>111)' w lhc Nik in kn¡:lh. liüw<:V<'<', lh<·
Th<' AIJ1,1Z<>Il b lil(' wurld',; IJr¡\l'~l raln!<>r<·Siomd lht• niJ)nr Amo1Wll 1~ lh<· wwl.l's IMJ:<'~I rlwr in V<>lum,· {Fi~tm· 4).
,.,-,sy~I<'Ul in llrazil in l<'flllS uf bmh ¡:t·u¡:r~phio.ll Jr<e<l Dr<>p¡>in~ k" 1han >c"nl 1'<'< kilouwuo: al!n <'om·r~in¡: fmm
ami l•iutllvt·rsi!y. lis l~ml M<'il rq>r<'"'"'-' 40"'" ol Hra<íl's
tcrril<>f)'. On<' thnu~ntl <'Í~h! hund•'<:d <pt'<'i<'~ pf hird~
Jm! HO vMklics uf n1.11nuhtl~ Me ~hdwrnl b)• Jtl inliniw
J<SUfUll<'lll nf trc•·~ ~mi plat\t~. Jt b <>11<' ni th\· kw plJ<'<'S
"" F.Mth wh,·rc tl<'W sp•·•·in <lf pl,um Jnd ,wimJI> rc•UJJÍil
'" b<t di<(lwcr~tl. 1! il ~slimJinl th,1t tl\~ Amnmn rainlmr~t
i1 dir~clly rcspunsibk fur thc production uf 10% olthc
worhi's n·pknh;hahk supply uf <>xy¡:<tn. Th~ Amawn hnhls
c<>rbvn wKks vJ ~nouud !20 t'illit"tttmncs. fi~urc· 3 shuws
""lle nf th~ tn~in diJrJdt'tbtics uf tlw Amawn r,,¡nt<>~~;t
with it~ tlistinoivc larcring.
11 i~ a lltlgc lnw·lyin¡: f\'!(Í\Jil \'<lllsistin~ vi a wrk~ of
r~¡:ul~r tJbuiM funnJtions thJt d~'~cml ¡¡r.>\luJlly 1<> tho:
Amawn rívcr (figure 4¡. Only 3% nlthc arca Coll.\i.<tS ul
nlluviJI dqi<>SÍ\S ul lc'l'l.'\11 QuJicrnM~·nr!gin, tlw 1~\>vl<>r
lurnl~liml5 \>dn¡: main!y •ands an~ days ol T••niar)' a~t·.
Tht• hn1i11 is !lJnk<·tl h)· 1lw GuiMl<l PI~I\'Jlll<> tht: nunh
and lht' Cci\Hal PIMeJu t.> tlw ~<Hnh. Th<' ho%ill h~~ nn
~nnuJI r~in!JIIof J¡>pw.~im~tdy 10UO mm and nnnunl Veyerof'Ongrowinr;;n sN11o~;worer alorn; rile bonk;of onAmo:on
awrD¡:t· H:mp,•rmurt·~ nf 2l-16'C (fi¡:me 5¡. ¡¡i1•oWry.
Sirds M>tl mon~cys ·· fó;e~!:11ntS·n;;.; SV~h; bolo-s.··

. • .. ~.'.'::_1_~.~~·.~.·~. . "~~~-~-~~3~(~in_~_~_nd boMC u.ovms _,
Figure 3 (/l¡¡I(J(/eriS!KS of !I!~Ama¡onro;nfl'resl
From CL/l Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Geography (cont.)
Present tense to Prepositions of place:
describe physical
and human features:
iJ, has, hofds,
COI1Si.StS of
Passive voice
avoids telling
who did
Specialist
vocabu!ary:
ca11opy1 buttres.s
roots, sfift roots,
uvtdcrstorcy,
bo!e.s
From CL/L Activities © Cambridge University Press 2012 PHOTOCOPIABLE

¡o;·
.,
Physícal educatíon (PE) '
t: •l
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1
.
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Yovr Free Resoorce for Physic~l Ed.oc:a.tiol\ _)
~·
~•d Sports Go~chi•9 )
't: 1
Heme > Basketball > lmprove your Shootiog ~
Basketball - Shootíng ~·· •
'
Aim: To improve !he shoollng technique ~ .·j~
Shooting is the most importan! aspect of the game, as making shots, scores
e
~
points. and wins games. There are 5 baslc shots. Se! shot, jump shot, three
point shot, hook shot and lay up.
One-hand set shot (free throw) €~ •)

