Mental Health Hotline – vocabulary-building and speaking activity

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Képtalálat a következőre: „mental health hotline”

The lesson was a follow up of Unit 1C in New English File Upper-Intermediate where symptoms, illnesses, treatments are discussed. And although the topic is serious the whole idea of the lesson comes from a funny listening text.

Step 1.: I put „Mental Health Hotline” on the board. The students were put into small groups (3 students in a group) and they had to discuss what „Hotline” means.

Who might call such a hotline?

What kind of problems can be discussed over the phone?

Why is it a good idea to talk to a stranger about mental problems? Is it a good idea at all?

After some time in the little groups, the students presented the groups’ opinions in a plenary.

Step 2.: I put the names of the mental illnesses on cards as well as the definitions of those illnesses. At this point the students were given the cards with the names of illnesses only. The task was to define what the illness on the individual cards means. If they didn’t know the meaning, they tried to guess on the basis of the name.

Step 3.: Now the definitions were given to the groups and they tried to match the names to the definitions.

Step 4.: After checking the previous task, we discussed a little bit about „answering machines”. What happens when you phone an office and there is an answering machine with a menu system and the caller has to decide which menu number to choose to get to the right operator? At this point I revealed to the students that the following text is funny and not really serious, but a bit „wicked”. They immediately knew they didn’t have to take it seriously! J

So they were given a gapped text and the names of the mental illnesses had to be written. That was also done with a lot of discussion.

Finally we listened to the original text.

The follow-up activity was a set of „Doctor, doctor” jokes. They are usually just 2 lines: a question and an answer. There were two groups. Each group got either the first line or the second line of the jokes on slips. One group started by reading out the „Doctor, doctor” line of the joke and the other group had to find the corresponding second line, read it out – thus completing the joke.

Joey’s Room-Mate Search

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Képtalálat a következőre: „Joey's room-mate search”

This is a video-based lesson connected to the topic of ‘Home’. The level is B1+ but it can be adapted to lower levels as well.

Before wathcing

The students are in pairs and discuss the characteristics of a perfect room-mate. After a couple of minutes of discussion adjectives can be gathered (written on the board) in a plenary.

Following the above discussion the students agree on the “perfect ad” for a room-mate. They can even write the advertisement in pairs, so that the ads can be compared and the best one voted for.

The students are told that we are going to watch a segment from the series ‘Friends’, and discuss the situation why Joey is looking for a new room-mate. (Chandler is about to move out as he and Monica have decided to live together. Monica’s room-mate, Rachel is also looking for a new place to rent.

While watching

The students watch the segment and answer the following questions:

  • What 3 things does Joey offer to Rachel?
  • What does Chandler find strange in Joey’s ad?
  • Why is he advertising like that?
  • What is the misunderstanding between Joey and the girl in blue T-shirt?
  • Why did Joey take the shower curtain down? Is his explanation true?
  • Why doesn’t Rachel accept Joey’s offer for the second time, either?
  • What test does Joey give to the girl? Why?

After watching:

The students are in pairs again and write questions that they find appropriate when looking for a room-mate.

They act out an “interview” situation.

The story of ‘Hamlet’ – in pictures

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We have been studying Shakespeare with a group of A2-B1 level students for some time and as it is the bard’s 400th anniversary this year there are really loads of materials to study the life and works of Shakespeare – basically at any level.

I wanted to make my students produce something of their own and having finished the discussion of ‘Hamlet’, I came across an excellent website for digital storytelling: StoryboardThat.

So, at the end of the project I put my students into groups of 3 and each group created their own storyboard of ‘Hamlet’. Here are some of the storyboards they created:

Hamlet 1

Hamlet 2

Hamlet 3

Hamlet 4

Hamlet 5


Simple activities with a text for lower levels

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This is a collection of ideas one can do with a text to improve students’ reading skills. And perhaps not only the reading skills. I was trying to do the activities when I thought we had exploited the text in every possible way “dictated” by the coursebook and the students ( weak A2 level) still had problems with it.

