Which brings us to the theme of safety and the book work for the Saturday Class.
E up U 2, L 1
British culture
As a break, a little introduction to the UK and its history and traditions. The beginning of November sees Bonfire Night or Guy Fawkes Night
In 1605, a group of men wanted to kill the King of England, James I. They wanted to blow up the building where the King was going to be, so they hid 36 barrels of gunpowder under the building. However, the King’s soldiers found one of the men, Guy Fawkes, and arrested him. The King was safe ! To celebrate, people made giants fires called bonfires : https://www.youtube.com/watch?v=Wnq7aqHLCSM
Start and play up to 0:52 to explain the background, then from 3:25 and have the class copy the children in the video. This helps with pronunciation as well as learning new words, and learning about Britain.
We still do this today. Also, children help to make a Guy Fawkes from old clothes and old bags, and then adults put it on the fire. Finally, there are fireworks, sometimes at home, sometimes in parks so everyone can see.
Many different types of fireworks are used:
Some young children are holding sparklers – they have to wear gloves and be VERY CAREFUL.
A compendium of classroom activities, warm up games and reviews.
Firstly, let’s get rid of this despicable habit of teaching younglings “How are you ?” “I’m fine.”
NO ONE says “I’m fine,” in the real world !
In my class, we get down and get funky. When I ask my group how they are, they reply:https://youtu.be/U5TqIdff_DQ
What better way to start a Sunday morning class ?
One purpose is to encourage writing; a senior Vietnamese official explained to me that Vietnamese customers are not used to writing. In my own experience, I have seen how hard it is to make the class, regardless of age, write down new words. It can take up to ten minutes to get the whole class to write down as little as five words. They have to find paper, pen etc, then they look bewildered at the task presented to them … they will often write down one, maybe one and a half words, then simply stop.
Therefore, I want to get them used to writing from an early age. To facilitate this, allocate a specific time when the lesson stops and the class have to write down new words.
From the Chinese film ‘Not One Less’ Dir Zhang Yimou, 1999 and starring a young, non-professional actor Wei Minzhi
I’ve found that using hand gestures can serve an a mnemonic; allow me to illustrate. I put my thumb up, I then hold my palm up, finally I put my thumb down. This has been used to help students build a sentence with a positive verb, a negative one and an advanced discourse marker.
This helps the younglings remember how to produce a sentence such as:
I can swim however, I can’t fly
The sentence introduces younglings to a contraction (can not = can’t) as well as a higher level discourse marker (or connector) ‘however’ (instead of merely using ‘but’). Furthermore, I drill the STRESS on the negative ‘can’t‘.
So, what vocabulary do they know ?
Thank you for your question. At this stage, they know many animals, basic body parts (finger, thumb, hand etc), about twenty adjectives, and basic verbs.
Additionally, they are able to form basic sentences.
It’s now time to move into present continuous, from “I drink” to “I am drinking.” We shall start by celebrating Mid Autumn Festival, a major holiday in Viet Nam. Here’s a song which uses the continuous “singing,” as well as new vocabulary such as “holiday,” and “lantern.” https://www.youtube.com/watch?v=JTWwgI17kTs
It is correct to capitalise the ‘m’ in moon IF we are referring to our Moon. We only have one, let’s not upset it (yes, I know it’s a popular question, ‘How many moons does Earth have ?’ and the answer seems to increase every year due to space debris both natural and man-made, not to mention that now some scientists think Earth actually DOES have two … but this is Level 2, let’s not confuse the poor blighters too much).
And now, without further ado …
Warm up games: If possible, make these team games as friendly competition makes the activities more engaging.
Teacher Says – this is great because it is kinetic, and helps to pass the opening minutes while students are arriving.
Word Bomb or Mind Map – board a simple word (e.g. animals), younglings have to shout out answers. Could try colours, body parts, food, clothes depending on class ability.