When performing the one-hand set shotlt ls vital to keep your eyes on the target, with feel shoulder
wid!h apart, and knees sl!ghtly bent.
~·: ~
·~
Jump shot
~·. •
~•
This shot should start from a sturdy base with the pjayers feet shoutder width apart, toes pointing
straight ahead, and knees bent.
Three-point !lho\
~·. l
To start this shot it is essentialthat players positíon themselves behlnd the three-pointline. ·~
.,. •
~,
.,
Hook shot
Ptayers start wilh lheir back. lo the basket. again in a sturdy stance. with feet shoulder width apart
.," •
and knees slightly bent.
'
Lay-up
~•
Jumping as high as possible when executing this shot would be beneficia\.
There are certain aspects of shooting that apply to al! shots, such as. sight. balance, holding the
!!'
ba!l. elbow alignment, motion. and follow through. J
e 1
~
Sight: Wt1en ready to shoot, look at IM basket as soon as possib!e and keep eyes on the target.
e:.· ••
Cóncentraling on the target should keep !he focus on scorlng and tessen the effects of distractions,
su eh as, crowd noise and movement, and opponents attempts to block a sho\, or concede a foul.
Balance: To gain power, rhythm, and control when shootlng balance is importan\. Balance comes
ffom having a sturdy base (fool posilion), so spread lee\ lo shoulder widlh and point toes straight ·~
ahead, lhis should align the players whole body with \he target. Right hended players should pul € •
their right foot forward, with a heel-to-toe relationship with the !eft fool. This means \he heel of the
right foot should be line with the toe of the left foot. To lncrease the power of shots bend \he knees
¡
slightly and make sure the head ls kept s\111 over the feet, with a slight lean forward. e: )
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From CUL Activitíes ©Cambridge University Press 2012 PHOTOCOPIABLE '
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Physical education (PE) (cont.)
Yoo• F••• Resou•ce fo• Physic~l E.tuc~tio~

~~.t Spo•ts C.o~chi~9
Home > Basketball> lmprove your Shooting

lnfinitive to show
purpose: 1-----B_as_k,etball - Shooting
to iu-tprove
describe position:
shoufder wfdth,
sliqhtly
Prepositions to
describe position
and place:
011, apart, ahead,
bchiMd
Specialist
vocabulary: Conditional to give advice:
i.lShlgh as possiblewhen executing this shotlwould be beneficia!) ~ l" b b f· . 1
hook shot, fay-up WOU v¡ C CMC !Cid.
1 lo all shots, '""" "·@1!~

There are certain aspects ''"'""'·· holding the
ba!l,
Everyday words
Imperativas for
shootfl1q1 siqht, fouf instructions:
fook at1 spread
Modals to advise:
shoulol

