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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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Breakfast

2 Comments

It is not going to be a revolutionary blog post. Just a memory of a Friday morning, first lesson, a grey day in January, sleepy students, need for motivation, etc. When I entered the classroom one of my students quickly took another bite of her sandwich and I felt sorry for her that she couldn’t finish her breakfast. But then I had an idea.

The following week: Friday morning, first lesson, a grey day in January. Chairs placed in a circle around a desk. On the desk tea, cups, sugar, lemon, some cookies. Smiling faces, and lovely chat in English. Not a single word in Hungarian, I don’t even have to warn the students that every word has to be in English. A conversation class, with breakfast. We even invite a student from the corridor to have tea with us.

No, nothing revolutionary. Just an English lesson in a different way.

Food Waste Scandal – a lesson on a TED Talk

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I find this TED Talk really inspiring and my students who are preparing for their final exam found it useful, too.

1. Some preparation on the topic is necessary but following some vocabulary work and general speaking activities, I planned a complete lesson based on the first 4 minutes of the following TED Talk by Tristram Stuart and it worked perfectly well. This is Tristram Stuart as he is delivering his speech:

2. Students looked at the title of the talk and predicted the content. Then I put them in pairs and they wrote down a list of about 10 words that they thought they would hear in the talk.

3. As they were listening to the talk, they had to pay attention to the vocabulary and tick the words that they had predicted well and had in fact been uttered. We also discussed some new vocabulary that the students had heard or had read. With TED talk you can decide if you want to watch it without or perhaps with subtitles and if you decide to use the subtitles, you can choose the language. With this particular group of students for the first listening it was good to have it subtitled in Englsih.

4. Another advantage of TED Talks is that you can use the transcripts. So I produced a gap fill task with the help of the transcript but this time only the beginning of the talk, Of course the subtitles were gone this time!

5. After the gap fill task, the students had to explain the meaning of the underlined words and expressions.

6. Finally they discussed what they find surprising in the talk and what could be done to stop the bad tendencies regarding food waste.

Follow-up lesson – one more connected to “Environment”

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In my previous post I described the project my B1 level students had done on the topic of “environment”. As they could choose the topic they were interested in and there were 4 groups but 5 topics, nobody had presented about “Invasive species”. So that was the topic of this follow-up lesson.

Before the lesson

The text about Invasive species had 5 parts. I didn’t want to change the grouping of the previous lesson, the homework was for everybody to read the introduction for “Invasive species” and the groups were assigned one part of the complete text. The parts were relatively short but because of the new vocabulary it gave them enough work.

During the lesson

Definition

Everything was done in groups. The introduction explained a lot about invasive species including a lengthy definition:

A species is regarded invasive if it has been introduced by human action to a location, area or region where it did not prevously occur naturally (i.e. is non-native),becomes capable of establishing a breeding population in the new location without further intervention by humans, and spreads widely throughout the new location.

I put the following on the board:

A species is regarded invasive if…

and divided the rest of the definition into 3 parts. The first part ended at “(i.e. is non-native)“. This first part was cut into words or phrases and put onto cards for each group that they had to rearrange to make it meaningful. The second part of the definition (until: without further intervention by humans) was written on slips without punctuation or spaces and the third part (and spreads widely throughout the new location) was written without vowels. The groups received the slips and the complete definition was finally solved.

Discussion

There was a short discussion about how these species “travel” and why they are dangerous.

Global divers, Impacts, Local Story, Success Story

Those are the titles of the short texts the 4 groups had been assigned to as homework. Now each group had 5 minutes to sit at a computer, revise quickly their bit and come up with one comprehension question about it. When they were ready, they were re-groupped so that in every “new” group there was one student from each “old” group. Now they gave a very short mini-presentation about their bit of the topic.The students were encouraged to take notes while listening to each other – which they did as they were aware of the fact that their would be a question about each sub-topic.

Finally the students went back to their original groups and answered the questions set by the others.

Conclusion:

Students are usually afraid of the topic of “environment”. The project and the follow-up lesson were only part of the whole picture as discussing that topic could take weeks or even months with all the vocabulary and skills development tasks that come naturally with it. But as they were working on the different aspects of biodiversity, endangered species, coral reefs etc. so many things came up that in the end they felt a lot more comfortable than before.