speaking

‘so’, ‘such a’, and cheap cocktails

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…

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Lesson idea: multiple intelligence

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.

Lead in:

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:

‘Intelligence is…’

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’?

etc.

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