~~
'
~
Box 2.la: Expert groups é •')
~ ..
~
Darwin: start of text A
Charles Darwin was born on 12th February two hundred years ago. He hated school, especially learning Latín, but he loved ~
..
~,
1
reading and studying the details of the natural world. He had a famous grandfather who was a radical thinker. Erasmus Darwin ~
-~
was the doctor of Georg e 111, an inventor of engines and very interested in natural philosophy.ln fact, Erasmus had infiuenced ~-
the ideas of Mary Shelleywho wrote Frankenstein. His mother, Susannah, was the daughter of Josiah Wedgwood. The
Wedgwood pottery was very advanced for its time. The Wedgwoods were radical, technological minded business people. ~'
~.
_,~
[. .. ]
~
~-------------------------------------------------------------
~' -~
..
-~
Darwin: start of text B ~·· •
~J
Sorne ideas in science are difficult to understand, because our intuitions don't like them very much. Sorne scientists argue
that this may be beca use our brains have not evolved fas! enough, and are better designed to work for small groups of
hunter/gatherers. Thís ís what rnost of us were doing fourto five thousand years ago. So, for instance, we think we have a
~ ,
~
good chance of winning the National Lottery, we se e significance in coíncidences and we read astrology predictíons and only ~· l
remember when they come true. [... ] ~
E •
~------------------------------------------------------------- ~í .~
J1
Darwin: start of text C €
Befare Darwin was born, most people in England thought that species were not linked in a single 'family tree'. They were -~
€. •
•~
unconnected, unrelated and unchanged since the moment of their creatíon. Earth itself was thought to be 6,000 years
old. There would not have be en time for specíes to change. People were not part of the natural world; theywere above and f,
outside ít. They had be en created to rule over the animals. Many al so believed that there were superior races created to rule
~
" .,•
over inferior races. Befare 1800, only a handful of naturalists in England and France had given the idea of evolution seríous
l
consideration. [... ]
'!!
~-------------------------------------------------------------
e>-·
~•
Darwin: start of text D ~)
e
Natural selection is a simple mechanism that causes populatíons of living things to change over time. In fact, it is so simple
~
that ít can be broken down into five basic steps: V.I.S.T.A.: Variatíon, lnherítance, Selection, Time and Adaptation. Members e- •
of any given species are seldom exactly the same, either inside or outsíde. Organisms can vary in size, colour, abilityto fight
off diseases and countless other traits. These traits arise from spontaneous mutatíon and enable the organism lo survive and
-~
E •
pass them to future generations. [... ]
e~
~
'
~------------------------------------------------------------- ~
é'
These partí al texts are reproduced with permission from http://www.collaborativelearning.org/darwinsbirthday.pdf
~ •~
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From CL/L Activities ©Cambridge University Press 2012 PHOTOCOPIABLE j
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Box 2.1 b: Expert groups
Charles Darwin: question sheet
l. Name two or more 2. How did Darwin earn his 3. Why was Darwin slow to 4. How do viruses survive?
historical events that living? publish his ideas?
happened in Darwin's
lifetime.
5. How do we pass on our 6. How was the earth and the 7. What are vestígial features 8. How díd Darwin's ideas
traits to our offspring? orígins of life viewed befo re and can you think of some influence social change?
Darwin? examples?
9. How do analogies help 10. What stímulated Darwin 11. How did Darwín's views 12. Why are Darwin's
us lo understand difficult to think about evolution? undermine the idea of theories still considered
concepts? slavery? controversia!?

Box 4.3: Eyewitness
Event Reaction
From CUL Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Box S. la: Advice column
Dear Dr [............ ]
Please, please help me settle this argument I am having with my girlfriend. We were watching
(a sport, a film, a TV programme) severa! weeks ago when [...... ]. Well, my girlfriend told me that [ ...... ]. I said she
was wrong. If [. .... ], how could [ ..... ]?E ver since then she has been making a big deal out of this and won't answer
my phone ca lis. I lo ve her, but I don't think we can get back together until we settle this argument. I've checked
so me [subject] books, but they wer-en't very clear. We agreed that I would write to yo u and let you settle
the argument. But, Dr [Subject], don't just tell us the answer, you've got to explain it so we both understand
beca use my girlfriend is really dogmatic. S he said she wouldn't even trust[ .............................. ] unless the
explanation was really clear.
Sincerely,
[ ...... ]Biues
~-------------------------------------------------------------
Dear Dr [............ ]
(a sport, a film, a TV programme) severa! weeks ago when [...... ]. Well, my girlfriend told me that [...... ]. I said she
was wrong. If [ ..... ], how could [ ..... ]?E ver since then she has been making a big deal out of this and won't answer
my phone calls. I lo ve her, but I don't think we can get back together until we settle this argument. I've checked
so me [subject] books, but they weren't very clear. We agreed that I would write to yo u and Jet yo u settle
the argument. But, Dr [Subject]. don't just tell us the answer, yo u' ve got to explain it so we both understand
beca use my girlfriend is really dogmatic. S he said she wouldn't e ven trust [.............................. ] unless the
Sincerely,
[ ...... ]Biues
~-------------------------------------------------------------
Dear Dr [ ........... ]
(a sport, a film, a TV programme) severa! weeks ago when [...... ]. Well, my girlfriend told me that [ ...... ]. I said she
was wrong. If [ ..... ], how could [ ..... ]?E ver since then she has been making a big deal out of this and won't answer
my phone calls. I lo ve her, but I don't think we can get back together until we settle this argument. I've checked
some [subject] books, but they weren't very clear. We agreed that I would write to yo u and let you settle
the argument. But, Dr [Subject], don't just tell us the answer, yo u' ve got to explain it so we both understand
beca use my girlfriend is really dogmatic. S he said she wouldn't even trust[ .............................. ] unless the
Sincerely,
[ ...... ]Biues

