Young Teens: deeply, madly, truly.

21st February 2019

Yes, it’s adverb time. This class was introduced to them last week, while I was happily sipping a beer in Thailand, a remarkably beautiful country which, despite being quite close to Vietnam, has a significantly different culture, atmosphere, vibe.

Tonight’s class focuses on speaking, so I’m hoping for a lively session with all students enthusiastically participating.

To begin with, there are several types of adverb:

I use a mnemonic device to help me remember the five main types: DF MPT (degree, frequency, manner, place, time).

I shall look at the adverbs they learnt last week and make a ‘run & write’ game. Class will be split into two teams; I’ll board or say a word (careful, fast, angry etc) and one person from each team will have to write it as an adverb.

To reinforce, I’ll select one of the more outgoing students to act out various scenarios, for example the student can walk carefully, speak quietly, eat quickly. Thus the students will have both written and spoken some basic adverbs.

Next, I shall try a new game, introduced by a song from The Who ‘Who are you ?‘ (which people may know as the theme from CSI:Vegas): https://www.youtube.com/watch?v=v_3ks7-OjGc    

I’ll just use the opening bars (some versions have lyrics which are inappropriate for the classroom !)

In this game, I will put the students into small groups, and give one pupil a paper with some basic information on it:

Four People

NAME: Alan NAME: Jane

FROM: Cambridge FROM: Manchester

WEATHER: Mild and sunny WEATHER: Wet, grey, rainy

JOB: Student JOB: Lawyer

LIKES: Reading books LIKES: Shopping online

Rowing Films Badminton Cats

WHY IN VN: Exchange study WHY IN VN: Work for UK company

BEST: Lots of museums BEST: Good wifi, interesting history

WORST: Traffic & pollution WORST: Scams, noise, traffic

OPINION: Great place but too noisy

OPINION: Fascinating but walk carefully

NAME: Peter NAME: Anna

FROM: Birmingham FROM: New York

WEATHER: Grey, cold WEATHER: Very cold, very hot in summer

JOB: Journalist JOB: Electrician

LIKES: Making models LIKES: Sudoku

Travelling Football Piano Meeting friends

WHY IN VN: Writing a story WHY IN VN: Travelling around Asia

BEST: Meeting Vietnamese people BEST: Cheaper prices. Good food

WORST: Too hot. Food too spicy WORST: Extremely hot and sticky

OPINION: Incredibly noisy and humid OPINION: Amazingly fun place.

This is an exercise to help students form questions. A great way to start a speaking exercise is simply to model it first, eliciting as much information from the students. For example, I could board answers and ask the students what questions could they ask to get these answers. To broaden their vocabulary, I will demonstrate various approaches;

To enquire about my job:

What do you do for a living ?

What do you do ?

What is your occupation ?

How do you make a living ?

For my likes:

What do you like doing in your free time ?

What are your hobbies ?

What kinds of things are you into ?

The students ask the chosen student questions, then report back to the class. To make sure all the class are paying attention, I’ll ask questions and award points. It is common situation that students who are NOT presenting have very limited interest in other students who are speaking.

Depending on time, I will add a quick game where I board a basic sentence and the students have to elaborate by adding adjectives and, now, adverbs.

The student is good – The intelligent student works extremely well.

The food is nice / The weather is hot / The homework was hard / My cat is lazy.

And onto the bookwork. Today’s book mentions Cambridge (which they read about before with reference to the boat race), Buckingham Palace in London (which most of the students know is the home of the Queen) and Bristol in west England, which, I am sure, will be unknown to the students: https://www.youtube.com/watch?v=khM7tjui86Q

This is quite a good video, as it is just visual (thus giving the students a little break, as well as introducing them to a new city), and it can be followed up by asking what people can do there ? What kind of buildings did they see ? Would they like to go there ? What did they think about it ? Interesting or boring … and then use adverbs to make their answers more interesting.

Also, I like to let the students hear different accents because in the real world, they probably will not be listening to English teachers speaking slowly, carefully and in Standard English, but to people from all over the English-speaking world or, more likely, non-native speakers. Locals from Bristol have a different accent to mine (east London but with Standard for work), so here is a short clip illustrating the difference, and it has subtitles: https://www.youtube.com/watch?v=2qKBRnyWleU

The students can try to copy the sounds and also learn everyday fixed expressions. All in all, I’m hoping it’ll be an exciting and active class.

In keeping with the emphasis on speaking, in the reading section, one section of the class can read one paragraph, then close their books while the other students ask them questions, so here we have reading with speaking and listening skills being practised.

Adult Class Level 1: Computer World

20th February 2019

Today’s lesson is about the internet, what it’s used for, what vocabulary is associated with it and how men and women spend their time online. The main topic is ‘do men and women use the internet in different ways ?’

As a quick warm-up, the students can shout out different websites that are famous, and how they would be categorised (social media, news, commercial, blog etc).

No doubt ‘YouTube’ will be mentioned and here is a short video which ties in with the theme of a previous lesson (‘What do you want to do with your life?’). Here, 100 children are asked what they want to be. The students have to write down as many jobs as they hear, so they practice listening skills. Additionally, the children are from USA, so their accents differ from mine, exposing the class to a variety of Englishes. Some speak very clearly, other mumble so turning this into a game could be fun: https://www.youtube.com/watch?v=RUup841pZrs

Statistics are widely available to show internet usage by region and by gender. One good example may be found here: https://www.statista.com/statistics/491387/gender-distribution-of-internet-users-region/

The chart can be used as an exercise in data reading and use of comparatives for example, where are the highest users of the internet and, conversely, the lowest ? Do more men or women go online ? Then adverbs can be employed to stress the difference.

We can see that, with the exception of the Americas, men use the internet slightly more than woman in their geographic area. Regarding the Americas, the amount of women compared to men is not significantly higher. Over 80% of European men access the net, but less than 20% of African women do so. Asia is often seen as being in the forefront of technology (think of Japan, South Korea, Hong Kong) yet has a surprisingly low percentage of users, less than 40% of women compared to nearly 80% of women in Europe. What could be the reasons for this ?

High-tech Asia, yet less than 40% of Asian Pacific women actually use the internet.

However, this is a level 1 class so we don’t want to delve too deeply into the reasons, we want to get the students up and talking, and one of the best ways is make them conduct a quick survey among their classmates.

Internet Survey 

Question Name Answer

How often do you go online ?







Do you use the internet for work and/or study ? How ?







What social media sites do you use regularly ? How often ?







Have you ever bought or sold anything online ?







What is good about the internet ? What is the worst ?







This is an adult class, so I’m sure someone may refer to dating sites. this will lead us into the next activity, ‘Lonely Hearts’. Here, I’ll show three men and three women, each with a brief biography, stating their likes and what they are looking for in a partner. The class, in small teams or pairs, have to match each man to a woman, then predict what will happen on the date.

This allows the students to be creative, while encouraging the use of opinion phrases and building sentences by giving reasons to support their ideas.

PETER. Age 46. Lawyer. Likes cooking, travelling, wine, driving, tennis. Divorced, 2 children. Looks for quiet lady with no children, to look after the house and him.

JAMES. Age 26. IT worker. Likes music, dancing, going to clubs, beach holidays. Single. Looks for young lady who is loud and fun, likes to party.

David. Age 22. Model. Likes fashion, clothes, cocktail bars, smoking cigars. Looks for a women who is a model so we can look great together. Must be very beautiful and wear expensive clothes.

Jane. Age 22. Likes fashion, clubbing, kittens, holidays in the sun. Looks for a man with a steady job and ‘down-to-earth’. Non-smoker only.

Lisa 28. Banker. Likes quiet restaurants, badminton, travelling. Looks for a mature man with good income for long term relationship. No boys, please !

Emily. 20. Likes dancing, fashion, going out with my friends. Movies. Wants a young, cute boy-friend so we can go to parties together. No boring old men, please !

This exercise can be used to elicit adjectives as well; the students can describe the physical appearances, and what they think the people are really like.

All the time, I’d like to encourage the students to talk more in English, reduce the teacher- student dynamic, have more open-class discussions. One way to facilitate that is to maybe repeat something controversial and see how the class react to the comment. For example, a man may say that women only use the internet for social media and gossip, men use it for important things.

Obviously, my job is to encourage students to speak with each other, to take a back seat or, as we put it, to cut down on ‘teacher-talking time.’ I’m certainly not here to foster my views or disagree with the class. However, if I feel a conversation is in danger of becoming contentious, I can point out that in Europe, USA, Australia (called ‘the west’ for convenience) such views would be unacceptable on the grounds of sexism or racism. We don’t just teach the English language; we introduce students to western culture and norms.

Young Teens: Unesco Sites.

31st January 2019

Lesson Plan

What happens next: Show four clips and ask students to guess what will happen next. Introduce the word ‘predict’, model, then encourage the use in sentences (I predict the man will ….).

