21st August 2019. Pages 10 – 12
Lesson focus: Reading; speed reading to extrapolate information in a limited time.
Theme: Culture shock, specifically life in Australia.
Objectives: Review new vocabulary and phrases and give a chance to practise using them. Continue work on Englishes – how written and standard English can seem to bear NO relation to spoken English.
Today’s reading is centred on life in Australia for non-native speakers so, to set the scene, a warm up song from the Australian band (and one-hit wonders) Men At Work and their chart-topping song, ‘Down Under’.
What stereotypes are displayed in this video ?
Language review: The first lesson generated many new words and expressions. The following adverbs should be a part of the students’ everyday vocabulary:
always / usually, normally, frequently / sometimes / hardly ever / never
definitely / probably / possibly / unlikely / definitely not
Vocabulary: precious / arrogant / mug (two senses) / lingua franca /
To ask politely: May I …. (May I ask your name ? May I open the window ?)
Discourse Markers: although / despite, despite that / however / on the other hand /additionally / furthermore
Collocations: To practice law or to practice medicine (a lawyer, or a medical professional)
Expressions: Fair exchange is no robbery / If I’m not mistaken
Idiom: To let off steam / time flies (when you’re having fun)
London slang: well knackered (‘well’ is used to mean very and ‘knackered’ can mean very tired, or broken. EXAMPLE – I’m well knackered = I’m extremely tired.
PRACTICE: Try to use as many of the above by commenting on these photos. This is not a writing test; I only want one or two sentences. I’m more concerned with lexical choice AND delivery – how you use stress, intonation and rhythm.
These young Asian people are letting off steam by singing their hearts out in a Karaoke room, if I am not mistaken. Very probably there are professionals, maybe they practice medicine because they look very stylish and affluent.
Book work: today we will be developing speed-reading, that is, reading a large amount of text in a limited time, in order to find specific information. Students will have to scan over the text and home in on what they need to know.
As a break, here’s a little clip about Australian slang:
What is this news story about ? How much slang did you hear ?
Prepare a guide to Sai Gon for tourists.
Allow students access to the class computer for Google images if required.
Students, in groups, can organise an itinerary for two of my friends who will be visiting Sai Gon soon. They want to see all the iconic sights and partake of typical Vietnamese activities. Having said that, their interests differ widely.
Simon loves culture, history and museums as well as being into sports and physical activities. Therefore he wants to see and try as much as possible. He has heard about snake wine and is very curious.
Jenny finds museums unbearably boring and dull. She is a shopaholic, can shop till she drops. Furthermore she can’t take the heat, and is also vegetarian.
Clearly, they will need to compromise … what do you suggest ? Be creative – think outside the box.
What to see and do // where and what to eat // what to buy //
What they can do for entertainment
Safety and scams
Cultural differences – what should people do or NOT do in Vietnam ?
Use interesting adjectives to describe the city centre.
Groups can then present to the class, with all students taking turns speaking. I shall be listening for relevance, pronunciation and use of expressions and discourse markers. Furthermore, I may learn some interesting tips.
Just a minute: To practice for the speaking tests, give the students a choice of subjects and let them speak for one minute without repeating themselves, deviating from the subject or hesitating.
Call my bluff: Class in two teams. One team reads a low-frequency word and the team give three possible definitions including examples of usage. The other team has to guess which one is the correct answer.