~··
Box 5.1 b: Advice column t;·

•..
~-· •
...,
.
~
Dear Dr Science,
Please, please help me settle this argument I am having with my girlfriend. We were watching a baseball game
severa! weeks ago when this guy hit a high pop-up straight over the catcher's head. When it finally come down,
the catcher caught it standing on home plate. Well, my girlfriend told me that when the ball stopped in midair
~·
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just befo re it started back down, its velocity was zero, but its acceleration was not zero. I said she was wrong.
If something isn't moving at all, how could it ha ve any acceleration? Ever since then she has been making a big ..;
deal out of this and won't answer my phone calls. I lo ve her, but I don't think we can get back together until we
~· ...,
~
settle this argument. I've checked so me physics books, but they weren't very clear. Weagreed that I would
write toyou and letyou settle the argument. But, Dr Science, don't justtell us the answer, you've gotto explain
it so we both understand because my girlfriend is really dogmaticl S he said she wouldn't even trust Einstein
~·
~
~·
unless he could explain himself clearly.
Sincerely, é'
~..
Baseball Blues ~)
~·
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~-------------------------------------------------------------
~· ~
1
Dear Dr Science, E· •
é ~
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severa! weeks ago when this guy hit a high pop-up straight over the catcher's head. When it finally come down,
the catcher caught it standing on home plate. Well, my girlfriend told me that when the ball stopped in midair
~
just befo re it started back down, its velocity was zero, but its acceleration was not zero. I said she was wrong.
If something isn't moving at al!, how could it hove any acceleration? Ever since then she has been making a big
é
1
•
" ~~
deal out of this and won't answer my phone calls. I lo ve her, but I don't think we can get back together until we
settle this argument. I've checked so me physics books, but they weren't very clear. We agreed that I would
write to yo u and let yo u settle the argument. But, Dr Science, don't just tell us the answer, yo u' ve got to explain
it so we both understand because my girlfriend is real! y dogmatic! S he said she wouldn't even trust Einstein í )
unless he could explain himself clearly.
-~
Sincerely, 1!. •
••1
Baseball Blues
~------------------------------------------------------------- "t ~ )
.~
Dear Dr Science, e.
severa! weeks ago when this guy hit a high pop-up straight o ver the catcher's head. When it finally come down, € • ~
the catcher caught it standing on home pi ate. Well, my girlfriend told me that when the ball stopped in midair ~
)
just befo re it started back down, its velocity was zero, but its acceleration was not zero. I said she was wrong. ~
If something isn't moving at al!, how could it hove any acceleration? Ever since then she has been making a big ~
deal out of this and won't answer my phone calls. I !ove her, but I don't think we can get back together until we t •
settle this argument. I've checked some physics books, but they weren't very clear. We agreed that I would
t
J
•
write to you and letyou settle the argument. But, Dr Science, don't just tell us the answer, yo u' ve got to explain
it so we both understand because my girlfriend is really dogmaticl S he said she wouldn't even trust Einstein
¡j
unless he could explain himself clearly. t
J
Sincerely, t
Baseball Blues j
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From CL/L Activities © Cambridge University Press 2012 PHOTOCOPIABLE

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Box 5 .le: Advice column
Dear Baseball Blues
I hope I can settle your argument with your girlfriend. I can, of course, explain about the velocity and
acceleration of the baiL Here goes. Velocity .............................................................................................................. ..
Acceleration ................................................................................................................................................................. ..
............................. And the relationship between acceleration and velocity is ........................................................... ..
... ..... .. ....... ... Finally, ...................................................................................................................................................... ..
............................................... So you see, she's right! I hope yo u can make it up with her.
Sincerely
DrScience

Box 6 .4a: Correction cards
Language mistake cards
Art, design and technology; economics and business studies; geography; history; ICT; maths; PE; science
r-------------------------~-------------------------y-------------------------,
'
Art History Science

1was at the exhibition together His mother she was the head of She's good in measuring.
with a frien d. volunteers.
~- -----------------------+------------------- -----+------------- -----------~

'
Maths Geography Drama

l've be en working on equations on 1didn't knew about erosion. ls it possible that 1get some tea'
school.
~-------------------------+-------------------------+--- ---------------------~
'
'
Economics Science Drama

We're with the four of us in the On our school that's impossible. What do you like of this school?
marketing team.
1
'
~-------------------------+-------------------------+-------------------------~
1 1 1
Business studies Economics Music

