The Teach-Off – The Twist Part 1

As some of you might know, I used to work at Callan School of English following the Callan Method strictly, which involved reading a script from the Callan books 8 hours a day.

Now, I’m in no way dissing Callan or any behaviourist methodologies, because I learnt a lot from them. If you don’t believe me, read this.

I then went on to work for a school that basically gave me free rein to do anything I wanted with the students as long as I did the Callan 25% of the time.

I spent 75% of the time exploring coursebooks the school had and trying them out, sometimes just doing exercise after exercise, page after page, without fully understanding what I was meant to be doing.

By the time I did my CELTA at International House London, I had already been teaching for 2 years.

The CELTA completely changed my life.

It opened my eyes to the communicative approach of teaching and really helped me to make sense of my own language learning experiences with Japanese and Spanish, and showed me how to better help my students to learn English.

The CELTA also showed me the range of materials that were out there.

I was thrilled to find books like English Phrasal Verbs in Use, English Idioms in Use, The Anti-Grammar Book, Recipes for Tired Teachers, Mark Fletcher’s Visual Grammar, Ron Martinez’s Conversation Lessons, Mark Hancock’s Pronunciation Games, Jill Hadfield’s Communication Games, Vocabulary Games and Grammar Games, etc., on top of the wonderful coursebooks like Cutting Edge and Inside Out that I was introduced to.

I was in ELT materials heaven.

Back then, when IH London was in Piccadilly, we had a bookshop in the school, and on the last day of my CELTA, I went to the bookshop and bought a whole stack of books (and a set of cuisennaire rods) as I kicked off my reinvigorated teaching career.

For more than a year after the CELTA, I was the materials girl.

Colleagues in the staffroom would tease me about constantly cutting bits of photocopied cards and pictures every single morning before lessons began.

Some colleagues even started to use me as a reference and would ask me questions such as ‘Look at this photocopy? Which book does it come from?’, to which I would immediately reply, ‘That’s from Ron Martinez’s Conversation Lessons Chapter 2’.

And I was proud of it. Why should I not be?

The experts wrote the books, and I knew them all.

We would be given, say 9 units of a coursebook to play with in a month-long course, and one day, a student said to me on the last day of his course, ‘You are the first teacher at IH that actually did every single exercise and every single page of the 9 units, and finished the coursebook! I have never finished a coursebook before!’

And he meant it as a compliment.

Since my DELTA, I have not used a coursebook.

I sometimes start to try and use one but never get past the lead-in.

It’s been 5 years since I have used a coursebook.

Today, I feel like I have come full circle.

Today, I did Varinder’s class. With a coursebook.

Below is my account of it.

Boardwork 1

Lesson aims:

  • To give students opportunities to practise reading for detailed understanding in the context of famous doctored photographs.
  • To enable students to better understand four pieces of lexis used in the reading text after processing the text for meaning.
  • To raise students’ awareness of object nouns that collocate with the verb ‘take’ and to offer controlled practice of these collocations by using sentences beginning with ‘The last exam I took…’, ‘The last train I took…’, ‘The last time I took a long walk…’, etc.
  • To enable students to notice the meaning and form of the passive voice used in the reading text about doctored photographs, and practising the use of the passive in a controlled practice about another doctored photograph, and another in the context of the writing of a formal letter.
  • To offer students opportunities for speaking practice in the context of cameras, photographs and the doctoring of photos.

Materials: Global Intermediate Pg 66 & 67.

The lesson started with me walking into the classroom and greeting the students, asking them if they knew I was taking the class today. Those that had been in my 2 weeks of Dogme classes already knew of the experiment and said that they had been informed that I was teaching today. The new students, however, didn’t quite understand who I was and why I was there, and so, I briefly explained to them the nature of the experiment and who I was.

I then revealed that I was going to be using the coursebook today.


(Stage aim: To contextualize the lesson, generate interest, engage the students and activate schemata)

As a lead-in to the lesson, I asked the students if they all had a mobile phone and asked what they normally did with the phone, aside from making calls.

Students were put in pairs as they discussed their favourite apps and games, and language like ‘to do list’, ‘address book’, ‘navigation’ and ‘online banking’ naturally emerged. I couldn’t resist and the language was begging to be fed in, and then clarified. I then elicited that one could also take photos on their mobile phones and asked if they owned a separate digital camera or if they used their mobiles for that purpose.

Using the lead-in questions in the book, I then asked, ‘Do you remember your first camera? What was it like?’

I described my first camera and told students that it was a disposable one, but I noticed that my example was not quite enough to prompt them to say more. Some said they couldn’t remember, while others didn’t think their first camera was that significant and couldn’t be bothered to describe it.

So, instinctively, I got them to close their eyes and do a visualization exercise.

Using questions and prompts, I asked, ‘What did it look like? What colour was it? Who gave it to you? What photographs did you take with it?’.

When they opened their eyes, they were put in groups to share what they had visualized.

One or two of the students of my generation had stories to tell of the days when cameras that had separate disposable flash cubes that had to be purchased, but most of the younger students didn’t seem to have many remarkable tales to relate, and so I moved on to the next question in the book – ‘Have you ever manipulated a photo? Why?’ while clarifying the question with an example.

This question definitely needed more prompting because most of the students’ first reactions were either ‘No’ or ‘Yes, just to change the colour or for red eye reduction’. It wasn’t a topic they seemed to have much to say about. One of the students asked what kind of changes we were talking about.

Pre-Reading Prediction Task

(Stage Aim: To activate schemata and generate interest in the text)

This, I thought was a nice segue into the prediction task of the reading text, so I asked students to look at the two pictures given (one of a doctored Abraham Lincoln photo and one of a doctored Stalin photo) and asked the following questions.

‘What do you notice about them? What has happened?’

Quick pairwork showed that the only things that could be said as answers to those questions were, ‘They are different’, ‘This guy’s head was changed to Abraham Lincoln’s’ and ‘They deleted these people from Stalin’s photo’.

Some students, while doing the task, instinctively tried to read the text to find the answers, and my classroom management skills took over as I said, ‘Wait, don’t read the text yet. Just look at the photo.’

I suddenly felt kind of silly doing that. Students were appropriately motivated to read the text to find out more…and here was I telling them to wait till the next stage…was I frustrating them?

So, I prompted further, ‘Do you know of any other pictures that have been doctored?

