24th May 2019. Lesson Sunday 26th May.
One of the best things about staying with the same company and at the same campus, is the possibility of teaching the same lesson to different students, thereby cutting out a lot of planning time. Such is the case this Sunday, when I shall re-teach a lesson I previously planned in March.
However, this is will be my last class with this group; I have a new work schedule and my manager has kindly, not to say humanely, insisted that I have at least ONE day free. She also brings me tea when I am ill (a constant threat in Vietnam where the weather switches from unbearable hot to torrential tempests … and back again. Furthermore, the corridors can be over 30 degrees, while the classrooms are cold enough to store ice cream. I tell the powers that be to turn UP the room temperature (the students also sit there shivering or wearing jackets) to 28 … I tell them every lesson … every lesson … to quote Kurt Cobain, “Oh well, whatever, never mind.”
But now, without further ado, the lesson plan. Let’s kick off with:
What can you see ? This tests the ability to form a basic “I can see a …..” sentence.
We can use this for musical statues. The class size is very large, (20 students) the space limited, but the march tone will suit the limitations.
Moving on, back to seats, and I will teach them ‘I spy’
I look around the room and see something that they have learnt in a previous lesson (such as classroom accessories or animals), and say, “I spy, with my little eye … something beginning with …. ‘c’ “
The students then have to think of all the vocabulary they know (at this stage, somewhat limited), so the words will be ‘chair’, ‘table’, ‘pen’, ‘book’, ‘bag’, ‘teacher’, ‘student,’ and then pictures of animals that have been previously taped around the room.
Leading on from that, and time for more movement (or madness depending on your point of view), a flash card hunt. I will have various pictures of creatures taped to the wall, behind desks, under chairs … then ask, “What has eight legs … ?” then, “Six legs, four legs and a shell, four green legs and jumps ?” In twos, the students have to find said card.
Then it’s Grammar time. I drill and conjugate the verb ‘to have’
First I practice with my TA, then select some of the top students to model. They will be given a flash card and say, for example:
I have a cat
You have a dog
He has a frog
She has a spider
They have a monkey
We have a card.
By giving cards to groups of six, all the students can participate at once.
Some students can come to the front and hold their cards. I will ask, “What does he have ?” and expect the answer in a sentence, “He has a ….” and not just shouting out the single-word noun.
Moving on up, it’s time for the a /an distinction. I’ll simply board the vowels and elicit words that begin with each one. Then I’ll show the grammar, ‘It is a cat, it is an elephant.’ I’ll board ten or so words and the class must shout out whether the article is ‘a’ or ‘an’ AND say the answer as a full sentence.
Next up, a quick writing game. In small groups, the students have to write words that they have recently learnt. These will be:
bike / kite / rope / ant / bear / frog / spider / turtle
Time for a wee break, so a short video of funny animals: https://www.youtube.com/watch?v=QpNXHJGfGYo
Can start from 01:17 – 02:12
Finally, a chance to boost their use of adjectives. I’ll ask for them to describe animals, miming to help them, until we have basic words such as ‘big’, ‘small’, ‘fast’, ‘slow’ and then introduce some more: ‘tiny’, ‘scary’ and ‘massive’. They have to write down the new words in their notebooks.
I will then ask them to describe an ant, an elephant, a spider, a cheetah
Furthermore, I want them to start using the common adverb ‘very’ – a spider is very small and very scary !
We then have our school’s spelling contest, student book work, workbooks and worksheets for the quick-finishers.
And then … lesson over and I say goodbye to this class. They can be VERY noisy … but also a lot of fun.