PET Writing Part 3. Informal Letter. Part 1.

What's the big deal with mobile phones? Why is there so much debate about having them in class or not? I personally have no idea. I love it when my students use their phone in class. To me it is a huge waste of a glorious tool if they don't use it. Getting a teenager to actively want to use their phone to study English is a huge step towards autonomous learning.

So there are hundreds of activities you can do with mobile phones. This lesson plan was designed around using their mobile devices to write the informal letter in part 2 of the PET exam. It's a full 60-80 minute class depending on numbers. It may seem complex at first but it's a simple 6 step class that will leave your students prepared to write in the correct tone, using paragraphs and most of all, remembering some important vocabulary and structures to help them when they reach the exam.  Most importantly though it will stick in their minds long beyond the exam. While I realize this doesn't leave a huge amount of room for flair, but the sad fact is when trying to pass the PET exam formulaic writing tends to win out. This letter will provide students with a formula with a dash of added flair.

In this first blog I'm going to describe Part 1, 2 and 3 which can be used apart as a separate activity. In Thursdays blog I'll be describing how it can used in conjunction with the other parts and lead students to becoming more engaged and end up drilling exactly what they need to the exam.

After you've warmed you class up the first step to this class is getting them in the writing zone. always start with a few questions about PET writing part 3.

1) Text talk warmer <- - -  click there(10-15 minutes max)
Cut up the "text talk" and get students to work in pairs matching it to the correct description. I give one students the cut up "test talk" and the other the board of answers and try and get them to figure out the answers without looking.

CUl8er = see you later
S'up = what's up
GTG = I've got to go
NE1 = Anyone

and so on. Each pair will then keep hold of their completed, checked work.

After you've warmed you class up the first step to this class is getting them in the writing zone. always start with a few questions about PET writing part 3. 

2) Ask students to describe part 3. Elicit which part is easier, the letter or the story.
The letter.

3) Next go on to ask students the basic conventions to a letter and elicit a few suggestions for each part. This will usually take about 20 - 25 minutes. It's the whole skeleton to the class

i) The Greeting

• Hey Jane, (COMMA)
• Hi Jane, (COMMA)
• Hello Jane, (COMMA)

Students often forget to use a comma.

ii) Opening Paragraph

Elicit that this paragraph is used to ask a)how your friend is, b)thank them for their letter and, words permitting c) apologise for not responding sooner. This paragraph doesn't depend on the question. This paragraph never needs to change. This is a chance to use a number of different tenses and an idiom or two. Elicit ideas for each sentence.

Here are some from my PET class.

a)

•  How're you? (stress the fact contractions are a part of informal writing)
• How's life? 
• What's up?
• What's happening?
• What's new?
• How have you been lately?

b)

• Thanks for your letter. I was very happy to read it.
• Cheers for your letter, I was over the moon when it arrived.
• Thank you so much for your letter, it was great to hear from you after so long.

c)

• I'm sorry I haven't written for so long, I've been really busy. 
• I'm sorry it's taken me so long to reply. I've been up to my eyeballs in revision.
• Sorry I didn't write back sooner. I am very busy with work at the moment.

iii) Paragraph two

Elicit that this paragraph is used to answer the question asked by your "English speaking penfriend" this is when I give my students the question.

This is part of a letter you receive from your penfriend James.

In your next letter, please tell me about the music you like. 
What’s your favourite kind of music? Do you play an instrument?

I now get students to fill in the gaps of a model paragraph two. I stress to them that being honest is in no way important and grammatically correct lies are perfectly sufficient.

You asked me what_____________________________.  I'm really keen on___________ because it's really_____________ not to mention _________________. You also asked me if I_____________________. Well, I've been_______the _________ for _______ years now. It isn't _______but I love it. 

iv) Paragraph 3

Elicit that this is a sign off and is again unrelated to the questions. In this paragraph you should a) say you hope you've answered your friends questions, b) say you have to go and give a reason for leaving and c) ask your friend to write back/suggest meeting

a)

• I hope I've answered you questions.
• Did my answers help you?

b) 

• I've got to go now. I've got an exam tomorrow and these books won't study them selves. 
• I have to go.The bus is arrives in 2 minutes and I'll be late for school if I miss it. 
• Sorry, I have to stop writing now. My mum needs a hand with the shopping. 

c) 

• Write back soon.
• Maybe we could meet up this weekend.
• We should meet up soon, it's been too long. 
• Don't be a stranger. 

v) The sign off

Emphasise that without this part they will lose points for organisation and it's as important as the greeting. 

