4th December for 7th December 2019 E Up 4 pp. 80 – 81
This is my final lesson with this relatively ‘easy’ class. There are only 13 students, and the class is well-behaved compared to many others. Today, there is a final checkup and a creative project. To keep the festivities going, I’m going to prepare an activity list, covering various subject. These can be done in small teams, maybe pairs or threes.
Name three things we can have for lunch
2. What did this man eat and drink ?
I need the whole sentence using the past tense for ‘eat’ & ‘drink’ and a linking word.
3. Make a sentence: Jane – models 😡 cloths 😀
Jane likes to design clothes but she doesn’t like to make models
Peter – songs 😡 movies 😀 // Tina – pictures 😡 stories 😀
4. Draw a picture of Dali !
5. Tell me four types of art.
6. What are you going to do this afternoon ?
7. Tell me three things we can make.
8. What does Teacher Paul like ? Two thing …
9. Someone who plays guitar is a … // someone who tells the news is a …
10. This is my friend Mark:
He works in films and in plays. What is his job ?
11. Where does he live ?
12. How does Mark go home ?
13. If I go to Nha Trang, what do I need to take with me ? Three things …
14. Space – What is the biggest planet ? // What is the sun ? // Can we hear in space ?
15. Watch Mr Mark. What did he eat for breakfast ? What words did Mr Mark use ? Can you smile like him ?
3rd December for 4th December 2019 AEF 7B pp. 70 – 71
Tonight we focus on a reading, extrapolating information from a chunk of text, and listening. Additionally, there is a test which may occupy thirty minutes so we’ll need to hit the ground running (not so easy when students arrive at various times but it’s Viet Nam … what ya gonna do ?) … so let’s test their knowledge of Mother Russia:
Word Bomb: Russia – Famous people / cities / famous for / history / food / language / artists /
26th November 2019. AEF 3 Listening Part 2 & Units 5 & 6 review (p.63)
Tonight, the lesson is heavy on listening and review. I try to get as much student-talking time as possible, so I’m got some ideas up my sleeve to, hopefully, lighten and brighten the class.
The topic is celebrity interviews, especially interviewing famous people who may be:
arrogant // self-obsessed // pretentious // obnoxious // full of themselves
Which of those words would, in your opinion, apply to these people:
Use opinion phrases (In my opinion, For me, He seems to be, I get the impression she is …)
A celebrity is anyone famous, but most often it’s an actor, musician, TV personality or just a regular person who has made the news (had a story about them in the newspaper, online media etc). Sometimes they can be arrogant or full of themselves in interviews. However, occasionally the interviewer may upset the star. What do you think is happening here [start at 04:23] in this Robert Downey Jr interview:
I have an assortment of activities for the speaking.
First up – small talk
I’ll hand out some papers with a short dialogue of small talk. This is basically learning how to keep a conversation going by using appropriate responses.
Students can use the following:
Really ? // I see // Are you ? // Right // That’s interesting // That’s a good point // Where is that exactly ? // Oh, me too // Do you enjoy it ? // Do you like it there ?
Then the students can pair up and ask each other questions such as:
Why are you studying English ?
Where do you live ?
Where would you like to visit ?
What do you do in your free time ?
What do you want to do in the future.
Students can change partners for each question.
Next up – Call My Bluff
Class put into two or three teams. Each team has a sheet with four words or phrases, followed by three definitions. A different member of the teams reads out a definition, embellishing the wording to make it more convincing. The opposing team have to guess the correct definition.
Finally, for a fun ending, the students can interview each other, but one pretends to be a difficult celebrity. They can use language from tonight’s lesson, or preferably, invent their own.
7th Nov for 1oth November 2019 E Up 5, U7, L 4 pp. 70 – 71
George Mallory was a British explorer who wanted to climb Mount Everest. This is such a dangerous activity, a journalist asked him why … to which, Mallory is said to have responded, “Because it’s there.”
Warm up: Runaround.
Class in three teams, named Polo, Cook and Buzz
General knowledge questions about the world:
A – Mount Everest is the tallest mountain … where is it ?
1 – Tibet and Nepal // 2 – France and Germany // 3 – Kenya and Tanzania
B – The longest river is … ?
