Tag Archives: Lessons in detail

Dissing Dogme brief respite: The coursebook (writer) strikes back

Well, you’ve got Phil Wade to blame – or thank, I guess, depending on your point of view – for what follows. Phil has been a keen contributor to this blog so far and via Twitter suggested that I detail what I do in my own classrooms – with my own coursebooks! This really follows on from Chia Suan Song’s Teach-Off series and my own series of rants about Dogme. What I’m hoping to do is once a week explore and explain a class that I’ve taught in as much detail as I can manage with the limited time I have available for these things.

I realise I’m an atypical teacher in many ways: I also write coursebooks, and generally (though not exclusively) teach from my own coursebooks. In addition, I generally work from A to Z or 1 to 10 or top left to bottom right (take your pick) when teaching coursebooks – especially my own! I also work in London, teaching (mainly) multilingual classes of adults (which can mean anything from 19 to 80). Having got all of that out of the way, I’ll fill you in on my lovely main class this term.

I’m teaching an Advanced group two mornings a week – Mondays and Wednesdays. Classes run from 09.15 to 12.30 and the students are all doing five mornings a week, with three different teachers. The class have been together for three weeks already – this is the fourth – and will be together for four more weeks. There’s one more intake next Monday, a large Japanese group, and some of them may possibly be joining. Many of the students have been with us since last September, some since January and some only since April. The nationality breakdown is seven Chinese students, a Moroccan, an Iraqi, an Italian, a Taiwanese, a German, an Austrian (born in Romania), a Japanese and a Colombian. Here they all are (apart from two of them, who were absent today!)

So anyway, it’s a General English class and the reasons for the students being here are many and varied. Most of the Chinese lot are government exchange people, and many work in international offices in Chinese universities; we have university students taking a year out to come and study English; people getting ready to do degrees and Master’s; people just here for a few months to brush up their English for possible future use and so on. They’re quite a strong group, with at least half of them probably able to aim for CAE in June, even though none of them are actually planning to take the exam. We’re using OUTCOMES Advanced, and students get a free copy as part of their fees. The class I’m going to detail below was two hours from 9.15 to 11.15 and was followed by a fifteen-minute break and an hour-long progress test, which I won’t bother detailing here as not much happened apart from students doing their progress test!

Today we started a unit called CONFLICT. Why? Well, conflict is in the news all the time; lots of high frequency lexis crops up when discussing it; we’d previously done Unit 5, which was called NIGHT OUT, NIGHT IN and so this unit provided a slightly more serious counter-balance (light and shade, as my editors always told me!) . . . oh, and also because one of my students had had a huge row with her boyfriend the day before and the class really wanted to know more about this particular conflict.

Nah, just kidding! I made that last bit up . . . but if you want Dogme motivations, I can invent them at will. As if that would’ve made my decisions or the topic any more or less valid.

I began, though, as I usually began – with some revision of what I know the teacher yesterday looked at. I like to ensure there’s some kind of thread from one to the next so that, even though the class have different teachers, they can feel a sense of continuity. Also, knowing that you’re going to be (soft) tested keeps them on their toes, encourages them to actually spend time looking through their notes once they get home every day and also creates a sense of progress. I usually get to class early and sit and chat with the early arrivals anyway, but once we had six students (at quarter past nine  . . we have a cut-off point of fifteen minutes grace for latecomers. After that, they’re excluded till the break) we started the revision sheet. The first exercise was as follows:

REVISION

Complete the sentences with the best missing words.

1   It’s a really weird book. I couldn’t really follow the …………………….. .

2   It’s a book about the author’s mum and her …………………….. to overcome alcoholism.

3   The …………………….. in the book is quite minimal, but also very funny and it feels very natural.

4   It’s laugh-out-loud …………………….. in places!

5   The story …………………….. around the lives of ten women.

6   The book …………………….. issues such as domestic violence,. drug abuse and rape.

7   It’s a ……………………..-read book! It’s amazing! You have to try it. Honestly!

8   It’s just a really great book. I can’t …………………….. it enough.

9   It’s a novel, but it’s …………………….. on a true story.

10  It’s …………………….. in the seventeenth century.

11  It’s mainly about the impact of the …………………….. rights in the 60s and 70s.

12  The book …………………….. with themes of loss and longing.

Students spent maybe five or six minutes trying to fill the gaps in themselves, in pairs. There was a fair bit of head scratching and wryly amused comments along the lines of “This is from yesterday?” I monitored, wandering around and seeing how students were doing, saying when things were right or wrong and then rounded up the answers. I elicited by reading out the sentences and stopping at each gap, taking answers from the class as a whole – and then writing the correct answers up on the board.