As students spoke in pairs, one talked about a very old Brazilian celebrity who had her legs photoshopped so severely that it looked ridiculously smooth. Another spoke of Belusconi and how he always has his photos touched up. She added that he liked to be positioned in such a way where he looked taller, and I jokingly mentioned Tom Cruise. The class laughed and there seemed to be more to be said about the topic. But I could see Varinder from the corner looking at me with the ‘80% coursebook!’ eyes and thought I shouldn’t let my Dogmetician side take over…

I then asked students why they think the pictures in the coursebook were doctored and they suggested that in the first picture, they might have wanted Abraham Lincoln to look taller or have a better body for propaganda purposes, while in the second picture, they have removed the people around Stalin perhaps because they don’t want to be seen with him.

Reading for Detailed Understanding

(Stage aim: To offer practice of reading for detailed understanding)

At this point, I asked students to read the text to check their predictions, and to do the reading for detailed understanding task: ‘How and why was each photo changed?’

This was a rather odd question to be asking them, to be honest, because the paragraph on the doctored photo of Abraham Lincoln simply did not state the reason for doctoring the photo, and after realizing this, students could only guess that their prediction that it might be due to propaganda might have been true.

Post-Reading Lexis

(Stage aim: To exploit the text by pulling out and clarifying some useful lexis for both receptive and productive use)

Some paircheck and feedback later, we moved swiftly on to the 4 pieces of lexis that were pulled out from the text: ‘sophisticated’, ‘fallen out with’, ‘regarded’ and exaggerated’.

The page of the coursebook provides a multiple choice exercise where students have to deduce the meaning of the lexis by looking at the co-text.

After a paircheck stage, in the open class stage, I started to further supplement the clarification of meaning with additional CCQs, highlighted the form and drew attention to certain pronunciation features and drilled the words or phrases.

At certain points, I felt that I had to supplement a lot more so as to fully exploit the four pieces of lexis and enable students to better understand their use. Here are two examples.

1. ‘We regarded that afterwards as a mistake’

Nobody in class go this one right. Many thought regarded meant ‘apologised’ (one of the multiple choice options) perhaps due to the co-text.

So, I wrote on the above sentence on the board, and then added,

‘Please regard my house as your own house’

‘You can regard me as your friend’

I then had the students in pairs discuss what they now thought ‘regard’ meant.

They all agreed it meant ‘to see things a certain way’ (one of the multiple choice options).

When we were happy with the meaning, I elicited that ‘regard’  (in this meaning) is usually followed by an object and then the preposition ‘as’ and another object.

i.e. ‘to regard somebody/something as somebody/something’

2. People who the Soviet leader Stalin had fallen out with or no longer trusted were often eliminated from pictures.

After establishing that the multiple choice answer had a disagreement with’ was the correct answer, a student then asked, ‘Can I say “I had fallen out with the newspaper or the concept or opinion?if I disagree with it?

What a brilliant question! Further concept checking was clearly needed.

So I went on to clarify that the phrasal verb could only be used when you fall out with somebody e.g. a friend, a partner, a family member, and this happens when you have a argument with them and stop talking to them.

I elicited (then fed in) that after you fall out with someone, you then say sorry and you ‘make up with someone’.

Once meaning was clarified, I wrote on the board, ‘I fell out with my friend’ and then elicited that it was a transitive phrasal verb that took the object ‘my friend’.

(Most of the students were from my 2-week Dogme class where we had previously dealt with transitive and intransitive verbs, and this was a good chance to revise this with them. The 2 new students spoke Portuguese and Italian and seemed familiar with the concept of transitivity from study of their own L1s)

I did the same for ‘make up with my friend’ before asking them how I could make this intransitive.

I started the sentence with ‘My friend and I…’ and elicited ‘fell out’ and the fact that we drop ‘with’ and the object when making this phrasal verb intransitive.

I then elicited the same for ‘make up’.

It was now time to move on to the vocabulary section.

Vocabulary and Collocations

(Stage aim: To raise awareness of collocations with ‘take’ and to provide controlled practice of given collocations)

‘Chesting’ the book, I showed students the table on the page that showed 5 categories of collocations with the verb ‘take’.

Transport                   take a taxi…

Food or medicine        take sugar…

Activities                     take a shower…

Exams                         take an exam…

Control                        take control…

Images                        take a photo…

Students now had to put the following nouns into the categories above to make collocations with ‘take’:

the bus,      drugs,       the metro,      milk,      nap,      a picture,      a pill,      power,         responsibility,      a test,       a train,      a walk.

To be honest, I found this activity quite frustrating as the collocations were out of context and the only thing they had in common was the word ‘take’… but hey, I was using the coursebook, and I was going to put my heart and soul into it.

After open class feedback, and clarifying the difference the use of ‘to walk’ and ‘to take a walk’ (where I also asked learners if they were two different words in their L1s), we moved on to the controlled practice exercise.

Learners had to complete the following sentences:

The last exam I took…

The last train I took…

The last photo I took…

The last time I took a long walk…

The last time I took responsibility for something…


This example sentence was given in the coursebook:

The last photo I took was when I went to Egypt. The temples were incredible.


This was a complex structure, especially for the large number of Far East Asian students in the class, and so I felt the need to scaffold the practice for them.

I wrote,

‘The last exam I took was very difficult’

and asked students what the subject of the sentence was.

Some said ‘exam’ and others said ‘I’ and they clearly had difficulty with this (and considering that all the phrases given to the learners to complete were noun phrases that were acting as subjects, I thought it important to guide them through this).

I elicited that the main verb was ‘was’ and then guided them towards realizing that the subject was ‘the last exam I took’.

The last exam I took


very difficult.




Some students then cleverly asked if we could replace the adjective slot with adverbials like ‘last week’ or ‘with my friend’ or ‘at school’, and I sent them off in pairs to complete the exercise.

However, if you look at the example sentence given (The last photo I took was when I went to Egypt.), you would notice that the scaffolding was still in progress at this point.

After completing the sentences with adjectives and adverbials, checking with their partners and sharing with the class, I then pushed them to see that

‘The last exam I took was when I first came to London’ was also possible, with ‘when I first came to London’ acting as the object.

This time, students made sentences with ‘when’ phrases as the object.

But the most amusing thing was when I tried to expand on the sentences students made in open class feedback.

One student said, ‘The last exam I took was last month’.

I asked, ‘Oh? Which exam was that?

He replied, ‘Oh, it’s not true. I was only doing the exercise.’


As I went round the class, I realized that more than half the class did the same. None of them were able to tell me more about their ‘experience’ because those sentences were simply not true.

It was a practice exercise, and that’s how they saw it.

Watching them in paircheck and open class feedback stages, it was also obvious that they did not see those stages as speaking practice or chances for interaction in English.

The goal for them was the practice exercise and trying to get the answers for it.