They produce this for about four 1do my shoppings on Saturdays. He's playing it enthusiastic.
years.
'
~-------------------------+-------------------------+-------------------------~ '
' ' '
Geography Physical education Maths

The volcano is erupting for four The children are to the gym. You can't give maths in English.
weeks.
~-------------------------+-------------------------+-------------------------~ '
' '
Physical education Art Drama

1want to learn them to play The man in the photograph like to Two times we wentto the theatre.
football. drink beer.
'
-------------------------~-------------------------~-------------------------~

Box 6.4a: Correction cards (cont.)
·-------------------------~-------------------------~-------------------------~
ICT Music History

l'm not used to talk English. ltwill be dramatically! 1am at this school for half ayear.
t-------------------------~-------------------------+-------------------------~
''
Economics Art, design and technology Business studies

He don't have free time. That is my idee, too. He don't sell shoes.
t-------------------------+-------------------------+-------------------------~
'
'
Maths Geography History
There are problems with the No sms-ing in class! That's much more better.
results sine e three years.
t-------------------------+-------------------------+-------------------------i
1 t l 1
' ' '

Drama History Geography
l've got that movie two years ago The kids were sitting every day in Sorne will be talking very well
on OVO. the room. English.
t-------------------------+-------------------------+-------------------------i
ICT Economics Geography

They will make the project on the He has nota job. lt's the worst city of the country.
computer.
~-------------------------+-------------------------+-------------------------1
Music Maths Drama

The children on this school are 1don't know nothing about that. He's watching always to the
very nice. English programmes.

Box 6.4b: Correction cards
Key to language mistakes
1was at the exhibition together with a frien d. 1was at the exhibition with a frien d.
His mother she was the head of volunteers. His mother was the head o(volunteers.
She's good in measuring. She's good at measuring.
l've been working on equations on school l've be en working on equations at school.
1didn't knew about erosion. 1didn't know about erosion.
ls it possible that 1get sorne tea? Could 1have sorne tea'
We're with the four of us in the marketing team. There are four of us in the marketing team.
On our school that's impossible. At our school that's impossible.
What do yo u like of this school? What do you like about this school'
They produce this for about four years. They have be en producing this for about four years.
1do my shoppings on Saturdays. 1do my shopping on Saturdays.
He's playing it enthusiastic. He's playing it enthusiastically.
The volean o is erupting for four weeks. The volean o has be en erupting for four weeks.
The children are to the gym. The children have gone to the gym.
You can't give maths in English. You can't teach maths in English.
1want to learn them to play football. 1want to teach them to play football.
The man in the photograph like to drink beer The man in the photograph likes drinking beer.
Two times we wentto the theatre. We wentto the theatre twice.
l'm not used to talk English. l'm not used to talking English.
lt will be dramatically! lt will be dramatic!
1am at this school for half ayear. 1ha ve be en at this school for half ayear.
He don't have free time. He doesn't ha ve any free time.
That is my idee, too. That's what 1think, too.
He don't sell shoes. He doesn't sell shoes.
There are problems with the results sine e three years. There have be en problems with the results for three years.
No sms-ing in class! No texting in class 1
That's much more better. That's much better.
!'ve got that movie two years ago on DVD. 1got that movie two years ago on DVD.
The kids were sitting every day in the room. The kids sat in the room every day.
Sorne will be talking very well English. Sorne will speak very good English.
They will make the project on the computer. They will do the project on the computer.
He has nota job. He doesn't have a job.
lt's the worst city of the country. lt's the worst city in the country.
The children on this school are very nice. The children at this school are very nice.
1don't know nothing aboutthat 1don't know anything about that.
He's watching always to the English programmes. He's always watching English programmes.

Box 6.4c: Correction cards
Content mistake cards
: Art, design and technology : Economics and business studies : Geography

: The particles in gouache are smaller : A business plan is written lora general : The last ice age began about 100,000 '
: than in watercolours. Gouache : audience. : and ended about 70,000 years ago.
: dissolves in water.
'
~-------------------------·-------------------------·-------------------------~
: History : ICT : Maths
: The Black Plague travelled abaut 1O : HTML stands lor HighText Markup : The volume ola cylindrical canister
: miles a day. lt killed 10 mi ilion people : Logo. : with radius 7 cm and height 12 cm is
: in Europe. : 1845, 70cm 3
~-------------------------+-------------------------+-------------------------4
: Music and drama : PE : Science
: A semibreve is hall the length ola : Anaerobic wark is importan! lor : In a neutral solution, red litmus paper
: minim and twice the length ola breve. : marathon runners in arder to build up : stays red and blue litmus paper turns
: lt is sometimes written on the stave as : endurance toa maximum. : red.
: hollow, sornetimes as black.
·-------------------------~-------------------------~-------------------------~
;}<:
~-------------------------------------------------------------
Content mistake cards
: Art, design and technology : Ecanornics and business studies : Geagraphy