As I was doing this, I was ‘working the language’ – adding, paraphrasing, explaining, exemplifying. Here’s a taste of the kind of thing I’d say:

(1) Yeah, plot. The plot of the book is the story of the book. It’s the same word for films as well and here . . . (pointing to a sentence I’d written on the board that read: The plot was full of t……… and t……….. . It was really hard to follow) . . . if the plot keeps changing and it’s hard to follow and you don’t understand what’s going on from one minute to to the next (said whilst moving my arms in a snake-like manner!) it’s? Yeah, full of twists and turns (I then wrote this in to the gaps). It’s always twists and turns, never turns and twists.

(2) Anyone? yeah, struggle. And we often talk about someone’s struggle to overcome something, so their struggle to overcome addiction or depression or their struggle to overcome alcoholism. Like their fight to beat this problem.

(3) Yes, the dialogue. How do you pronounce it? Where’s the stress? yes, OK. DI-a-logue. Everyone. Again, Juanita. Good. And it’s the same for films as well – the speaking, the talking is called the DI-a-logue.

(4) It’s laugh-out-loud funny, you know, like when you’re reading something on the tube and you suddenly burst out laughing (a chunk I taught them on Monday, by the way) like this (I acted this) and people look at you like you’re crazy, you know?

(5) The story? Yes, reVOLVed around (circling my hands) the lives of ten women, so they’\re the main focus, the story is basically about them.

(6) Anyone? yes, it tackles these issues. It’s often for controversial topics or issues so maybe the film tackles the issue of mental illness or the book tackles the issues of racism, violence and poverty.

(7) It’s a? Yes, MUST-read book. You now, you MUST rad it. It’s amazing. In the same way, a film can be a MUST-SEE FILM.

(8) And 8? I can’t? recommend it enough. yeah. Where’s the stress? re-co-MEND. Again? OK. Better. So yeah, I really really recommend it. I can’t re-co-MEND it enough.

(9) This one they often use for Hollywood movies. It’s fiction, but it’s? Yeah, BASED on a true story. Sometimes very loosely based on a true story.

At this point, a student asked me to write that up on the board, so I wrote: It’s based on a true story – very loosely based on one anyway!

(10) And if you’re talking about the place or the time when the action in the book – or the film – happens? It’s? Yeah, SET IN. so you know, it’s set in Algeria, in the 1950s. OK?

(11) It’s mainly about the impact of the? Oh, yes, OK. It could be women’s rights. I hadn’t thought of that. or, if you’re talking about the broader fight for equal rights for black people, for women, for gay people? yeah, the civil rights movements. I guess it’s particularly associated with the US in the 60s, but you can still talk about protecting civil rights, and so on.

(12) And 12? Yeah, deal with these themes, so it explores them, talks about them. Can be the same word for films as well, again.

One student asked what loss and longing meant.

I said it’s when you lose someone – or something – the noun is loss, so we say sorry for your loss when someone close to you dies. And longing is like a strong feeling of wanting someone or something.

Next up, we moved onto the second part of the revision sheet, which you can see below. For five minutes or so, students discussed their ideas in pairs and again I went round, helped out, clarified if things were totally wrong.I also got a few gapped sentences up on the board, based on things students were trying to say, which I used during my round-up, as we shall see.

Now discuss these questions with a partner.

– Why might someone be feeling a bit rough?

– When might someone be in bits?

– Where do you go if you want to strut your stuff?

– What happens in a meat market?

– What do you do if you take the mickey out of someone?

– Why might someone hassle you?

– What do you do if you cause a scene in a restaurant?

– What’s the problem if you’re smashed?

– Say three things you could take up.

