Cutting it a bit fine, as this lesson begins in just over four hours. I’ve substituted this class before and, being diplomatic, they need a non-standard teaching method. Just going through the course book, expecting students to do the assigned work – to talk together in English, to practice and produce – is for the birds ! It ain’t gonna happen, brother !
What we have here is a class of teenagers … yeah … an adult class comprised solely of teenagers … to answer Bob Geldof, that is WHY I don’t like Mondays.
The answer … simply to be crazier than the students. It has the element of surprise.
Last time, after preparing thirty minutes of activities and getting no response, I sat next to the students and MADE them speak to me. I asked one boy (yes, he was still in school uniform) a question and it was a deer caught in the headlights – “He’s asking me a question … in English … and expects me to answer ?”
So, without further ado, tonight’s lesson plan which involves First conditional, future clauses, reading and speaking. On the surface, I’m dead in the water – however, I have some tricks up my sleeve ….
First activity will be something I learnt from my time with a theatre group (never more than five people but that constitutes a ‘group’). I’ll draw a red dot on the floor and get all the class to stand around it (yes, I know getting the class up from their chairs will probably take up most of the lesson). The exercise is to focus all of our energy at the spot. We start be pointing our right hand at it for eight seconds, then changing to our left hand, our right leg followed by our left. This is repeated for four seconds, two seconds and finally one second. I think it’s a fair bet that none of the students have started a lesson in that manner before.
Next, I shall invoke the help of my friend Dali. I shall make the students say his name, elongating it as long as possible, while twirling my (imaginary) moustache. Then I shall show them his photo and an example of his work:
I will try to elicit, to get feedback, from the class. Last week, I covered this class and I did a lesson about personality adjectives. How would they describe Dali, just from his picture, and what do they think about his art ? I will guide them towards the subject, the colours, the background. Hopefully, it will be inspiring to at least some of the students.
Now, grammar time, First Conditional.
If I have 10 million VND, I will buy a Honda motorbike.
Conditional + subject + verb …… (comma) sub + will + verb …
First conditional uses present tense ( have) and will do something. It is used when something is very possible. In Vietnam, 10 million VND is not an impossible amount for a basic motorbike.
HOWEVER, If I had 100 million VND (not so likely) I would buy ….
To test comprehension, I’ll board some incorrect sentences and see if the students can change them:
If you’ll learn English you are get a good job
My mum will hit me unless I does get good grades
She won’t going to bed until he came home
If you buy an Apple X, you would be happy
After you leave the class, you would be terribly sad.
Finally, in this rather short post, some pre-teaching for the reading section.
The words are:
How could they apply them to the following pictures:
Both Mozart and Beethoven were incredibly gifted children. Mozart’s first composition was written when he was just five years old.
President Trump plans to build a wall between USA and Mexico. Not everyone thinks this a good idea, while some totally approve of it. It has made many people very angry.
Now, how about this sign I saw in Indonesia (Yes – this is genuine, hand on heart) ?
How would they describe this young lady:
And finally, what do they students understand by this picture ?
So, we shall see how my little rebels deal with the lesson. If all else fails, I can make then sit through some REAL music: