Monday, 7 January 2019



  • We use relative pronouns and adverbs to introduce relative clauses.
  • They have the same form than interrogative pronouns.
  • They are also conjunctions since they are used to join sentences.
  • They refer back to nouns and pronouns which are mentioned before. 
  • These nouns and pronouns are called the antecedent.
  • Relative particles are positioned close to their antecedents.
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  • "That" is not used in non-defining relative  clauses.
  • "Who, that, and which" can be omitted in defining relative  clauses if they are not the subject of the relative clause.


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    • We use commas to separate a non-defining relative clause from the main clause. 
    Let's check what you can do ...

    Saturday, 13 October 2018


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    In my last post, CLICK HERE to read it, I dealt with an activity in which our students have to create stories from images or different prompts.

    Today, I'd like to set some important aspects about this kind of activity, and analyse why storytelling is an ideal resource to develop and improve EFL students' skills.

    Why is STORYTELLING such a amazing activity?
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    Telling stories in our digital era has turned into a powerful tool for our EFL classroom. There are many benefits which justify the use of this unlimited resource:

    • It provides students with motivation, fun, curiosity, and favourable skills for the learning process.
    • It helps us establish connections between contents, and also organise information.
    • It promotes a great amount of values to be worked on in the classroom.
    • It encourages the critical thought from story reflections.
    • It develops social skills such as the active listening and empathy.
    • It allows students to pay more attention and to get a higher concentration level. 
    • It generates a link between the teacher and students, by facilitating a more fluent communication and bidirectional interaction.
    • It contributes to a relaxed and participative work environment.
    • It stimulates students' creativity and imagination.
    • It causes an emotional involment which allows messages to be interpreted faster and in a deeper way.
    There are many websites that can help us prepare a storytelling activity. However, I've listed what I do to make sure the activity to be a succesful one:

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    BUT HOW?
    • Draw a grid on the board and then write one word in each box. The more complicated you want the activity, the bigger the grid will be. You can use vocabulary to be reviewed  together with new words. Try to include a mixture of words of any category to help students enrich the text.
    • Let students know that the activity goal is to create a story using all the words on the board. They can use whatever they want, but make sure they include all the written words.
    • The first time you do this kind of activity you ca use a model to be followed.
    • If students are high level, they will be able to generate their own vocabulary grid from textbook or classnotes.
    • This is an ideal activity for pairing.

      • Students can vote on the best stories at the end of the lesson, labelling different categories, such as
        •  the most creative story;
        • the most interesting story;
        • the funniest one;
        • the best-told story, etc.
      • They can also rewrite other groups' stories as a radio drama.
        • These can be recorded to be published as postcats.
        • Or be performed as a short play.
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      After listening all their stories, I like to give students feedback on every aspect of the activity. I always write down anything they have to improve or correct, regarding, not only formal part of language, but also any aspect of performing.

      They get some notes from me after the first exposition of the story, so they can correct any aspect before the final recording or performing to an audience outside the class.

      I hope you and your students enjoy the experience as much as I do!!!!


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      Reading is a perfect activity to learn vocabulary, but why not to play to be writers o strorytellers?

      Recently, I've been brooding on how to make you, my students, create your own stories, and finally, I've come across a website which I've loved from the first time I saw it. 

      So, definitely, it was love at first sight!!!! 

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      This activitiy can be done to practise both, written or spoken language.

      Please, click HERE to visit this marvellous website, and we can then start to enjoy the amazing world of creating new stories!!!!!

      - MARK TWAIN.

      Wednesday, 21 March 2018

      PBL (Proyect Based Learning)

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      I've just finished a very useful training course on PBL, and I have only wonderful words about the different things I've learnt to do.

      Although I've already used this type of methodology before, I didn't know exactly how it worked as a whole.

      So, I've made a decision and I'm going to make use of this methodology with some of my groups next term.

      I've prepared a type of handbook to have all the information close by.

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      Friday, 16 March 2018


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      Are you tired of preparing test on compulsory readers?

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      Every school year I try to think about different ways of assessing my students when working with compulsory readers. 
      This time, I've chosen a blend between compulsory reading in the classroom and oral presentation.

      Two years ago, I started a new idea, The Reading Corner, you can find the post about it HERE. It's once again putting together succesful results with my students. The only difference this year, is that they don't have to pass a test when they finish their books.

      What they have to do is just prepare a digital presentation about the book, and later, they have to explain it to their classmates.

      There are some requirements which their presentations have to follow in order to get a good mark:
      • Power points are forbidden.
      • Other digital apps have  to be used, such as GENIAL.LYPADLETCANVAVENNGAGEPREZIPIKTOCHART, etc.
      • The presentations have to contain the following points:
        • Title.
        • Author.
        • Genre.
        • Publisher.
        • Publishing date.
        • Characters.
        • Brief plot (without spoliers).
        • Historical context.
        • Location.
        • Personal opinion and recommendation.
      To evaluate their oral presentations I use a rubric which assesses different points, such as, accuracy (communication, use of English), fluency (pronunciation, intonation, volumen, no-hesitation, coherence, appropriateness), ICT resources, and other available resources for the project presentation.

      You can find some of my students' presentations on their readers below:

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