1 – Yellow in China // 2 – Amazon in South America // 3 – Nile in Africa
C – The largest city – most people living there – is … ?
1 – Delhi, India // 2 – Tokyo, Japan // 3 – Shanghai, China
The story happened in 1605 when the king was James I. A group of men wanted a new king so they planned to kill James.
One of those men was Guy Fawkes. He knew a lot about bombs and gunpowder. the plan was to put 36 barrels of gunpowder under the building where the powerful people would be waiting for the King. Maybe you know Guy Fawkes … ?
Guy Fawkes was waiting at night, under the building …
However, guards and soldiers discovered him.
The King was so grateful, he told people to make huge bonfires all over the country. We still do this today, and have fireworks as well as making a dummy we call ‘Guy’, from old clothes and old material. We put a mask on him to look like Guy Fawkes. Children take this ‘Guy’ around and ask people to give them some money:
Now book work … reading about climbing Everest.
How tall is Everest ?
Who tried to climb it in 1924 ?
Who were the first people to climb it ?
When did they achieve it ?
Who was the first woman to reach the top ?
Where would YOU most like to explore ?
The Great Wall of China … like Marco Polo ?
Australia and New Zealand like Captain James Cook ?
I want my students to know present and past tense of common verbs, a range of adjectives (both positive and negative) and a good selection of nouns. Additionally, I’d like them to be able to put them together in long sentences, and start to use English contractions.
And so, to kick off (to start), a past tense exercise.
Ask your neighbour, “What did you do today ?”
I will give present tense verbs – students must use the past tense.
This morning, I go out and drink coffee: This morning I went out and drank coffee.
Later, I meet an old friend and we have lunch together and talk and laugh.
In the afternoon, I sit in the park, play guitar and sing songs.
Adverbs – these make your English more interesting and give more information.
Sai Gon is hot. Sai Gon is so // very // extremely // incredibly hot.
Sai Gon has delicious food – Sai Gon has extremely delicious food and it’s so cheap.
NOW – sentence building:
I love Sai Gon because it’s so hot. Additionally, the food is incredibly delicious and very cheap. However, it can be extremely noisy, dirty and polluted.
Tell me about Nha Trang: Speak about hotels / food / how to get there / things to do
Tell me about these clothes and the people:
Language to use:
beautiful / stunning / eye-catching
cotton / silk / leather / straw / denim (jeans)
short hair / medium-length hair / shoulder-length hair / long hair
21st October for 22nd October 2019. AEF 9A pp 84 – 85
Warm up: Hit the ground running (or at least talking).
As always a model is a good idea; hence my Thai friend is coming to Vietnam:
Ms Namsum is young and energetic. She’s into (really enjoy) clubs, sightseeing and shopping.
I suggest she starts the day with a traditional bowl of pho then goes to Sai Gon centre. She can walk there from her hotel in District 1 or take a taxi (Vinasun or Malin ONLY). She will be out of the heat and has a lot of shopping choices and places to eat or grab a coffee. She could rest at her hotel in the afternoon, then go to Nguyen Hue walking street when it gets cooler in the evening. She has many restaurants in this area. Furthermore, there are many English-language menus. Finally, she can go to Bui Vien street where there are many clubs and bars, as well as many tourists speaking English.
What do they students think ? Is that a good plan ? Have I missed something important ?
Language to use:
I see your point
That’s a good idea but …
If I may make a suggestion …
I’m not sure that’s such a good idea.
For example – That’s a good idea but you haven’t thought about sightseeing.
Bui Vien can be very noisy so I’m not sure that’s such a good idea for a young lady on her own.
Two of my friends are coming to Sai Gon; the students, in two groups, have to arrange a fun day including sightseeing, shopping, eating and transportation. Then they have to compare their itineraries and exchange views and opinions. The students learn how to politely disagree with each and put forward their ideas and support their choices.
PLAN A DAY FOR TOM & DAVID
Where can they eat ?
What could they see or visit ?
How can they travel around ?
What can they buy as souvenirs ?
Where could they go at night ?
What safety advice would you give ?
