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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.

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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.

Presenting Vocabulary: Travelling and Tourism

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Each lesson in Longman’s Exam Accelarator starts with a lengthy vocabulary input. It is very useful but to make it interesting at the same time you need some creativity. This is what I have done to present vocabulary for Unit 7: ‘Travelling and Tourism”.

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At the beginning of the lesson I put the students into the following four groups (according to what was written on the slips they had chosen): sea travel, air travel, road travel and rail travel. Each group was responsible for their own means of transportation.

 

The target vocabulary was put on cards spread on one of the desk. The students all went to the desk and took the words that they thought referred to their group. When they sat down they had to explain to the rest of the class what they had chosen and why. In fact they had to justify their choice explaining why a certain word or expression belonged to rail travel or air travel, etc. A little discussion began and even trading with words when groups realised the problem with their choice.

 

When every group had the right words the students stood up again and this time they had to select some gapped sentences on slips that had been blu-tacked on the classroom wall. They had to decide if the sentences on the slips are related to their means of transportation. Again there was some discussion and “trading” of sentences – especially when I made it clear that each group should have 3 slips with sentences on them.

 

Finally the groups had to fill in the gaps with the words on the cards they had previously taken to their desks. When that was done, they put the sentences into the correct order so that the little stories make sense. They read out the stories and the other groups decided if they were in the correct order or not.

 

Follow up: As a follow up activity on the next lesson the groups had to list all the advantages of travelling by air, sea, car, train respectively. After regrouping a discussion followed when they had to compare ideas about the best way of travelling.