Magic Bag – I open my bag and ask “What’s in my bag ?” Class has to shout out (or write) possible items I would have in a school bag. This reviews vocabulary from a previous book. As an extension, when they see the item, they have to describe it with two or three adjectives.
Screen Test (based on a children’s TV show from the 70s) – show a short video clip, just a minute or so. Then ask questions. For example, in the Mid Autumn Festival Song, we could ask:
What is the first word we see ?
How many windows does the house have ?
How many lanterns were orange ?
What lantern did the boy hold ? A star, a fish or a doll ?
What colour dress does the girl wear ?
How many dancing moon cakes were there ?
Bonus Question: Can you name 4 different lantern shapes ?
Run and Write – any game that involves the younglings leaving their seats and writing on the board. One version is to have students write a word that begins with ‘a’, then ‘b’ … and so on. Just one person at a time (to avoid possible accidents … I only have limited space in my classroom).
Memory Recall – choose 4 – 6 students and give them a flashcard from a previous lesson. Today, we could use feelings (sad, happy, hungry, thirsty, hot & cold). Younglings stand at the front of the class and hold their card up. Class shout out the words. Then the younglings hide the cards behind their backs and change the order in which they are standing. Now I ask, for example, “What does Ms Linh have ?”
Pair work talking – this is vital in breaking the teacher- student dynamic; we need to promote more student to student interaction, but making this work is a slow train coming. Arrange class in pairs and make them ask each other basic questions. At this age (my class is in the 7 – 9 age range), it may be difficult to get boys talking to girls … at 17 – 19 it may be impossible getting boys to STOP talking to, or trying to impress, girls … but that is a different story.
Subjects could include:
How are you ? (to which the answer must not be “I’m fine.”
What animals do you like ?
What is your favourite colour ?
Do you have a brother or sister ? How many ?
What food do you like ? Can you swim ? Can you play piano ?
Hope this helps. Feel free to leave any comments or suggestions.
I’ve spent so much time reading books about classroom activities, looking at websites and blogs only to reject the vast majority as not being suitable for my level of students. Here are a couple of games that have been successful over the years, in different centres and with different ages, though I usually employ them with students aged between 6 and 10. Adapt them as you wish, and have fun.
Word Battleship
This is based on the old paper and pencil game (later upgraded for the electronic and computer age).
A
B
C
D
1
2
3
4
Word Battleship
Board a grid as above (add more cells as required). Put the class into teams.
[I let them choose their own names, and if a student says, ‘Errrrrr,” then that’s the name I give them … additionally, this always gets a laugh]
Ask the teams questions based on previous lessons, general knowledge, whatever suits your class. You could either elicit an answer from the team as a whole, or individual members.
If the student answers correctly, they are allowed to choose a cell, example “C3.” On a separate sheet, have the same grid with scores assigned to each square. In the example that follows, C3 would score 25 points.
The following questions were used to review past tense grammar, as well as forming collocations:
Put the sentences into the past tense (simple past). Say complete sentence.
1 Last week we learn about technology
2 I buy a new iPhone last night.
3 Michael Jackson write many good songs.
4 Oh, no … I do not do my homework !
5 Have they decide what printer to buy ?
6 He see all the ‘Avengers’ films in one day !
7 It’s Friday ! I think today was Wednesday !
8 On holiday, I walk along the beach.
9 My grandmother send me an email.
10 Have you play the new video game ?
Complete the collocation
11 (go) to the cinema [I _______ to the cinema]
12 (play) guitar
13 (take) a photo
14 (chat / go) online
15 (do) voluntary work
16 (make) a decision
A
B
C
D
1
25
50
10
5
2
10
25
100
25
3
50
10
25
5
4
5
25
10
50
Snakes and ladders
Another activity based on a classic game. I first used this in a very energetic class of 9 – 11 year olds and, thanks to the size of the room, I was able to draw a grid on the floor and use students as ‘counters’, to move around the ‘board’.
