5. Famous English-speaking writers, fictional characters and imaginary worlds

With this post we will continue with our project in groups for the Currículum Integrado in English. We will work on literature contents.

In this activity you will have to describe an English-speaking writer, a fictional character or an imaginary place in English literature.

Activity for student 1: Describing a fictional character of English literature. Choose a famous character of English literature, incude a picture and a description with three striking adjectives that don’t fit the picture. To guess this riddle the players will have to substitute the striking adjective by the correct ones.

Follow this model: 

Robin Hood is wearing a blue dress and a pair of brown boots. He has got dark curly hair. 

Correct answer: Robin Hood is wearing a green dress and a pair of green boots. He has got long fair hair. 

Click on Robin Hood to know the names of other fictional characters of English literature.

Activity for student 2: Describing an imaginary place of English literature. Visit this website to choose an imaginary place in literature, like Camelot. Describe it including three elements that don’t appear in the image.

Activity for student 3: Describing an English-speaking writer. Visit this website to get images about famous English writers. Write a description and include three striking adjectives that don’t describe the character.


4. The art of words

With this post we will continue with our project in group describing famous works of art.

Activity for student 1: Choose a self-portrait of a famous artist, include an element that does not appear in the original painting. Include a description of the portrait. Follow this example:


Vincent van Gogh has short red hair, a beard and a moustache. His nose is long. 

Visit the following website with self-portraits in art:

Activity for student 2: You will describe a famous still life painting. Include the image adding an extra element. describe the original painting. Visit this website with still life paintings by different artists:
Activiy for student 3: You will describe a painting of a landscape of a famous artist. Add an extra element and describe the original picture. Here is another website about famous painters with landscapes:

3. Describing instruments, composers and singers

With this post we will continue working on our Game for the Currículum Integrado in groups. We will describe instruments of the orchestra, a classical composer and a contemporary singer.

Activity for student 1: Include the picture of a famous classical composer (Mozart, Beethoven, Albéniz, Chopin). You will write three descriptions. Only one of them is the correct one. Write about his or her physical appearance: Beethoven has wavy grey hair. His eyes are black. He has a round face. Visit this website to see pictures of famous classical composers.

Activity for student 2: Include the picture of a famous pop or rock star at present. You will write three descriptions. Only one of them is the correct one. Write about his or her physical appearance: Rihanna has short wavy red hair. Her eyes are brown. She has a round face and a big mouth. Visit this website to see pictures of famous singers.

Activity for student 3: You will describe three musical instruments of the orchestra and include only one picture. This is an example of a description of an instrument: It is a large instrument with 47 strings, which are stretched across a wooden frame. The bottom part of the wooden frame is hollow.

Visit this website to search the information about instruments.

Activity for coordinators: Download a model document for your game board: GAME BOARD

2. Describing landforms and climate zones

In this post you will learn how to describe different types of landforms for your project in groups.

In the Openoffice presentation you started last week, insert a new slide and include this activity.

Activity for students 1 and 1: A description of a landform with three images
Write the description of a landscape in 20 words and insert three different pictures. Only one picture correspond to your description. The players have to choose the correct picture matching the description of your landscape. Use this website:

 Activity for student 2: Description of climate zones with three pictures

Writing and Guessing Riddles about animals, plants and non-living things

With this post we will learn how to write a riddle for our project in groups.

Activity 1: Read and listen to this presentation about how to write a riddle.

 Activity 2:  Read the following riddle. This poem will be the model for your own riddle.

Activity 3: Pay attention to the structure and translation of the previous riddle.
  1. Adjective, I am like … (Quieto, soy como un espejo)
  2. Opposite adjective, I am adjective in comparative than … (Rápido, soy más fuerte que una piedra)
  3. Adjective, I can … (Mojado, puedo quemarte)
  4. Opposite adjective, I can … (Seco, puedo abrigarte) 
  5. Noun, I can … (Vida, puedo ser en el desierto)
  6. Opposite noun, I can … (Muerte, puedo ser en la orilla de un río)
  7. What am I? (¿Qué soy?) 
Activity 4: Write a riddle about an animal (student 1), a plant (student 2) or non-living thing (student 3) in Spanish and in English.
To start writing your riddle, make a list with:
  • The nouns related to the non-living thing, animal or plant,
  • The adjectives and their opposites that describe your living and non-libving thing.
  • Verbs, actions or states associated with your non-living thing, animal or plant.

You can use these on-line dictionaries: www.wordreference.com and www.synonym.com.

First, start writing a riddle in your language about an animal, plant or non-living thing in nature. Insert it on this Stixy board created by your English teacher. Insert a note with the text and an image with your animal, plant or non-living thing under your riddle. Follow my example.

Now, write a riddle in English and do the same on this Stixy board: