Identifying text types

The idea with this lesson is twofold (love that word):

  1. get sts thinking about what is appropriate in different text types.
  2. make them more aware of what they can learn from the little things all around them.

It’s a simple little lesson but it works.

  • Level: pre-intermediate and above
  • Time: 1 -2 hours
  • Aims: see above

 

Materials:

  1. worksheet (word): text types
  2. worksheet (PDF): text types
  3. Teachers’ worksheet: text types teachers’ copy
  4. Audio: 

 

Barry London: Writing + Study skills

Brixton-Tube-CLosed

So we finally have it, Barry London’s second official lesson. If you haven’t seen the previous one it’s right here. The idea we came up with was that seeing as how for some reason every character in my lessons is called, Barry, we’d just embrace this and create a person and give him a string of lessons. They’re for different levels and will look at different aspects of the language. Also, they do not need to be done in any sequence. They do not build on each other.

This one is very different to our normal lessons in that it looks at descriptive writing and study skills in more detail than we normally would. It started out as a low level lesson but it was most definitely a high level one by the end.

I’d recommend this lesson as something different to do at the end of the week or course or for more creative students. It’s definitely not a straight grammar lesson.

  • Level: Upper Intermediate / Advanced
  • Time: 2 – 3 hours
  • Objective: to encourage sts to record language in context and to think about metaphors and imagery in creative writing.

Materials:

  1. Barry London arrives in London – teacher’s copy – Answers / notes
  2. Barry London arrives in London – student copy WORD
  3. Procedure Barry London story – Procedure
  4. Barry London arrives in London PDF -student copy PDF

 

Tense review with the Rolling Stones

In an attempt to claw back some credibility after ‘the script’ lesson, I bring you a tense review based on an article on the Rolling Stones.  It is a good one to use either as a diagnostic or as a review.  There are also a couple of interesting bits of lexis, should be fairly easy to do from the worksheet and as a warmer there is a listening element made from the direct speech from the text, which you can return to later if you fancy.

And as if that were not enough, there is also going to be a follow up listening lesson with Paint it Black!

This as is often the case with our lessons asks you to train students to notice the grammar and there is some vocab to work out from context.  The worksheet should be pretty easy to follow I hope.

Apologies for the listening, couldn’t find it online so had to do it myself!

Level: Int +

Aim: to review / test tense awareness

Procedure:

Picture: just follow worksheet

Listening: The idea here is to get the students thinking about what is actually being said, and so rather than standard gist questions I have made a task where they have to paraphrase what the person is saying, this will be hard as there will be some vocab that may be unknown in this context ‘cut’ for example.  However, the idea is to start to give them the tools to deal better out of class.  Don’t worry about playing the recording a few times or even, give them a time limit, send it to them via ‘What’s app’ and they can listen as many times as they need in that time.  They can then read to check if they were right.

Reading gist: 

  1. first read to check listening
  2. Read to answer gist questions – answer together

Grammar hunt:

Just as it says really, give students a time limit, you know your class! As i said above, this is either a diagnostic or revision, works for either.  I would go a bit demand high on this though during the feedback, so on the past simple, “why is it past simple? which time phrase is used?” How else could the present continuous be expressed grammatically? that sort of thing.

Reported speech:

Follow the worksheet, as a follow on, i often ask the students to find examples of direct speech by musicians they like and turn them into direct speech and bring it to class next time or email them to me to check.

Vocab from context:

More of our training, I know we put this into almost every lesson, but getting your students comfortable in working out meanings for themselves is important and the more practice they are given, the better they will get.

Listening (the return):

Now get students to listen again to the first recording, they should find it much easier.  Here is where you could highlight some of the following:

  • elision: things like “we wen in”
  • language often used in anecdotes: “we were like”
  • stressed and weak forms
  • sentence stress and where the pauses happen

 

Materials:

AUDIO FILE

 

My “Favourite Film” Lesson

OK Once is not actually my favourite film but it’s not bad at all. I was in the middle of a lesson the other day and this was the only film I could think of. I did this lesson (or a version of it) and it went really well.

