Adult Class, Level 3: Games without frontiers

27th November 2019 AEF 7A pp. 64 – 65

Tonight I’m covering a new class so I don’t know the ability of the class, their motivation, nor their willingness to talk English. There is a lot of book work but, to cover myself, I’ve prepared a list of activities to help get the students involved and producing English.

Hence, a compilation of adult activities:

First up – Family Fortunes

This seems to be a small class, maybe just seven students. Rather than ask them for introductions, we’ll jump straight into a game. Class divided into smaller groups and given a writing board and marker. I ask a question and then want four answers. Points for each answer that matches mine. Questions can include:

Not counting Sai Gon, I have been to four places in Viet Nam … which four ?

My four favourite things to eat in VN // Four things I LOVE about VN // Four things I HATE ! // Four instruments I can play (it’s a game, not the actual truth) // Four types of film that I like // Name four cities in Europe // Which four languages can I speak //

Moving on …

Mobile phone survey:

One of many online review posts

The students will be arranged in small groups. One member will be responsible for gathering the information, then reporting back to me.

Next up – a new persona.

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Students are put into two or three groups, with each member given a card with some information about their new identity. They read the information to the group, who have to try to understand and write down details such as email addresses, phone numbers or Facebook accounts. Example:

Hello, my name is Tony

I’m 23 and I love shopping for shirts and ties.

I’m not into reading or books. I find them boring.

My mobile number is 0943 552 8207 

It’s highly probable the other students will need to hear some of the information again, so they can use the following:

I’m sorry, I didn’t catch your phone number (email address etc)

Could you repeat that, please ?

Could you spell that, please ?

Would you mind speaking slower, please.

Putting students into small groups helps to take the pressure off the students, as they speak to a limited number of classmates, not alone and in front of the whole class. this is highly effective in motivating shy and quiet class.

No rest for the wicked … Call My Bluff

Image result for call my bluff

Class divided into small teams. Each team reads out a low-frequency word, followed by three definitions (hopefully, they will be able to embellish and add some of their own ideas). The opposing team has to review the three definitions, maybe ask for examples in a sentence, and then decide which definition is correct. Example:

jeopardy

  1. In danger, in danger of losing or failing (noun)
  2. A small car used by the army (noun)
  3. A bird in Australia that can speak fluent English (noun)

contestants

  1. People who order food in a restaurant but run away without paying (noun)
  2. A large vehicle for carrying heavy things (noun)
  3. People who enter (take part in) a competition (noun)

Others words include: maximum // in the form of //reduce // actual // smart // except the last one // obnoxious // broadsheet // charismatic // convinced // stain

Just a Minute

Students are put in pairs. They have to speak for one minute on a subject without hesitating, repeating or deviating (speaking about a different subject). This will test the students’ ability to speak fluently, as well as giving opportunities for using discourse markers and new vocabulary learnt so far. Subject are deliberately open, for example:

food // travel // work or study // life in Sai Gon // their family // their house.

Viet Nam presentation – where should I go on holiday ?

Three teams, representing Ha Noi, Hue and Nha Trang. 

Image result for ha noi
Image result for hue postcard
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This exercise encourages team work and, furthermore, allows the students to develop their intonation skills; they will have to sound excited and optimistic.

To assist, here are some words and phrases to embellish their speech:

cultural centre // historical importance // breathe-taking scenery // tranquil // relaxing // hustle and bustle // mouth-watering food // never to be forgotten //unforgettable // once in a lifetime experience.

To give some help, I can perform a quick example:

Image result for london postcard

COME TO LONDON, UK’s magnificent capital city and one of the world’s GREAT cities.

SEE such iconic, historical sights such as:

Buckingham Palace, home of our Queen, Tower Bridge over the Thames river.

Visit the world-famous British Museum to see the wonders of the world, or watch a football match at Wembley Stadium, in the country that invented the sport.

There is something for everyone:

Shops; you can buy everything here, to suit all budgets, from street markets to high-end department stores. To relax, London has so many tranquil parks, right in the centre of the city. Maybe see famous movie stars at one of London’s many, beautiful theatres, or dine out at restaurants cooking traditional British food or anything from anywhere.

London – one of the world’s GREAT cities

A holiday of a lifetime ! Book early !

Mr Paul tours – visit our website mrpaultours@ukonline.co.vn for more information

🙂

Special discount 10% for my students 

Desert Survival

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A plane crashes in the desert. No one is hurt, but they cannot stay by the plane. They need to be rescued and to stay alive. The plane has a lot of items but they can only select FIVE:

first aid kit // matches // rope // knife // compass // cigarettes // blankets // barrel of water // flare gun // torch (flashlight) // magnifying glass // Beatles CD // dried food // make-up set // Angry Birds game // air rifle // sun cream (sun block) // English grammar book

Image result for flare gun
Image result for first aid kit
Image result for beatles CD

Factors to consider: food, drink, heat, cold, attracting attention, wildlife

Class put into teams and each team must choose their five items. After, they must compare their selection with the other team(s) and argue their reasons. Here we can practice negotiation language:

I see your point, however I disagree because …

That’s interesting, however …

I respectfully disagree

I’m not sure about that

I don’t feel that is entirely right …

Class interact and practice agreeing, disagreeing and making convincing arguments.

Friends

Here I show five pictures of men or women. Students, just by appearance, have to guess the personality and occupation of my friends.

Image result for business man headshot
Image result for DJheadshot
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Image result for crazy man

This is a good way to teach new adjectives and jobs … and, in case you’re wondering, their jobs are: unemployed (looking for a job so is sending out CVs) // DJ // Actor // self-employed plumber and … doctor (photo taken on holiday).

Adult Class, level 3: A diva … moi ?

26th November 2019. AEF 3 Listening Part 2 & Units 5 & 6 review (p.63)

Tonight, the lesson is heavy on listening and review. I try to get as much student-talking time as possible, so I’m got some ideas up my sleeve to, hopefully, lighten and brighten the class.

The topic is celebrity interviews, especially interviewing famous people who may be:

arrogant // self-obsessed // pretentious // obnoxious // full of themselves

Which of those words would, in your opinion, apply to these people:

Use opinion phrases (In my opinion, For me, He seems to be, I get the impression she is …)

Image result for arrogant lawyer
a lawyer
Image result for ronaldo celebration
Ronaldo celebrates a goal … but is this too much ?
Image result for obnoxious bieber
Image result for prince philip quotes
and The Queen’s husband, Prince Philip.

A celebrity is anyone famous, but most often it’s an actor, musician, TV personality or just a regular person who has made the news (had a story about them in the newspaper, online media etc). Sometimes they can be arrogant or full of themselves in interviews. However, occasionally the interviewer may upset the star. What do you think is happening here [start at 04:23] in this Robert Downey Jr interview:

https://www.youtube.com/watch?v=dUX-CCmQeOk

Now we have the same interviewer with film director Quentin Tarantino:

https://www.youtube.com/watch?v=DTE8FPgHeE4

Image result for im shutting your butt down
Quentin Tarantino

So now the class are prepared for the book work.

I have an assortment of activities for the speaking.

First up – small talk

I’ll hand out some papers with a short dialogue of small talk. This is basically learning how to keep a conversation going by using appropriate responses.

Students can use the following:

Really ? // I see // Are you ? // Right // That’s interesting // That’s a good point // Where is that exactly ? // Oh, me too // Do you enjoy it ? // Do you like it there ?

Then the students can pair up and ask each other questions such as:

Why are you studying English ?

Where do you live ?

Where would you like to visit ?

What do you do in your free time ?

What do you want to do in the future.

Students can change partners for each question.

Next up – Call My Bluff

Class put into two or three teams. Each team has a sheet with four words or phrases, followed by three definitions. A different member of the teams reads out a definition, embellishing the wording to make it more convincing. The opposing team have to guess the correct definition.

Finally, for a fun ending, the students can interview each other, but one pretends to be a difficult celebrity. They can use language from tonight’s lesson, or preferably, invent their own.