Young Learners, Level 4: We’re all going on a summer holiday

23rd November 2019 E Up 4 U8 L2 (updated from June 15th 2019)

Warm Up: Summer Holiday and ‘Screen Test’ game. First watch the clip: https://www.youtube.com/watch?v=Xddl8fpf2uA

Class put into groups of three or four. Each team given a name of a European city, such as London, Venice, Barcelona and Paris.

First question – in which countries are your cities ?

Next ‘Screen Test’: The students watch the opening song then have to answer multiple choice questions.

1) What was the road sign at the beginning of the clip ?

London // Berlin // Paris ?

2) What was the number of the bus ?

9 // 19 // 28 ?

3) What colour was the first car behind the bus ?

red // white // blue ?

4) How many children wore a hat ?

1 // 2 // no children

5) How many men were riding bicycles ?

3 // 4 // 6 ?

6) How many women were in the car ?

3 // 4 // 5 ?

BONUS POINTS – Can anyone sing the song – just two lines

“We’re all going on a summer holiday // we’re all going for a week or two.”

Last lesson the subject was future tense and activities. Therefore, I shall board some times – this afternoon / tomorrow / next Monday / next Thursday / next weekend / next month

Under these, I shall write some scrambled nonsense, e.g. ‘who as ees’. The students, placed in teams, have to elect one person to find the corresponding flash card somewhere in the room (‘see a show’) and then say a third-person sentence e.g. “He’s going to see a show this afternoon.’

Information gathering: Class into three or four groups. One member will be going away and the others in the team have to get information from him or her, then present to the class.

Team 1: Going to Phu Quoc island / is going next month / will be staying in a hotel near the beach / will be going swimming / is going with family

Team 2: Going to London / is going next week / is going to see a show / is staying with family / is going with older sister.

Team 3 : Going to Ha Noi / is going next Tuesday / is going on a bus tour / is going to stay in a big hotel / is going with school

Team 4: Going to Dak Lak Province / is going tomorrow / is going to ride an elephant / will stay in a tent / is going with VUS TAs

The selected member will stand at the front of the class with the information sheet. One teammate must run up, ask one question then tell the rest of the team, who will write the information down. Then a different teammate will run up and ask.

Planning a day out

I have a niece and nephew coming to Saigon. The teams have to plan a day for them including what to see and do, how to travel and what to eat. Of course, they need to but some souvenirs, so where are the best places ?

We shall probably have to board many ideas first. Where do tourists go in HCM ? What is traditional food ? How can they travel ? Do the girls want to take the niece and the boys take the nephew only ?

Hopefully, this will encourage a lot of speaking and ideas and I can show a map of HCM to help.

And if the students are still drawing a blank (or being too lazy to think), this could inspire them: It’s spoken in English, with text, but with Viet accent (can start at 0:20 seconds)

https://www.youtube.com/watch?v=G0tncoIxT1s

As with all ‘real-world’ videos, the film should be stopped and new words or expressions boarded. The students are later made to write the words down (the majority will simply NOT do any kind of writing unless pressured), and then encouraged to use them where appropriate.

That should easily cover the first hour. After the break, we hit the books, do the workbooks and fast-finishers get an activity sheet, while I can spend at least some time checking the pronunciation and grammar.

Adult Class, Level 3 (class 1): Stereotypes.

19th August 2019. AEF 3B pp. 28 – 29

Review: comparatives and superaltives

Theme: stereotypes

Objectives: increase vocabulary and sentence building skills. Encourage more talking, especially between students, using target language.

Warm up: Just to get the student’s settled in (and to allow for students arriving up to an hour late) and to help them build longer sentences. Compare the following:

LTA looking at buses with 3rd door at the end, Singapore News - AsiaOne

We have two public transport vehicles, two buses. The first is from Singapore, the second from Sai Gon.

EXAMPLE: The bus from Singapore is cleaner than the Sai Gon bus.

To extend this, using a relative clause:

The first bus, which is from Singapore, is cleaner than the second bus, which is from HCM City.

To further extend, using relative clauses and discourse markers:

The first bus is from Singapore, which is known for its cleanliness, and is the most attractive as well as looking the most modern of the two. Having said that, buses in HCM City, despite being somewhat dirty, are remarkably cheap, just 2 000 VND for students, 6 000 for adults.

Try making complex sentences from these pairs of images:

Image result for winter in scotland — Winter in Scotland

Image result for street scenein hcm city — December on the streets of Sai Gon

Image result for playing chess — Playing chess

Harrods food hall - Ảnh của Harrods, London - Tripadvisor — Harrods food hall

Banh Mi stall - Picture of Saigon Bakery, Can Tho - Tripadvisor — Street food, Sai Gon

Now compare these two songs: The former (first) is British from the 1980s. The band is The Specials, the song is called ‘Stereotypes’, the latter (last) is a modern pop song from Vietnam.

https://www.youtube.com/watch?v=iGxSP98ymw8

https://www.youtube.com/watch?v=Rz4FbACtfd0

And that leads us into tonight’s theme: stereotypes. This means having an idea what people will be like because of where they are from, how they look, how they speak etc.

EXAMPLE: what do you think of this man:

Bob Dylan Arrested, Police Officer Says “That's Not Bob Dylan” | Guffaw in AZ

What do you think of him – how he looks, how he’s dressed. What job do you think he does – does he even have a job ? Where does he live ? Is he, in fact, homeless and sleeps on the street ?

The answer …

He is music legend and Noble-prize winning writer and poet Bob Dylan

Discuss these stereotypes (noun) and stereotypical (adjective) images:

All Vietnamese men are lazy and constantly smoke

Why are Chinese students so good at maths? | South China Morning Post — *All Asian children are excellent at maths*

Image result for women shopping — All woman are obsessed (absolutely love) shopping

Image result for fat eating americans — All People from USA are obese (too fat) and talk too much and too loudly

Image result for english people drinking tea — All English people drink tea … ALL the time

To what extent do you agree ?

I agree / I agree 100% / I agree to an extent / There may be some truth there /

I disagree / I totally disagree / That is very unfair / That is offensive /

That’s just a stereotype / I know for a fact that isn’t true !

Try to explain in full sentences giving reasons and using discourse markers.

Quick fire: In groups, discuss; what do you think of when I say:

Made in China

Thailand

People in Hanoi

Apple iPhones

What do you think of this image ? Does it represent the real Vietnam, or is it just to attract tourists ?

Young Learners, Level 4: Art for art’s sake.

16th May 2019

Everybody Up Unit 6, Lesson 4

We can start with descriptions of people:

Warm up: Student description

In a previous lesson, the class learnt about basic adjectives to describe appearance. I will therefore choose a student and describe the physical characteristics, e.g. this student has long straight hair, is not very tall, and wears black glasses. I will choose some students and give them a student to describe, while promoting the value ‘be polite‘.

To continue the theme of Art and creativity, I will show some artists. The class already met Frida Kahlo but I thinks it’s time they met Dali !

Dali normally get a reaction (especially when we have fun elongating his name as long as possible). It’s also a chance to learn a few new words:

creative / genius / unusual / strange / surreal

The last word maybe a little advanced, but it’s a good way to introduce new words; inside the word is ‘real’ so surreal has something to do with reality … but what ? Here’s a clue:

This is a mixture of reality and fantasy. The students can say which is which … and why does Dali give the elephants tuba faces … is there a reason or is it just crazy ?

I will then expect the student to form basic sentences using these new words, and not forgetting new vocabulary from previous lessons.

Next up, is a scene from the popular Children’s classic, ‘Alice in Wonderland’.

Again, a mix of reality and fantasy. How would the students describe this ? It could be turned into a game … students put into small groups and given boards and markers. Points for the best vocabulary. What is happening ? Also, how to tell a story – an introduction and then mentioning items point by point, linking with appropriate discourse markers. YES ! I’m going to make the students study hard today.

Always good to give a model answer, tell the students what I expect to hear, or WILF as I’ve heard it termed in some schools (What I‘m Looking For).

Now, to continue the theme and introduce some listening and reading skills, a video. This is the singer-songwriter Don McLean with ‘Vincent’, about the artist Vincent Van Gogh:

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

This version also has the lyrics, as well as various paintings by the artist such as:

Then, with time against us, and a lot to get through, we’ll turn to the book work. They will watch a video which also shows sculpture, mosaic and photographs. The book also mentions Van Gogh, and a sculpture based on the Mad Hatter’s Tea Party from ‘Alice’.

A useful lesson will be the subjectivity of art – it is a chance for the student to think and to give their views, and to try to develop the English skills to express their thoughts. Clearly, this is a perfect opportunity to introduce some fixed expressions to express opinions:

In my opinion …

I feel that …

For me …

And even an idiom – it’s not my cup of tea !

Finally, to wrap up after the spelling tests and writing projects, a little bit of fun. Who better than Dali (or at least a great actor playing Dali) ?

https://www.youtube.com/watch?v=_q1V_xjHhLM

Young Learners, Level 4: Be creative !

1st May 2019

Everybody Up 4, Unit 6, Lesson 1

By this stage, the students are able to form basic sentences, though they need constant encouragement to develop speaking skills, as well as being told to write down new words and expressions … and then USE them.

The lesson should involve all skills, and allow the students some active sections, to break the monotony of sitting for two hours. New vocabulary should be introduced and recent lessons should be revisited and revised. Today’s theme is ‘be creative’ so we’ll start with:

Warm up: Word Bomb (mind map)

Board ‘Free Time’ and ask the students what they do for fun, making them speak in sentences, not just shouting out single words. We can develop this by asking secondary questions for example, ‘I play football,’ ‘Where do you play ? With whom do you play ? Are you in a team, or play with friends ?’

Pre-teaching: New vocabulary

Today we have six flash cards, all in the present simple (e.g. sing songs, write stories). The class repeat the text and I check for pronunciation and meaning.

Activity: What do my friends do ?

Around the room, I stick six sheets of paper, each with a single word:

Fashion / Art / Music / Cinema / Models / writing

I then show a single Powerpoint Slide with six of my ‘friends’ and ask the students to match the friend to the activity. I will board the six names on two sides of the whiteboard and the students, divided into two teams, have to match them. My ‘friends’:

My friends are: Nicky, Ian, Stella, Bill, John & Frida.

After the students have guessed, I’ll show the following pictures:

Ian likes model trains. He makes models.

Stella likes fashion. She designs clothes

Next, a chance for the students to get up and mingle, so I’ve prepared a questionnaire, utilising a lot of past tense verbs:

Student Questionnaire

NAME:

What did you do on December 31^st ?
What was the last film you saw ? Was it good ? Did you enjoy it ?
Do you like painting or drawing ? Do you go to museums ?
Have you ever lost anything ? What was it ?

We can listen to some answers, and the class can correct any errors in grammar. This will also help the students speak to each other in English, so that not all communication goes through the teacher.

Next up: Student description

Video time: listening & new vocabulary

In our first class, we watched a kids’ guide to London and I boarded the following:

I reckon / huge / a little bit / brilliant

The students were told to ALWAYS have a notebook and pen handy, and to write down new words. However, this is not a common practice in Vietnam, so they have to be told … and retold.

Today’s video will be a short clip from a kids’ parade in the USA: https://www.youtube.com/watch?v=llEAqex8qM4

We only need show the first minute, but the students can be asked to identify various creative activities that they see. Then it’s time for some action !

Board Slap

I’ll stick three of today’s six flash cards on the cards and select three students. They’ll be given a swat, and they have to run to the board and swat or slap the card they like best, saying, “I like … movies, painting etc.” This leads into:

Thay Student.

One of the top students plays the role of teacher. They come to the front and ask students, “Do you like …. songs, models etc ?” Students must answer in a sentence: “Yes, I do,” or “No, I don’t.” Thay Student will follow-up by asking why or why not …”Because it’s ….”

Here we need some good adjectives. To give them a good pool of words, we can have a quick hangman game first, so we have adjectives such as:

boring / exciting / interesting / fun / educational / creative / difficult /

Finally, I like to play a song for the students to listen to and pick out key phrases. Today’s singer is actually Swedish, but she sings in English. https://www.youtube.com/watch?v=upnTg2GPgTM

This is Lykke Li, and we can start the video around the 1-minute mark. The title, and the key phrase is something the class should, by now, be familiar with; ‘a little bit’. It’s also a good lesson in how Standard written English differs from spoken English, as we often swallow the ‘t’ sounds. Have a listen … you don’t need to play the whole song if it’s not your cup of tea … just a little bit.