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.”

Image result for cliff richard driving bus

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 ?

My ‘niece & nephew’.

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.

Young Learners, Level 4:Tell me what you want !

7th November for 9th November 2019 E Up 4, U7 L2 pp. 66 – 67

It’s early Saturday morning … need some high-energy music to wake up !

Image result for spice girls

And the song:

https://www.youtube.com/watch?v=gJLIiF15wjQ

For natural speech patterns, we can copy –

‘Tell me what you want, what you really, really want,’ in standard English or –

‘Tell me whatya want, whatya really, really want,’ in non-standard, with the linking sounds as well as the swallowed ‘t’ in ‘want’.

To counter the argument that this is not appropriate for an English lesson, I would say that students need to be exposed to a variety of Englishes … the linking and swallowing of words and letters is how many native speakers speak … as students will discover listening to films, TV and, as is the case here, music. What I listen for in my students, of all ages, is NOT a robotic, flat repetition of an abstract sentence, but intonation, linking and natural rhythm.

Speaking of music … we need (as always) to review previous work, but to make it interesting I’ll try to make the review into a sort of game. Last week, they learnt six occupations. Which one does Thay Paul want to be ?

Next, I will board the remaining five jobs, but scrambled. The students, placed into two teams, must unscramble the chosen word (one student per team). One point for the first to complete, bang the board and shout out the word. Then, to add a variance, I will hold three flash cards, one of which will be the job. If they guess correctly, they earn an additional five points.

The words: ocart // tasiri // eamg reedgins // airtolujsn // iinstctes

Continuing the theme, a Runaround game:

Where does an actor work ?

1 – a hospital // 2 – a bank // 3 – a theatre

A journalist can use …

1 – a microphone // 2 – a piano // 3 – a paintbrush

Who uses clay, paint or metal in their work ?

1 – a scientist // 2 – a musician // 3 – an artist

Brad Pitt, Kirsten Stewart, Emma Watson and Robert Downey Jr are all famous …

1 – musicians // 2 – game designers // 3 – actors

Angry Birds and Candy Crush and Donkey Kong were made by …

1 – game designers // 2 – actors // 3 – Thay Paul

One student from each team will run to the board and slap a number … they can change their mind for five seconds but then they have to stay where they are.

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

Image result for guy fawkes mask

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.

Image result for guy fawkes dummy

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.

Image result for guy fawkes dummy

Many different types of fireworks are used:

https://www.youtube.com/watch?v=d4FGmYNCGW4

Some young children are holding sparklers – they have to wear gloves and be VERY CAREFUL.

Image result for 5th nov fireworks
5th November fireworks in London

All good things must come to an end … and so to bookwork. Today, the theme is things people want to do (when they’re older, as this is a young-learners’ class). After drilling the six phrases, I’ll show two photos and ask:

What does Thay Paul want to be or do ?

I will give the students boards and they have to write the three future plans. The last one (making movies, make a movie) is from a previous lesson, while the photo was taken in Berlin, Germany … long before my students were even born !

And now farewell … but next week, we leave the planet and go into space …

Image result for waving from space