It’s a simple low-level lesson and if you do similar lessons or activities little and often, you really will begin to get slightly more autonomous students. The whole idea is to encourage them to notice the language that’s all around them just a little bit more.

In this case, they have a tiny text but they’re going to use it to notice 3 language points as well as working on noticing errors and getting the meaning of vocab from context.

  • Level: elementary / pre-intermediate
  • Time: 1 – 3 hours
  • Objective: to encourage sts to notice language in context

Materials:

  1. favourite film worksheet
  2. Procedure

 

If you’re looking for some more film related lessons try this one or this one

Tip: If a film comes up in class that your students don’t know, do a research hunt. Give them 3 minutes and send half the class to IMDB and half to Wikipedia and then see what they come up with. It’s great for practising independent research skills.

The bits of the paper we ignore 1!

This is to be part 1 of a 2 part series focusing on the bits of the newspaper we throw away. A lot of our lessons on this blog and the lessons we do in class use articles as the basis for the lesson. But what about the rest of the paper?

We want to encourage our students to be fully-functioning autonomous machines out in the real world, constantly analysing the English around them, learning new words and structures and reconfirming what they have learnt before. One way to do this is to help them find what they should be analysing in the first place.

This first lesson looks at an advertisement for a film. It’s a film I haven’t seen a to be honest I have absolutely no intention of seeing ever…but that doesn’t matter. Check out the lesson and let me know how it goes.

Level: Intermediate and above (although low-ints might need some help with some of the questions on the worksheet. A lot of ICQs and CCQs please!)

Time: 1 – 2 hours (depending on discussion times and follow-up activities)

Aim:

  1. to encourage sts to notice and analyse the language in the world around them.
  2. To gather vocab on dating

Materials:

 

full ad

Procedure:

This is quite a straight forward lesson. The worksheet takes you through it nice and easily. I think the only part that might need to be commented on is the final part, the reflection. The idea here it to get them thinking about the English that surrounds them. Even if you don’t live in an English speaking country, the Internet is at your disposal and by driving them to sites like IMDB.com, you can help them to see this.

Possible Follow-up Activities:

  1. students write their own tweets about bad dates (real or imaginary) and either put them up around the room for correction or tweet them using the hashtag at the bottom of the ad.
  2. Students look up new films in groups on IMDB and summarise them to their partners.
  3. Students set up a class online dating profile and send comments to people.

Is the English Language sexist?

So this lesson uses a fantastic newspaper article from the Guardian.

http://www.theguardian.com/commentisfree/2016/jan/27/eight-words-sexism-heart-english-language

It was one of those things I read and knew I had to make a lesson about.

The lesson focuses on collocation, vocab building and reading skills if you fancy going down that route, as ever, you are welcome to pick and choose bits and pieces.

Aims: build awareness of collocation / get students to respond to a text naturally

Level: Advanced / strong upper Ints could cope if it is scaffolded

Time: This really depends on how the conversation part goes but you will need a bare minimum of 1hr, I think 1.30-2hrs is more realistic.

Procedure:

Introducing collocation:

  1. Ask St’s in pairs to come up with 6 collocations for ‘Pop’ on the worksheet.  They can then read the first paragraph of the text to check if there collocations were the same.
  2. Write the word ‘Rabid’ on the board. Now ask students to look at the second paragraph and look for the collocation for the word rabid.  Ask them to think about what the word ‘rabid’ means.
  3. Ask them to complete the second diagram using words from the text.
  4. Ask students to think about recording their new vocab along with words that collocate with them, to help them to be more natural when speaking and writing.  You could at this point direct them to the British National Corpus, or show them how to look for collocations online from any other sites you may use.

http://phrasesinenglish.org/searchBNC.html

Reading:

Feel free to completely change this section adding gist questions or scanning tasks, but what I wanted here was two things:

  • to get students to react in a more natural way to the text.
  • to get students to create their own questions to set for each other. ( I should add here that it was partly to encourage learner autonomy and to test their ability to write synonyms but also to get them to think about how an examiner might write the question.  Therefore, I monitored them closely, helping with synonyms and little grammar fixes here and there).