If that isn’t possible, just board a grid like so:
START
GO FORWARD 2
GO BACK 1
GO FORWARD 1
HA HA BACK TO START
GO BACK 3
FINISH
All you need is a die or dice and different colour board markers. As before, arrange the class in teams, then ask each team a question. The student who answers then throws the die (preferably NOT at the teacher but one thing at a time), and I chart their progress on the board. You can decide whether or not the students need an exact score to land on Finish or not … play it by ear.
[ ‘dice’ is generally accepted for both singular and plural. For English-language learners it’s probably better to use ‘dice’.]
Working in pairs or small groups, gather information about these countries, then make a presentation. Add something about yourself ;would you like to visit these countries ? Why ? What would you do there ? What would you eat and buy ?
Capital cities
Brasilia (Brasil) Seoul (South Korea)
Ottawa (Canada) Egypt (Cairo)
Seoul, South Korea
Population
Brasil 183 888 841 // South Korea 51 047 000
Canada 37 000 000 // Egypt 97 055 000
Brasilia
Language
Brasil – Portuguese // South Korea – Korean
Canada – English & French // Egypt – Arabic (EgyptianArabic)
To make the lesson come alive, have the students act out scenes or give them a set time to make up sentences containing as many phrasal verbs as possible.
Same as Shakespeare … English is meant to be USED and SPOKEN … not just studied in a dry text book.
So, without further ado:
Phrasal Verbs
Put
the cat out / the fire out / up with it (something unpleasant) / on a happy face
it in your own words / up or shut up ! / it away / it another way
Get
well soon / over it ! / on with it / away with murder / on the bus
stuffed ! (impolite) / with the program (US) / some fresh air
Make
a career move / your move a pig’s ear of something / a wish /
up for lost time / the best of something / fun of someone /
Do
the right thing / away with that old technology / your best /
a funny walk / the dishes / your hair
Bring
it on ! / it to me / “my bow of burning gold” (poem) / about change
it up at the next meeting / a smile to my face / up children well
Take
turns speaking / it up with the manager / up my trousers a little /
a good look at yourself / a hike ! / medicine / a deep breathe
phrasal verbs:
look after/ think about / wear out / give up / grow up / takes after
tell off / look up to / hang up / go for / passed away
Phrasal verbs work like normal verbs, so they can be used in the infinite (look,think), the past tense (I wore out, I looked up to ..) and in continuous (I am hanging up now).
Make sentences using phrasal verbs in:
present tense
past tense
present continuous
Examples
I need to think about that for a while. (present)
He gave up smoking ten years ago (past)
We are looking after our niece today (present continuous)
Phrasal verbs
verb + particle e.g. find + out = find out (learn something)
The verb can be present, past, future or continuous:
I give up
I gave up
I’m finding out about HCM City.
I will (I’ll) find out about the cost.
buy out / up
call off
carry out
give up / away /
CLUE: first identify what tense is being used
They were __________ free samples
The computers are down; we have to ________ the meeting
A soldier has to _______ orders
The company was ______ by a Japanese company
The stocks are very low, we should ________ as many as we can
Don’t ________ on your dream 🙂
Make sentences with these phrasal verbs:
take care of // hold on // move on // take over // think it over
Phrasal verbs:
look after // think about // give up // grow up // takes after // tell off // look up to
Which phrasal verbs fits here ?
She really …………. her father, they are so alike.
I can’t go out, I have to ……….. my nephew.
Mandarin is too hard, I just …………. (past tense verb)
Many Vietnamese ………………. Uncle Ho
I’m not sure which bank is best. Let me ………. it and get back to you.
I had to ………….. my son because he ate all the cakes.
My manager is very immature. He needs to ………… and quickly !