What you need to know:
Both are 45-years old. They have good jobs and a good income. They like history and culture. They really enjoy good food and wine. Neither speaks any Vietnamese. They are too old for very loud clubs but they don’t mind having a few beers and maybe seeing some live music.
The students can make a presentation, and use the computer for images or maps to illustrate their plan. Then the other team can explain what they have organised, and the reasons why. I will decide which team has made the best choice.
Tonight’s main focus is the third conditional
This means speaking from hindsight.
We talk about something that happened to us in the past and how we would have changed it IF we had known some information.
A basic example: A visit a friend and it is her birthday, but I didn’t know. If I had known it was her birthday, I would have bought her a present.
Yesterday was Woman’s Day but …
Alan didn’t know it was Woman’s Day subsequently his girlfriend, Ms Nhi, was extremely upset !
If he had known it was Woman’s Day, he would have bought her a present, some flowers and taken her out to eat.
However, it is too late NOW ! He’s in the doghouse (in trouble).
Notice all the past tense verbs. Furthermore, would is commonly used in conditional sentences.
Now, this example is based on a true story that my history teacher told me back in London.
My teacher was a somewhat dishevelled gentleman in his mid-30s. Let’s call him Mr Bowditch:
Mr Bowditch lived in a bedsit, which is basically renting one room in a large house and sharing the kitchen and bathroom with other tenants. His room was not particularly comfortable:
One night, Mr Bowditch was in his room and began to feel a little hungry. He wanted some chocolate so decided to go to the off-license and buy some sweets (an off-licence is a shop that sells basic food and sweets but also alcohol and cigarettes. It used to be open until 11.00pm when most shops would close around 6.00 pm). He decided to buy, among other items, some ‘Fry’s Turkish Delight’ a sort of jelly covered in chocolate:
OK, so far so good. However, Mr Bowditch lived in a rather bad part of London, it wasn’t always safe to walk alone at night. Unfortunately, on the way home, Mr Bowditch meet the following young men:
They called out to Mr Bowditch and stopped him walking. They demanded:
Mr Bowditch had none, as he had just spent his money on sweets (candy). They didn’t believe him and began to search him. He showed them:
That was all he had … a few pounds, about 100 000 VND. The men became very angry and aggressive. Suddenly, they heard a police car siren. The men tried to drag Mr Bowditch into the tunnel, away from the road but he is very tall and stopped them. As the police car got closer, the men ran away. Mr Bowditch has never eaten ‘Fry’s Turkish Delight’ again.
There are several instances of the third conditional in the above story.
If Mr Bowditch had bought sweets on his way home, he wouldn’t have gone out later and been mugged (mugged means being robbed, often with violence or the threat of violence).
If Mr Bowditch had gone to a different shop, he wouldn’t have meet the muggers.
If the police car hadn’t been passing, Mr Bowditch might have been seriously hurt.
If Mr Bowditch hadn’t been so tall, he would have been dragged into the tunnel and maybe beaten or worse.
The structure is the first clause starts with ‘If’ then using a comma before completing the sentence. The first verb can be positive or negative (in the examples, I use ‘had’ and ‘hadn’t’).
We use this to talk about things that DIDN’T happen.
21st August for 25th August 2019. Everybody Up 2, U 7 L2
This is an early morning class, and quite typical; one or two very good girls, one, possibly two good boys. The rest range from those who cannot speak without shouting at the top of their voices (the Vietnamese, bless them, are not the quietest nation on Earth), those who pay attention to anything save the lesson, and those who are so inactive and immobile as to be positively catatonic.
One way to counter this negativity is to make the lessons more kinetic, more active, though the size of the class and the dimensions of the room are not conducive to much activity. It is also important to realise that these are children, ‘forced’ to come to extra school on their weekend, and their motivation levels plummet from, “Please teach me English,” to “Frankly, my dear, I don’t give a damn … I REALLY don’t give a damn.”
We recently had a project activity, cutting out and colouring a room. This proved quite successful, and even those who are permanently seated, chin in hand, yawning thick and fast, were engaged and doing something. So, today, I’m going to mix things up a little. We’ll start by rearranging the chairs into islands of four, as opposed to the traditional horseshoe arrangement.