You could, if you have a nice even number, cut up the 8 words and get the students to read them and then tell the other students about them, a jigsaw reading of sorts.

Otherwise follow the questions on the worksheet.

Reflection:

Having had a chat to a friend about some of the attitudes of her students recently, I was keen to put a reflection section into this lesson, they feature in lots of our lessons, but this one is thinking more globally about language.  This could result in a big discussion or be over in 6 minutes, really depends on your students.  Go with whatever feels right.

Vocabulary:

Again, as part of training students to be more autonomous the idea here is to get them to try to work out the meaning of words using their context.  They can then check them against a-f

As always, if there are any changes you put in, let us know and tell us how it goes.

Materials:

Barry London: a tale of two cities

You may or may not have noticed but I have a tendency to call everyone in my lessons Barry. I don’t know when this started, I don’t know why but it has definitely become a thing for me. Maybe I just like the name.

So, in keeping with this, we’ve decided to make Barry a little more real. We’ve given him a second name and over the next few months, we’re going to do a string of Barry-related lessons. Obviously they’ll all be standalone lessons but there’ll definitely be a thread running through them.

This is the first of many Barry-lessons and we join him in the Shard in London…but it doesn’t start off well for the poor fella.

spire shard

Level: Intermediate and above

Objectives: By the end of the lesson, your students will be better able to identify useful chunks of language in a text by themselves

Language Points: Phrasal verbs and expressions related to relationships and dating

Time: 2-3 hours depending on activities

Procedure:

The worksheet and text are pretty straightforward for this one and take you through the steps one at a time. The general idea of this lesson is that your learners are gradually brought from just finding the meaning of vocabulary, to identifying useful chunks of language and finally grasping their meaning from the text.

Material:

  1. Word: Barry London – up the shard
  2. PDF: Barry London – up the shard

A might well:The many forms of “might”

A borderline advanced student stopped me in the corridor the other day and asked me what the difference was between might, might as well and might well and for a moment I was stumped. He was holding his Upper Int coursebook on the grammar reference section for “might” and he made a very good point which was:

The Upper Intermediate book has exactly the same information as the Intermediate.

He was right, so I decided to look at it in a little bit more detail and came up with the lesson below.

The materials and the teaching notes are all in the same file and I’ve attached it as a PDF and as a WORD doc so that you can edit it if you like.

Enjoy

  1. might-as-well  – WORD doc
  2. might-as-well  – PDF

 

guys pic

 

The Beatles – Dead or Alive!

The idea for this one came from a teacher I used to work with, great teacher. He used wikipedia entries on the Beatles to compare Past Simple and Present Perfect. I loved the idea and so when I had to cover a class last minute the other day, I decided I’d try it out.

This is the lesson I did. It works on a couple of things:

Objectives:

  1. Reinforce and examine the difference between present perfect and past simple.
  2. Raise awareness of the features of different texts (in this case wikipedia entries)
  3. Encourage students to notice chunks of English and adopt them into their own writing / speech.
  4. Encourage learner autonomy (ye olde holiest of grails) in reading.

Level: Int / Upper int

Time: 1.5 – 3 hours

Materials: wikipedia present perfect – BEATLES

john and paul

 

Procedure:

(1)

Introduction:

List the following discussion questions on the board:

  • What kind of music do you listen to?
  • Have you ever been to a concert/gig/festival?
  • Have you ever met anyone famous?
  • Who would you like to see perform live?