And they certainly didn’t see the point in expanding much on their answers.

If I had told them to complete the sentences with ‘real’ answers from their lives, would it have made a difference?

Or are the sentences so random and devoid of context that it wouldn’t have mattered anyway?

Does it matter that they weren’t giving real answers and were just drilling the use of ‘the last time I…was…when I …’ and collocations with ‘take’?

We took a break at this point and I promised to look at the passive voice when we came back.

Boardwork 2

Grammar: The passive (Present stage)

(Stage aim: To help students better understand the use of the passive, the reasons for its use, and the different tenses the passive can take)

The top of the grammar section had three sentences from the previous reading text featuring verbs in the passive voice.

This photo was taken in 1862.

Parts of the photo have been changed.

Photos are being manipulated more than ever now.

This was followed by the following rules

  • We form the passive with ‘be’ and a past participle.
  • We use the passive when we don’t know who did the action, the action isn’t important or the action is more important than the person or thing who did it (the agent).


I had students look at the example sentences and read the grammar rules.

It was a moment that I must admit I felt rather uncomfortable with.

I would have much preferred to give them as chance to notice the structure themselves, and to read the text and speculate reasons why they think the author has chosen to use the passive instead of the active voice in each case that the passive was used.

Of course, some might argue that giving students the ‘rules’ would save time and can be just as efficient.

Anyway, after eliciting that the tense changes in the passive happens on the verb ‘to be’ and not the past participle, I then proceeded to ask students to find 7 examples of the passive voice from the reading text.

I then expanded on the task on my own by asking students to change those passive sentences to active ones.

Students ended up with sentences like :

‘Somebody put Lincoln’s head onto the body of Southern politician’

‘Somebody eliminated the people from pictures.’

‘Somebody squeezed together the Pyramids of Giza’, etc.

Students started to say, ‘Sounds strange. They all start with “somebody”


So I asked them what was wrong with that, and together we agreed that it was boring, and not deserving of subject position because it was the theme of the sentence and because we didn’t know who that somebody was.

This time round, I felt as if they understood the reasons for the passive much better.

Controlled Practice 1 (Practice Stage)

(Stage aim: To provide controlled practice of the use of the passive by allowing students to choose between the active and the passive in the context of a text about another doctored picture)

As controlled practice to the passive voice, students then had to fill in the gaps of a text with the correct form of the verbs in the brackets, putting them in the active or passive voice.

The text was about a Chinese photographer Liu Weiqiang, who had doctored a photo with a high-speed train and a herd of antelopes and was given an award.
The photo was not on the page, and so while students were completing the gap-fill, I took the initiative of looking for the photo in question on the internet and on my iPad.

After students finished checking their answers with their partners, I asked, ‘Would you like to see that photo?

To my surprise, the answer from most of the students was, ‘Which photo?’

I said, ‘The one in the text you have just read!

The students said, ‘It was about a photo? We were not reading it! We were only doing the grammar exercise!

Is it my fault for not doing a gist reading task before the gap-fill?

Even if I did, would the students be so focused on the grammar task that they wouldn’t really care about the text?

Does it matter that they didn’t read the content of the text?

If not, then why have the text? What would then be the difference between that and having random practice sentences a la Murphy?

Controlled Practice 2 (Practice Stage)

(Stage aim: To provide controlled practice of the passive by having students convert sentences in the active to the passive while using different tenses in the context of a letter)

Deviating from the context of doctored photos (but still having some connection to photos in there), the text given to students to convert was as follows:

We’re sorry, we have lost your photographs. We usually keep them in a box on the table. The other day somebody was cleaning the shop. They moved the box. I’m afraid we can’t find the photos now. We will send you a new set of photographs to your home address.

After a paircheck and open class feedback stage, I asked students whether they felt that the original text or the one with the passive sentences were more formal.

Looking at the content of the text,  and with some eliciting and prompting, we then established that the passive voice made the writer seem more distant, less personal and therefore allowed the writer to take less responsibility for the loss of the photos.

The activities of this unit then ends at this point, and I had students look at all the emergent words on the board and do a quick recall with their partners as to what they meant. Thanks, Varinder, for this! It worked really well!

There was one thing, however, that I didn’t quite expect to feel, but consistently did throughout the coursebook lesson I taught today.

I felt distinctly more authoritative, more in control, and more of a teacher.

I felt in charge with the coursebook.

And the way I acted started to tend towards those roles too as the lesson progressed.

I felt my rapport-building jokes and conversations not as genuine and certainly not able to run its course.

I felt like I wasn’t really listening to all the students had to say, and not asking the natural questions that led on from their utterances.

I felt teacher-centred.

I felt like a performer. A performer with a script.

I felt like I’ve come full circle.


The Teach-Off – Coursebk Day 6

This is Varinder Unlu’s account of her 6th Day using the coursebook.

Click here if you need a refresher on what’s happened till now.

Meanwhile, let me hand you over to Varinder

Varinder's boardwork for today

30th April 2012


Today’s lesson objectives:

To recap use of “wish”

To differentiate between formal and informal language

Making formal phone calls

To improve listening and pronunciation

Pages 86 and 87 from Global Intermediate

We spent about the first ten minutes of the lesson talking about what the students had done over the weekend. The following language emerged: festival, farewell party, other than, raining cats and dogs, postcards.

I then went through what we were going to be doing in today’s lesson.