After a few minutes, I went through the answers with the class. I think of these kinds of questions as questions about language that generate language. Whilst I generally mostly know the answers that’ll come up, there are always some curve balls.I also ask these kinds of questions a lot whilst going through answers tio vocabulary lessons, and students absorb this and often ask ME similar questions in return!

For feeling rough, the class said maybe because you were drunk last night or because you were maybe starting to have a cold. I tried to elicit the words COMING and TO DRINK in the sentences on the board, but got GOING and ALCOHOL, so ended up providing the missing words myself and completing the examples on the board. For IN BITS, students said “When you’re devastated”, to which I responded, OK, but WHEN might you be in bits, WHEN might you be devastated. We then established it was maybe when someone close to you died or if you lost your house and all your possessions. One of my Chinese students, Ryan (it’s his ‘English’ name – his choice, not mine, I hasten to add!) took perverse delight in mentioning this and had a couple of other ideas here as well! For strutting your stuff, some of the Chinese students shouted out ‘on a stage’ and ‘in a ballroom’. I explained that if you’re on a stage, it’s usually because you’re performing, and that a ballroom is more old-fashioned, like maybe if you’re learning to waltz or something. Someone else shouted out ‘a club’ and I asked which part of the club? The bar area? No, the students said, the area where you dance. Which is called? I asked – and elicited dancefloor, which i wrote into the gapped sentence on the board. When I asked what happens in a meat market, there was much laughter and one of my Chinese students said “Buy meat!”. Someone else said “No! Buy a girl.” I said it doesn’t usually imply that you’re BUYING sex. You’re just LOOKING FOR it. Maybe you buy the person a drink or something, but you don’t buy – or even hire (!) – them. I then elicited PULL and PICK UP and wrote these up on the board.With hassle, the students laughed and said their other teacher Glenn hassled them because they hadn’t done their homework! WE also established bosses can hassle you for work, street sellers hassle you or drunk guys hassle women in bars – the common theme being they all want something from you! With smashed, three students asked if it was because you’re tired. I said no, that’s shattered. We then established smashed was when you’re blind drunk, so drunk you can hardly stand up! Finally, with take up, one students said A CHAIR. I asked what he meant and he replied “Like in an interview”. “No, that’s HI. COME IN, HAVE A SEAT. So, anything you can take up, like when you start doing a new hobby?” I got three answers from the class and added them to my example on the board, so by the end of all of this the board looked like this:

This all took maybe the first twenty-five minutes. I now had a full class and we were ready to roll with Unit 6 – Conflict. I led in by saying something like What we’re looking at over the next few days is conflict – interpersonal conflicts, arguments, rows, conflict between nations, conflict resolution, that kind of thing. Today we’re going to be looking at what people do during and after arguments, OK? I asked the class to turn to page 42 and to look at the SPEAKING exercise A. In pairs, they discussed briefly what they thought the words in bold meant:

Speaking

A      Check you understand the words in bold. Then tell a partner which of the things below you sometimes do.

  • lose your temper and scream and shout
  • storm off and slam the door behind you
  • throw things across the room – or at someone
  • have a big sulk
  • hold a grudge against someone after an argument
  • apologise first and try to make up

I went round to see what words were causing most problems and got a few gapped sentences up on the board while I was doing so. After a couple of minutes, I stopped the class and clarified the words. I said something like the following: OK, so maybe you lose your temper – you get angry – and you scream and shot . . . you go mental, go ballistic (we’d had these two expressions the other day). A student shouted out You flip your lid and blow your top (which we’d also had) and I said yes. And if you storm out? Students: You leave quickly. Me: Yes. Quickly and? Student: angrily. I then acted out storming off / storming out of the room and  asked students what you do if you slam the door. They acted this and I pointed out on the board that you could also slam the phone down. One of the Chinese students laughed and said this was a very useful expression! After I asked, one student did a great acting out of sulking, complete with bottom lip stuck out and there was much banter about it being just like various students’ wives. I then elicited immature / childish onto the board, having glossed it and given the first two letters of each word. I asked what you do if you hold a grudge and then asked what the opposite was, pointing to the board for support, where the class could see F…….. and f……… . I then elicited forgive and forget. One student said they were good at forgiving, but not forgetting to much laughter. Here’s the board after all of this:

After checking they knew what make up meant, I explained that when I got into arguments, I was prone to lose my temper and flip out a bit. Not so much now, but when I was younger I might also have sometimes punched the wall or the door or something. BUT I never sulked. I always got things out! They then chatted for several minutes about which of these things they did when they had rows. I wandered round and picked up on some things they were trying to say, but couldn’t quite and got more gapped sentences on the board. Here’s what the board looked like after the round-up here:

On reflection, self-contained – which was the first thing a student shouted out – when I was explaining that quite a few students said they never lost their tempers and never really got angry or lost their tempers – wasn’t the best answer and self-controlled would’ve worked better here, but I took that offering and let it go. The second sentence involved retelling a story I’d heard Xiao Xi tell about throwing things at her husband and was greeted with both incredulity and much laughter. The third one – I tried to elicit system, but got heart / body / mind and so just gave it to them – and then managed to get bottle – led into a good five minutes of discussion among the whole class. One student said bottling things up was bad because eventually you explode. O then said “Yes, like the US high school massacres.” One student asked if anything like that ever happened here. There then followed a discussion that took in the Cumbrian killings, Dunblane, recent Chinese kindergarten machete murders, a Japanese high school killing involving a dead boy’s head on a spike outside a school and Anders Brevik. There was much heated debate about whether or not the Norway scenario was the same or not. I said I felt it was different, because he saw it as politically and racially motivated. And we moved on!

Next, students looked at exercise B and discussed how each of these things could lead to arguments.

B                  Look at the list of things people often argue about in the box below.

With a partner, discuss how each might lead to arguments – and which you think cause the worst.

money

time spent together

careers

exes

silly annoyances

household chores

kids

sport

stress and tiredness

homework

work

religion

politics

in-laws

They took to this topic with great gusto and it went on for maybe ten minutes. Plenty of personal examples emerged and there was much laughter. I went round listening to different pairs. helping out when they asked how to say particular things or wanted things checked and – as ever – writing things on the board. As things slowly started to wane, and before they started to drag to a half, I stopped and just went through a few things I’d heard, eliciting missing words onto the board to complete gapped sentences.To elicit, I basically retold stories I’d heard, using the students’ names and paraphrasing the stories, glossing the meanings of the missing words and seeing if students knew what I was looking for. This way, I got STEER in steer clear of, EYE TO EYE, want me to (although FIRST I got WANT THAT I, and we discussed the different patterns from Romance languages to English here) and WAGES. I ended up giving up and giving them an allowance and pressurizing. The last sentence you can see below was what a Chinese student, Xuesong, had said happens with her and her husband and this was their way of avoiding arguments about money. Juanita, the Colombian woman, laughed and said it was like giving him pocket money, while Nicolai, the German guy looked distinctly unsettled by such a prospect! Here’s the board after this slot:

I felt we’d done enough on all of this and wanted to move on, so decided to skip exercise C:

C                  Which of the things above do you argue about most often? Who with? How do the arguments usually end?

I then said they were going to hear two conversations involving conflicts between people and that they should listen to find out what the relationship was, what the conflicts were about and how they ended.

Listening

You are going to hear two conversations in which conflicts occur.

A                  Ω Listen and answer these questions about each conversation.

1                  What’s the relationship between the people?

2                  What are the conflicts about?

3                  What happens in the end?

I played the CD once and put students together in pairs to compare ideas, before eliciting answers.

You can hear the first conversation here . . . and the second one here.

They’d basically got the whole idea after one listen, though there was some discussion about whether or not the first conversation was flatmates or a mother, father and son. In the end, one student pointed out, in families it’s unlikely a son would borrow money to pay the gas bill and that they sounded too equal to be parents and a kid. I asked if the class wanted the conversations again, but they seemed quite happy to move on.

I pointed them to the NATIVE SPEAKER note which they read:

Native Speaker English

I hasten to add

To clarify or comment on a previous statement, we can use I hasten to add. It can be used either formally or jokingly.

A:                  No. I do understand I made a mistake.

