Tuesday, 27 September 2011

Getting used to it.....

27th September 2011

In today's lesson we focused on  'get used to', following on from our last lesson on 'used to be'.

In a warm-up activity we watched an amusing video where an Englishman is a guest in a Chinese restaurant, there is some misunderstanding regarding whether his plate should be left empty or not. This allowed the target language to be 'activated' through discussion, particularly concerning our learners' ability to 'get used to' British food - or not.



Using the board we focused on the grammatical form, presenting/eliciting examples with discussion.

In the next activity students were given a 'wordle', a printed sheet with selected words, students then attempted to predict from the text what was going to happen in the following video clip. 



After watching the clip the students were given the task of listing what Audrey is and isn't used to. This provided lots of ideas and good practice of the target language.


In a final productive task students used their owns ideas to make statements and questions with 'used to'. These were fed back to the class and we discussed our favourites.

What is Audrey Used to - Worksheet

Grammar Key Sheet

Write About Yourself With USED To

Prediction Sheet



* Please note that there appear to be mistakes on the worksheets when viewed on this page. These do not appear on the downloaded/printed versions, it's just a glitch in how they display :-)

Wednesday, 21 September 2011

Feel

20th September 2011


In today's lesson we focused on adjectives that describe feelings and the different uses of the word 'feel'.

In a warm-up activity the students were asked to list as many feelings as they could in pairs. When answers were fed back to the board we were able to identify and highlight 'emotional' feelings.

The next task was to learn new vocabulary ahead of following activities in the lesson. The students were asked to match the new words with their definitions, after 5 minutes they did well to get most of the definitions correct and the correct answers were elicited and presented on the board. The students then put the words in categories of 'positive' and 'negative' and fed back their answers.

In order to activate the new vocabulary students were asked how they would feel in the following situations.

How do you normally feel?

  • When at home watching TV
  • Before an important exam
  • When you forget someone's name
  • If you have to speak in front of a lot of people
  • If you have to wait in a long queue in a shop
  • When you have nothing to do
  • If you go to a concert
  • If you miss a train or bus
  • If you see a big spider
  • If a large animal like a cow runs towards you
This activity worked well giving us the opportunity to use the words in context and to discuss how different words can be used for each idea.

We then focussed on different ways of using the word 'feel'.


A person:
He feels sad/fine. She felt ill.
A thing
These clothes feel wet. The room felt cold.
Have an opinion
You know how I feel about my new boss.
Feel + like + -ing
Do you feel like going for a walk?
Feel + like + noun
I feel like a cup of tea


The students then did a sentence matching activity in order to practice these uses.

1
How’s your mum today?
2
What do you feel like doing tonight?
3
What time did you go to bed last night?
4
How do you feel about our new boss?
5
Ooh, your hands feel cold!
6
Do you feel like a rest after your journey?
7
How was work?
8
I feel terrible about what I said to Tina.


A
Oh, before nine, I felt really tired.
B
Don’t worry I’m sure she wasn’t upset.
C
No it’s ok I slept a lot on the plane.
D
Oh, she’s feeling much better thanks.
E
Oh, terrible, sometimes I fell like walking out.
F
I think he’s ok. He’s got some good ideas.
G
I don’t know….. What’s on at the cinema?
H
I know – I left my gloves at home.

In a final activity students used their own ideas to make statements using the target language.







Feelings Vocabulary

Friday, 9 September 2011

What would you do if?

6th September 2011


Today’s lesson focused on the 2nd Conditional

The Second Conditional is used to talk about 'impossible' situations.
• If we were in London today, we would be able to go to the concert in Hyde Park.
• If I had millions of dollars, I'd give a lot to charity.
• If there were no hungry people in this world, it would be a much better place.
• If everyone had clean water to drink, there would be a lot less disease.

In a thematic lead-in to the target language, students were asked ‘what would you do if you were young again? After conferring in pairs answers were fed back to the class with the majority of answers being ‘I would study harder’ and ‘play more sports’. We then focused on how this form is used to discuss hypothetical, ‘unreal’ possibilities.

A task was then given to match new vocabulary (relevant to following activities) with their definitions, students worked in pairs and did well to identify correct meanings. In order to check answers the interactive whiteboard was used.

Students were then shown a video where random people in the street were asked a particular question. The initial task was to identify what question was asked and who was asking it? The question was ‘what would you do if you were invisible for 24 hours?’, interestingly the question isn’t actually ‘asked’ by anyone, we know the question because the people being asked repeat it, giving an opportunity to point out that we don’t usually repeat questions before answering and that it happens here because of the informal nature of the situation where people are actually enjoying being imaginative. The second task was to watch the video again and find further information, providing more practice and exposure to the target language. The students conferred and again did well to find the relevant points:

• What would most people do? Rob a bank
• What would the man do after he hopped on the plane? Travel the world
• Who would the woman spy on? People
• How would the woman earn some money? Mind reading

The answers given in the video were often amusing and also raised some interesting questions for the group. We discussed the validity of some of the answers, again providing further focus and practice of the 2nd conditional form. Some ideas discussed were ‘how could you make money mind-reading by being invisible?’ and ‘travelling around the world takes longer than 24 hours so effectively you’ll only see the inside of a plane’. The students enjoyed ‘investigating’ the answers and this helped tie in the idea of ‘spontaneous’ introduced with vocabulary at the beginning of the lesson.

Students were given a handout with the grammatical forms highlighted and we discussed the use these with examples elicited and presented on the board. This was followed by pronunciation practice focusing on connected sounds and the contracted form of ‘I would = I’d’ in natural speech.


/wɒwʊdʒədˈuː/


In order to practice the form further students were given a gap fill worksheet where they had to choose the correct verb and put it in it’s appropriate form. This proved to be a little tricky for some of the learners but after conferring with each other the correct answers were fed back to the class.

In a final activity the students used their own ideas to form ‘what would you do if?’ questions. These were written on a worksheet and the group asked each other their questions, noting answers they felt were interesting or amusing. At the end of the lesson we shared ideas discussed with some very interesting questions like ‘what would you do if you were the leader of your country?’ This provided some interesting discussion and again helped the learners to practice the target language from the lesson.





Vocabulary Cards

Handout – Q-A activity

Handout - 2nd Conditional+Verb-Adjective Activity

2nd Conditional Grammar Key

Gist+Further Info Tasks

2nd Conditional lesson plan

2nd Conditional Lesson Prompt