  1.     I gave students an activity taken from resource sections at the back of  English File Intermediate on wishes.  There are a 12 sentences with the same number of blank circles below them.  Students (A and B) have to choose 7 of the sentences they want to talk about and write something in the correlating circle below.  All sentences are about wishes.  I gave students five minutes to write down their answers before working with a partner to ask them about what and why they have answered the way they did.
  2.    Once students had completed their circles I matched up student A and B together (they had different sentences) and students asked their partner about their answers.  This activity seemed to go down very well with the learners and they asked for clarification on language as I went round and monitored.  I allowed the activity go on as the students were clearly enjoying what they were doing and using a lot of excellent language to speak to each other about their wishes. 
  3.     I conducted some feedback after the activity not by going through each wish of each student but asking students to tell me one interesting wish they had found out about their partner. Language emerging from this activity: on/to the moon, patience, mint, earth and of course the target structure with wish: I wish I didn’t have to swim, I wish I could go swimming, I wish I had more patience are just a few examples of the kind of things the learners were expressing.  I corrected where necessary.
  4.      We then moved onto the first activity in the book on page 86.  There are two pictures: on of a call centre and another in a doctor’s surgery.  Students worked in pairs to discuss where they would like to work if they had a choice.  Most of the class preferred picture B (Doctor’s surgery).  One pair of students said neither because both looked boring.
  5.      We then move onto exercise 2 and again students worked in pairs to discuss the questions about mobile phones.  The conversation centred round mobile phones and how much we use them.  Two of the students work for mobile phone providers in Brazil and so had quite a lot to say about this.  We talked a little about what it life was like before mobile phones and that many people in the class probably didn’t know a life without them. Language emerging from this: stock exchange, competitors, behind the scenes, backstage, landline, handsets, emergencies, in the past.
  6.      I now asked the students to look at the sentences in the Listening activity and gave them some time to have a look at them.  I then explained that they would be listening to three conversations and one of them doesn’t match the pictures at the top of the page.  I played the listening and students checked their answers in pairs before I asked for class feedback.  They got the right answer but there were a few comments about the listening and that they couldn’t hear some of the things that were being said.  The students found the third listening funny as they had all been in that situation and we discussed how they felt about this kind of phone call.  Language emerging from this part: automated response
  7.      Next the students had to say whether the sentences were true or false.  I played the listening again and students checked in pairs before class feedback.
  8.      The final activity before the break was the Language focus activity where students had to say if the sentence was said by the caller or the person who answered the call.  They did this in pairs before we had feedback for the answers.
  9.      After the break we focused back on the sentences in the Language focus activity and looked at stress and intonation in the sentence.  I played the listening again and students had to decide which one sounded the most polite and which the most formal. 
  10.     I then gave students a hand out with formal – informal language for making phone calls (idea taken from our Executive centre’s handbook).  It also had the NATO phonetic alphabet (ie a for alpha, b for bravo etc).  I thought the students might find this useful especially if they ever had to spell things out over the telephone – I know I always have to spell my name to people when speaking on the phone because it’s not Susan!!
  11.    The students were then put in pairs and I gave them their role-paly instructions on pieces of card (taken from page 86 of Global).  I asked the students to work together with one person playing the receptionist and the other the patient.  I did the dental surgery role play only because I thought it would have been too much for the students to do both suggested of in the book.  I may come back to the second one later in the week to reconsolidate the language of phone calls.  I monitored and helped during this stage.
  12.    During the feedback stage students listened to each pair and commented on how polite and formal they sounded.  We also focused on some error correction during this part.
  13.    We then looked at formal and informal language in social English and what is acceptable or not when meeting and speaking to someone they have met for the first time.  Language emerging from this stage:  small talk, text speak, how do you do, can I introduce you to…/I’d like you to meet.., pleased to meet you.
  14.    Students were interested in small talk and I explained what this was and the difference between text speak and small talk.  We went through a few examples of text speak: c u l8tr, btw, omg, lol etc which amused them.
  15.    I gave the students the reading on page 87 for homework.


An interesting lesson which can be adapted and extended.


It’s an Anniversary!

Some of you might be wondering why I have suddenly changed the layout of my blog.

Well, it’s been a year.

Courtesy of #ELTpics. Photo by @mkofab

April 30th 2011.

The day I started blogging. The day I started this blog.

I started this blog because I love writing.

Through writing, I am able to organise my thoughts because I am given the opportunity to articulate them.

Through the banter you provide me with, I am able to decide on what I believe in because I am allowed the chance to challenge the attitudes and views that I encounter.

Through the support of my PLN (Personal Learning Network), I am able to find the courage to say the things that are not necessarily popular or cool, to write about issues I really care about, and to express a part of me.

I would like to thank all the people who have viewed these pages and watched the videos, the people who have read, commented and like the posts, the people who have tweeted, shared, and used the ideas and articles here.

Thank you all for your support.

Courtesy of #ELTpics


To celebrate, here are some facts and figures to help recap the year:

Total hits: 62,950

Views on Busiest Day: 976 (25th April, 2012)


The Top 5 Most Commented on Posts are:

1.    The Teach-Off – My reaction to coursebooks and Uncount nouns  (51)

2.   Why are Business English Teachers paid so badly?  (50)

3.   10 Things Teachers Should Never Forget  (48)

4.   Devil’s Advocate versus Vicki Hollett on ELF  (42)

5.   The Teach-Off – Coursebk Day 1  (36)


Aside from myself, the Top 5 Commenters (and their respective twitter handles) are:

1. Phil Wade @phil3wade                 (53)

2. Chiew Pang @acliltoclimb                      (27)

3. Varinder Unlu @varinderunlu             (26)

4. Dale Coulter @dalecoulter             (23)

5. Mike Hogan @irishmikeh                (20)

Thank you so much for taking time to comment. You have contributed more than you can ever imagine!


Excluding the Home Page, The Top 10 Posts (according to hits) are:

1.   Intercultural Dining Etiquette and Table Manners

2.   Devil’s Advocate versus Phil Wade on Exams and Testing

3.   Why I brought back the foreign language lesson to the CELTA

4.   Learning English Through a TV Series

5.   Dogme in Exam Preparation Classes

6.   What is Systemic Functional Grammar (Part 1)

7.   What is Systemic Functional Grammar (Part 3 – The Experiential Metafunction)

8.   10 Things I do with my mini-whiteboards

9.   What is Systemic Functional Grammar (Part 2 – The Interpersonal Metafunction)

10.   What is Systemic Functional Grammar (Part 4 – The Textual Metafunction & Conclusion)


The Most Watched Videos (according to hits) are:

1.   IATEFL 2010 Presentation on Dogme

2.   BESIG 2010 Interview on SFG

3.   BESIG 2012 Interview on Politeness and Pragmatics

4.   Chiew’s 2011 interview with me on IaskU

5.   IH DOS Conference 2012 Presentation on ELF


My top 5 personal favourites are:

1.   In defence of Callan (and other behaviourist methodologies)

2.   Making student-centred Dogme student-friendly

3.   11 things I learnt in London – a pseudo-ethnographic exploration of British vs Singaporean culture

4.   Gaellic – To save or not to save?

5.   Cringing at Cheese this Christmas?


There has been 4 series on this blog thus far.

The first was a series inspired by a conversation with Mike Hogan, and still continues till today.

Devil’s Advocate is now at its 6th instalment and they are:

1.   Devil’s Advocate versus Mike Hogan on Business English Teaching and Training

2.   Devil’s Advocate versus Dale Coulter on Dogme for Newly Qualified Teachers

3.   Devil’s Advocate versus Phil Wade on Exams and Testing

4.   Devil’s Advocate versus Anthony Gaughan on Lesson Aims & Plans in Teacher Training

5.   Devil’s Advocate versus Vicki Hollett on ELF

6.   Devil’s Advocate versus Rakesh Bhanot on Non-Native Speaker Teachers of English

There will be more Devil’s Advocate instalments to come right after the Teach-Off is over!


