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In this lesson the functions are:
. expressing purpose
. giving reasons
1 Look at the picture and complete the sentences.
1. Rob and Fernanda are __ Fernanda's school, __ her classroom.
2. They're standing __ the front ___ the classroom __ front of the board.
3. They're ____ together because Rob ____ just finished teaching ___ of Fernanda's classes.
4. The students have all ____ outside ___ a break.
2 Listen and underline the correct answer.
1. Rob thought the students were
a) loud b) lovely c) lively
2. The students in the first lesson were Fernanda's
a) worst class b) best class c) easiest class
3. The students were
a) bored b) indifferent c) interested
4. After lunch, Fernanda's teaching her
a) worst class b) best class c) easiest class
5. Rob first suggests
a) a question/answer activity b) a quiz c) a cassette-based listening
6. For the next lesson Fernanda and Rob decide to do
a) a lively reading b) a writing game c) a live listening
7. The topic of the next lesson is
a) their hobbies b) public transport c) going shopping
8. They think the students will
a) enjoy it b) be naughty c) speak a lot of Portuguese.
3 Listen again and order the conversation, 1 to 12.
a R: Right, but a lot of it was in Portuguese! I can't imagine your worst class!
b F: Well, we're on shopping at the moment.
c R: Sure, what do you want to do?
d F: Well, that's probably my best class. They were very excited. But you made them speak to each other. Well done!
e R: A live listening - great idea. On what topic?
f F: Actually, I'm teaching them after lunch. I'd love you to help me.
g R: OK. How about you and I acting out a role play? You know, as a model for them to do the same thing?
h F: I don't know. Maybe a listening to give them some practice with a native speaker? Make the most of the opportunity.
i F: Brilliant! They'll love it.
j R: What lovely students! Are they always like that?
k F: Mm interesting, or we could have a conversation and they could listen to us?
l R: They could ask me questions to find out about Britain and my life
4 Teacher Speak.
Do your students speak too much Portuguese in class? Does it worry you? What can you do about it?
Professional Tip
Students speaking their mother tongue is inevitable in monolingual classes. It's natural too, so you need to work with reality rather than spend your life fighting against the wind! Some ideas which may help:
. Insist students only speak English for a two-minute activity. Monitor hard and, then, when they succeed, congratulate them and then allow them a minute off to gossip in Portuguese again. Making speaking English 'gamelike' can really help.
. Change activities the minute they speak too much Potuguese. Try something exciting, then the minute they speak too much mother tongue, stop the activity and revert to something boring, telling them they can't do exciting activities unless they control themselves. Get them to promise to try harder and do the activity again, until they lose control again. Keep going with this, giving them clear choices to try to train some or even most of your students to speak less Portuguese. It takes time and requires patience but can work. Eventually this will isolate the few students who insist on never speaking English, so you can deal with them (more harshly) individually.
. Introduce continuous oral evaluation so performance in class counts towards their grades.
. Introduce oral exams. Many students will only ever take speaking seriously when it becomes part of the 'test'.
. Insist students only speak English for a two-minute activity. Monitor hard and, then, when they succeed, congratulate them and then allow them a minute off to gossip in Portuguese again. Making speaking English 'gamelike' can really help.
. Change activities the minute they speak too much Potuguese. Try something exciting, then the minute they speak too much mother tongue, stop the activity and revert to something boring, telling them they can't do exciting activities unless they control themselves. Get them to promise to try harder and do the activity again, until they lose control again. Keep going with this, giving them clear choices to try to train some or even most of your students to speak less Portuguese. It takes time and requires patience but can work. Eventually this will isolate the few students who insist on never speaking English, so you can deal with them (more harshly) individually.
. Introduce continuous oral evaluation so performance in class counts towards their grades.
. Introduce oral exams. Many students will only ever take speaking seriously when it becomes part of the 'test'.
5 Teacher Speak.
What can you say to get your students to stop speaking Portuguese? Listen to some suggestions.
Professional Tip
. Have you tried Learner Contracts? With your students you brainstorm ways to improve their English. They then decide what they can do each week and write it on a piece of paper eg I will learn one English word or phrase every day.
And they sign it. That's their 'contract', which they then have to stick to, or pay a 'penalty'. Then from time to time, ask them to get out their learner contracts and check: Have they been able to do what they planned? Do they need to change the contract? Maybe it's too easy or too difficult?
. You can also make a Learner and Teacher Contract for general tasks and behaviour in your lessons, e.g.
And they sign it. That's their 'contract', which they then have to stick to, or pay a 'penalty'. Then from time to time, ask them to get out their learner contracts and check: Have they been able to do what they planned? Do they need to change the contract? Maybe it's too easy or too difficult?
. You can also make a Learner and Teacher Contract for general tasks and behaviour in your lessons, e.g.
| Teacher | Students |
| I'll return homework quickly. | We'll speak less Portuguese in class. |
| I'll treat you with respect. | We won't talk when you are talking to us. |
6 What's the purpose of the two activities? Finish the sentences from memory. Check with the Key.
1. Maybe a listening ..
2. They could ask me questions...
7 Complete these sentences about yourself in two different ways. Use at least one infinitive of purpose. Listen and compare with the examples.
Example: I became a teacher to work with children and to do something useful for my community.
1. I became a teacher _______________
2. I didn't become a teacher ___________
3. To be a good teacher you have ___________
4. To be a good teacher you need ___________________
5. I'm doing this course _______________
6. Last week I went to _________ to ______________
7. If I have time I'll ______________ to ________________
8. In the future, I'm going to _______________ to ________________
8 Update your Portfolio. Record on to your Portfolio cassette.
1. your sentences from Exercise #7, and
2. your reaction to Exercises #4 and #5 and the two Professional Tips on this page
à go to Unit 16 E