Phrasal verbs
give up / go for / grow up / hang out with / hang up / look after / look up to / tell off / passed away / takes after /think about / wears out
Izzy is talking to Kate on Skype. Izzy can’t go out on Saturday because she has to
____________ (take care of, be responsible for) her little sister, Georgie. Izzy says she’ll __________ (consider) bringing Georgie too. Georgie interrupts, and Izzy has to
_____________ (end the phone/Skype conversation). Georgie’s hamster has ________
(died) and she’s upset. Izzy says she loves her little sister but she __________
(makes her tired).
Meanwhile, Sam is wondering why Izzy doesn’t want to _____________ (spend time with) them. He thinks Izzy should bring Georgie to the cinema, but maybe Izzy won’t ________
(like, agree to) the idea.
Izzy is annoyed because her sister is trying to look like her, but Kate says it’s sweet that Georgie _____________ (respects and admires) her big sister. Izzy disagrees that they are similar; Georgie ______________(is similar to an older relative) her dad, whereas Izzy is more like her mum.
When Georgie asks Izzy to get her a hamster, Izzy gets angry. She tells her sister
to ________ (become an adult). Georgie says their dad will _______(Izzy)_______
(speak angrily to Izzy because she’s done something wrong). In frustration, Izzy says
“I __________ (admit defeat)!”. Fred and Sam take Georgie to look at some kittens, then they all go to the cinema. Georgie is the only one who isn’t scared by the film.
Now – let’s get down
(have a dance and a great time)
What songs can you find that use phrasal verbs ?
Lighten up, it’s the laid-back sound of 70s California
Here’s a quick blog for a class I’m covering tomorrow. As a warm up and review, I’ll play this music as the students enter the class: https://www.youtube.com/watch?v=fHWhebFt_r0
The video has a lot of new words, so I will pause the clip and board new words. Following the video, I’ll ask these questions. Being a large class, the students can work in teams, maybe each team having the name of an animal (that should be fun for Team Monkey).
Which big cat has spots, which has stripes ? Why do they have patterns ?
What is the name of the line that goes around the middle of the Earth ?
Rain forests has two things … what ?
What fruit can you find ?
What animals live at the top of trees ?
Is Vietnam in the tropics ?
BONUS POINTS:
Why are rain forests important ?
They absorb carbon dioxide and release oxygen
They are home to lots of different wildlife
They produce water and rainfall for the planet
Moving on rapidly – Adverbs
Give me a sentence for these photos:
EXAMPLE:
The jaguar runs quickly // The jaguar with black spots, runs very quickly
KaraokeA slothReading in a library ssshhhhhhh …Buster Keaton doesn’t stand in a very safe place
How do I follow that !
The remainder of the lesson is given over to reading, the theme being a music recital, so I can lead in by asking who play an instrument (then explaining that my long nails on my left hand are for playing guitar, not for scaring students).
Yes, keep on Rockin’ in the Free World … but first, you’ve got to get there.
As spoken, we would say:
“First, ya gotta get there.”
So today’s lesson will be in the form of a game, a challenge or quest, if you will, where the students, assigned to one of two teams have to get from:
To …
What a prize ! The dirty filthy insalubrious streets of Ha Noi to the cozy comforts and warm welcome of east London, and my local, the Birkbeck Tavern.
Said task is achieved by earning points, said points are earned by answering questions, and using a wide range of linguistics features namely: adjectives, adverbs, discourse markers, relative pronouns, low-frequency words, expressions, idioms and, naturally, displaying a wide array of para-linguistic attributes, to wit: intonation, stress, eye-contact, body language, gestures, clear pronunciation, turn-taking and rhythm because, contrary to popular belief, when it comes to speaking English, NOT all God’s children got rhythm.
(Yes, the above sentence contained an example of non-standard English, but the vast majority of people do not speak pure standard English all the time).
Now, we have a massive task to undertake … without further ado … let’s go !
