IELTS 5 – 6.5: I come from a land down under.

15th August for 21st August 2019. Pages 10 – 12 (Workbook pp 8 – 9)

Lesson focus: Reading; speed reading to extrapolate information in a limited time.

Theme: Culture shock, specifically life in Australia.

Objectives: Review new vocabulary and phrases and give a chance to practise using them. Continue work on Englishes – how written and standard English can seem to bear NO relation to spoken English.

Today’s reading is centred on life in Australia for non-native speakers so, to set the scene, a warm up song from the Australian band (and one-hit wonders) Men At Work and their chart-topping song, ‘Down Under’.

https://www.youtube.com/watch?v=XfR9iY5y94s

What stereotypes are displayed in this video ?

Image result for Australian stereotypes

Language review: The first lesson generated many new words and expressions. The following adverbs should be a part of the students’ everyday vocabulary:

always / usually, normally, frequently / sometimes / hardly ever / never

definitely / probably / possibly / unlikely / definitely not

Vocabulary: precious / arrogant / mug (two senses) / lingua franca /

To ask politely: May I …. (May I ask your name ? May I open the window ?)

Discourse Markers: although / despite, despite that / however / on the other hand /additionally / furthermore

Collocations: To practice law or to practice medicine (a lawyer, or a medical professional)

Expressions: Fair exchange is no robbery / If I’m not mistaken

Idiom: To let off steam / time flies (when you’re having fun)

London slang: well knackered (‘well’ is used to mean very and ‘knackered’ can mean very tired, or broken. EXAMPLE – I’m well knackered = I’m extremely tired.

PRACTICE: Try to use as many of the above by commenting on these photos. This is not a writing test; I only want one or two sentences. I’m more concerned with lexical choice AND delivery – how you use stress, intonation and rhythm.

EXAMPLE:

Related image

These young Asian people are letting off steam by singing their hearts out in a Karaoke room, if I am not mistaken. Very probably there are professionals, maybe they practice medicine because they look very stylish and affluent.

Image result for Arrogant lawyer
Image result for mother and child
Related image

Book work: today we will be developing speed-reading, that is, reading a large amount of text in a limited time, in order to find specific information. Students will have to scan over the text and home in on what they need to know.

As a break, here’s a little clip about Australian slang:

https://www.youtube.com/watch?v=9QCgqQdmr0M

What is this news story about ? How much slang did you hear ?

Group work: Prepare a guide to Sai Gon for tourists.

Allow students access to the class computer for Google images if required.

Students, in groups, can organise an itinerary for two of my friends who will be visiting Sai Gon soon. They want to see all the iconic sights and partake of typical Vietnamese activities. Having said that, their interests differ widely.

Image result for english married couple

Simon loves culture, history and museums as well as being into sports and physical activities. Therefore he wants to see and try as much as possible. He has heard about snake wine and is very curious.

Jenny finds museums unbearably boring and dull. She is a shopaholic, can shop till she drops. Furthermore she can’t take the heat and is also vegetarian. 

Clearly, they will need to compromise … what do you suggest ? Be creative – think outside the box.

Include 

What to see and do // where and what to eat // what to buy //

What they can do for entertainment 

Travel tips

Safety and scams 

Cultural differences – what should people do or NOT do in Vietnam ?

Use of interesting adjectives to describe the city centre.

Groups can then present to the class, with all students taking turns speaking. I shall be listening for relevance, pronunciation and use of expressions and discourse markers. Furthermore, I may learn some interesting tips.

Image result for Saigon centre hcm
Image result for City museym hcm

End activities:

Just a minute: To practice for the speaking tests, give the students a choice of subjects and let them speak for one minute without repeating themselves, deviating from the subject or hesitating.

Call my bluff: Class in two teams. One team reads a low-frequency word and the team give three possible definitions including examples of usage. The other team has to guess which one is the correct answer.

IELTS 5- 6.5: Just like starting over

13th August for Wednesday 14th August. Unit 1 pp 8 – 9.

Lesson focus: Listening skills

Theme: Moving to a new country

Objectives: Improve conversation skills by using discourse markers, better vocabulary and supporting clauses.

Allow students to hear ‘real-life’ native speakers in song and vlogs.

Introduction song – John Lennon ‘Starting Over.’

https://www.youtube.com/watch?v=zPfB9KG9rao

Yoko Ono and John Lennon.

Songs are a great way to introduce new vocabulary and expressions, as well as how native speaking pronounce and link words together. Early in the song, we have words such as ‘precious‘ and expressions like ‘we have grown‘ and ‘time flies so quickly.’

Warm up: Mind map – Travel

I start by writing the word ‘travel’ on the board, and see how many avenues spread out from it. Start with the grammar; what type of word is it (noun) but it can be made into a verb (to travel, travelling) and the students should remember how to apply it to a person (traveller).

Then we have expressions such as ‘travel broadens the mind.’

We have this quote which introduces metaphor – the world as a book:

Then more pedestrian aspects of travel; how do we travel (transportation), preparation (booking tickets, hotels, visas etc), what do we bring with us (different clothes, sun cream, currency, sun glasses etc). How about culture shock ?

Next, what are the positive aspects of travelling (new cultures, fun, adventure, relaxation) and conversely, the negatives (delays, waiting in soulless airports, getting ripped off, tourist traps, bad hotels etc)

Pair work: students have to write a short passage using ‘although‘ and ‘despite‘ to encapsulate their travel experiences or wishes.

EXAMPLES: Although I absolutely love travelling, there are many drawbacks. Firstly, there is the cost; it can be incredibly expensive what with plane tickets and hotels not to mention having to eat out in restaurants. Despite these issues, travelling can be so relaxing or exciting, seeing new places and doing new things or simply as a break from our normal lives.

Vietnam has many beautiful towns and places of interest although I have only been to a few of them despite travel being relatively cheap in this country. We can fly everywhere within one or two hours, at very reasonable prices although some cheap airlines, such as Vietjet, are notorious for delays.

I have always wanted to visit Beijing in China which is not excessively far from Sai Gon. Despite that, I haven’t been because I am not sure about the visa and how expensive it would be to visit. Additionally, I hear some negative things such as terrible pollution and many tourist scams. Despite the drawbacks, I really want to see the Great Wall, the Forbidden Palace and all the temples. Although Vietnam and China have a complicated relationship, most Vietnamese would agree that Chinese food is delicious.

These exercises help to increase vocabulary and confidence. Furthermore, the repetition helps to make the target language part of the students’ lexical resources.

As a break from the book work, I’ll show the class a vlog from YouTube, two tourists who come to Sai Gon and what they think of the city. https://www.youtube.com/watch?v=2iw_K-1AmVk

How do the tourists feel about the city ? As residents, do they agree with the review ?

Students can discuss the video using the following language:

I agree totally // I agree to an extent // I disagree // I’m not entirely sure // No way ! They don’t know what they are talking about !

optimistic // uninformed // delusional // open-minded // enthusiastic

Group work: Prepare a guide to Sai Gon for tourists.

Allow students access to the class computer for Google images if required.

Include

What to see and do // where and what to eat // what to buy //

What they can do for entertainment

Travel tips

Safety and scams

Cultural differences – what should people do or NOT do in Vietnam ?

Use of interesting adjectives to describe the city centre.

Groups can then present to the class, with all students taking turns speaking. I shall be listening for relevance, pronunciation and use of expressions and discourse markers. Furthermore, I may learn some interesting tips.

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.