This is a discussion task to introduce a sequence of lessons on fame and celebrities. One of the set reading texts in the sequence included some comments on celebrity ethics. I thought this was a good springboard, so after a brief chat/some questions about what learners consider to be ‘ethical’ behaviour in the context of celebrities, I gave them these three scenarios to discuss:
Another ‘making things up as I go along’. This time in my IELTS Teens class.
Topic: Environment and the natural world
Context: We’d just done some vocabulary review / building activities. We’d also dipped into the book for some listening practice – a few activities on ‘identifying attitudes/opinions’. So, we had tonnes of new vocab, plus loads of phrases in a table like this…
Cue Teacher Pete’s random fluency practice, with the aim(s) of developing students’ ability to…
- think on their feet
- see things from different perspectives (whether they agree or not!)
- justify opinions
- wake up a bit after coursebook activities
Another one of my ‘making things up as I go along’ reflections. This time, something that actually worked!
The materials from one of our in-house, pre-int lessons the other day reviewed so/such (a) in the context of travel / holidays / hotels, that sort of thing.
The task was ‘describe a place you’ve visited or hotel you’ve stayed in, and shoehorn in some such a nice place/so lovely style phrases’. It was alright. Apart from that none of the students seemed that bothered about each other’s stories, none of them felt much like using a ‘so/such a’ phrase, and none of them really needed to either. But hey, that was the lesson aim, so I kind of had to run with it…
I spent some of the task time listening/assisting/etc, and the rest zoning out thinking ‘if I’m supposed to get learners using this language then I’m failing – so what other tasks have a got up my sleeve?’
I scribbled down (i.e. typed out on the IWB) a dialogue like this…
Hey all, quick question here, after some ideas. I just wondered – do you have any routines or activities you use to engage learners at the start of class? (more…)
More football! Give me more football!
I heard it’s less than a month until the start of the Premier League season. Here’s more football related content for the post-World Cup/pre-PL football hungry students. (more…)
The theory of multiple intelligences came up in English in Mind this week. I knew it would really interest my students, so I decided to
explore it a bit more. Here’s another idea to get your teens talking, and reflecting on their own skills/abilities.
I did a quick ‘unscramble the letters to make words’ task
LEVECR = clever MARTS = smart ITELGINTLEN = intelligent
Then I asked the students to complete the sentence:
They came up with some pretty good definitions. I put a simplified dictionary definition of intelligence, and then the students discussed a few questions:
Do you think you’re intelligent? If so, how?
What about your friends? Do you have any really smart mates?
Do you have to be good at every school subject to be ‘intelligent’?