Following the clips and slides about fortune telling, the students can interview each other:





What are you going to do for Tet Holiday ?
Do you believe in fortune telling ? Why ?
Have you had your fortune told ? Why not ?
Do you have any superstitions ?
Do you think you are going to pass your English test ?
What special things are you going to do at Tet ?

The students must ask two classmates the same question and then record the response. If needed, prompt with questions about special Tet customs.

With the video clips, what better way to start than with former President G.W. Bush: The clip I want starts at 7:14

Next one is the elephant clip at 1:54 

The following should please my students as it involves some fighting). 

Finally, this clip can start at 0:05

https://www.youtube.com/watch?v=FPyFzLeRYpg 

On the board I’ll write some collocations – reading palms, telling fortunes, predicting the future.

Role-playing: the students can pretend to tell their partner’s fortune. The subjects, more appropriate to this age, can be: school, future job, university, holiday, a surprise, travel, making a new friend.

Before the book work, featuring World Heritage Sites, a short video. Students must try to remember as much information as possible https://www.youtube.com/watch?v=1tpA11u2jdQ

Real-world examples are a great way to introduce new vocabulary and phrases. In this clip, I can focus on: former / iconic / sparking interest / pass up the opportunity.

On slips of paper, I’ll write the ten sites, while on the board, I’ll write ten countries. The students, in pairs and as a race, will have to find the site associated with the country and stick it on the board. A chance to burn off some energy before the book work. If the class is too rowdy after a fun game (which can happen, a victim of its own success), I’ll do a quick Hangman game using vocabulary from a previous lesson (sonnet, conscious, reporter, lawyer, suddenly, meanwhile …)

After the bookwork, I can do some more run ‘n’ write games. I’ll write an incorrect sentence on the board and a student from each team must rewrite. First one to finish, including punctuation, wins.

I’m not expecting a lot of motivation so close to a major holiday, so we can end with a video of their choice. As long as it’s in English … teaching without teaching, and letting them leave with a smile … hopefully.



Recycling lessons: “Reissue, repackage, repackage …”

31st January 2019

One of the less interesting aspects of teaching is lesson planning; I can easily spend an hour or more trying to make activities or find suitable video clips for a class. It can be worthwhile if said activity is a success, but quite often the reverse occurs leaving one with a sense of futility. All that time wasted …and for what ?

To counter this we can, with the necessary tweaking, use and reuse parts of previous lessons for different classes and thereby justify the time spent on creating slides that may only have been employed for a few minutes (having taken considerably longer to create).

It’s early afternoon, I have two more classes at my centre this week, one for young teens the other for actual teens, and I’m not entirely enamoured of either class. Still, needs must … so I open the student book, and see the subject is UNESCO (which should be interesting) but then I see the vocabulary; words such as ‘heritage’. I see the general knowledge section, mentioning places such as Pompeii, then referencing the Tower of Hercules. My students are Vietnamese and most, if not all, attend public schools. At age ten, eleven, twelve, it is highly unlikely they will know these places. It is also highly unlikely they will want to know these places.

There’s going to have to be some pre-teaching before the main book work and, as it’s Tet Holiday next week, I’m think I’m justified in making the lesson more game or activity based. Tet is also a time of tradition and superstition, which was the subject of last night’s adult class, so I will be able to re-use some slides, video clips and class work. The adults were at level 1, so their language skills are about the same, if not less, then these young teens. Furthermore, I will adapt and recycle for tomorrow’s class thus making the effort totally viable in terms temporal (“I never knew you wrote such bloody awful poetry,”).

As in cinema, my centre favours a ‘show don’t tell approach.’ Therefore, I’ll show a short YouTube clip about Unesco. There will be ten sites, and I’ll write the countries on the board. On paper, I’ll write the names of the sites and I’ll stick them around the room, making sure that they remain there and not torn down, eaten or generally mutilated in some way. Telling students (at least in Vietnam) NOT to do something is an sure-fire invitation for them to do exactly what they have been admonished NOT to do and I kid you NOT. In my first centre, which was modest and low-tech, the rooms had old, cantankerous CD players. Students were told not to touch them. I walked into class one day and found one boy sitting with the plug in his mouth, sucking happily away. He wasn’t a Kindergarten child … he was in his early teens.

Back to the use of video clips; I seem to spend an inordinate amount of time searching for appropriate clips. So many videos take forever to start, with opening credits and endless introductions that are merely exercises in tautology. If one can find a clip that “does what it says on the tin,” bookmark it – It’s gold.

I can also reuse slides showing various aspects of Tet Holiday and ask the students what they mean – what is ‘lucky money’ ? What special food is eaten, what clothes are worn … and why ? At this age, some role-playing could be fun … the students can act out for me the procedure for giving and receiving lucky money.

Another useful teaching ‘trick’ is to reverse the class dynamics, and have the students teach me Vietnamese, correct my pronunciation and grade my performance. They learn different English skills here, to instruct as opposed to being instructed, and as it’s fun and they are in control, it doesn’t seem like a lesson … but it is. We teachers can be a pretty sneaky bunch … we have to be … however the only object is to make sure the students leave the class having learnt new words and been given the chance to practise using them. The ends justify the means.

Adult Class Level 1. Cross my palm with silver …

30th January 2019

The theme of tonight’s class ?

It doesn’t take a fortune teller to predict tonight’s lesson is about … fortune telling, predictions and the use of the future tense phrase ‘going to.’ Firstly, I will make some predictions about tonight’s class:

  1. Most students will be late
  2. I shall ask students to work together and speak English; they shall speak in Vietnamese
  3. At least one student will fall asleep
  4. During the reading and listening section, there will be sighs, yawns and clicking of pens
  5. I shall encourage students to get up, move around, speak with different partners; nobody will move.

And now, without further ado, the lesson plan

I’ll show a slide of the above five images and elicit feedback. This will lead into the first speaking activity, where I want to combine the theme with practising ‘going to’, as well as getting the students up and talking. To this end, I’ll prepare a questionnaire. The students have to interview each other.

What are you going to do for Tet Holiday ?




Do you believe in fortune telling ? Why ?




Have you had your fortune told ? Why not ?




Do you have any superstitions ?




Do you think you are going to pass your English test ?




What special things are you going to do at Tet ?




The students must ask two classmates the same question and then record the response. If they need some prompting about special Tet customs, I can show the following webpage and ask them if they agree:

https://www.victoriahotels.asia/blog/10-things-to-know-about-lunar-new-year/

As it’s Tet next week, and this is the last lesson of the short teaching block, I want to make the lesson more entertaining. Tying in with the theme of predicting future actions, I’ll show some funny clips. I’m sure you can guess the task; the students watch a normal situation, then have to predict what happens. What better way to start than with former President G.W. Bush: The clip I want starts at 7:14

https://www.youtube.com/watch?v=JhmdEq3JhoY

Next one is the elephant clip at 1:54

https://www.youtube.com/watch?v=sUVuaja6u0E

The following should please my students as it involves some Chinese (the Vietnamese have certain views on the Chinese, but this is not an appropriate forum to discuss that).

https://www.youtube.com/watch?v=4H4gLEOmWrY

Finally, this clip can start at 0:05

https://www.youtube.com/watch?v=FPyFzLeRYpg

And so … to books. My classes generally focus on the passive activities of reading and listening, hence my desire to promote as much speaking as possible. After the books, there will be some role-playing games where the students will be given some cards (depicting money, travel, luck etc) and they have to ‘read’ their partners fortune. We could see who can make the most outlandish predictions. New vocabulary can be generated by a ‘word bomb’ game, using the word ‘luck’, for example how to form the adjective from the noun and vice versa (success and successful), as well as encouraging the use of adverbs; he will be tremendously successful, she will be incredibly famous, they will marry and be unbelievably happy.

If time allows, I can do an exercise where students practise opinion phrases. I can play some English-language music, maybe three excerpts from three different genres, and ask what they think of them; which are their favourites and why.

After Tet, the students have some English tests. I will offer to help, ask the students if they want to revise any subject, if they want me to go over any grammar. I think we can all predict the answer to that one.

Teenage Class: The Truth is Out There.

Saturday 12th January 2019

The theme of the lesson is ‘trust and truth,’ and is split between reading and listening in the first half, followed by a speaking section in the second.

It’s also my first time with this class as their permanent teacher, so getting off to a good start is paramount. This means having fun and creating a conducive learning atmosphere but also stating class rules and stating the consequences for breaking said dictums.

I’ll start with a STB game. Students will probably be arriving up to fifteen minutes late, so they won’t miss any new work, while those who manage to arrive on time aren’t left waiting around. The game can be used to review recently-learnt vocabulary (in the last lesson I see they encountered such phrases as ‘off the beaten path’, ‘culture shock’ & ‘left to your own devices.’