First up, a revision and practice. In the last lesson, the class learnt (a-hem!) four new words: ubiquitous, significant, consequently and, it was on my blog, extrapolate. The teams, and let’s name them after famous English explorers, Drake and Cook:
Sir Francis Drake
Captain James Cook
… the teams have to use all four words in sentences. One point for each correct sentence. However; incentive, three points for using two in a grammatically-correct sentence, five for using three words and TEN points for using all words words in one sentence. That should get them some air miles and off the runway.
Next up, the teams challenge each other. They offer points to the other side if they can use these words or expressions correctly:
however / with that in mind / quantum leap / in order to / cats and dogs / kick the bucket / therefore / dribs and drabs
It works like this. Team Drake will say, “We offer 5 points for Team Cook to use the word ‘however’ in a sentence.” If the task is accomplished, Cook gain the 5 points. If the team is unable to use the word, then Drake win the points. The skill is in guessing which words or expressions will be hard to use, and offering high points accordingly.
Moving on, creative writing. My class can use relative pronouns IN THEORY, but not so much in practice. One may even say, NOT AT ALL in practice. Thus, I will give information about our two friends from last week. The teams have to compose a short piece combining all the information, but in the form of complex sentences with relative pronouns and discourse markers.
Example:
Johnny Rotten, Real name John Lydon. Born 1956. Was in the Sex Pistols from 1975 – 1978. Formed band PIL. Changed name back to Lydon. Married Nora Forster in 1979. He was going to be on the Pan Am flight that crashed in Lockerbie, Scotland. He wrote a book, published in 2008.
John Lydon, who performed under the name Johnny Rotten while he was in the Sex Pistols from 1975 – 1978, is married to Nora Forster, and has been married since 1979. After leaving the Sex Pistols, he formed a new band, PIL, and wrote a book which was published in 2008. He escaped death by missing his flight on the Pan Am flight that exploded over Lockerbie in Scotland.
Our young lady is
Sakuri. 21. Born in Tokyo. Studies History at university. Works as waitress. Wants to be a film star. Has two sisters. One sister elder, one younger. Her father is a piano salesman. Mother designs clothes. Sakuri likes reading, films, anime, shopping, going out with friends. Uses Apple iPhone X. Always on Instagram, FB, and Yalo. Is learning English.
Haruto. 23. Born in Okasuka. Left school at 16. Plays keyboards in a band. Likes Beethoven, Jazz and Elton John. Works different jobs. Was TA in a school but was sacked after four hours. Has no siblings. Father left home when Haruto was 4. Mother works 6 days a week in a factory. Uses Samsung Galaxy. Hates social media sites. Listens to music all day.
Points awarded for creativity and relative pronouns and complex sentences.
And now for something completely different: London.
Quick-fire round: I want a list of three. Start a sentence and give THREE examples
In London, you can eat British food …
In London there is public transport …
London has many famous buildings …
There are many famous football clubs in London …
Plan a day for my friends Tina and Michael:
I have two friends arriving in Sai Gon. They want a typical, authentic experience. Plan a day for them. It must include:
Breakfast
A museum
Somewhere for a snack
An interesting building or location
Lunch
Souvenir shopping
Something to do in the evening
Give tips and advice.
How do they travel around ? What are the pros and cons ?
What are their options and estimate the prices.
Try to use as much new vocabulary as possible, words and expressions.
Finally, pronunciation. I will show Drake and Cook a clip from ‘Twin Peaks’. The teams, all members, have to imitate or copy the voice, gestures and intonation. Points out of 50 for this task.
The quote is, “Wait a minute, wait a minute. You know, this is, excuse me, a damn fine cup of coffee.”
And that, as they say, is a wrap. The remainder of the lesson can be devoted to book work, possibly, had-outs, unlikely, or general chit-chat, undoubtedly. Who says English can’t be fun … probably my students !
I usually start a class with a review or warm up exercise, so here’s a selection of short activities.