Warm Up: A quick game. I’ll give each island a board and marker and I’ll review the last lesson, ‘time’. I’ll call out a time and the students have to write it, in figures. This can be extended to cover other lessons, including basic maths (to practise the use of the words ‘plus’, ‘minus’, ‘times’ and ‘divided by’. Also, for general knowledge, do they know any countries where English is spoken (as first language) ? What countries are there in Asia … Africa … South America ? Then look at this picture for 30 seconds. Write down what you remember. I’ll be listening for adjectives as well as nouns, and encourage the use of full sentences, e.g. I see a big white mirror, I see a small green cupboard etc.
Now I’ll go straight into bookwork, subject ‘meals’. Here, I’ll follow a standard school lesson plan:
Show the four flashcards and review as a class, especially pronunciation, then pass them one by one around. First student (make sure said student is a top cat, or the activity goes down like a lead Zeppelin) takes the card, says the word, then passes to the next … after the third student has spoken, introduce a new card to the first student and so on.
Next, a run ‘n’ write. Two students must run to the board and write one of the new words. For the top cats, they can write two words, or even all four.
There are four pictures, but I prefer to say the words myself rather than play the audio (which is often a monotone, transatlantic drone). Students shout out (this class like shouting, to a fault !) the words.
Grammar structure – focus on the key sentence – have students repeat.
Book work, page 66. Elicit information about the pictures, just try to get the students speaking English as much as … Encourage them to ask each other. Use a top cat to start e.g. “What do you see in picture 2 ?”, “What are they doing here ?”, “What time is it in picture 3 ?” etc.
This should take us up to break time, with drilling and substituting pronouns, noticing how the verb changes i.e. I eat breakfast at 7:00, He eats breakfast at 7:00.
After break, in their gangs of four or threes, I’ve prepared an activity sheet; some questions, some things to do, some information to gather, something that requires the students to listen:
Everybody Up 2 Activity sheet
1) Write five buildings that you find in a city
2) Write three words that begin with th … / ch … / sh … / wh ….
3) On a clock, show: 10.15 / 2.30 / quarter to five
4) Draw a picture of your bedroom. What do you have in your room ?
5) Tell me three things you like to do after school.
6) Draw a girl wearing a yellow hat, pink coat, green pants and blue boots.
7) Draw a bald man playing guitar wearing an orange jumper and black pants.
8) What does Teacher Paul like ? Write two things ?
9) What are the five senses ?
10) A doctor works in a hospital. Write a sentence.
Where does a teacher work ? / Where does a cook work ?
11) Look at the picture: Which flag is which country ?
Brazil / South Korea / Canada / Egypt
12) What do you eat for breakfast ? When do you eat Breakfast ?
12th August for Saturday 17th August. Everybody Up U3 L4
Warm Up: Run ‘n’ write
Class into two teams, one has a red marker, the other a blue. One member from each team has to run to the board and write the name of a job, then the whole team has to say the complete sentence, e.g. Who fights fires ?
Students run to the board and write ‘fire fighter’, then their team has to say, “A fire fighter fights fires.”
Who … helps sick animals ? // makes food ? // sells things ? // flies planes ? // drives a bus ? //
Shop role play
To review recent vocabulary and to introduce some new words and expressions. Divide class into two, then sub-divide into three. Half of the class will be shoppers. They have to buy four items with a total cost of under $100. The other half will be
A Department store
A shop having a big sale
A street market
To illustrate the difference:
The first students have to buy four items: a pair of shoes, a shirt, a dress and some sneakers or trainers. The prices in the three different outlets are:
Department store // On Sale // Street market
Shoes $75 // $25 // $15
Shirt $40 // $20 // $5
Dress $120 // $30 // $10
Sneakers $80 // $50 // $20
Some high-end items are:
The students take a board and go to the three outlets and ask the price of the items, “Excuse me, how much are the shoes, please ?” Upon being told they respond with, “Oh, no !”, “OK,” “Sorry, that’s too much,” or “Wow ! That’s a bargain.”
They return to the desks and report what they bought and where. Remember, they have to buy all four items and spend under $100.
