English for refugees - Recipe dictation and cooking together

This lesson plan is based on a idea from Teaching Adults Second Language Learners by McKay and Tom

Aim - To help refugees use cooking vocabulary, write recipes

Materials - Cooking equipment and ingredients, access to a kitchen, photocopies (see below)

Level - Elementary/intermediate.

1 - Ask students what verbs/words we use to talk about cooking. write some on the board and mime them to ensure understanding. Otherwise ask students to use smart phones for translation.

2 - Elicit words and write them on the board, use mime to ensure understanding.


3 - Hand out this photocopy from Englishwsheets.com

4 - Students copy down any words they didn't know, check comprehension.

5 - In pairs, student mime words from the photocopy and the other s have to guess them.

6 - Now explain that you are going to give them a recipe (or write it on the board) and that they have to copy them into their notebooks but some words and/or numbers will be missing. (Just choose numbers for beginner students).

7 - Read the recipe aloud and have students fill in the missing gaps.

8 - When you have finished reading have students take turns in completing the dictation on the board or in groups of 3-4

9 - Now get students to use this as a template for their own recipes, encourage them to use their smart phones to find ingredients and names of cooking equipment

10 Tell students that next lesson we will be cooking together in Oikopolis's kitchen, ask students to say who would like to cook something simple for the class, e;g salads, dips etc that take less than an hour to make. Take students on a tour of the kitchen to check that it has all the equipment they need.,

English for refugees - Describing homes - finding accomodation

  PART ONE

Aim - To help refugees with some grasp of English describe and find accommodation Greek city of Thessaloniki

Materials - Photographs of different kinds of housing  either from magazines or via  via smart phone.

Level - Elementary/intermediate.

1 - Ask students to think of their dream/perfect home. You may need a photograph to help get your message across and then describe the place and say why you want to live in this place.

2 - Now elicit suitable vocabulary for describing a home;

Type - e.g. flat/house/villa etc

Size - e.g in  square meters or number of rooms/bedrooms

Location e.g in the centre/suburbs/countryside

Amenities e.g.garden/swimming pool/utilities room/garage etc

3 - Write these on the board elicit further terms from the students.

4 - Now students look for a suitable dream home on their smart phones or simply describe it to the person next to them. Students then ask each other why they want to live in this place.

5 - Now draw a floor plan of your own or one you have found on the internet. Label the rooms and facilities, check comprehension.

6 - Students then draw their own present home/previous residence floor plan or for their dream home.

7 - Students then describe their plan.

e,g, It is/was

       It has/had

       I like/liked etc

PART TWO

Aim - To help refugees with some grasp of English describe and find accommodation Greek city of Thessaloniki

Materials - Photographs of different kinds of housing  either from magazines or via  via smart phone and a map of the city..

Level - Elementary/intermediate

1 - In the next lesson recap the language used to describe homes (see part one)

TYPE

SIZE

LOCATION

AMENITIES

2 - Now divide the students into two groups landlords/landladies and tenants - explain terms.

3 - Now in their groups students think of questions the landlords/landladies and tenants would ask.

Landlords/landladies

e'g How long do you want to stay?

     Do you have pets?

     How many people are there in your family?

     How will you pay the rent?- cash/credit card/direct debit?

     etc.

Tenants

e.g Where is the apartment?

      How big is it?

      How many bedrooms does it have?

      How much is the rent?

      Howe much is the deposit? 

      etc.

4 - Write these and any others on the board so students can see them during the following exercises.

5 - Give out landlords/landladies and tenants role play cards (cut into strips)

6 - Work on vocabulary issues and either assign roles at random or ask student to choose their own roles. 

7 - Students write down/copy suitable questions and practice them in pairs.

8 - Now students stand up and the landlords/landladies go to one corner of the room and tenants to the other. Explain that the tenants are looking for accommodation and the landlords/landladies have properties in and around Thessaloniki. Remind students that in Greece prices are often are negotiable so they can haggle/negotiate things such as cost of rent.

You may also need to pin up a large  map of the city to help students understand where the properties are located

9 - Student try to find suitable property/tenant. Encourage students to try more than one option.

10 Students then explain how they made their choice to the class.

11 - If time permits students swap roles.

In the next lesson students can repeat the exercise using their real life details in order to recap.

JOBS AND INTERVIEWS - PART TWO

This is part of a series of lesson plans for teaching basic English to refugees with elementary to intermediate English language skills. The plans are in twos, each pair focusing on a particular thematic point, rather than an area of grammar, function or vocabulary. 

JOBS AND INTERVIEWS - PART TWO

For part one click here.

AIM - This is designed to introduce the names of various jobs and occupations, vocabulary associated with them and works on practicing for job interviews.

MATERIALS - Photocopies of a  job interview dialogue, small pieces of paper with names of jobs written on them, sellotape.

LEVEL - Elementary/intermediate


LESSON PLAN

1 - Remind students that you asked them to find out some details of their dream/perfect job in the previous lesson. 

Ask them to write this on a piece of paper (you may need to give them time to look up the name of this job on their smart phones). Ask them not to share this information with anyone else yet.

2 - Ask them to think of the perfect job for you the teacher (if you were not a teacher) and if possible explain why.

3 - Write the names of the jobs on the board and ask the students to say who they thought chose which job (and why, if possible).

4 - Ask some students to explain what is the perfect job for them, this is quite difficult so get the more confident students to do this to the whole class or get others to say why to each other or in small groups..

5 - Now explain to students they are going to do a job interview. Ask if anyone has done one, what was the job they wanted and what questions people usually ask in a job interview.

6 - Write down the questions on the board.

e.g Where did you study?

       Do you speak foreign languages?

       Do you have experience?

With the help of the students solve any language difficulties.

7 Hand out the photocopy of the job interview. You may have to adapt this to your own particular teaching situation. Also putting on their phones as a PDF file is an option, if photocopies are unavailable and wi-fi is,

8 - Ask students to read through this and find any words/phrases/ideas they are not familiar with. Encourage students to use Google Translate on their smart phones to help, if this is an option where you teach.

9 - Ask one of the quicker/more confident students to help you with the dialogue, if they wish to. Ask them to choose a role and read through it together to the side and deal with any pronunciation issues.

10 - Read aloud the dialogue for the class. Deal with any pronunciation issues.

11 - Ask students to do the interview together in pairs. Students then swap roles.

12 - If time permits, students use this dialogue to write their own version with their dream/perfect job. Otherwise set it for the next lesson.

Videoing your story books - EFL/ESL exercise for young learners

Lately, I have been doing more and more work with younger learners and thankfully, the material that is available is much more interesting and effective than the dull EFL/ESL books that older learners have to suffer. On the other hand, I still like doing my own stuff using new technologies when possible.

This week I helped my students film a story book using free software and the kind of electronic equipment that is becoming common place, at least here in Greece, the result was two hours full of learning opportunities which ere fully exploited by my two nine year old students.

Lesson plan

1 Give students a book to read at home. In this case I handed out My Daddy by Curtis Jobling which the students enjoyed very much, even if it did include some vocabulary which was beyond their level. More and more such books have any accompanying CD the story read aloud, that would be the ideal choice.

2 Next lesson get students to tell you what they liked about the story and read out some of their favourite parts.

3 Now explain that they are going to make a film using the story from the book. If time is short or the books too long then choose just one part. The students need to think about what kinds of props they are going to need and what parts of the book to they need help with in terms of understanding and pronunciation.

4 To make they film students need one of the following; digital camera, video camera, mobile phone with audio or video recording capability or a webcam.

5 The students then decide in groups who is going to play which roles, who is going to operate the camera etc.

6 Students rehearse their performances and then record them when they feel ready. Since the books probably has lots of vocabulary allow them to have the book where they can see it.

7 Students video their performances and encourage them to redo anything they are not happy with.

8 Put the footage on a computer. Windows Movie Maker (click here to see a video tutorial on how to use it) is a good program to create a short clip and it comes as standard with every copy of Windows. If there is an open source/freeware program that does the same kind of thing for Apple or Linux then please let me know.

