“My favourite thing? Does my cat count as a thing? She’s not really a thing, but anyway. She’s a really beautiful little cat. I’ve had her since she was four months old. You know how some cats are really independent and hardly talk to you? I know cats don’t really talk, but you know what I mean. Well, she’s not like that at all. She’s really affectionate and comes up to me as soon as I get home, purring away like mad. She makes a lot of noise for a tiny thing. She loves being stroked and comes and curls up next to me when I’m on the sofa. She’s great company.”
1 What is her favourite thing ? Her cat
2 How old was the cat when the girl got her. Four months old
3 Is the cat friendly ? Yes, ‘she’s really affectionate.’
4 What does the cat like ? Being stroked
5 How is the cat described as being ? Good company
Do you use a computer at work ? Is it essential or just useful ?
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.
Group work: Prepare a guide to Sai Gon for tourists.
Allow students access to the class computer for Google images if required.
What to see and do // where and what to eat // what to buy //
What they can do for entertainment
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.
My friend Andy is coming to Sai Gon
Using ‘should’ to give advice or information, make suggestions for Andy.
He loves history … what should he visit or see ?
He loves traditional food … what should he eat ?
He can’t ride a motorbike … how should he travel ?
He likes a beer a night (!) … where should he go ?
My Thai friend is coming to Vietnam:
Ms Namsum is young and energetic. She’s into (really enjoy) clubs, sightseeing and shopping.
I suggest she starts the day with a traditional bowl of pho then goes to Sai Gon centre. She can walk there from her hotel in District 1 or take a taxi (Vinasun or Malin ONLY). She will be out of the heat and has a lot of shopping choices and places to eat or grab a coffee. She could rest at her hotel in the afternoon, then go to Nguyen Hue walking street when it gets cooler in the evening. She has many restaurants in this area. Furthermore, there are many English-language menus. Finally, she can go to Bui Vien street where there are many clubs and bars, as well as many tourists speaking English.
What do they students think ? Is that a good plan ? Have I missed something important ?
Language to use:
I see your point
That’s a good idea but …
If I may make a suggestion …
I’m not sure that’s such a good idea.
For example – That’s a good idea but you haven’t thought about sightseeing.
Bui Vien can be very noisy so I’m not sure that’s such a good idea for a young lady on her own.
Two of my friends, Tom and David who are both actors, are coming to Sai Gon. The students, in groups, have to arrange a fun day including sightseeing, shopping, eating and transportation. Then they have to compare their itineraries and exchange views and opinions. The students learn how to politely disagree with each and put forward their ideas and support their choices.
PLAN A DAY FOR TOM & DAVID
Where can they eat ?
What could they see or visit ?
How can they travel around ?
What can they buy as souvenirs ?
Where could they go at night ?
What safety advice would you give ?
What you need to know:
Both are 45-years old. They have good jobs and a good income. They like history and culture. They really enjoy good food and wine. Neither speaks any Vietnamese. They are too old for very loud clubs but they don’t mind having a few beers and maybe seeing some live music.
The students can make a presentation, and use the computer for images or maps to illustrate their plan. Then the other team can explain what they have organised, and the reasons why. I will decide which team has made the best choice.
Activity: Plan a day out for my friends.
I have two friends arriving in Sai Gon (or your city). They want a typical, authentic experience. Plan a day for them. It must include:
Somewhere for a snack
An interesting building or location
Something to do in the evening
Give tips and advice.
How do they travel around ?
What are their options and estimate the prices.
Try to use as much new vocabulary as possible, words and expressions.
Directions to Pham Ngo Lao Street District 1 // Directions to a city centre street.
Ask for help. Other must offer as much help – how to get there, the best way, the price, the dangers. Body language – distance, expression, intonation, eye contact etc
Is Sai Gon safe ?
Can you understand Vietnamese people speaking English ?
Do you agree with their points ?
Are there any words you didn’t understand ?
Do you have any bad experiences ? Tell the class your anecdote.
Word bomb– what do you think of when I say ‘hotel’ ?
Checking in to a hotel
reception / lift or elevator / single or double room / king size bed or twins /
first floor / complimentary breakfast / key deposit / luggage storage / safe / mini bar
What would the conversation be ?
Reception: How may I help you / May I ask your name ? / Can I see your reservation code ? / That’s fine. You stay for three nights ? / May I have your passport, please ? / You’re in room 237. That’s on the second floor / Thank you. Sign here, please / Yes, the lift is just over there. / Naturally, as well as a hair dryer, coffee machine and mini bar. / Enjoy your stay.
Guest: Hello, we have a reservation / We booked a room online / My name’s ….. / Certainly, it’s on my phone. / Yes, that’s right. / Absolutely. / Correct. / Just a second; here you are./ Is there a lift ? / The second floor ? / Is there a safe in the room ? / Perfect. Thanks very much
Make a conversation. One student will be the reception, the other(s) a guest or guests.
Write your own conversation
You are in a hotel bar and you meet another guest. Start a polite conversation, but you have to use your English.
Greet each other
Why are you in this city ? (holiday or on business)
Offer to buy a drink (accept or decline – maybe you don’t drink alcohol)
How long are they staying ? What do they think of the hotel ? What can they do in the area around the hotel ?
Small group work
You are two married couples who meet on a tour and are staying at the same hotel OR you are on a business trip and meet some other business people.
Use the following sentences, as well as your own, to make a conversation. try to keep speaking for as long as possible by using small talk techniques (oh, really / that’s interesting / tell me more / what do you do exactly ? / where is that ? / Sounds interesting)
My wife and I are delighted to meet you
Shall we go to the bar or cafe ?
Can offer name first (I’m Simon, what’s your name ?)
Would you fancy a drink … ?
Is there anywhere special to do here ?
Sorry, I have to get my head down, it’s been a long flight (I need to sleep).
My colleague and I were going out to eat.
I fancy a beer or something alcoholic
Oh, I’m sorry, I didn’t ask where you are from.
Would you like to join us ?
Peckish (little hungry)
What do you think of these hotel rooms ?
What do you think of the design ?
Would you like to stay in any of these ? Why, or why not ?
Read this excerpt from a travel blog. How many adjectives can you see ?
This is my first visit to Turkey. It’s a wonderful place ! The people are friendly and the meals are delicious. Farmers here grow many different crops including many kinds of fruit. They also grow a lot of wheat, and the bread in Turkey is really good. Of course, the geography and climate in different parts of Turkey affect the kind of food farmers can produce in each region. In central Anatolia, the land is almost flat, and the weather is usually warm and dry. It’s a good place to grow crops and to raise animals such as cattle and sheep. High up in the mountains of eastern Turkey, farmers also keep animals as they can’t grow crops. Today, I’m visiting the coast of the Mediterranean Sea in southern Turkey. The weather here is hot and humid, but the fish and seafood are excellent.
Saturday 15th June. Everybody Up 4, Unit 8 Lessons 1 & 2
My manager is very supportive, and concerned over my welfare; she tells me not to expend too much energy in class, especially on a Saturday when I can have three young learner classes. Imagine 50 – 60 children committed to screaming their heads off for as long and as loudly as possible …. Welcome, as the saying goes, to my life.
Last week I prepared quite a bit of work for this class, including general knowledge based on but not in the text book. Unfortunately, it was a minor holiday in Vietnam, and a lot of the top cat students were away and … it became apparent that my multi-media presentation of classical music and classic film, and using the students to represent the movement of the heavenly bodies was … yeah … a waste of time and energy. Not entirely true … three girls were interested, the rest stared at the floor or the ceiling or the clock, while the boys had a contest, who could be the biggest ignoramus. It was a tight contest; they all won.
So, this week, after a debilitating fever, painfully sore throat and constant sneezing, I’m sticking to the book, and devising activities that will make the students use the target language and the target language only (OK, maybe a few new words for the top cats).
It’s a gross generalisation, but in my experience, so many Vietnamese want to do the work as quickly as possible and then do nothing. This covers students from all my centres, TAs, office staff, public servants, contractors, builders … This may explain why my new apartment has cracks inside and out and why so many tenants have had to retile their floor as the original tiles simply broke leaving inches of dust and debris … but, I digress … and so, without further ado, the lesson plan:
Warm Up: 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 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 ?
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.
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.