Subject:
Adverbs (frequency & probability)
For / since / ago / already
Past Perfect & Past Perfect Continuous
Phrasal verbs
Re-writing sentences
Quick-fire corrections
Verbs into nouns
Vocabulary booster
Adverbs
Notice how a native speaker will alter the sound of the adverb, from a high ‘always’ to a deep ‘never’.
Encourage the construction of sentences with this exercise
always
usually / often
sometimes
rarely
never
Subject + adverb + verb + object …. when ?
I always drink coffee … in the morning
I usually read books … after work
I sometimes go swimming … in the afternoon
I rarely study Vietnamese … ever
I never play music … late at night (OK, maybe sometimes)
NOW … Your turn
Have students work in pairs, making their own sentences. Weaker students can copy the examples, but stronger ones are expected to introduce different vocabulary.
Listen out for the final -s sound, notably in sometimes
Similarly, introduce adverbs of probability
definitely
probably
possibly
unlikely
definitely not !
It will definitely rain soon
He will probably be late tonight
I will possibly go shopping after class
It’s unlikely that he will play for Barcelona, ever OR He is unlikely to play for Barcelona, ever.
I will never go back to that terrible restaurant.
Past perfect simple
Past <____X________X__________Present_________>Future
Something happened before another action BOTH in the past
Sub + had + past participle : I had seen the film before I read the book
She had finished the test before I was even half way through it !
Had you visited the museum before Jane arrived ?
BUT there is a time gap
past perfect continuous
something was happening when another thing started
Sub + had + been + verbing // I had been playing games when he called
I was playing games AND THEN the phone rang.
You had been laughing until she stopped you.
Had you been waiting long when she emailed you ?
NOW … Your turn
Write sentences using the past perfect continuous for these photos:
Man on Skype … then his daughter walks in
Just looking at the church … then a bird attacked
for / since / ago / already
I have lived in HCM … 4 years // She has been here … 2014
We came here 7 hours … // They have … seen the film
Students – make four sentences, using the four words
Quick fire corrections
Maths is / are very exciting and beautiful. History is / are fascinating
There is not many / much space in my car. Mr James has much / many fb friends
Can you buy a few / some milk and a few / some oranges ?
Rewriting sentences
Tony started in 2010. will By 2025, Tony will have been working here for 15 years.
Pam went to Japan and is returning in June. the It’s the second time that Pam’s been to Japan
The Beach Boys exemplified the American dream of fun, fun, fun !
You are going to the USA. How will you prepare ?
Before you go
What do you need to do ? Use the following words to build long sentences with linking words (also, as well as) and adverbs (extremely, absolutely, quite):
Meeting the locals is part of the travel experience
[A ‘gap – year’ is when young people travel before, or during, their university studies. It creates a gap – a space – between school and university or between the three or four years of study.]
Make a short presentation – what do you think of the items ?
Which do you consider to be:
essential / useful / unnecessary / a waste of space ! / totally useless
You are allowed to choose five items – which would you choose and why ?
GRAMMAR
‘Have to’ and ‘must’
When packing, which items do you HAVE TO bring ? Which items MUST you bring ?
Remember: have to = requirement // must = personal choice
EXAMPLE: to travel, I have to bring my passport and I must buy some shampoo.
Travelling to USA
Make a list. Be sure to include paperwork, important personal items and non-essential personal items.
Sometimes the best way to learn is just to see mistakes … and correct them. Look at this letter:
Check for:
spelling
grammar – simple or continuous form ?
tenses – are verbs in the right tense ?
Right phrases or idioms
new vocabulary
Every days I wokes up at between 6.00 am and 6.15 am. I always usually do the same thing namely get up, brush my tooth, put the kettle in and make coffee. Nowever, on last yesterday I getted up at 5.00 because I must to go to the airport to meeting my friend.
I had a hard time get a taxi because it was cats and dogs raining. On the airport there was so much people, all looking exhausted and depressed by the weather bad. I have never come on a plane without one time when I flyed to Ha Noi.