Let students discuss these questions in small groups. As you monitor, note down any present perfect/past simple mistakes (if there are any) for use later. Choose any errors you like to give feedback, but I find with music discussions, learners very often misuse a lot of vocabulary (e.g. live) and I tend to focus on that area.

(2)

Before Reading

Display the pictures of John Lennon and Paul McCartney. In small groups, students discuss everything they know about the two musicians. Feedback as a whole class and board all of their facts.

(3)

Gist Reading

Fold the sheet in two so that students can only see one wikipedia entry. Divide your class into two groups (Johns and Pauls). Students have 2 minutes to read through the text and note any extra facts that they didn’t know. DO NOT MENTION THAT THEY ARE WIKIPEDIA TEXTS!

Put Johns together to compare their facts and do the same with the Pauls.

Then get a lovely mingle exercise going so that Johns share their info with Pauls.

As a whole class, board the most interesting facts from the students.

(4) 

Focus on genre:

Sit the students down in pairs of Pauls and Johns (to mix them up a bit) Display the following questions and get students to discuss in pairs:

  1. What type of text is this? Where does it come from?
  2. How do you know? What clues are in the text?
  3. What is the writer’s opinion?

Obviously you want the students to notice that not once does the writer give their opinions as it’s a factual text.  (By raising awareness of features of different texts, you can encourage students to think more about what they are writing and about appropriate language for different genres and situations)

(5)

Focus on language 1: Present Perfect

Encourage students to look more closely at what they read. We want to create fully autonomous language analysts. One way is trying the following type of exercise. Little and often is the key.

Display the following questions for discussion:

  1. What are the main tenses used in the texts?
  2. Is there any difference between the tenses used in John’s text and Paul’s text?
  3. Why do you think that is?

What we’re looking for here is that John’s contains past simple only whereas Paul’s contains both. Past simple for his early life with the Beatles and Wings (ahem) and Present Perfect for his life and achievements since then.

At this point, you could bring out any pres perfect errors from the introduction stage and get sts to correct them in pairs.

(6) 

Focus on language 2: Passive

Highlight/Display the following sentence from the text and compare it to the one below it:

“He was murdered three weeks after its release”

“Someone murdered him three weeks after its release”

In pairs, students discuss why the author chose the first one over the second one. What we’re looking for is that the author wanted to keep John Lennon as the focus of the sentence.

Get students to scan the text and find other examples. It might be a good idea at this point to highlight that the musicians are the subject of almost every sentence and definitely every paragraph.

(7)

Focus on language 3: Vocabulary

By now students will be chomping at the bit for all of the vocabulary in the texts. In pairs, get them to find the phrases from the vocabulary section of the worksheet.

Feedback as a whole class. Then point out that there are some phrases that you would commonly find in such an article (e.g. born and raised  / critically acclaimed / of all time). In pairs get students to hunt for more chunks they can lift from the text and use for themselves.

(8) 

Focus on Organisation

Ask students to take one final look at the texts and decide how they are organised. Essentially, in both of them there is a general intro paragraph about the musician and then a second section going into more detail about their various achievements.

(9)

Follow-Up:

You have now focused the students’ attention on all of the necessary features of this genre. It’s now up to them to write something.

In small groups, get them to choose a teacher in the school and give them ten minutes to write a short Wikipedia entry on their life. Allow them to make up whatever crazy details they like. You’ll undoubtedly end up with “teachers who reached worldwide fame for their critically acclaimed present perfect lessons”.

When they’re finished, put them up around the room. Students walk around and vote on whose they like best and whose was most like a wikipedia entry.

Teachers use this time to move around and board some errors on the board and then correct as a group.

(10)

Reflection:

After this type of lesson, you really need to sit down and chat about what’s been achieved. Yes the students have created something, worked on their own errors, gather lots of vocab and discussed the present perfect but the real aim is autonomy!

You want them to take these skills outside and use them when they’re reading their own texts. We need them to be stealing their own chunks of language from their own texts.