18th March 2019
Tomorrow night I’m substituting this adult class. I’ve taught them before, so most of the faces should be familiar. I’m not sure they will be over the Moon to see me again; maybe their hearts will sink. So, as a warm up, while students turn up and get settled, a quick review of new and recent expressions. I’ll board five expressions and let the students match with the meaning:
- over the moon
- complete waste of time
- lose your temper
- must be a nightmare
- my heart sank
Now they have to match with these:
a. A terrible situation or experience
b. to be totally happy
c. to be totally disappointed
d. to become very angry
e. doing something but it produces nothing; it is useless and pointless.
Now practice – which expression would you use here:
He lives above a shop that has open-air karaoke every night.
She got 95% in her test and is incredibly happy.
John was nearly hit by a motorcycle; he was furious.
When the students saw Thay Paul, they were unhappy and disappointed.
Trying to teach physics to dogs is not going to do any good !
Next up, a review of a previous lesson: how to complain. First, I’ll show a short clip: https://www.youtube.com/watch?v=dF41XxbFbr8
I’ll ask the students what the woman is complaining about
(Answer in blue after the next paragraphs)
This is also a good chance for the students to hear other accents; the clip is from USA, so the voices will be different to my British. Furthermore, this can promote some new vocabulary.
Is the lady being reasonable or unreasonable ?
Does she have a fair point ?
Is she right to complain ?
How would the students feel if this happened to them ?
(the woman is complaining about some Asians speaking Korean in a USA coffee shop).
What would you do ?
The food in a restaurant is cold and not properly cooked
A new smart phone doesn’t work properly
A hotel room is not as good as expected
A neighbour is having a loud party with karaoke … and it is 11.30pm on a Monday.
Following this, I’ll move onto the book work but with a difference. I’ve noticed how many students’ hearts sink when they have to open their books. After a conversation with a colleague, I hit upon an idea: I will do the book work, but as an activity or game. For example, the first exercise is pronunciation. How to pronounce ten words with correct stress and intonation. Instead of the students working from the book, I’ll say each word three different ways. In small teams, the students must then decide the correct version and say it. By saying it as a group or class, it prevent people from becoming embarrassed. The words include ‘experience’, ‘qualifications’ and ‘apply.’
Another book exercise involved writing questions about someone’s job. I’ll turn this into a questionnaire, students having to get up and ask each other questions. This involves speaking, listening and writing (& reading the questions) so it exercises many skills, as well as getting the students up from their seats (hopefully) and moving around.
This is basically one third of the book work covered without opening the book. But then, we have to finally take out the bad boy, open it up and start reading. Tonight’s reading is quite a chuck of text; the subject is asking rich business people to invest in a new idea. There is a show in the UK called ‘Dragon’s Den’, which features this concept, and apparently the US version is called ‘Shark Tank.’ What do these names suggest ? Into the dragon’s den is a British expression for going into or doing something unpleasant or dangerous.
As with any reading, the teacher must go through the text first and look for any problem words, or highlight useful, everyday expressions. These are then pre-taught.
Still, looking at a page of text can be daunting for a student, especially after a long working day. One way to break it down, is for students to work in pairs. One reads the first paragraph, then paraphrases it to the other. The process is then switched. However, the students may just prefer to read alone.
The last part of the lesson is speaking. Students are given some time to think up an invention of their own (they are given guides, for example, a new type of gadget, or food, or phone app. The point here is to get the students talking, learning how to ‘pitch’, what kind of language and presentation skills are needed. As a quick break, I can show some examples of people pitching ideas … but things don’t go to plan:
The last section of the lesson is for winding down, some games, some general speaking, some general questions. And, who knows … maybe some will leave with better English and a great business idea.
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