: The particles in gouache are smaller : A business plan is written far a general : The last ice age began about 100,000
: than in watercolours. Gouache : audience. : and ended abaut 70,000 years aga.
t-------------------------+-------------------------+-------------------------~
: The Black Plague travelled about 10 : HTML stands lor HighText Markup : The valume af a cylindrical canister
: miles a da y. lt killed 1Omi ilion pea pie : Lago. : with radius 7 cm and height 12 cm is
:in Europe. , : 1845, 70cm 3 .
~---------------~---------+-------------------------+-------------------------~ 1
: Music and drama : PE : Science
: A semibreve is half the length af a : Anaerabic work is impartant lar : In a neutral salution, red litmus paper
: mini m and twice the length af a breve. : marathon runners in arder ta build up : stays red and blue litmus paper turns
~ ~~ll.?~c so_rrle~ir:n_e~ ~~~~~~k: _______ ; _________________________ • _________________________ •
;}<:
~-------------------------------------------------------------
Cantent rnistake cards
r-------------------------T-------------------------T-------------------------~
: Art, design and technolagy : Economics and business studies : Geagraphy '
: The particles in gouache are srnaller : A business plan is written lora general : The last ice age began abaut 100,000
: than in watercalours. Gouache : audience. : and ended about 70,000 years aga.
t-------------------- --+-------------------------+-------------------------~
: The Black Plague travelled abaut 1O : HTML stands for HighText Markup : The valume of a cylindrical canister
: miles a day. lt killed 1Omillian people : Logo. : with radius 7 cm and height 12 cm is
: in Europe. : 1845, 70cm3
t-------------------------+-------------------------+-------------------------~
: Music and drama : PE : Science '
: A semibreve is hall the length af a : Anaerobic wark is important lor : In a neutral solutian, red litmus paper
: minim and twice the length ola breve. : marathon runners in arder ta build up : stays red and blue litmus paper turns
~ ~~l~a~c ~o_rr:e!ir:n_e~ ~:~~~~k: _______ • _________________________ • _________________________ •
From CUL Activities ©Cambridge University Press 2012 PHOTOCOPIABLE

Box 6.4d: Correction cards
Key to content mistakes ...)
)
; A~t: d;s~~ ~~d t~;hn-ology----- --- : E~~n~~ic~ -a~d b~sin-e;; ;t~di;;----; C;;~gr~phy--- ------ - - -- - - ---: Cl
: The particles in gouache are larger : A business plan is written lora specific : The last ice age began about 70,000
: than water colours. Gouache dissolves : audience. : and ended about 15,000 years ago. ~
: in water.
~H~~~Y---------------------~~r-----------------------:M;~~---------------------~
:' The Black Plague travelled about 2 :' HTML stands lor HyperText Markup
:
': The volume ola cylindrical canister

' ... )
)
: miles a day. lt killed 25 million people : Language. : with radius 7 cm and height 12cm is CJ
:in Europe. :
~-------------------------+-------------------------+-------------------------~
: Music and drama
: A semibreve is twice the length ola
: PE
: 1847 1 50cm 3.
: Science ;
: Aerobic work is importan! lor marathon : In a neutral solution, red and blue litmus :
,
")ti )
: minim and hall the length ola breve. : runners in order to build up endurance : paper stays red and blue. )
: lt is always written on the stave as : toa maximum. (.;
: hollow.
") )
~------------------------------------------------------------- ~
Key to content mistakes
(.)
)
: Art, design and technology : Economics and business studies : Geography f"J
: than water colours. Gouache dissolves : audience. : and ended about 15,000 years ago. ~)
: in water. ' '
~-------------------------+-------------------------+-------------------------~
~
)
: The Black Plague travelled about 2 : HTML stands lor HyperText Markup : The volume ola cylindrical canister f")
: miles a day. lt killed 25 mili ion people
:in Europe.
: Language.
:
~-------------------------+-------------------------+----------
: with radius 7 cm and height 12 cm is
: 1847,50cm 3.
--------------~
..)
.)
: Music and drama

: A semibreve is twice the length ola
: PE
: Aerobic work is importan! lor marathon
: Science :
: In a neutral solution, red and blue litmus :
..,)
: minim and hall the length ola breve. : runners in order to build up endurance : paper stays red and blue. )
1
: !t is always written on the stave as : toa maximum. ("J
: ho!low. , , 1
~-------------------------~-------------------------~-------------------------·
~ )
~------------------------------------------------------------- ~
1
("
Key to content mistakes
)
~-------------------------~-------------------------T-------------------------~
: Art, design and technology : Economics and business studies : Geography ~
: than water colours. Gouache dissolves : audience. : and ended about 15,000 years ago. ~)
'
: in water.
~-------------------------+-------------------------+-------------------------~
: History : ICT : Maths ~
o
: The Black Plague travelled about 2 : HTML stands lor HyperText Markup : The volume ola cylindrical canister
: miles a day. lt killed 25 mi Ilion people : Language. : with radius 7 cm and height 12 cm is
:in Europe. : : 1847,50cm3. 1
~-------------------------+-------------------------+-------------------------~
: Music and drama : PE : Science :
: A semibreve is twice the length ola : Aerobic work is importan\ lor marathon : In a neutral solution, red and blue litmus :
: minim and hall the length ola breve. : runners in order to build up enduran ce : paper stays red and blue.
: lt is always written on the stave as :toa maximum.
: hollow.
~-------------------------¿-------------------------~-------------------------~ '

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Clasroom Dynamics For Teachers

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'¡

WORKSHOP FOR TEACHERS

11. Classroom English and Management ......................................... 3

IV. Additional Exercises .................................................................. 54

VI. CLIL (Content and Language Integrated Learning) ...................... 82

VII. Class Simulations....................................................................... 96

VIII. Appendix 1 (Websites for teachers) ............................................. 97

IX. Appendix 2 (CLIL Material) ........................................................... 99

How do we know that you know all this?

Because you are a professional teacher.

J ust Jike us.

So, sit up straight, take your pencil and pay attention!

11.- Classroom English & Management

This section includes the following translationlists related to:

r: . · .•· Spanish English

Classroom Dynamics for Teachers

Exercise 1- Fill the Gaps

2 Open your books _ _ _ _ _ _ _ page 47 please.

3 Kike, can yo u give mean example - - - - - - - · · · ?

4 Today, we're going to talk _ _ __

5 I said in the last class, today we're moving on,_ __

6 What we need todo now is take a look _ _ _ __

7 ____ anybody know what the word "erosion" _ _ _?

8 During this class, we're goíng to focus _ _ _ __

9 How _ _ _ _ _ _ contínents are there?

10 -"T-"od;caa¡yc___ _ class is all about ...

11 What's the capital _ _ _ _ _ _ _ Finland?

12 How many communities ___________ in Spain?

14 What _ _ _ _ _ _ we do _ _ _ yesterday's class?

15 OK, _ _ _ _ _ _ Wednesday, we looked at...

Exercise 2 - Spanglish Review

1 Jaime asked tome ifhe could Jook at my book.

2 You said that we were going to discuss about numbers.

3 We are 23 today Miss.

5 I don't know where is the book.

3 CORRECTING PREVIOUS HOMEWORK

Exercise 1- Fill the Gaps

1 Ha ve yo u all _ _ _ _ _ _ your homework?

Exercise 2- Question Forming

1 A: I don't know what homework we had to do Miss.

2 A: I didn't have time todo it Sir.

3 A: Yes, I have a different answer for number 5-

5 A: Yes, I agree with Elena. I have the same answer.

1 lAlguien me puede dar un ejemplo de ... ?

Ok, as I told you yesterdayjlast week, the

Classroom Dynamics for Teachers

The lmportance of Questions

(': Questions are also important to you as a teacher:

need to spend more time.

The only way to encourage questions is to create a question-asking environment in the

Here are sorne other ways to promote questions:

lnterrogative Grammar Review

Does he work there? Did he work there?

When does he arrive? When did he arrive?

e.g. Have you been here befare?

Ami late? Wasilate?

Are you late? Were you late?

Is hejshejit late? Was he/she/it late?