The second was a series of posts about my Pre-Advanced Dogme classes:

1.   MLearning, Mini-Whiteboards, and Emergent Stuff

2.   Only in a Dogme Class

3.   All Because I Hoped I Didn’t Fall in Love with You

4.   I left my head and heart on the dance floor

5.   Wham! Vroom! And things that jet setters do…

6.   And then my students said…


The third was a series of posts about the IATEFL Glasgow conference 2012:

1.   My IATEFL Glasgow Diary Part 1

2.   My IATEFL Glasgow Diary Part 2 – PCEs

3.   My IATEFL Glasgow Diary Part 3 – Adrian Underhill’s Plenary

4.   My IATEFL Glasgow Diary Part 4 – Dave Willis on Grammar

5.   My IATEFL Glasgow Diary Part 5 – Anthony Gaughan on the Se7en Deadly Sins of ELT

6.   My IATEFL Glasgow Diary Part 6 – Jacket Potatoes, MLearning, ELearning & Skype

7.   My IATEFL Glasgow Diary Part 7 – 52 Subversive Activities & lots of parties

8.   My IATEFL Glasgow Diary Part 8 – Diana Laurillard’s Plenary

9.   My IATEFL Glasgow Diary Part 9 – A Smorgasbord of Prezi, Metaphors, Drama and the Passive Voice

10.  My IATEFL Glasgow Diary Part 10 – Willy Cardoso on Sociocultural Perspectives to Teacher Training

11.  My IATEFL Glasgow Diary Part 11 – Steven Thorne’s Plenary  THE ONE THAT GOT ME MY BRITISH COUNCIL AWARD!

12.  My IATEFL Glasgow Diary Part 12 – Digital Devices, Digital Storytelling, and the NNS Teacher

13.  My IATEFL Glasgow Diary Part 13 – Pecha Kucha Evening


And the fourth, as many of you might know, is the Teach-Off that is taking place as we speak:

1.   The Teach-Off – The Premise

2.   The Teach-Off – Dogme Day 1

2.   The Teach-Off – Dogme Day 2

3.   The Teach-Off – Dogme Day 3

4.   The Teach-Off – Dogme Day 4 

5.   The Teach-Off – Dogme Day 5

6.   The Teach-Off – Dogme Day 6

7.   The Teach-Off – Dogme Day 7

8.   The Teach-Off – Dogme Day 8

9.   The Teach-Off – The Dogme Observer’s POV

10. The Teach-Off – Introducing the Coursebook Round

11.  The Teach-Off – Coursebk Day 1

12.  The Teach-Off – Coursebk Day 2

13.  The Teach-Off – Coursebk Day 3

14.  The Teach-Off – Coursebk Day 4

15.  The Teach-Off – My reaction to coursebks and Uncount Nouns

15.  The Teach-Off – Coursebook Day 5


Thank you so much for reading and for being a part of this blog…even during times when I was unable to blog regularly.

Thank you for an amazing year.

And here’s to the next!


Now, pardon me while I go off and sing Happy Birthday to myself…

The Teach-Off – Coursebk Day 5

This is Varinder Unlu’s account of her 5th Day using the coursebook.

Click here if you need a refresher on what’s happened till now.

Meanwhile, let me hand you over to Varinder

It’s Friday – can’t believe how quickly this week has gone.

Today’s lesson objectives were as follows:

To learn/revise structures with wish                   

To understand different types of humour and practise telling jokes

To practise speaking

To revise defining and non-defining relative clauses

To conduct tutorials with students

Global pages 84 and 85


At IH London students change classes every four weeks and this happens on the recommendation of the teacher after a tutorial with individual learners in week three.  Today during the final hour of the lesson I set the students a revision activity – relative clauses and conducted their tutorials in which we discussed if they will be moving up to the next level or staying in the same level.  I also discussed their progress with them and asked them what progress they thought they had made over the past three weeks.

The lesson started fairly slowly and I had three students absent today.

We very briefly discussed how the students were feeling and what plans they had for the weekend. Next I did what I always do at the start of every class and put the lesson objectives up on the board and put up a vocabulary column.

  1. I asked students to turn to page 84 of Global and told them to look at the pictures which tell a joke.  Students worked in pairs to put the pictures in order and figure out what the joke was.  One of the Brazilian students got the joke after re-arranging the pictures and started laughing.  The Asian students were a little perplexed at his reactions and couldn’t understand why he was laughing so much – more on this at the end of this post. I then told them that there was one extra picture and asked them which one they thought it was.
  2. I then played the joke so that the students could listen and check if they were right or wrong.  They had managed to get the pictures in order.  The Brazilian and Italian students said that they had something similar in their languages and were familiar with this.  The Asian students had not come across anything like this joke before.  We discussed the fact that humour is usually very specific to different cultures and that what one person finds funny may not be something that they may find funny.
  3. Next I focused the learners attention on the “extend your vocabulary box” – and asked them to read the other ways of saying funny. We clarified any issues with the language – students asked if they could use witty for things and when to use humorous.   From this we looked at the expression: sense of humour, clown, clowning around.  I asked the students to work in small groups and think of the following: a witty person they know, a hilarious actor or actress, a humorous story about something they said or did when they were a child, an amusing advertisement on television.  (This is from the book).
  4. During feedback we only talked about the first one and students were keen to talk about someone they knew who was funny/witty.  (I didn’t want to rush them onto the next one as they had quite a lot to say about this one thing and from monitoring during their group work I had heard them talking about the other things anyway).
  5. We then looked at the sentences from the first activity – the joke.  I elicited and boarded the sentences and asked the students to look at the grammar explanation on the use of wish. 
  6. The next activity in the book asks the students to look at the pictures at the bottom of the page and write two captions for each one using I wish + a caption from the box.   In between the pictures and the caption box there is exercise 3 which asks the students to complete the poem using the beginnings of the sentences.  The ordering of these activities is really confusing for the learners and I think that perhaps the pictures should be straight after the caption box.   I noticed as I was monitoring that each student had started to complete the poem trying to use the captions and the pictures.  I had to stop them and ask them not to complete the poem.
  7. Once students had completed the sentences, we wrote a few of them on the board and I went through any questions they still had about the uses of wish.
  8. Now we looked at the exercise 3 and I asked the class to complete the sentences for themselves – I didn’t ask them to do it as a poem as I thought it seemed a little random to start writing a poem at this stage.  Normally I would lead into a poem exercise with more preparation so that students have a model to work from but here it felt out of place and asking students to just complete the sentences was a better idea.
  9. We had a lot of laughter during the feedback after this activity – students had written some funny sentences about themselves and one of the Brazilian students said that he wished he hadn’t got married and started on the subject of how difficult it is to live with women and then went on to tell the class why and this lead to the female students “fighting back” saying how difficult it is to live with men.  I let this happen as they were clearly enjoying the banter and there was quite a bit of language emerging.
  10. I left the pronunciation activity out and went onto the matching up of the jokes in the speaking activity.  We checked the answers and then I asked students (for homework) to think about a joke from their country and write it down.
  11. After the break I set the class the exercise on relative clauses and while they were completing this, I conducted their tutorials.

This was an interesting lesson because although it worked and the class were clearly engaged and enjoying it, I would do it very differently next time.  I would lead into it with something else and then look at the pictures – there seems to be something missing at the beginning.  I would also change the ordering of the Grammar activities on page 85 because of all the confusion about which activity students were meant to be doing – the pictures should come straight after the phrases in the box.  When I ask students to work on a poem (and poetry is something I’m a big fan of in class), I usually build up to it differently – with some kind of example and work on a real poem.  Here what would have fitted in really well is something like this:


by Rose Fyleman

I wish I liked rice pudding,
I wish I were a twin,
I wish some day a real live fairy
Would just come walking in.

I wish when I’m at table
My feet would touch the floor,
I wish our pipes would burst next winter,
Just like they did next door.

I wish that I could whistle
Real proper grown-up tunes
I wish they’d let me sweep the chimneys
On rainy afternoons.

I’ve got such heaps of wishes,
I’ve only said a few;
I wish that I could wake some morning
And find they’d all come true!

Students can see what they being asked to do and it gives them the confidence to be more creative.

We also talked about “I wish I were” and “I wish I was” – something which I think is important to highlight to student is that they will hear both forms being used and that “I wish I was” is becoming more and more  common.

This was a lesson that I wish I had prepared better as I think there’s a lot more that could have been done with the subject.  However I’ve been teaching, blogging and fulfilling my DOS duties throughout the week and by this morning I was feeling quite tired and my energy levels were low. (Don’t want to sound as if I’m trying to make excuses for not preparing properly!!). I didn’t project my tiredness on to my students though and I had one observer say how lovely the class and the students were.  This was a nice Friday lesson.

My first week of teaching from Global has been a positive one, especially because I was really worried that I wouldn’t be able to top Chia’s lessons.  I have created a great rapport with my learners, I know them as individuals and see what they like and don’t like.  I can tap into that information throughout the lessons and use it to help them individually.  We have had some great laughs in lessons and we’ve also learned lot (including me!!).  I have tried to integrate learner training in as naturally as possible by giving students tips about how to become better readers, what to do to improve their listening skills, what exams expect of them etc.

Something that Chia said after her observation of me was that I have a great rapport with my class and I’m enthusiastic about teaching – this is true because I love teaching but I believe that this is not enough.  Of course, as we all know it is conducive to the learning in class if there is a relaxed, friendly atmosphere created.  Getting to know your learners as individuals is more important and making them feel that they can be free to make mistakes and experiment with the language is important.  Gaining their trust in you as a teacher is vital whether you’re teaching a Dogme class or from a course book.

Am I preaching now?  Typical teacher!

The Teach-Off – My reaction to coursebooks & Uncount Nouns

The following was originally my response to Varinder’s account of Coursebook Day 4 of the Teach-Off.

I had observed the second half of the class where Varinder was focusing on Countable and Uncountable nouns from the coursebook Global Intermediate, and was very honoured to be privy to the wonderful rapport she had with the students and the enthusiasm with which she taught the class.

After the lesson, Varinder and I had a discussion regarding the relevance of that particular grammar point and the way it was dealt with in the coursebook. Varinder mentions this discussion in her post, and this was my response.

As the response grew longer, and I grew more passionate about what I had to say,

I decided that perhaps this deserves a blogpost of its own after all.

Here is my response:

How on earth can money be uncountable???

First of all, let me first clarify a couple of things.

The issue at hand has nothing to do with being a Dogmetician or any teaching methodology for that matter.
It is about attitudes and views on grammar, on how languages are learnt (SLA), and on what is learnable and what is useful/relevant for the learners.

Taking the Dogmetician hat off and putting on my Grammar-fanatic linguist hat…

Over time, as we move from grammar translation through into the communicative approach, there has been more and more focus on communicative competence and the communication skills that enable such competence.

Meanwhile, on the SLA front, research started to show that presenting lists of discrete items of language in a linear fashion simply does not coincide with how the brain learns languages.

Language learning is emergent, feedback sensitive and non-linear (see e.g. Michael Long, Vygotsky, Krashen, etc.)

Moreover, spending an hour on generalised rules about countable and uncountable nouns when there are just so many exceptions to the rule might not be the best use of classroom time. As you said in class, ‘A lot of it can be used in both.’

In fact, many coursebook writers are now trying to get away from labelling them countable and uncountable nouns as the labels are a misnomer in themselves.
Some writers now use the terms ‘count’ and ‘mass’, while others choose to use ‘count’ and ‘uncount’ nouns, preferring to deal with how the noun in question is referring to an idea of an abstract mass, or an individual single entity.

Moreover, the design of the task in the coursebook had students filling in the gaps as follows:

Fill in the gaps with ‘countable’, ‘uncountable’, or ‘countable and uncountable’.

1. ________ can have the plural form.
2. ________ cannot go with ‘a’ or ‘an’.
3. ________ can go with ‘the’.
4. ________ can go with ‘some’ and ‘any’.

Now, I don’t have that much of an issue with numbers 1 or 2. They are fairly straightforward rules (aside from the fact that we can all think of many exceptions of nouns that are always in the plural but not necessarily countable e.g. ‘news’, ‘studies’).

But my gripe is with questions 3 and 4, to which the answers are ‘countable and uncountable’.

By making students fill in those gaps, the task is misleading the students into thinking that either ‘countable’ or ‘uncountable’ can go into the gap.
Although the answer at the end is ‘both’, by flagging this up, the students is made to sit up and take note of how ‘some’ and ‘any’ is used with countable and uncountable nouns.

Now, memory works in strange ways.
It is known that students will not remember all that is in the grammar exercise.
But what they will remember is that there was some issue with ‘some’ or ‘any’ used with countable or uncountable nouns.
This creates doubt in their minds when they are choosing to use nouns with ‘some’ or ‘any’.
Voila, we’ve created a problem where there wasn’t one before!

