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Posts Tagged ‘I wish’

Very quickly, before things get really ugly this week (“‘Tis the season to grade papers, fa lala lala, lala la la”), I thought I’d honor a timeworn tradition here at $4MT for the non-denominational holiday season, i.e. “Xmas crap!”  Besides, I haven’t posted anything even remotely useful for a while, and it is better to give than to receive, or so they say, so…

Here’s a link to last year’s version, with the annual link to Alex Case’s Xmas grammar goodies and my own Run DMC “Christmas in Hollis” gapfill worksheets.  Yupi!

Then there’s also my links to other Christmas stuff, a decent Mr. Bean active viewing thing, and a writing exercise from ol’ Boggle’s World.

Right, now then, without further ado, I give you this year’s model, featuring once again my favorite Brad Neely creation the Professor Brothers.  “This IS Christmas music!”

As you will find below, I’ve got this little thingy here if that’s your cup of tea–You know, a little prediction task with some stills from the video and some thought bubbles…then a little listening gapfill.  Then you know you can, like, talk about, like Christmas stuff or Kwanzaa or what have you.

Ah, I should add that the gapfill is meant to focus on the construction I wish/(s)he wishes + past/past perfect.

Prisoner pictures (the pictures)

PRISONER CHRISTMAS (the gapfill)

Merry Christmas!

(Ah, and if you like the Professor Brothers and think you have some students might as well, have a look at this other lesson–talking about the future, nice for New Year, you know…)

Ah, and I forgot to mention, Hall Houston recently put up a nice list of links to holiday stuff over at his blog. So for those of you scouring desperately for something other than yule-log wordsearches or whatever, get on that.

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Recently Alex over at TEFLtastic has been pondering questions such as “Why are Advanced level textbooks so crap?” and “Do you need to be able to discuss globalization to be Advanced?”

Regarding that first one, various commenters at the post in question were quick to point  to factors such as 1) “weird grammar bits and obscure vocabulary”, 2) “trying to do and crowd in too much”, and 3) publishers “don’t care that much” about Advanced textbooks (being that they don’t sell as much as Elementary level books).

In the Advanced textbook I’m using now–like pretty much every textbook of any level ever produced by anyone ever (for adult learners at least)–there’s a unit on the Lottery.

In this case, it’s an excuse to review mixed conditionals, expressing regret (“I wish I had bought a ticket”, “If only I could win the Pick-6″, and so forth), you know, all that good stuff.  Being not so enthused about the listening and the ensuing”grammary”, “conditional-y” segment in the coursebook, I dove into the multimedia miasma that is Youtube in search of some at least nominally relevant video to show the class, and came up with this:

Psyched I was, being that the target language was right there waiting for them at the end.  (“My wife said she wished she’d torn the ticket up”, “Do you wish you’d never won?”).  Plus there was the perverse attraction of doing something different–something depressing.  I’m usually one to constantly play up everything for yuks, so this seemed like a nice change of pace from my “thuggish-cracker” sense of humor (Nick Jaworski dixit).

I made a little task sheet to go along with the video, which is here: “LOTTERY CURSE“.

Before showing the video, I would play the first minute or so with the sound off, introducing the “characters” (Jack, Brandi, and Jesse), and getting students to talk about them, what their relation is, and what they think will happen to the three of them.

Then distribute the handout, play it once all the way through and have them try to complete the sentences 1-10.  You may need to start it around 4:18 the second time around for students to get the last three sentences in.  Check the answers as a class, move on to part II of the worksheet and discuss.

Then in the last part, students write a sentence using the extremely skeletal prompt in part III.  This is meant to elicit a variety of conditionals–2nd, 3rd, mixed, whatever.  When they’ve finished, have some students come up to the board and write their sentences.  Then you can compare and contrast the forms, the meaning, etc., transitioning into whatever controlled practice activity floats your boat thereafter.

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