Then the roles are reversed. The sellers become buyers, this time looking for:
How to be healthy – ask the students what people can do to stay healthy – such as eat healthy food, do exercise, not smoke, not eat junk food. Then show this famous clip. Ask what the man is doing and what will happen to him (start clip at 01.00 when he folds up the umbrella, and end around 01.46 on the Close-Up )
Last week was my first meeting with this class, so I had to familiarise myself with what they studied so far, what they could and couldn’t do.
The TAs at my centre are amazing, and I am assigned two for each of these KG (Kindergarten) classes. They informed me that the children could speak but not write. In a nutshell, they knew basic colours, numbers and instructions (‘hands up’, ‘sit down’ and the like). Also, the ABC was still being learnt, so last week I began with a great video using characters created by Richard Scary. The ABC starts at 3:20, ending at 4:00: https://www.youtube.com/watch?v=Nog9FBW9cTo&t=284s
I was given a book by Richard Scary back when I was four (I’m NOT saying what year that was !) and still have it. I made the class sing along, then do a ‘Run ‘n’ Write’ game, each student running to the board to write an assigned letter. It is a kinetic activity and involves all the students.
The pattern for young learners is to do many different games and types of games, to maintain attention and interest. It’s the ‘montage of attraction’ I’ve referred to in previous blogs; basically how the separate parts all fit together as in engineering or film editing.
The advantages are that the students like routine and repetition, so the same games can be played most weeks, allowing for some variation. The objectives are to get the students producing English: speaking, writing, listening and eventually reading. Listening cannot be under-estimated. At this age, the students are like sponges – they absorb everything, so learning occurs at at much faster rate. This dwindles with age, hence I’ve been in Vietnam over three years and can barely form a sentence.
New vocabulary, expressions and pronunciation can be acquired just by listening to the teachers, so I ask my TAs to use key words repeatedly (e.g. ‘excellent’, ‘good work’, ‘well done’) thus expanding their lexical resources (sorry, I just didn’t want to repeat the word, ‘vocabulary’). Music too has a tremendous impact. An inane Europop song can be a wonderful learning opportunity as the lyrics are repeated AND are learnt in a fun way. As such, last week I used this song, which, I have no shame in admitting, I actually LOVE: Eiffel 65 with ‘Move Your Body’
It’s a basic class; the students know some vocabulary, colours and numbers, and we’re developing their sentence-forming skills by making them say their names (either ‘My name is …..’ or ‘I’m …… ‘ featuring the contraction of I am).
First, it’s good to do a quick and energetic warm up. We did Musical Statues (Freeze) last week, so today we’ll try Musical chairs. This class is not so large (about 11 or 12) so we’ll have the class in two groups walking around their table. The TA will make sure they understand the rules, but we are also drilling common classroom features such as chairs and tables. This seems a great video, as today we’re introducing the word ‘train’ : https://www.youtube.com/watch?v=QYhKyqQ3zXg
When the music stops, the students race for the chairs. Thos who are unlucky have to answer a question, then we continue. While the children are standing, we can do a ‘Teacher Says’ game, basically a ‘Simon Says’, but here used to drill simple expressions such as ‘clap your hands’, ‘sit down’, ‘stand up’ etc and then acting out animals (which is always fun).
Leading on from this, another game and a chance to learn new vocabulary. I’ll prepare a slide of new animals. The children form two teams and have to throw a sticky ball at the board, aiming for the names animal. The aim (ah-hem) is to get one team to tell the other at which animal to throw. Ideally they’ll be able to say, “Throw at the chicken,” but it may just be, “Chicken !” It’s a start. My new animals will be:
Moving on, we come to the lesson and focus on numbers. Around the room, I’ll stick various flash cars depicting numbers. I’ll ask for two students to find me a number from one to four. They will run like little nutcases and grab the card. They then have to bring it to me and say, “Here you are,” and then write the number (just figure) on the board.
I like to make the students speak to each other in English as much as possible, and it’s fun to make one student ‘thay’ or teacher. That student will hold the flash card and ask the class to show him or her 1 or 2 etc and the class will hold up the right number of fingers.
The book work reinforces new vocabulary and numbers. To break the book work, they will colour a train picture I have prepared for them:
I also like to play a short video to show life outside of Vietnam. Here’s the London Tube at rush hour: