The following reading is for a teenage group, aged 13-16 but I believe it could be used for any ages upwards. The class is currently preparing for a B1 exam. (This is a lower intermediate level.)
Every book and article I read about teaching children reiterates their need of moving around in class, learning not just by their head but their body as well.
Continue reading “Yes or no”
If a song is difficult or if the class is on elementary level, this can work better than fill in the gaps. Continue reading “Untangle the sentences”
Even when people understand the words, it can be difficult to put together the big picture.
You know that game I think we all played around campfires when you have to give a word that starts with the last letter of the word from the previos person? Apparently it’s called The Snake Game. Continue reading “Snake and music”
Most songs cone with a rhyme so it was a no brainer really but it was fascinating to see the difference between two groups on the same level.
To practise expressions we learned in a song I’ve found this exercise online and I’m curious how it would work out.
Sometimes the course books give enough material that can be used creatively.
It’s easy to fall into the trap of “fill in the blanks” when it comes to practising listening (no matter if it’s listening to a song or a conversation).
Continue reading “Order the lines”
What kind of (English language) songs do you think Spanish teenagers like?
Continue reading “Introduce your favourite song #atozchallenge”