We can then talk about different cultures. I’ll show a little of this YouTube clip (it has English subtitles which is great for my students, and the speaker is from USA so he has a different accent to mine).

https://www.youtube.com/watch?v=kHnQKvU8OiA&t=547s

Following this, I’ll show my Friends (men) sheet (I’ll put the link below). This will lead into the lesson, the theme of trust and trustworthiness. I’ll introduce the students to my ‘friends’ (yes, they are just five random photos from Google) and ask them which ones they would trust and why. They will also meet ‘Simon’ who will feature in the second part of the lesson.

https://thaypaulsnotes.com/2018/12/28/friends-men-teaching-sheet/

We’ll then move onto the Truth or False game. Here, I board three things I have done, or achieved. Two are false but one is true. The students have to ask me questions to determine the correct answer. Tomorrow the three will be:

I worked for Apple in Sweden

I have riden an elephant in Thailand

I have fluent Vietnamese, but I speak with a Huế accent

I speak a little Swedish so that could convince them that the first is true. However, my knowledge of all things tech is pitiful, so they could easily see through that. Similarly, by asking me a basic question in Vietnamese, they will, within microseconds detect the fib. The answer, therefore is:

The students can then copy the activity in small groups, while I monitor that students are speaking English (which is the whole point of any speaking activity). I will them introduce them to the phrase ‘call my bluff‘, for example, if I claim to be fluent in Vietnamese but I can’t understand anything they say … they have called my bluff. This will segue into the next game, ‘Call My Bluff.’

For this game, I prepare some A4 sheets with a number of words on with three definitions. One team will read out the word and different people will read out a definition. The opposing side has to guess the correct meaning (and new words can be recycled next lesson in a warm up exercise). For example we have:

obnoxious 1) (adjective) a very unpleasant person 2) (noun) a gas that becomes liquid at 50 degrees C. 3) (noun) a small village without a church.

mindset 1) (noun) a tool designed by scientists to analyse personality 2) (noun) a system of rules to allow students to memorise lots of information 3) (noun) a set of attitudes held by someone or a group of people.

Other words can include demeanour, troglodyte (everyone loves that word), superfluous, salient, volatile, anomaly

After this, it will be time for book work, up to break. After the interval, it’ll be more speaking. I’ll show them the picture of Simon again and say he’s coming to HCM City next week and wants some advice: where to stay, what to do, where to shop, what to eat, how to get around, what to do at night etc. The students have to plan a day for him including breakfast, going to a tourist attraction, shopping, using local transport and a night time activity.

I will give them some information about Simon, for example, he loves trying local food, is interested in history, wants to buy typical souvenirs and enjoys a beer or two at night. However, he is on a limited budget which will affect where he stays, where he goes to eat and how he travels around the city.

Activities like this help students to think critically in a second language and leads into the main exercise in the text book.

In the last twenty to thirty minutes, we need to wind down and do more activities or games after the reading and book activities. In keeping with the theme of truth, I can show some slides and ask are they true or false, eliciting as much information as possible. They include:

Loch Ness Monster
Spring-heeled Jack from Victorian England.
Elvis once flew in his private jet to a different state just to get this peanut butter and banana sandwich.

Fairies at the bottom of a garden. Conan Doyle, the creator of Sherlock Holmes, believed in this photo.


Another end game will be with collocations – showing a list of words and asking them which ones collocate, for example an email – you can send it / open it / redirect it / delete it etc. Or maybe just a simple general knowledge quiz or hangman or a B2B.

Adult Class Level 3 Jan 2019: When life gives you lemons, make lemonade.

Tuesday January 8th 2019

This blog site really saved my bacon last night – allow me to explain …

Those who know me know that, as much I love the idea of technology, I know NOTHING about it. People have to show me how my iPhone works, how to access websites, even basics such as how to turn the computer on in the first place ! Then, when I’m on a piece of equipment … it breaks, crashes, gives up the ghost, malfunctions … dies (just last weekend I broke BOTH the office photocopiers – technicians had to be called).

In Greek mythology, there was a King called Midas who asked for a gift – he wanted to be able to turn everything to gold, just by touching it. I seem to have the ‘anti-Midas touch’ – every piece of hardware I touch breaks.

Last night, in the classroom, I wasn’t able to access the class ebook, nor my Powerpoint presentations (ppt) which I was going to use as warm-ups for the class. Fortunately, this blog page opened and I was able to use the IELTS blog for the class. The theme last night became ‘keep clam and carry on.’

