Due to the return of COVID to Sai Gon, schools and language centres have been closed down, and online classes have restarted.
A big shout out to the staff at my centre. Instead of taking things easy in the build up to Tet, and enjoying time with their family, they had to work all hours to prepare for the change to distance learning.
To make these lessons work, we need students, and their parents, to follow these simple rules:
Respect your teacher and your teacher will respect you
tôn trọng giáo viên của bạn
You HAVE TO turn on your camera. If your camera is not working, you HAVE TO inform the centre.
Answer your teacher when you are asked a question.
Please control your background noise. No music, computer games or talking. Try to find somewhere quiet for the class.
Let’s work together and make the best of this situation and hopefully, we can all meet at the school in the near future.
I met an old class on Tuesday for a speaking test, and one of the students asked me why I stopped taking that class. I thought the reasons were pretty obvious, however if you really need me to explain, how about these:
I was absolutely sick of one of the students sitting directly in front of me, ignoring everything I said because she (yes, you all know who she is) was too busy on her phone, even bringing in a power-bank to make sure she had enough battery for three hours.
‘Student’ Care have mentioned this to her, and once even sent a representative to the class to tell her to stop. It had NO EFFECT; she continued using the phone each and every lesson.
I stopped calling on her to answer in class, as I only ever saw the top of her head. No doubt someone had posted a picture of a coffee or a cat to which she absolutely had to react, immediately, or risk losing a ‘friend’ that she probably hasn’t even met.
During the test I asked her to explain the centre rules, which she totally agreed with … in theory. I followed this with asking why she broke the rules. She replied that she, “Was bored.” She claimed that she was unaware that such behaviour was disrespectful.
Furthermore, I realised that with one exception, nobody was learning anything more; the class seemed happy at their level, and were not making any effort to expand their knowledge. Every lesson I stressed the importance of pronunciation features. I didn’t detect even 1% improvement, nor even the desire to improve.
Well, how did that work out for you in the speaking test ? Not so great, hey ?
Finally, I set a ‘test’ in my last two classes with you. Remember ? I gave you speaking practice then, instead of walking up and down monitoring your activity, I treated you like responsible adults. Instead of working, out came the mobile phones and English was replaced by the less than euphonic sound of the Vietnamese language.
Previously, I had given students one-to-one help. Instead of being thanked for this individual guidance, I was greeted with, “Me, again ? I spoke to you last week.”
I hope that answers your question.
Moving onwards or downwards, my Wednesday class. Talk about laid-back, I need to check if they still have a pulse.
I’ve dispensed with social pleasantries such as, “How are you ?” as I was receiving answers such as, “I’m tired,” or “I’m exhausted.” Just what a teacher wants to hear before a three-hour class.
DRINK SOME GODDAMN COFFEE
I made it perfectly clear, in the first lesson, that I am NOT here to entertain you. YOU are here to pass IELTS, which is a hard subject and requires active participation on your part. This means SPEAKING.
If your teacher asks you a question, damn well answer
Answer loudly and clearly, not just mumble begrudgingly. I told you last night, I am here to help you, I am not the enemy. If you refuse to speak or practice you are only hurting your own prospects.
At least last night, one of the ‘students’ admitted that she lacked energy or enthusiasm but, the punchline … she wants to be an English teacher.
Now we come to tonight’s class, which contains three young men.
Your behaviour over the last weeks has been unacceptable. This is a Cambridge IELTS class, not a Beer Club, certainly not a Kid’s class.
So, here are the rules:
NO SHOUTING IN THE CLASSROOM
NO CALLING OUT STUPID ANSWERS
LEARN THE NEW VOCABULARY – YOU WILL NEED IT TO PASS
NO FIGHTING IN THE CLASS – YES, I ACTUALLY HAVE TO WRITE THIS
Not too much to ask or to expect.
If you do not comply, I will stop the lesson and refuse to teach your sorry asses
I will not let you schmucks ruin an otherwise lovely class
Compare these two photos; which class do you think was more dynamic ?
