What is different about helping verbs can and like & want ?
Can uses verb 1, but like & want use infinite (to + verb 1)
Now … Your turn
Write 3 sentences using can, like & want.
Remember:
can + verb 1 // like + infinite // want + infinite
Only good grammar can defeat Thanos …
Good Luck !
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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
SPEAK ENGLISH
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
I usually start a class with a review or warm up exercise, so here’s a selection of short activities.
Subject:
Adverbs (frequency & probability)
For / since / ago / already
Past Perfect & Past Perfect Continuous
Phrasal verbs
Re-writing sentences
Quick-fire corrections
Verbs into nouns
Vocabulary booster
Adverbs
Notice how a native speaker will alter the sound of the adverb, from a high ‘always’ to a deep ‘never’.
Encourage the construction of sentences with this exercise
always
usually / often
sometimes
rarely
never
Subject + adverb + verb + object …. when ?
I always drink coffee … in the morning
I usually read books … after work
I sometimes go swimming … in the afternoon
I rarely study Vietnamese … ever
I never play music … late at night (OK, maybe sometimes)
NOW … Your turn
Have students work in pairs, making their own sentences. Weaker students can copy the examples, but stronger ones are expected to introduce different vocabulary.
Listen out for the final -s sound, notably in sometimes
Similarly, introduce adverbs of probability
definitely
probably
possibly
unlikely
definitely not !
It will definitely rain soon
He will probably be late tonight
I will possibly go shopping after class
It’s unlikely that he will play for Barcelona, ever OR He is unlikely to play for Barcelona, ever.
I will never go back to that terrible restaurant.
Past perfect simple
Past <____X________X__________Present_________>Future
Something happened before another action BOTH in the past
Sub + had + past participle : I had seen the film before I read the book
She had finished the test before I was even half way through it !
Had you visited the museum before Jane arrived ?
BUT there is a time gap
past perfect continuous
something was happening when another thing started
Sub + had + been + verbing // I had been playing games when he called
I was playing games AND THEN the phone rang.
You had been laughing until she stopped you.
Had you been waiting long when she emailed you ?
NOW … Your turn
Write sentences using the past perfect continuous for these photos:
Man on Skype … then his daughter walks in
Just looking at the church … then a bird attacked
for / since / ago / already
I have lived in HCM … 4 years // She has been here … 2014
We came here 7 hours … // They have … seen the film
Students – make four sentences, using the four words
Quick fire corrections
Maths is / are very exciting and beautiful. History is / are fascinating
There is not many / much space in my car. Mr James has much / many fb friends
Can you buy a few / some milk and a few / some oranges ?
Rewriting sentences
Tony started in 2010. will By 2025, Tony will have been working here for 15 years.
Pam went to Japan and is returning in June. the It’s the second time that Pam’s been to Japan
Many people ask how to progress from intermediate level to becoming fluent in English. One way is to learn collocations – these are groups of words that usually go together to make a new meaning – and so much of everyday English is made up of collocations, idioms, slang, colloquialisms etc.
Collocations – ‘make’
In the above paragraph I used ‘made up’. This is a good example.
‘Made up’ came means invented (we make up a story to tell children) & it can mean containing (my fb group is made up from people from all over the world). We can use it in the past tense or present – ‘made’ or ‘make’.
You probably know some phrasal verbs; If two people argue then become friends again, they make up. When a woman puts on lipstick, she is using makeup.
Here are some common collocations with ‘make’:
Make up your mind (decide about something).
Make dinner / make a sandwich.
Make time (find some spare time to do something).
Make it through the night (be able to do something after some bad news OR keep working for a very long time).
Make it through a long book (finish it, read it to the end).
Try these exercise … use make / made / make up / made up.
‘Infinite Jest’ is a very long book but I ……. my way through it.
I forgot my homework, so I had to ………. a story to tell my teacher.
When you come home, can you …… dinner for the children.
My teeth hurt; can you …… an appointment at the dentist for ?
The architect Gaudi never used to …… his buildings with straight lines.
Should I wear the black or green tie ? I can’t …… my mind.
This is so confusing ! I don’t know what to ……. of it.
Your room is so messy – can’t you even ….. your bed ?
You kids ….. me crazy !
I ………. a pig’s ear of the whole business (past tense – to do something completely wrong).
I did OK in the test, but ……. some silly mistakes.
He drank several coffees to help him …… it through the night shift.
Put
the cat out/ the fire out / on your red shoes /on a happy face
it in your own words / up or shut up ! / it away / it another way
Get
well soon / over it ! / on with it / away with murder / on the bus /
stuffed ! (impolite) / with the program (US) / some fresh air
Make
a career move / your move / a pig’s ear of something /a wish /
up for lost time / the best of something / fun of someone
Do
the right thing / away with that old technology / your best /
a funny walk / the dishes / your hair
Bring
it on ! / it to me / “my bow of burning gold” (poem) / about change
it up at the next meeting / a smile to my face / up children well
Take
turns speaking / it up with the manager / up my trousers a little /
a good look at yourself / a hike ! / medicine / a deep breathe
What do these collocations suggest ?
Widely available // routine check-up
disperse the crowd // boost employment
catch up with the news / / catch up with friends
Find longer definitions for these collocations.
Adequate supplies to meet demand
Revised edition
Major turning point
Set realistic aims
Cause insurmountable difficulties
1) Enough things so that everyone that wants one can have one
2) Know what you want to do but it must not be too much for you to be able to do it.
3) Make problems which people will not be able to solve or cause problems that people are not able to work properly.
4) A very important moment when things changed completely
5) A new book, similar to the old one but with more up-to-date information, or mistakes have been corrected.
Speaking practice
Boss Jim, can I see you for a minute ? It’s about your punctuality.
Jim Sorry, Boss, I’ll make up the lost time after work.
Boss Damn right you will. Now, what was this email about ? I couldn’t make sense of it.
Jim I made a few mistakes because I rushed. I wanted to make sure you read it.
Boss You made a right pig’s ear of it ! Anyway, have you made your mind up yet ?
Jim About the new job ? Well, the other company made me a fantastic offer.
Boss I’m not giving you a raise; I’m not made of money ! Money doesn’t grow on trees.
Jim I’ll make my decision later and let you know.
Boss If you leave here, you’ll be making a big mistake, Buster !
This is my final class with this group as they have tests next week, conducted by the Vietnamese staff. Therefore it is a review lesson, going over recently-acquired words and practising listening skills.
It threatens to be quite passive (although this class is anything but passive) so I need to start with some energetic team games, focussing especially on speaking.
To begin, a STB game based on the previous unit (‘Special Places’). I’ll show various pictures of world landmarks and ask about them, for example where is this:
Bonus points for naming the mythological creature, and for asking the riddle with which it is associated. Other sites include the Taj Mahal, the Parthenon, a lighthouse, and the recently-discovered Hang Soon Dong cave here in Vietnam.
Here we can review UNESCO and world heritage sites. Vietnam currently has eight sites on the UNESCO list – how many can the students name ? https://whc.unesco.org/en/statesparties/vn
Next a ‘run ‘n’ write’ activity. I’ll board an incorrect sentence and the students must correct. I need about seven sentences to give everyone a chance to take part:
What London like
was the weather what like
We goes on a boot trap (in past tense)
It weres (ADVERB) interesting
£75 is ext … exp …
You should criss the rood careful
Dali were a really famous lawyer.
As a bonus, can they draw a Dali-esque clock ?
Next we can have small group work. I shall show various photos and they have to write a short piece using as many adjectives and adverbs as possible:
psycho / palace / famous for / in common / gadget.
As usual, it helps to give a model to serve as an example. I shall use this photo:
‘Live and Let Die’ (1973) James Bond escapes from some extremely scary alligators.
In this picture, the British spy James Bond is surrounded by some very scary alligators who are extremely hungry. He tries using his magnet gadget on his watch but it doesn’t work. Bond is famous for escaping from very dangerous situations. Quickly, he runs across the water stepping on the backs of the creatures. Bond films are incredibly popular because they are amazingly exciting. Do you find them interesting or boring ?
Now for the students:
Typical Vietnamese foodThe magnificent Heath Ledger as the Joker in ‘The Dark Knight’ 2009.London’s Buckingham Palace, hone to the Queen.Dali and friends.
To end the activity section, an opinion poll. This makes the students get up and ask classmates for their views, so listening and speaking skills are utilised – and no teacher-talking-time !
This survey will be based on Special Places. The students are offered a choice of four locations: The Pyramids of Giza, the Parthenon in Athens, The Taj Mahal in India and Buckingham Palace in England.
Which site do you want to visit most ?
Why ?
What is the weather like there (use adverbs) ?
What can you do there ?
What could be a problem ?
After this, it’s time for the book work and assigned lesson plan. As mentioned, there is a lot of listening and video watching, so that should occupy most of the remaining time.
To finish we need a high-energy game. ‘Family Fortunes’ is good as it makes the students work together, and can be a test of general knowledge. I could ask: name four countries in Europe, four typical dishes from USA, four famous singers etc.
Thay Paul's Notes 