  • Actually there were three shorter sections to read, so I grouped the students so that each group was focusing on one particular text. The reading was written in the Simple Present tense first person singular, so the students first had to read it out in third person singular, taking turns to read out the individual sentences.
  • The question words were listed on the board, together with a general revision of word order in questions in the Simple Present tense. Students were now forming questions with those question wors, write them down and finally had to ask and answer those questions.
  • Key words of the three sections were put on cards. The students took a card from the pile placed face down on the desk and they had to define, explain the words to each other: the rest of the group guessed the words.
  • On a different lesson the questions were on slips placed face down on the desk, students took turns to look at a question on slips and answer them. Then placed the questions face up on the desk and simply by looking at the questions tried to retell the story the questions were based upon. Finally the questions were taken away and students had to remember the text they have worked with.
  • One member from the group reads out the text deliberately making factual mistakes. For example if the text says: “I live in Turkey”, the student could say “I live in Norway” – the other students in the group have to listen carefully, and if they spot a mistake, say “Stop!” and correct the mistake. The reader then carries on with the text.
  • As the tasks are very often based on cards, when the groups are ready with one particular series of tasks with a pack of cards or slips, they rotate, i.e. they stand up and move over to a desk, where they find hte cards of the other text(s).
  • Sentences from the texts were taken and cut up into words. The students were in pairs and they had to reorder the cards to make meaningful sentences. When they were ready, I quickly checked the sentences. If they were correct, they could mix/shuffle the word cards, and leave it on the desk, while they were walking to the next desk where another sentence was waiting for them to reorder (previously reordered then mixed up by their peers). With this technique, students move around the classroom, concentrate on the correct order of words, meaning of words, collaborate, and revise the story of simple reading texts.
  • Students took a word – anything they liked. They wrote a sentence demonstrating the meaning of the word, but leaving the word itself out – thus producing a gapped sentence. They fixed the papers with their sentences on the walls of the classroom. The sentences were numbered. The students walked around the classroom and tried to guess the missing words of each of the sentences, by taking note of hte number of the sentence and the word they thought fitted the sentence.
  • Pictures were placed around the classroom walls. Students had to associate the words with one or more of the pictures and explain their choices.

A Most Ambitious Experiment

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A Most Ambitious Experiment is the title of a science-fiction short story. The link is Unit 10C in Solutions Upper-Intermediate, but I think the lesson can be done with any B2 or B2+ group learning about books or short stories, different genres, especially science fiction.

Eastoftheweb.com is an excellent site for teachers or learners of English when they are looking for authentic texts to read. You can browse the site for short stories according to genres, subgenres, the length of the story, or specify if you are looking for something contemporary or a classic story, and many more aspects.

So, this is what I did with my students:

1.Pre-reading activity:

I put the students into mini-groups with the help of slips randomly taken with the names of some genres. They worked in those groups for the rest of the lesson. First they had to guess the genres of some short stories on the basis of the titles. After group discussion we compared the ideas in plenary.

Next, I revealed that we were going to read the last item on their lists: A Most Ambitious Experience by Mike Krath.

2. Reading

I chose to make my students read the short story in parts and discuss it bit by bit as it gets a bit complicated and I also found it a good source of conversation as the short story lends itself tos peculation, guessing and discussion.

So we started with reading just two extracts and discussing the main points of the story, e.g. why Robert wanted to travel to the future. Any comprehension question is appropriate here, the main aim is to make students understand what they are going to read about. The first extract was the following:

“Now,” Robert told his wife, “I am going on a long trip. You won’t see me for years, but I will come back and see you.”
“Where are you going?”
“I am going into the future. I am sure you will be angry when you see me, but it won’t be for long, because once I have seen you, I will then vanish again and you will see me standing in this very spot exactly five minutes from now.”

and having discussed it the second extract followed:

Robert’s wife was puzzled.
“I am curious what our 401k will do if I invest in certain options and leave them,” he said. “I’ve decided to go twenty years into the future and see the outcome.”
“What if you can’t come back?”
A slight pause – then, “I hope I made the right choice.”
“What do you want for dinner?”
“I wouldn’t make anything for me now, but, five minutes later, I will tell you what I want.”

Having understood and discussed everything students read the first part:

Robert left for the basement. His wife, still confused, but knowing that Robert was a puzzling man, went to the kitchen to make dinner, with or without her husband’s request. She was quite unsure what to make of all of it, but, after a few minutes, she quickly forgot the conversation.
Later in the afternoon, Robert’s wife walked over to the basement door and knocked. She waited. She knocked again, and, again, nothing. Finally, she opened the door and walked down to the laboratory. Robert was nowhere to be seen. She hadn’t heard him come up. Where had he gone?
When supper was ready, and the light outside turned a dim color, Robert’s wife called out his name, but no one answered. The house was quite still.
“I don’t like this,” she thought. “He’s never been late for dinner before.”
Robert’s dinner grew cold, and his wife placed it in the oven to keep warm hoping he would notice it when he came back. In the morning, Robert’s plate was still warm in the oven. He had never touched it. His wife looked for him once again and called out his name, but it was to no avail – he wasn’t in the house.

At this point the groups discussed some questions:

  1. Why wasn’t he back in five minutes?
  2. How long did he leave for?

The next, a bit longer part followed:

     After several days, Robert’s wife contacted the authorities and told them what had happened. They searched the house for clues, but all they could find was a slightly discolored spot on the basement floor.

     “Did he say anything before he left?” they asked.

     “I’ll be back in five minutes,” she said.

     After the authorities had left, and after several more days, weeks and months, the case was officially closed. Robert was missing, but since no foul play could be determined, it was decided that he had just deserted his wife. Robert’s wife was not pleased.

     Years passed, and Robert’s wife was able to secure a job that kept her living slightly above poverty level. Day after day, while working, she cursed her husband for leaving her. She would never forgive him. Never! Her face became more wrinkled and the pretty smile she once wore turned into a permanent scowl.

     Finally, twenty years to the day her husband had left, Robert’s wife was sitting at the kitchen table when she heard a noise coming from the basement. She immediately got up in fright. Who was down there? She heard footsteps slowly walking up the stairs and – finally – the door flew open and there, before her eyes, was none other than Robert. He didn’t look any different than when he had left.

     “You!” she managed to say.

     “Okay, what’s the value of our 401K?” Robert asked.

     “Where have you been?”

     “That doesn’t matter. What matters is the value of our 401K. I need to know if I invested wisely or not.”

     “You left me twenty years ago with nothing to live in and expect to find anything left of the 401k?”

     “You spent it all?” Robert asked. “Oh great – that’s just great. I’ll be right back.”

     Robert turned and went down into the basement.

     “Robert? Robert, where are you?” Robert’s wife said but suddenly saw a brilliant blue flash of light and then nothing. Robert had vanished once again.

     Robert’s wife went back to the dining table. She sat down and tried to think of what had happened. Her mind was muddled. She couldn’t think.

Questions for group discussion:

  1. When did they meet again?
  2. Why did Robert ask the questions?
  3. Why did he leave again?

The next part was shorter:

The 401k had been – had been – she thought – left untouched when Robert had first left, but now – she was beginning to remember different things. The 401k had been placed in a trust. A trust where she couldn’t touch the money for twenty years. Then, she remembered that when the authorities had informed her that Robert had deserted her and was never located, that she had him declared legally dead so the trust would be legally hers without waiting for twenty years.
Another flash of light in the basement, more footsteps, and Robert walked into the kitchen.
“The value?”
“I told you I spent it.”
“I put it in a trust.”
“I had you declared legally dead.” Robert’s wife said.
“Oh bother,” Robert said. “I’ll be back again.”

Questions for group discussion here:

  1. What happened to the money?
  2. Why did Robert leave now?

The next part of the short story:

A flash of light and Robert’s wife was again confused.
“Did I say spent it? Spent what?” she thought. She had tried to obtain some money after Robert had left her. When she had gone to inquire how much was in their 401k, she had found out that Robert had withdrawn the money and had hidden it somewhere – but where?
Another light and Robert was there in the kitchen again.
“Do you know how much you put me through? You left me nothing to live on.”
“This will all be a bad dream,” Robert said.
“If it wasn’t for some gold coins that I found buried in the backyard, I would never have survived.”
“You found the gold coins?”
“So that’s where you hid the money!” Robert’s wife said. “Good. I’m glad I found it and spent it all!”

The same questions can be discussed in the groups as the ones after the previous part.

After the following paragraph, the students had to predict what was going to happen. They managed to come up with the most imaginative ideas – this was my favourite part of the lesson! So, the paragraph:

Robert went back into the basement and disappeared. His wife sat still for awhile expecting him to appear, but he never did. She got up and went to cook. She thought of her husband and tried to remain bitter against him. She suddenly couldn’t think of what would make her bitter. Deserted her? He had never deserted. What an imagination she must have. As she opened a cupboard, Robert walked into the kitchen.

After the prediction activity I let them read the end of the story:

“Have you decided what you want for dinner?” she asked. “I haven’t started making anything yet.”
“Leave me alone, I’m not hungry,” Robert said and sat down at the kitchen table.
“What’s wrong?”
“Can’t you keep your grubby hands off our money for twenty years?”
“You can’t let me leave you for a measly twenty years without spending everything we have, can you?”
“What are you talking about, honey? You haven’t been gone for five minutes and already something is troubling you.”
Robert looked at the wife of his youth.
What if he killed her? He could strangle her now, go into the future, see what the 401k did, come back a few minutes before, and live happily ever after.
“May I see that dish towel for a sec?”
Robert’s wife handed it to him, and, much to her desperate surprise, he tied it around her neck and choked her, all the while telling her, “Don’t worry, this is just an experiment.”
Robert went back down into the basement, and twenty years later reappeared in a flash of light.
“Who’s down there?” a man asked walking down the basement stairs.
Robert hadn’t thought of this. He looked for somewhere to hide, but it was too late. The new owner of the house had a rifle.
“Say your prayers.”
“Wait! I can explain!”, but it was too late. Robert was immediately shot and fell backwards quite dead – a most miserable end to a most ambitious experiment.

The End.

3. Post reading activity:

The students discussed in groups why Robert killed his wife and what his mistake was. After each group discussion plenary followed, very often the students themselves asked other groups about their opinions, and a very lively conversation followed. The last point would have been to present a group opinion about the whole of the story , but I didn’t have to ask them for their opinions as it was a natural outcome of the surprising ending.

It was a really enjoyable lesson about A Most Ambitious Experiment!

Jimmy Wales on English

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Képtalálat a következőre: „Jimmy Wales”

It is beneficial to remind our students from time to time why they are learning English. I found this video the other day as a supplementary material to a unit in Solutions Upper-Intermediate. The unit focuses on writing biographies – I found it a bit dry so here is a short video to make it more alive and discuss the importance of language learning.

First we read the short biography of Jimmy Wales, founder of Wikipedia. Then we worked on the vocab, put events in order, found paragraph titles, so usual stuff… Then came the video:

  1. Students watch the video and answer the following questions:
  • What is the connection between Wikipedia and the English language?
  • What opportunities are there for translation in Wikipedia?
  • Why is English the most popular language in Wikipedia?
  • Where does Jimmy Wales have problems understanding English and why?
  • Why do non-native speakers tend to speak more slowly when they speak in English?
  • Why does Jimmy Wales consider learning languages important?

2. Following a discussion of the answers students were given the possibility to discuss their own views of language learning with the questions below:

a) If you use Wikipedia, what language do you read it and why?
b) Why do you think English has become so important world-wide?
c) What „kind of English” do you find the most difficult to understand and why? What’s the easiest?
d) Are you afraid to speak in English with foreigners? Why/why not?
e) Why are you learning English?
f) List at least 3 reasons why you think it is beneficial to learn languages!

The above activity was done in small groups and a spokespersonn from each group summarised the discussions so we could wrap it up in a plenary.

Teacher quality vs mentor quality

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I have come to the end of a 2-year-long post graduate course at the university. My thesis was about teacher quality and mentor quality – as I keep questioning myself about the whole issue: can I be a good mentor, can I really help trainee teachers if I am not sure I am a good teacher myself?

So, here comes the summary of my thesis:

The main aim of the thesis is to find out what the extent of the relationship between teacher-quality and mentor-quality is. Do the positive elements of teacher-quality and the areas to be developed as a teacher appear when we look at the same person as a mentor?

I consider the examination of the above relationship important, because if we find connection between the quality of the teacher and that of the mentor, we can take steps to improve mentor-quality through the improvement of teacher-quality.

Earlier studies have stated that in order to be a good mentor it is essential to be a professionally excellent teacher, but no research has been performed in order to find out the relationship between teacher- and mentor-quality.

In the present thesis the term “mentor” refers to mentors mentoring trainee-teachers doing their last part of the university training, i.e. the so called “long-term” teaching practice in schools. Therefore the present research was neither extended to mentoring experienced teachers nor to mentoring students.

In the course of the research three mentors were assessed in their roles as teachers. The methods of assessment were the following: interview, teacher questionnaire, student questionnaire, lesson observation. Having considered the findings of the research I compiled a list of questions that were used to interview the three mentors as well as two of their trainees each about the mentoring process.

The research has proved that the elements of teacher-quality reappear at the same person when acting as a mentor, regardless of the fact whether the elements show areas to be developed or are proofs of excellence. My hypothesis, which stated that there is strong relationship between teacher- and mentor-quality, has been verified.

The mentors’ professionalism and knowledge was appreciated both in the role of a teacher and a mentor. If the mentors’ interpretation of classroom situations were adequate in their role as teachers, the interpretation of situations as mentors proved to be adequate as well.

If the mentors in their teacher-role showed wide variety of teaching methods, that variety appeared in mentoring as well when they showed several different ways of self-reflection to the trainee-teachers. At the same time, if a mentor did not give the students the possibility to voice their opinions in the classroom, the same mentor in the mentor-role was only interested in uttering her own ideas and showed no interest in the trainee-teacher’s thoughts.

The research showed that a teacher with emotional-relational problems would not be interested in examining the emotional-relational aspects of teaching during the trainee-teacher’s teaching practice. However, good relationship between the teacher and the students could serve as role model for the trainee-teachers.

As the research has shown strong relationship between teacher- and mentor-quality, the findings could be exploited to improve mentoring, since improvement in the elements of teacher-quality would probably induce change in the aspects of mentor-quality as well. The extent of that change could be revealed by another research.


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