9 Of course a good part of the lesson will involve teaching students how to use the program , however, if Windows is in English this is another great learning opportunity and once the learners figure it out you won't have to do it again.

10 Students then present their videos and if possible post them onto a class blog or website.

As you can imagine there is a good deal that can go wrong with such a complicated exercise in a large class but I feel that it is worth the effort as it allows for an enormous amount of real life language use. In addition the fact that student listen to themselves speaking English is a great way to allow them correct any problems they have with their speaking skills.

Making an EFL/ESL video

I thought I'd share some teaching ideas that I have tried with you. They have worked for me but they may need to be amended to fit in with your learning situation.

Lesson plan

1 Ask you students if they have heard of any weird, strange or odd stories in the media.



2 Now explain to them that they will watch BBC's Odd Box broadcast which has 10 unusual stories every week. Put them in groups of two - four and show them the clip (about 4-5 minutes long), first without sound and ask them to guess what they story might be about.

3 Students then discuss their guesses and write a sentence for each.

4 Show the sequence again, this time with sound.

5 Student work together as groups then as a class in order to come up with a definitive answer.

6 Now tell learners that they will make their own version of Odd Box using stories and video on the internet.

First phase - Finding stories.

A useful starting places include the BBC's Also in the News page, Yahoo's Odd News, Reuter's Oddly Enough etc.

Second Phase -Finding footage.

Ask students to choose five stories that would be interesting for a Greek TV audience. Next stage involves finding video that goes with the story on Youtube or Google Video.

Third phase - Editing video

In order to use download and edit the videos I would recommend Real Player (which allows you to download and convert videos) and Windows Movie Maker (which comes as standards with every copy of Windows) to edit the videos and add titles and voice over. Both programs are free and relatively easy to use, though the more you familiarise yourself with them the more comfortable you'll feel when teaching.

The students then work in groups so as to edit a two minute video with their own voiceover. Alternatively, student add their own video presentation segments which can be recorded with mobile/cell phones, vieo camera or a digital camera.

Fourth phase - Presenting the video

We screen the videos and decide which one would be best for a class blog/web page etc.


Of course such exercises have all kinds of potential pit falls which may ruin the lesson but I feel that the learning payoff involved is worth the risk. How long can we go on using 19th century technology to promote medieval learning paradigms?

Using Youtube to teach EFL/ESL

Image from clipartguide.com

Recently I have been using short video clips from the internet in my lessons. Nothing too long, just two to three minutes of real life listening practice which helps students to get used to a variety of speaking styles and subjects. As you can imagine the possibilities are endless as far as teaching opportunities are concerned, but here is one idea that can be applied quickly and with very little preparation.

The videos should be short (60 - 120 seconds), visually varied (not just talking heads) and ideally about subjects the students have knowledge of.

Lesson plan

1 Explain to students that they are going to see a short news story but without sound. Their job is to make guesses about what is happening. If the class is upper intermediate and above the students do this individually, otherwise they work in groups.


2 The individuals/groups work with others to compare their guesses.

3 Now tell them that they are going to be reporters and find out more about the story for their local newspaper. To do so they have to ask five questions with these words;

WHO
WHAT
WHERE
WHEN
WHY

4 Students write down questions, you might want to help out at this point as this is a problem area for many learners.

5 Now play the video again this time with sound and students write down their answers. If the answer wasn't covered then get the students to think of their own.

6 Now explain to the them that they are going to write the headline and first paragraph to the story. You might want to do yourself as an example.

Follow up exercises

- Write the rest of the story.

- Students video an interview with each other pretending to be those involved.

- Find their own stories to show the class next lesson.

- Follow up the story from other sources on the internet.

Job search

If anyone is interested in doing English lessons in the Thessaloniki area or would like to hire an experienced, qualified EFL/ESL teacher for the next academic year. I can be contacted at this email address; cpwefl2003@hotmail.com.

To see my CV click here.