So, in case a similar event occurs, here’s tonight’s Adult Class:

When I looked at the work, my heart sank. The text books are not aimed specifically at Vietnamese students, but for all students, possibly mixed-language classes. Subsequently, some of the themes are of limited interest to my students; consequently my class are going to be less than enthralled. I need to jazz up the lesson !

These classes are arranged in blocks of four, the last part of the last lesson being a spoken exam. Therefore, I will allocate the second part of tonight’s class to speaking activities and, to warm up, I’ll have them speak to each other but in the form of a market research survey. Quite simply, I need a new mobile / cell phone.

However, I don’t know which one to buy ..

It is very confusing – I am confused.

I love Apple but … they can be very expensive

In addition, the reviews have been less than favourable:

So I need to do some research, read some online reviews or do some market research.

A typical market research office
One of many online review posts.

I need my students to carry out / to conduct a survey for me


The students will be arranged in small groups. One member will be responsible for gathering the information, then reporting back to me. I shall then collate all the data and display the findings in chart form (which will be beneficial for those who wish to study IELTS later).

After this, I shall do a vocabulary- building exercise – showing some basic words and a ‘better’, higher-level word (a ‘low-frequency’ word as some books term them).

boring mortifing

confusing irritating

embarrassing tedious

exciting bewildering

frustrating exhilarating

Spelling rule:

‘I’ before ‘e’ except after ‘c’

Examples: believe field niece priest achieve

but

receive ceiling receipt deceive

These are exceptions to the rule

This leads into the book work. Many study get confused with the I am / It is structure. For example, some teenagers and university students have wished to proclaim their disapproval of my classes, and have very politely shouted out, “I am boring.” They of course mean to say ‘I am bored’, which causes laughter from those who know the grammar, and a certain satisfaction on my part. Instant karma, baby !

The class will then practise the correct -ed or -ing form of the words, before moving into the reading and listening part of the lesson.

I like to use real-life videos for listening when appropriate. Tonight I’ll show a YouTube clip from Mark Wiens, who is a food enthusiast. In this clip, he tries a typical Vietnamese breakfast, and I want to see how much my class understands. Here, the paralinguistics are important; body language, intonation, word stress

https://www.youtube.com/watch?v=crPVJ3CXs1g

Mark tries what is basically a pretty normal breakfast but he seems to be really enjoying it. Other students have found him very amusing, though feel he was overcharged at 91 000 VND (for two).

After break, I want the students to practise speaking, so I’ve prepared a list of general questions.

Speaking exercise

What did you do on New Year’s Eve ?

What was the last film you saw ? Did you like it ?

How many people live in your house ?

What is hard about learning English ?

How often do you chat online ?

Which social media sites do you use ?

What is your favourite food ?

Do you often eat western food ? Do you sometimes eat fast food ?

What sports do you play ?

What do you feel about shopping ?

What would you most like to buy ?

Do you like living in the city or countryside ?

Have you ever sang karaoke ? 

What country would you like to visit ?

Do any of your family live outside of Vietnam ?

Have you tried Korean or Japanese food ? What did you think ?

This can be arranged in a ‘speed-dating’ format. Students sit facing each other, speak for a few minutes, then move on to the next student. This way, they are able to practise speaking and listening with a variety of people, not just their friends. There is generally some resistance (or even refusal) with adult students to comply, so I encourage them by using non-confrontational words such as ‘suggest‘ or ‘recommend‘. Having said that, last night in my IELTS class I used, “Teacher says ‘stand up’ ” … and half the class actually DID stand up and mingle. Hey – whatever works !

A good game to end is a variation of the British radio show ‘Just a Minute.’ Students are given a subject (for example, HCM City) and must speak for one minute without repetition, hesitation or deviation. This can be done in pairs, and they can time each other on their mobiles. In order to practise for next week’s test, we can discuss what makes a good answer, and how to use discourse markers to link ideas together.

Another ‘trick’ is the use of phrases or words to ‘buy time’ while they think of an answer. This can include:

Let me think ….

How can I put it ?

That’s an interesting question …

Well,

And also repeating, in part, the question but using intonation:

Q: What will you do tonight ?

A: Tonight, I will ….. (go home and study / meet friends)

Then, if time allows, I’ll play the ‘eyewitness’ game. This involves showing some faces (three men followed by five women) for a limited amount of time, then seeing how much they can remember.

Tonight’s objectives will be for students to be able to differentiate between confused / confusing, learn some new vocabulary and be more confident and proficient speaking in longer, more fluent sentences … and to hear how an American ‘foodie’ loves Vietnamese breakfasts.