Now, we could argue that some students might have a problem with ‘some’ and ‘any’ before the exercise, and therefore the exercise serves to clarify the issue for those students.

Sure, but if these are only a portion of students, why not wait for the problem to arise in conversation, and then through the use of correction and scaffolding, the teacher can bring attention to this, solving it quickly, in context? This makes it more relevant and definitely more memorable to the student.

Taking the grammar-fanatic hat off, and putting my sociolinguist hat on…
ELF (English as a lingua franca) is not a methodology or approach. ELF is a global phenomenon that is happening all around us, a phenomenon that changes the reasons and the purpose for learning English. This is turn affects what and how we teach.

Apart from the very important fact that the misuse of countable and uncountable nouns is not going to alter meaning drastically in most cases, their use have also taken on special meaning with ELF research into NNS-NNS (non-native speaker to non-native speaker) communication.

Here’s an example:
The material in Global today said,
We don’t use ‘the’ with abstract nouns when we’re talking in general.
e.g. Love is important.
NOT The love is important.

But in extensive analysis of ELF use, it has been found that expert speakers of English as a lingua franca are using the articles ‘the’ with abstract nouns in order to give it emphasis.
e.g. The love is important; The life is good in Italy.

Whichever hat I choose to put on, at the end of the day, my point is this:
Using countable and uncountable nouns wrongly is not going to affect the meaning of what the speaker is saying. At an intermediate level of English (which these learners are at), there are lots of other skills and language (lexico-grammar) that would make a huge difference to their communicative abilities and their communicative competence.
This grammar area is certainly not one of them.

And if learners think they want it because that’s what their past learning experiences have taught them, then I think it is time to have an informed discussion with our learners with regards to how language are learnt, and the relevance of what they are learning.

Perhaps therein lies my issue with course books.

The Teach-Off – Coursebk Day 4

This is Varinder Unlu’s account of her 4th Day using the coursebook.

Click here if you need a refresher on what’s happened till now.

Meanwhile, let me hand you over to Varinder




26th April 2012

Today we had four observers visit us during the class.


To revise countable/uncountable nouns

To increase knowledge of abstract nouns

To practise reading

To practise speaking

Pages 82, 83 and 144 from Global Int

A few students were late coming to class as there were problems with the underground.  We talked briefly about the weather and transport system with the students that were there on time.

The lesson today was around a reading about motivation and what motivates people.  It was also introducing/revising countable and uncountable nouns.  On first look at the two pages, it doesn’t look as if there is enough to last a three hour lesson and I think if it were an inexperienced teacher sticking to the book, without exploiting the materials to the full, they would probably get through it in about an hour.

I, however, did it in a three hour lesson with my class:

  1. For the lead-in I took the idea given in the teacher’s book: ________ is/are the most important thing(s) in the world.  I had this sentence on strips of paper to give to each student to fill the gap in however they wanted.
  2. In small groups the class compared what they had written down on their bits of paper and explained why they had done so.  This was followed by very brief class feedback.
  3. I then asked students to open their books to page 82 and focused their attention on Exercise 1 in the Vocabulary section.  Students filled in the missing letters to complete the words (abstract nouns).  They checked their answers in pairs before I played the listening for them to check their answers.  I then asked two students to come to the board and write the words.  We checked for spelling mistakes. (There was one – Wellthy).
  4. Students then read the Language note in the grey box about abstract nouns and completed the 5 sentences below it so that they were true for them.  In groups I asked them to discuss their answers and ask questions about why they had written what they had.   We conducted a brief class feedback.
  5. I put “Meeting our demands” on the whiteboard” and explained to the class that they were going to read a text with this title and asked them to predict what it might be about.  One student volunteered something about supply and demand (which we did in yesterday’s lesson).  Another student said something along the same lines.  I told the students that they had three minutes to read the text and answer the following question:  “What is the author’s intention in the text?”  (I didn’t focus their attention on the 3 options given in the book because I wanted them to figure out the answer without the options).   Students read the text, some took a bit longer as they were trying to understand every word.  I stopped class after about three minutes and asked them for the answer to the questions.  They were all able to tell me what the text was about but could not tell me what the author’s intention was.  I eventually managed to elicit the answer from them.  I felt that I needed to speak to the class about the importance of reading new text all the way through for the first time without worrying about the unknown words.  I explained that it was good to get into the habit of not getting stuck on every word and taking their dictionary out to check meaning and that this way of reading was particularly important in exam situations.  (During this stage I also found out that one of the students is a psychologist and was very familiar with the theory being described in the text).
  6. Next I asked the class to look at the words in the grey box and in pairs explain any words they knew to their partner.   Students read the text in more detail and completed the pyramid with the words from the box.  One of the Japanese students was very interested in what people had put in the top part of the pyramid and really wanted to discuss this in detail.
  7. When I grouped the students for the next activity, I made sure that the Japanese student mentioned above was in the same group as the psychologist so that he could ask questions.  This worked really well during the discussion activity when the students talked about the theory and whether they thought it was a good explanation of human motivation.  He was able to ask questions about the theory and the psychologist was able to explain it to him.
  8. We discussed their answers as a class and it was apparent from what they said that there were differences in their views about this theory.  The Asian students felt that for them the top part of pyramid was not as important as the bottom part and the European/Brazilian students thought the opposite.  We got on the topic of respect and the Asian students said that this was not something that motivated them as they were taught this from young age and the rest of the class felt that respect was very important as you had to earn it – be worthy of respect came out of this discussion.  The psychologist then told us that this theory was based on studies done with Western society and based very much on Western culture – which explained a lot about why there were differences.  During the discussion stage I had noted down student errors and we did some error correction.
  9. After the break we looked at page 83 – grammar section.  I wrote up all the words in white in the text on the board and asked the students to work with their partner to decide which was countable or uncountable.  As they were discussing their answers I realised that there were quite a few disagreements.  These were clarified during feedback and I asked the students to read the grammar explanation.  They then completed the sentences.  We checked the answers which raised more questions.
  10. I asked the students to complete the exercise on page 144 for homework.
  11. We moved onto the final activity of this lesson which was speaking – I asked the students what motivates them.  Then asked them what demotivates them.  After this I asked them to think about one time when they felt very motivated and to look at the questions in the speaking activity and make notes of their answers.
  12. In groups students discussed their stories and asked each other questions.  I conducted a brief class feedback.
  13. To wrap up the class I went through the lexis that had come out of discussions and checked if students remembered meaning and pronunciation.
  14. Finally we checked what we had done in today’s lesson.

The topic of this lesson was of interest to the students and they had their views on the theory which generated discussion.   At the end of this lesson, I heard one of the students say how good the lesson was.

As for the countable / uncountable noun tasks – these went down very well with the learners – they asked lots of questions to clarify.  My Dogmetician friends will obviously have strong opinions about why grammar, especially countables /uncountables should not be taught in this way.  It worked, the students were engaged, learning and asking questions and surely that’s more important than what we think we should be doing according to Dogme, ELF or any other approach/method.  This lesson and my discussion with Chia after the lesson left me thinking one question: What do the learners want?

We as teachers, trainers, writers, educational specialists and academics talk about what is the right and wrong way of doing things all the time.  We have conferences/events/seminars/workshops  where we have people who have done tremendous amounts of research into something telling us that this or that is what we should be doing or that we have been doing things all wrong.  If the learner is happy and learning is taking place, does it matter?

I’m tired and rambling now so I shall stop here!

The Teach-Off – Coursebk Day 3

This is Varinder Unlu’s account of her 3rd Day using the coursebook.

Click here if you need a refresher on what’s happened till now.

Meanwhile, let me hand you over to Varinder


25th April 2012

We had another student join the class today so that takes our total to 12 students now.  He is from Brazil.


Today’s objectives:

To increase students’ knowledge of lexis related to money and business

To improve students’ listening skills

To improve students’ pronunciation

To improve students’ speaking

To improve students’ reading skills


Pages 80, 81 and 144 of Global Intermediate


I was in the classroom before the students arrived this morning because I wanted to set up the listening and also a clip from Youtube about a lady who lives without money (one and a half minutes long).

Most of the students arrived on time.  I asked the students if they had done their homework (Pg 144 from Global).  They had done and I asked them to compare their answers with their partner. We conducted a brief class feedback to check answers as whole class.

I then wrote the word “Money” on the whiteboard and asked the students to give me as many examples as they could of how they could get money:

Answers from students:  Earn it, invest it and get interest, win it, find it, borrow it. I added steal it and inherit it to their list.    We then discussed ways of using money.  Answers from students: spend it, lose it, lend it, save it.  One student was trying to “give to someone take care of animals.” I told him that it’s donate to charity. 

We briefly discussed if students thought it would be possible to live without money.  Most of the students said no.  I played a short clip from Youtube of a trailer of a woman who lives without money.  I asked students to listen to how she manages to survive.  After the clip I repeated the questions and one said “she work for people to get food.” Another said “ people give her tickets” (for travel). I asked the class if they could live like this and all the students said no because it would be difficult.

I asked students to look at page 80 of Global and focused their attention on the first activity.  (Speaking Activity to put into order the best to worst way of making more money).  Students read the instructions and I checked that they had understood what they needed to do.  Students worked alone and ordered them 1-7 and then compared their answers and explained to each other why they had ordered them how they had.


Listening activity:  I wrote the word “bubble” on the board and asked the class if they could give me a definition for it.  One student made held up his hands as if he was holding a ball and said “bubble”.  I asked them to look at the two questions and then read then the definition to answer them.  Students had two minutes to do this.  A class check confirmed that they had got the meaning.

I explained to that the class were going to listen to someone talking about the first known economic bubble: Tulipmania.  In pairs students discussed the meaning of the following words: bulb, guilder, outstrip, trader, profit. None of students knew the meaning of the first three and I explained these to them.  I put the gist question on the board and played the listening.  Students discussed their answer in pairs and during feedback asked if they could  listen to it again so I played the listening for a second time and we checked the answer.  The students then looked at the multiple choice activity (exercise  4). Once they had read the sentences, I played the listening for the third time, students checked their answers and I played it one final time to allow them to confirm their answers.  The students found the listening quite challenging and that’s why I played as many times as they needed it. I think they appreciated the fact that they were allowed to hear it more than twice.

For the next activity (5) on page 80, I put the class into two groups rather than have them working in pairs.  They had already done a lot of pair work – checking their answers to the listening and the first activity that I felt it would be better to change it.  In their groups, I could hear some interesting exchanges about why they agreed or didn’t agree with the statements.  There was quite a lot of disagreement about if the government should help people if the market crashes and the students had quite strong opposing views.  I allowed the discussion to develop with the following lexis emerging: bankrupt, greed, greedy, recession, mortgage, property boom, intervene, intervention, taxpayer, interest rates dropped/fell, vote, election, status symbol.

After the break, we continued working from the book and students looked at page 81 – Vocabulary and pronunciation.  Students worked in pairs to complete the tables.  I played the listening for them to check their answers.  I then asked them to mark the stress on the words and played the listening again for them to hear the pronunciation to check their answers.  We checked the answers by me writing the words on the board and students marking the stress.  A quick session of choral and individual drilling ensured that they had got the stress right.  They had quite a lot of fun with this by exaggerating the stress.  Students then completed exercise 3.  We checked answers and I asked students to choose one of the statements and write a short paragraph about it for homework.  The word “fairtrade” came out from the checking of answers.

On Monday I had asked the class to read the first story from the Sherlock Holmes book they had chosen and so in the final 15 minutes of today’s class we focused on this.  In two groups the students discussed what the story was about, what they liked/disliked about it and shared three new words/phrases they had learned.

We had a quick recap of today’s objectives and the class said they had found the listening challenging and wanted to know about ways of improving their listening skills.  We discussed different ways of doing this, ie watching tv, listening to the radio, going to the school Self Access centre and using the Language Lab

Today’s lesson felt very intense and full and I must say I was a little worried that it might be too much for the learners.  During the break I stayed behind in the classroom with three of the Japanese students and they said that up to that point they had found the class challenging as there was a lot of lexis related to the economy and business, something which they had not looked at before.  I asked if they thought it was useful for them even though they were finding it a challenge and answered yes!

At the end of the lesson I had three students approach me individually to say how much they had enjoyed the class and felt they had learned lot. 

I left out the grammar activity out on purpose because we had already looked at the grammar yesterday and the students had also completed an exercise for homework.  By doing this in class today would have been a slight overload for the learners.

I was also worried about the listening about tulips but did not allow my worries to be projected to the learners.  In fact I tried to make it interesting by giving them a little fact about tulips – they originated in Turkey (true!!).  The students were really surprised by this. And I also tried to make the language rather than the topic the focus of the listening.

Today’s class went better than I had expected and it took real skill to make it work as well as it did.  I walked out of the classroom with a big smile on my face and sense of real achievement knowing  that learning had taken place in my classroom.