I seemed to wait forever for my friend. Maybe she had a problem immigration. But no I seed her and she looked very cute but also exhausted and also a little smelly.
Instead of wenting to home, we came to a nice coffee shop with great coffees and good music and also so many people so we having to waited for a sit. The coffee made us to wake up so then we came to home but first she wants to doing some shop.
I taked her to Diamond plaza and we saw many shops, a whole multitude of things to see and do. We saw beatiful dress from silk made but it was too very expensive; it cost a leg and an arm. So instead we did window shopper which is more cheaper.
Class activity. Assign each student, or group, a paragraph and see who can correct the mistakes first. Other teams listen to make sure the answers are correct.
Email correction
Hi Thay Paul
I want to talk about our next class schedule. Handy for the rest of you on Sunday. I think we can study on Saturday night. I finish work at 5pm and go back home. Therefore, we can start studying English at 7pm.
How do you think about that schedule? May you think and get back to me anytime?
Thank you and hope you have a great day!
This is a real email I received.
Can you write a better version ?
Plan
“I want” = can be too strong … “I would like” sounds better, more polite
“Handy for the rest of you on Sunday.” What does this mean ?
Ask a question rather than tell the time.
Reply to me but don’t write “anytime” – give me a time (“before tonight.”)
OK … you try:
Hi Paul
I would like to ask about our lesson time tonight.
Today, I finish work around 5 so would it be possible to have our lesson at 7 ?
I hope this is more convenient for you so you can rest on Sunday.
Could you get back to me before tonight?
See you later
Ms Na xo
(xo in the west is a friendly way to end a letter between close friends; it means kiss and hug)
The American singer-songwriter Elliott Smith wrote a song called ‘XO’.
Text correction
Correct this text: a young lady is talking about her likes and her best friend.
For higher level students, try to rearrange making complex sentences, using clauses, relative pronouns and discourse markers.
I very like pineapple and all fruits. Because it are healthy. Today was wet very, it rained cat and dog. Sometime I read book and watches movie. My work is very boring, same thing, day out, day in. I wants to play badmington with my friend. She am very good, she play for the school team. Together, we is the bestest. She is more tall as me but I am pretty more. We likes to see movie Korean on cinema.
Upper – Intermediate Level
A teacher writes to his HR manager recommending a new teacher.
Activity 1:
How would you reply ?
What do you think of the email ?
Could you improve it ?
Dear HR, this is John Smith. I wanna let you know of a super cool friend of mine who would be a brilliant teacher here She’s 24 full of energy and enthusiasm. I know she will be well good. Her names Agnieshzska … Agneeszka … or something like that and she’s from Poland, but her english ain’t bad. She went to high sChool and got sum exams in geography and cooking. I hope you take her on the students will love her like, yer know, lots. See ya
Johnny
Activity 2: you don’t feel the candidate is suitable. Write an email back to Johnny
CORRECT THE MISTAKES IN THIS EMAIL:
[A sample answer follows the photo.]
Dear Johnny,
Thank you for your introduction.
Unfortunately, We need experience teaching teacher, over 2 years. Beside, they must have degree, Tesol,… Especially, native speakers.
It’s so sorry. Ms Agnieshzska is not suitable for this position.
If you have any friends, who satisfy necessary conditions as above, please introduce to us.
Have a nice day!
Penny Lane English School
Dear Mr John (Johnny could be a little too informal)
Thank you for your introduction.
Unfortunately, we only employ teachers who have at least two year’s experience. In addition, they have to hold a degree and a recognised teaching certificate. Finally, we only hire native speakers.
As such, your friend would not be suitable for this position.
If you have any friends who satisfy the necessary conditions, please feel free to introduce them to us.
Have a nice day!
Penny Lane English Centre
NOTES: see ‘year’s experience’ – possessive
I didn’t use the friend’s name because John couldn’t write it properly !
Thay Paul's Notes 