B:                  And not for the first time, I hasten to add.

I was absolutely furious about it  – not that I’m normally an angry person, I should hasten to add!

And I then gave one more example: my co-author Andrew had been reminiscing to some friends in the pub about an early conference we both did where we had to share a room and had said ONLY A ROOM – NOT A BED, I HASTEN TO ADD! This seemed to garner a few chuckles and we moved on.

I explained that next we were going to be looking at ways of giving negative or private information. The students read the explanation box and then looked through 1-6 in exercise A.

Developing conversations

Giving negative / private information

When we give negative or private information, we often use sentence starters that warn the listener about what’s to come

To be frank with you, I’m really not sure there’s a future for you here at all.

A                  Work in pairs. Imagine the sentence starters below were all used in an office over the space of a week. Complete each one in a humorous or serious way.

1                  I don’t mean to be rude, but …………………………………………………………………………………… .

2                  To be brutally honest, …………………………………………………………………………………… .

3                  With all due respect, …………………………………………………………………………………… .

4                  To put it bluntly, …………………………………………………………………………………… .

5                  If you want my honest opinion, …………………………………………………………………………………… .

6                  Between you and me, and this shouldn’t go any further, …………………………………………………………………………………… .

Some students asked about brutally and I explained that if you’re brutally honest, you’re so honest it might hurt the person you’re talking to, in the same way of putting things bluntly might, and added that if someone is beaten up, it can be a brutal attack – and that you can use a blunt instrument like a hammer or something to attack people. Students then discussed in pairs possible things that might be said in an office using these sentence starters. There were plenty of very very funny ideas, and after a few minutes I rounded up a few. This led to much inter-class banter. Xuesong shouted out I don’t mean to be rude, Ryan, but your shirt is so old-fashioned. Here’s the offending (lilac) shirt:

There was a little ‘cross cultural’ interlude where I joked with Nicolai that even though the stereotype of the Germans here is of a blunt, direct people, all you needed to do was signpost clearly that this was what was coming by saying To put it bluntly and then you could then be as rude as you liked! He joked that we must obviously be a bit thick if we need to told this, but this was fine by him. With the final sentence starter, the gossipy one, another student suggested Between you and me, and this shouldn’t go any further, Ryan is married. When I asked why this needed to be so secret, it was suggested that it was because he had not told his secretary, who was the recipient of this piece of gossip. Nicolai then added Between you and me, and this shouldn’t go any further, I saw Ryan in the street with . . . and said the name of a colleague who’s fairly openly gay. A couple of students sniggered, some rolled their eyes, but most looked bemused and wondered what the comment implied. Time to move swiftly on, I felt, so we skipped exercise B and hit the grammar.

Wish comes up a lot in conflict conversations, particularly I wish you would . . . / I wish you wouldn’t . . . but this exercise includes this within a more general overview and consolidation of the structure. I told the students we’d be doing a bit of work on wish and that they’d heard several examples in the conversations. They were instructed to sort the sentences in exercise A into three groups of two sentences and then told to compare their ideas and explain the differences in form and function.

Grammar I wish

A                  Divide the sentences below into three groups of two – according to the time the sentences focus on.

1                  I just wish you were a bit less selfish, to be honest!

2                  I wish I’d never started this conversation.

3                  I wish I didn’t have such a short temper!

4                  I wish he’d understand that people do have exes!

5                  I wish I’d told him what I thought of him earlier, to be honest!

6                  I wish you wouldn’t always make fun of me in front of all my friends.

B                  Compare your ideas with a partner and explain the different uses of wish.

I elicited the answers. There was considerable debate about the answers and we ended up checking the form and function for each one, much like this:

Me: So it’s 1 and 3. When’s it talking about? Now or the past?

Student: The past. past simple.

Me: Yeah, but it’s about now, or generally, always.

Student: So it’s like a second conditional.

Me: Yes, kind of. And what’s the form? I wish plus?

Student: Past simple

Me: OK, and it’s 2 and?

Student: 4.

Me: yeah? What do you think the ‘d is in 4?

Student: Had.

me: yeah, but then it’d be had understood, not ‘d understand.

student: so 4 is would?

me: yeah, so it’s 2 and 5. Talking about now or the past?

Student: past.

Me: yeah, it’s regrets about things you did – or didn’t do – in the past. And what’s the form? I wish plus?

Student: past perfect.

Me: OK, so 4 and 6 go together. What’s the context in 4? Why would someone say this?

Student: Maybe someone’s boyfriend is angry that she’s still in touch with her ex boyfriends . .

Student: And finds her chatting on facebook!

Me: Are you talking from experience here? (laughter) So anyway, 4 and 6, yeah. I wish he would understand . . . I wish you wouldn’t make fun of me. WE use this one to talk about annoying habits that other people have that we want them to change, but suspect they won’t! It’s always when we’re annoyed with people, this one.

Here’s my fairly poor boardwork that emerged from this. Not wonderfully revealing, but sufficient in the circumstances as the book’s examples carried the weight, really.

Students then tried exercise C, which was a controlled practice of this.

C                  Complete the sentences below by adding the correct forms of the verbs in the box.

be                  can                  have                  leave                                    sent                  think

1                  I wish I ………………………. longer to stop and talk, but I’m afraid I’m actually in a bit of rush.

2                  I wish I ………………………. her that email! It just made everything worse.

3                  I wish you ………………………. your things lying around all over the place all the time. It’s so annoying!

4                  I just wish I ………………………. turn back time and start again.

5                  You always talk such rubbish! I wish you ………………………. sometimes before you open your mouth!

6                  It’s the fact that you lied to me that really hurts. I just wish you ………………………. more honest with me!

They tried on their own for a few minutes and then discussed in pairs, talking particularly about any differences. When I rounded up. I elicited the answers, wrote them up and again concept checked everything. Like this:

So . . . number 1? I wish I? yeah, HAD longer – talking about when? OK. Now. Good. And 2? HAD sent or HADN’T, then? OK, HADN’T. So what really happened? Yeah, I sent her the email and it exacerbated the situation, made things worse. And 3? WOULDN’T LEAVE. Right. So you have this annoying habit of always leaving your things lying around all over the place and I wish you wouldn’t do it.

Finally, I told students to look at exercise D, the personalised practice and said they’d be writing their own examples in a minute, but first I’d give a few examples of my own.

D                  Write down five things you wish using the patterns below. Explain your sentences to a partner.

1                  I wish I’d never …………………………………………………….. .

2                  I wish I wasn’t …………………………………………………….. .

3                  I sometimes wish I could …………………………………………………….. .

4                  I wish my …………………….. wouldn’t …………………………………………………….. .

5                  I wish my ……………………….. would sometimes ……………………………………………………..

I then told brief anecdotes about how I wish I’d never started smoking, how I wished I could speak more languages and how I wished my wife wouldn’t always nag me about all the things she wishes I would stop doing! I gave students a few minutes to write and went round helping out as best I could. This was hard as there are 13 students each writing five sentences. I then got students up and asked them to find a new partner and explain as much as they could about their regrets. Several key problem areas soon emerged – the perennial confusion between wish and hope (I wish me and my husband wouldn’t get divorced!), the over-extension of would to talk about yourself (I wish I wouldn’t be so fat), tense confusion for different times . . . and just general uncertainty about how to say particular things. I monitored and wrote a load of sentences up[, with the grammar parts missing. I stopped students and re-told various wishes, paraphrasing and using student’s names as I did so. I elicited and double-checked the grammar and we ended up with this:

I pointed out that fact SO is often used in negative wishes – I wish it didn’t get so cold in the winter, I wish I wasn’t so bad with money, etc.

This had now been two hours straight, so we took a break.

After the break I told them it was time for the progress test.

Quick as anything, one student shot back: I wish we didn’t have to do it!

And that, folks, is that. I didn’t quite finish the double-page spread, which was all leading towards a couple of conflict situation role-plays, which one of my colleagues will start off with tomorrow. The homework was more work on WISH and to prepare what they want to say for the role-play, thinking about incorporating as much of the language from today as they can.

Hope this has proved interesting.

It’s nearly killed me writing it.

Looking forward to seeing your comments and questions!