The basic lesson was the same: what are you doing now, add a connector (or discourse marker) and say what you want in the future.
Students are taught how to use vernacular language, practise changes in intonation and alterations in stress, as well as chunking (natural linking together of words).
The photos, as the saying goes, tell their own story.
Photo 1 is from a high-level IELTS class where I wanted to increase vocabulary, and encourage the students to use more intonation … or basically ANY intonation in their voice.
The topic went down like the proverbial Led Zeppelin (and I wasn’t feelin’ a Whole Lotta Love for the class). I managed to elicit some half-arsed replies before they returned to their mobiles (or cell phones if you’re in the USA) or their natural comatosed state.
On the other hand, take a gander (have a look) at the second photo; same basic lesson target, but my goodness, what a difference, and this from an intermediate class.
Both classes were small in size (about six students) and predominantly teenagers, so how do we account for the chasm between them ?
To use academic language (for one of my new IELTS students):
This would seem to suggest that it was the students, as opposed to the lesson, that was the issue.
Words such as ‘inspire’ or ‘motivate’ are synonymous with teaching. However, as someone who attempts to teach, I must add that a successful lesson relies on synergy; one cannot motivate those who actively resist being motivated.
Teachers only have so much energy, and they can’t afford to waste it on customers who shuffle into class, scowling, ignoring the teacher, sitting at the back clutching their bag, defensively, in front of them before becoming engrossed in their phones and ignoring any questions put to them. I’m not talking about children here, but young adults or adults, on a course that they chose, and need for their future.
I wish I were.
So, to my great students, who come to class willing to learn, to be active, to practice and are polite and respectful:
What is the standard of behaviour in your classroom ?
At my centre, in Sai Gon, Vietnam, we have to employ classroom management (normally reserved for ‘young learners’) to ‘adults’ and some unspeakable teenagers.
At one previous centre, I even had a student write in his book, “I haven’t done any work, I’m not going to do any work,” then laugh at me. Unfortunately, that is not an isolated incident.
Even though we have classroom rules they are mostly ignored, but that is indicative of the country as a whole .
To make sure my customers are in no doubt, here are some rules and reminders:
No mobile / cell-phones in the classroom UNLESS it has been sanctioned by the teacher for educational purposes. My lessons start on time – if you use your phones …
I HAVE THE RIGHT TO TAKE THEM AWAY
No eating, chewing gum, slurping drinks
YOU WILL BE SENT OUT OF THE CLASS AND HAVE TO EXPLAIN TO THE MANAGER WHY YOU ARE EATING
No chatting while the teacher is talking .
FURTHERMORE, IN MOST CULTURES, THIS IS UNBELIEVABLY RUDE AND UNACCEPTABLE.
The teacher is here to help YOU learn.
We are not here to entertain you.
You have a chosen a three-hour IELTS course, so deal with it.
Take notes, write down new words, practice using them. Week after week I give you sample answers, new phrases and personal help to enable you to improve your scores.
If I see you are not taking my advise, I will not waste time and energy on you.
Finally, I will not tolerate any sarcasm, rudeness, insults or disrespect.
In the event that I have been insulted or disrespected, I shall end the lesson and you can answer for your actions to the management
If you are serious, I will do all I can to help you. If you just want to joke around and stop me doing my job, there will be consequences.
Time to turn over a new leaf
You need to work MUCH harder, but don’t take my word for it:
 motorbike riders don’t wear helmets, they overload their bike, use mobile phones, drive any way and any direction THEY want … public urination is endemic, recycling means throwing rubbish in the gutter and for many people, dogs are not pets, but lunch … and they joke about that to my face.
 good luck with this one … in nearly five years, I have never had a class that is able to just SHUT UP and listen. At first, I was shocked, adults speaking to each other, normal volume, continually while the teacher is teaching. As we say in the UK, empty vessels make the most noise, and there is a LOT of noise.
This blogsite, aimed mainly at English-language students, contains lesson plans, listening exercises, video clips and suggestions for improving skills and ability.
With nearly two hundred blogs, the site may be a little hard to use, so I hope this page will explain.
When you click on this site, you will see the most recent post. Scroll down to see other posts. However, the blogs will appear by date, not by level or category.
If you want to find blogs that are aimed at your level, scroll down (go to the very bottom of the page) until you see:
Then a box that says:
Click on the blue arrows and you will see a menu – a list of different classes and subjects.
Adult classes Level 1, 2 and 3
These are lesson plans and extra notes, work and information for students who are over 16. They are based on the text book my centre uses (‘American English File’).
English at a higher level, and specifically aimed at engineers and mechanics. The subject are often science-based, including various video clips for the English terms as well as an opportunity to hear native-English speakers.
Adult Speaking Classes, Levels 1 – 3
My own plans and teaching notes aimed at increasing the students’ skill, as well as affording the chance to use English, construct complex sentences, listen to ‘real-world’ English speakers and be introduced to various types of music. Many blogs are theme-based, focusing on different countries or subjects. The higher level blogs are primarily for my online followers.
Simple lessons for students who have started learning English. Lots of photos and basic grammar, vocabulary and help with speaking in sentences.
Exercises for people who have a good command of English, but want to cultivate their skills especially with regards to business, such as email-writing or interview techniques.
IELTS (4- 5.5 & 5 – 6.5)
Lesson plans for IELTS students, emphasising the requirements and expectations needed in order to pass the test with superb results. Contains extra work not covered in the class. Highly recommended for students who are serious about passing IELTS.
Lesson plans with video links, photos and pictures to introduce young learners to English
Various lesson plans and links, photos and music.
Young Learners Beginners, Levels 1 – 5
Based on the ‘Everybody Up’ text book. Extra work and links to help bring the lesson alive and engaging for students aged 5 – 11.
Lesson notes for students aged 12 – 15. Ideas for class games and activities, video links and suggestions for improving language skills.
Additionally, there are various personal sections, recording various aspects of life in Sai Gon in general and Viet Nam in particular. These are generally written in a more natural style, so students will encounter new words, phrases and expressions.
These sections include posts on food and coffee … I LOVE coffee … accommodation, my holidays and general life here in Asia.
In terms of tone, I have chosen to adopt the attitude of Godard, Truffaut et al when they were writing their ‘Cahier du Cinema’ articles; why waste time writing about bad films, when you can write so much about GREAT films. To avoid any unnecessary argy-bargy or aggro, I try to focus only on the positives. Furthermore, I do NOT mention any schools or centres by name although if any prospective teacher has a question, I will answer in a direct mail.
Following on from the above, I do not post any photos of my current centre as it is private property and I have to respect their wishes. Ok, full disclosure, I did it ONCE and … there was a request that it be removed. Said photo highlighted the reality of teaching in Viet Nam … let’s just say that not all students are attentive, motivated and respectful.
Alternately, you may wish to study up on a particular subject.
At the top of the page you will see ‘Subject Index’
Click and you will see a blog page:
The contents are:
Dialogues: short conversation pieces for natural language practice.
Famous Quotes: used in the lesson: Shakespeare, philosophy, Bible, politics.
Films, TV & Theatre: list of media referenced in the blogs.
Grammar: blogs for all levels.
Games: activities and games for classes of all ages, including student surveys.
Music: list of artists and songs featured in the blog posts.
People: famous people mentioned or included in the lessons.
Photos: interesting photos used in the plans.
Thay Paul Photos: photos of the blog author. Not recommended !
Reading exercises: a very useful resource. Where to find English literature online, but in simple English, specifically for language students.
Sentence building: exercises to help students speak and write more fluently.
Speaking exercises: including grammar practice.
Video Clips: a one-stop list of all videos used in the blogs. Please note, sometimes video are removed from YouTube, or a certain clip will not play in a certain region.
Writing exercises and reading exercises links: a brief collection of useful links for students at a higher level.
So … how does it work, Thay Paul ?
Find a subject that interests you, look at the category and then the date.
Go to Classes and ‘Select category’.
Click on category
When that page appears, scroll down until you find the date.
You may have to click on the ‘older posts’ button to see more posts:
Hey, Thay Paul, can you give me an example ?
Sure can … OK, say, for example, you have an interest in seeing my blog on Apple iPhones. It is on an Adult Class, Level 3, from the 14th November 2019.
Go to Classes
Select Adult Class, Level 3
Scroll down, look down the page until you see 14th November 2019
And … Bob’s your uncle. Oh, sorry, that’s an English expression which means ‘there you are’ or you have finished your job or what you need to do.
So … hope this helped
This is Thay Paul saying … “Good Night … and Good Luck”
A major attraction of living in Sai Gon is the cost of living. Teachers are not usually well-paid and as language teachers, we maybe do less than twenty-five hours a week (which is more than enough, depending on the students).
My arrival was not without problems. I will not mention the name of any institution, as I probably have more to be thankful for than otherwise. Having said that … moving across the world to a new culture and a new job is rather nerve-wracking – there will be problems, predictable and marvellously unexpected. One thing that can be counted on is paperwork. It must all be in order … and it will all be expensive.
First, in order to work as a teacher in Vietnam, one needs a BA degree (any subject, though anything involving linguistics would be an advantage), an official teaching certificate, such as CELTA: (this is a Google image)
Then a police background check, a CRC. There is not ONE agency that provides this service, so it is good to look on the internet first to check prices. They do vary considerably. I use Disclosure Scotland.
The teacher should also be a native-speaker but I have worked at centres that employed teachers from the Baltic States, and Spain.
Then there is the visa. One needs a WORK VISA to enter the country and be legally employed.
The ‘DN’ (top right corner) designates this as a business visa, and are issued for varying periods of time. I obtained mine by post from the Vietnamese Embassy in London. Therein, the first ‘issue’. My school had to send me an invitation (to be presented at the Embassy). Unfortunately, I was sent an invitation with the wrong entrance date, then told it would take a week to amend their error. Meanwhile, I’d paid for my (non-refundable) ticket and I had some unnecessary stress hoping I could get the paperwork in time.
“All’s well that ends well,” as the bard said. However, I had to pay for an express service which I believe was £140 ($180), and that was without postage and postal order fees (which brought the cost to over £170).
Furthermore, the three certificates (BA degree, teaching certificate & CRC) have to be notarised, then sent for stamping by the Foreign & Commonwealth Office and then stamped by the Vietnamese Embassy.
It set me back around £500, and that was without the work permit fee, the flight and money to keep me going until payday. However, one cold (London) morning, I flew, changing once at Bangkok, to Sai Gon and walked out to look for the staff who, I was assured, would be waiting for me. Walking out into the noise, the heat, the chaos that was … and still is … my life.
I had been told I would be driven to a hotel, where I would stay for three days, at the school’s expense.
Just like in the films, a young lady was waiting for me with a board welcoming me to Sai Gon. Yes, she was young. So young I was wondering if they had sent a student instead. Said lady then informed me that we would be taking a taxi and that I would be paying for it, but not to worry; it would be deducted from my first pay check, and because I was travelling with a local, I wouldn’t be ripped off by a tourist taxi.
I was a little taken aback by this news (I had been travelling for around twenty four hours, therefore not at my best), but it was compounded as Ms Information (as I later dubbed her) told me that I was also expected to pay for my complimentary hotel but again, not to worry, it would be deducted later.
I wondered what other joys lie in wait. I didn’t have to wait long. The assigned hotel had a power cut and wasn’t sure if they even had a room for me that day. After waiting with Ms Information in a cafe near the school (damn fine coffee if I remember, and I paid for it without being prompted; couldn’t handle any further deductions from a pay check I’d yet to receive), we returned to the hotel. A room was free but no wifi in the room.
On that note I thought, as I’m paying anyway, I’m going to choose my own hotel (I’d been to Sai Gon several times previously).
Later that evening, I met my manager and all was cleared up; no taxi bill, no hotel bill. I met some of the teachers, including the young lady whom I was replacing. She was young, blonde and beautiful, three things I have never been. Her students are going to hate me … and I wasn’t far wrong.
That weekend I observed some classes. Some teachers were very accommodating and helpful, some clearly didn’t want me in their class. I was left in no doubt that one in particular did not consider it her job to help me at all. And she didn’t. Each to their own.
Now, I was staying in my hotel, and getting the street motorbike to school. Ms Information would phone a street bike to take me home, very kind. I managed to find a room in District 3, which was ideal for me. Lots of shops and markets, lots of things within walking distance (I do not ride a motorbike).
This was situated in a small alley off a main road, Nguyen Dinh Chieu, in between a lingerie shop and a pharmacist. I felt at home.
The door was unlocked by inserting one’s hands through the black square and unlocking a padlock. There was no recycling. All rubbish, or trash if you are American, was dumped outside. It was rarely there a few minutes before some neighbour would pounce on it and rip it open looking for … who knows ? But the debris would be scattered outside the door. I took to dumping my rubbish, or garbage if you are American, further down the alley. At this point, I downloaded the Grab Bike app and was able to use their services to get home, easily halving the cost of the street bikes:
Probably not the image the company wants to promote, but more realistic than the twenty-somethings with pearly-white teeth and a perpetual smile. And footwear. I informed Ms Information that she no longer needed to order me a motorbike, I could book myself, with Grab. Maybe you can guess what happened … yes, I jumped on a bike she ordered for me and was on my way to the old hotel. So, back to my digs:
The room was basic, no fridge or cooking facilities, but a shower and private bathroom. Furniture provided. Kindle on bed and bottled-water on standby.
The simple life. I think I paid three million Vietnamese a month plus electric which could be up to another million depending how often I used the air-con. In all, I paid a maximum of four million VN Dong – about £135 / $175 a month, for a six-month contract.
Yet, nothing especially Viet or Asian about it. It evoked more of a Leonard Cohen in Greece feel. Nothing wrong with that of course … “You get used to an empty room.”
However, one Tet, when most of the tenants were away, I think someone broke into my room, as my suitcase which was always padlocked and contained my laptop, Kindle and money, wouldn’t open. It seemed that someone had tried to open it and had broken off their implement.
After that, I changed the door lock and spent a million on new, European-made security locks and bolts. Nothing from Taiwan, sir, give me that impressive and weighty German monstrosity. It’ll do the job.
But … at the end of my six months contract, I wanted out. The next place was just a few streets away, living above a clothes shop. I forget the rent, but it was similar to the first place, perhaps a tad more. Renting can be risky in Vietnam. At short notice, the owner can decide to take back the space, and the tenants have only a short time to find a new place.
The clothes shop had that exact fate. As you can see, it has gone, but this was the location, number 19. A husband & wife team sold shirts and Tshirts, living behind the store front. I had two floors upstairs, with a little verandah for outdoor cooking, and a shower that was apparently a danger-hazard. I was advised to fill a bucket with hot water and use that as opposed to standing directly under the sprocket. Power cuts were not unknown.
One night there was shouting and screaming – more than is usual in Sai Gon – as a house but three doors away was on fire. Exit flat sharpish and waiting in the street for the all clear before my year’s work-contract was up and I was ready to clear out of Viet Nam and head home.
Which I did. London … in winter. I took care of some paperwork, a new CRC, new work Visa and back on that plane for a lovely thirteen-hour flight. My new place, however, was an apartment. Way out in the sticks, near Cat Lai, the busiest port in S.E. Asia:
The local area was terrible: containers, night and day, honking of horns, trucks stomping over speed bumps, few amenities, few restaurants, not an ATM for miles and karaoke … open-air, all day and most of the night karaoke.
The apartment was great, and the swimming pool was fantastic – even if everyone if the neighbourhood felt it was their right to come and use it.
And then the rainy season began … the jolly old rainy season. Here are some arty (I wish) shots. A little Impressionistic:
For Christmas, they made this effort, which just looked like giant spiders from my vantage point:
One night, the Moon looked spectacular. Unfortunately, my phone camera couldn’t do it justice but anyway:
I mentioned karaoke. There were some people whose hobby was warbling, screaming, croaking, belching etc into a microphone, turned full whack, and ‘entertaining’ everyone within a two-mile radius. How could it get worse ? Wedding parties.
There was a vacant lot opposite my flat. It served as a car wash weekdays, but at weekends was rented out for wedding parties. These are noisy. Really noisy.
The first two hours usually have a professional singer or band. Most guests start to leave at that point … but not all. Some stay and avail themselves of the free beer, the karaoke and the microphone … for hours.
What starts as a romantic event ends up like this: Imagine these gentlemen screaming and shouting and whooping all day. Welcome to my (old) life.
And then we have the neighbours. Lovely people, but they were from Central Viet Nam so couldn’t take the heat. Thus, they installed three air-con units, the third of which blew directly into our balcony, sprinkling us with dust, muck, dirt, goodness only knows what kind of air-bourne viruses … and heat.
Enough, as they say, is enough. Time to move.
So now I’m still in District 2, but near shops, near a main road, near amenities, not a container in sight (or sound) … and we can have pets.
Of course, my very first night there, a local restaurant had … karaoke. However, we have a police office in the next street, so they make sure karaoke is contained and punishable by (I don’t want my English humour landing me in hot water, so add your own comment here) ………………..
Since then, very little except, around Christmas time all night, and for many nights, they decided to dig up all the roads:
Vietnamese food can be wonderful, albeit a little samey (to a casual eater, it can appear to be no more than bowls of different types of noodles with different types of meat, topped with a forest of fresh-ish vegetation).
I’m not knocking the local food, I’ve written blogs about my favourite dishes, but sometimes … an ex-pat will miss that little something from home. Never fear, in District 1, in the shadow of Bitexco, we have a number of stores selling, and usually at a very good price, various items from around the world:
And finally, I mentioned we are allowed pets … allow me to present my puppy, Dali (if you’ve been following my teaching blogs, you’ll no doubt appreciate the moniker):
Friday 21 for Saturday 22nd June (Everybody Up 4, U 8 L 3)
Today we have a listening test which is scheduled to occupy fifteen minutes (five minutes of the actual test, ten minutes getting the students to find pens, sit down and shut up). This helps the teacher, as there is less of a lesson to plan, and so without further ado …
We are on the penultimate lesson, so now we’re reviewing and going over recently-learnt vocabulary and grammar. They had a class featuring basic ‘Do Not’ signs … red-edged circles enclosing a black image, struck through by a diagonal red line.
After ascertaining the meaning of the signs in the book ( ‘no photography’ etc), I’ll show then a sign I saw in a bathroom in Indonesia. It contains some rather unusual prohibitions:
Of course, teaching students who are around 10 – 12 years means that I will have to hide the lower frame of the photo.
Then, an activity; the class is still young, and they enjoy drawing and being creative, basically anything that doesn’t involve a text book.
Activity: At our centre, we have a number of prohibitions. We can run through some of them and then the students, in small groups and equipped with a writing board and markers, must design a sign. The signs can be humorous as long as the humour is appropriate. For example, is this behaviour acceptable in class ?
Could they design a ‘no sleeping in class’ sign ?
We could then have a little talk about the meaning of signs in society and how prevalent they are … at shopping malls and stations, computers and phone apps.
Next up – grammar: What are you going to do ?
The class has covered, ‘What do you want to be when you grow up ?’ and, ‘What are you going to do next week ?’
Here, I will board some verbs and some actions. The students must match them. I’ve added two higher-level words, to boost their vocabulary:
EXAMPLE: This is my friend Pete. He wants to be a great musician. Next weeks he’s going to practise bass guitar.
Jane wants to work with animals. Next week she’s going to …
Martin wants to be an actor. Next week he’s going to …
Anna wants to swim in the ocean. Next week, she’s going to …
Tony wants to be a scientist. Next week he’s going to …
The verbs and actions:
purchase (buy) / experiments
visit / Shakespeare
conduct (do) / the zoo
read / snorkel and flippers
If there’s a few minutes before break, then a quick game of Pictionary can be fun. Two teams, each in turn, send one member to the front. I give them a subject to draw and their team has a minute to guess.
The subjects could be: An astronaut / gondola / a kangaroo / a monkey on a motorbike / sleeping student and then they could draw a member of the class.
The final activity before the book work (and if time allows; the great thing about over-planning lessons is that anything that isn’t used can be employed in the following class) reviews travelling and what is needed. I’ll show four English-speaking countries. The students, in four teams, will be assigned one country.
What will they need to bring with them ?
Why do they chose these items ?
What is unusual about these places, or different from Viet Nam ?
What would you do there ?
NEXT – the students have to identify the places:
And so … to book work, work books and … the bell !
Tomorrow night I’m substituting this adult class. I’ve taught them before, so most of the faces should be familiar. I’m not sure they will be over the Moon to see me again; maybe their hearts will sink. So, as a warm up, while students turn up and get settled, a quick review of new and recent expressions. I’ll board five expressions and let the students match with the meaning:
over the moon
complete waste of time
lose your temper
must be a nightmare
my heart sank
Now they have to match with these:
a. A terrible situation or experience
b. to be totally happy
c. to be totally disappointed
d. to become very angry
e. doing something but it produces nothing; it is useless and pointless.
Now practice – which expression would you use here:
He lives above a shop that has open-air karaoke every night.
She got 95% in her test and is incredibly happy.
John was nearly hit by a motorcycle; he was furious.
When the students saw Thay Paul, they were unhappy and disappointed.
Trying to teach physics to dogs is not going to do any good !
I’ll ask the students what the woman is complaining about
(Answer in blue after the next paragraphs)
This is also a good chance for the students to hear other accents; the clip is from USA, so the voices will be different to my British. Furthermore, this can promote some new vocabulary.
Is the lady being reasonable or unreasonable ?
Does she have a fair point ?
Is she right to complain ?
How would the students feel if this happened to them ?
(the woman is complaining about some Asians speaking Korean in a USA coffee shop).
What would you do ?
The food in a restaurant is cold and not properly cooked
A new smart phone doesn’t work properly
A hotel room is not as good as expected
A neighbour is having a loud party with karaoke … and it is 11.30pm on a Monday.
Following this, I’ll move onto the book work but with a difference. I’ve noticed how many students’ hearts sink when they have to open their books. After a conversation with a colleague, I hit upon an idea: I will do the book work, but as an activity or game. For example, the first exercise is pronunciation. How to pronounce ten words with correct stress and intonation. Instead of the students working from the book, I’ll say each word three different ways. In small teams, the students must then decide the correct version and say it. By saying it as a group or class, it prevent people from becoming embarrassed. The words include ‘experience’, ‘qualifications’ and ‘apply.’
Another book exercise involved writing questions about someone’s job. I’ll turn this into a questionnaire, students having to get up and ask each other questions. This involves speaking, listening and writing (& reading the questions) so it exercises many skills, as well as getting the students up from their seats (hopefully) and moving around.
This is basically one third of the book work covered without opening the book. But then, we have to finally take out the bad boy, open it up and start reading. Tonight’s reading is quite a chuck of text; the subject is asking rich business people to invest in a new idea. There is a show in the UK called ‘Dragon’s Den’, which features this concept, and apparently the US version is called ‘Shark Tank.’ What do these names suggest ? Into the dragon’s den is a British expression for going into or doing something unpleasant or dangerous.
As with any reading, the teacher must go through the text first and look for any problem words, or highlight useful, everyday expressions. These are then pre-taught.
Still, looking at a page of text can be daunting for a student, especially after a long working day. One way to break it down, is for students to work in pairs. One reads the first paragraph, then paraphrases it to the other. The process is then switched. However, the students may just prefer to read alone.
The last part of the lesson is speaking. Students are given some time to think up an invention of their own (they are given guides, for example, a new type of gadget, or food, or phone app. The point here is to get the students talking, learning how to ‘pitch’, what kind of language and presentation skills are needed. As a quick break, I can show some examples of people pitching ideas … but things don’t go to plan: https://www.youtube.com/watch?v=aYSSYm0b2wk
This is the lesson plan for the Sunday morning class, 10th March.
Lesson seek to teach new vocabulary and pronunciation, while also revising and practising various words from previous classes. Today’s focus is on basic sentence construction, asking and answering: ‘What is it ?’ It’s a ….’
What is it? Cái gì đó? It’s a đó là ….
Last week, the students learnt some new animals, and that lesson can be found here:
We want to get the students speaking as much as possible, and to each other, not just the teacher – student dynamic. So, to kick off, the students will greet each other, saying, “Hello, I’m …. ” I shall first model this with my TAs, so the students can hear and then copy.
Then, to reinforce last week’s drill, we have an ABC song:
This is a different version to last week, and can be used to drill both the alphabet and different colours.
Then we have a ‘Teacher says’ game, which helps the students with listening skills, and being able to respond to instructions. The commands are based on previously-learnt directions such as ‘sit down’, ‘stand up’, ‘clap’, then I will introduce ‘click your fingers.’ I can demonstrate how, and introduce the word ‘thumb.’ Then we can imitate various animals. After this active game, we move into the target language.
I’ll put some picture cards on the board, basic objects that the children already know (book, ball, car, doll, chair) and ask ‘What is it ?’ Here, I will just get a single word answer (the noun), but I want the answer in the form of a question. Therefore, I will drill ‘It’s a ..’ This takes time, weeks, not minutes, but eventually it becomes natural. Parents can really help the students at home by copying this exercise and insisting on the answer being framed ‘It’s a …’ (of course, some nouns require ‘an’ not ‘a’ but Rome wasn’t built in a day !)
Then, to make it a game, two students have to run to the board and hit the appropriate card. After, they take the card and become ‘thay’ (teacher). They hold the card in front of them and ask the class, ‘What is it ?’ Now, many students at this age are very shy speaking English, so they get a lot of encouragement and praise.
Apart from the new vocabulary learnt from the books, students absorb so much from what the teachers say. Using this I, along with my magnificent TAs, repeat words and expressions designed to increase their vocabulary; excellent, well done, good job, the basic adverb ‘very.’ To get the students used to taking turns, I will point to a pair and say, ‘First John and Anna, then Bella and Tommy.’
Moving on, I want to get the class comfortable with the alphabet, letter order, pronunciation and an introduction to writing. Today I’ll highlight the letter ‘B’. They already know bag, ball, book and the colour blue. The students can share a mini writing board and practice writing the words. Next up, we need a more kinetic activity.
I teach basic prepositions (on, in, under) by a chant with actions and an easy clap pattern. We shall chant and then practice. I’ll put two chairs and a basket in front and ask the students, in pairs, to put a ball either on, in or under one of the aforementioned objects. The chairs will be of different colours, so it’s great to see how they are able to differentiate between them. All the time, I make the students says what is happening. When they are comfortable with the game, the students themselves can take turns giving instructions.
Today’s new vocabulary is related to the main topic of animals and pets. The four new verbs will be jump, walk, fly, swim. To change the pace of the lesson, I’ll show a quick video:
This video is aimed at older children as the vocabulary is quite sophisticated, but I will be able to use the word ‘high’ and start to use superlatives (highest).
We can mime this actions, and match them to animals, until the students are comfortable with them. Later in the lesson, we shall revisit them to help the students retain the verbs.
And so, to the books, a mixture of listening, following instructions, colouring and pointing to the correct noun.
We will be near the end of the lesson so we want to finish with some fun activities. In a circle, the students will be grouped into rabbits, cats, birds or fish. When I say rabbits, the students in that group must stand up and jump; with birds fly, and so on.
To really drill ‘What is it ?’ the final game will be a student holding a picture card or flash card and asking the name. The answer must be in the form of ‘It’s a ….’
Finally, we say goodbye, see you next week. High fives and goodbyes.