• Love
• Lots of love
• All my love
• See you later 

                             NAME

In the end they'll have a sample letter that looks something like this. 

Hey James,

              What’s up? Cheers for your letter, I was over the moon when it arrived. I'm sorry it's taken me ages to reply. I've been up to my eyeballs in revision.

You asked me what music I like.  I'm keen on rock music because it's really exciting and fun to listen to. You also asked me if I play an instrument. Well, I've been playing the triangle for seven years. It isn't very glamorous but I love it. 

I hope I've answered you questions. I have to go. The bus arrives soon and I'll be late if I miss it. We should meet up soon.

See you later

Harry

 In Thursday's blog I'll go on to explain the more interactive and exciting part of the class. The endlessly engaging aspect of having students take out their phones and use them in class. 

Language Upgrade Lesson 1. Extreme Adjectives

We all know that out students need a little help when it comes to improving on their language. an extensive vocabulary is what makes someone proficient in a language, in my opinion.

The first steps to doing this can be taken very early in a language learners quest to be understood. It's also something that turns into a bit of a battle the closer students get to their B1 and B2 exams.

I created this worksheet because I was bored of hearing my students refering to something as a good idea over and over and over again. I decided that I needed to do try to help my PET students get to grips with some extreme adjectives and with the hope they might start in incorporate them into, not only thier writing but their speaking as well. This was the first step.I ask questions focused on the use of these adjectives at the start of each class by way of reinforcement. I've been doing this over the last couple of weeks and it seems some of my students are using these adjectives almost naturally.

A gradable adjective is one which can vary in size. Eg. The dog was quite big. Or maybe your bedroom is usually extremely clean.

Extreme adjectives, on the other hand, can’t be graded. It can’t be very freezing outside in winter it can be freezing or absolutely freezing. Using extreme adjectives adds interest to both written and spoken language.

The full printable is available here. Look for extreme adjectives.

1.       Match the extreme adjectives in box 1 with the normal adjectives in box 2.

EXTREME ADJECTIVES

Gigantic/Enormous BIG

Filthy_____

Boiling______

Freezing______

Hideous______

Gorgeous/Stunning______

Amazing/Fantastic______

Spotless______

Furious_______

Starving______

Stuffed_______

Terrible______

Tiny_______

 Normal/Gradable

Full

Ugly

Beautiful

Good

Bad

Cold

Hot

Angry

Clean

Dirty

Hungry

Big

Small

  

2.       Circle the correct answer.

a.       The dining room was very/absolutely big.

b.      After I cook the kitchen is usually a bit/absolutely filthy.

c.       Seville is absolutely/very boiling in the summer

d.      When I get home from school I’m usually quite/absolutely hungry.

e.      The view from my balcony on holiday was absolutely/a bit stunning

3.       Write some sentences using both gradable and extreme adjectives.

Eg. My brother is quite good at football but I’m absolutely amazing.

a.       Enormous________________________________________________________________________________________________________________________________________

b.      Furious__________________________________________________________________________________________________________________________________________

c.       Stuffed__________________________________________________________________________________________________________________________________________

d.      Starving_________________________________________________________________________________________________________________________________________

e.      Tiny____________________________________________________________________________________________________________________________________________

f.        Boiling__________________________________________________________________________________________________________________________________________

g.       Hideous________________________________________________________________________________________________________________________________________

h.      Gorgeous________________________________________________________________________________________________________________________________________

i.         Amazing_________________________________________________________________________________________________________________________________________

j.        Filthy___________________________________________________________________________________________________________________________________________

4.       Finally I’d like you to write a short piece about your last holiday. Make sure you use at least 5 extreme adjectives and 3 gradable adjectives.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Shoehorn ˈʃuːhɔːn

This is an activity I use with students of all ages and a wide range of abilities.
I saw it on Jimmy Fallon and thought it would be a marvelous idea for the ESL classroom.
Shoehorn is a game whereby you have to make words you have in your hand somehow fit into the conversation you are having. Each time you use one you get rid of it. when you're done with your cards you win.
As the levels advance the difficulty of the vocabulary increases. Each word does also have to fit the patterne of the conversation. I had one student who got would just say "and then I saw a........"


I tend to use vocabulary that cropped up in previous classes to see if they have retained the new vocab and also to recycle it. I have also been using words from the three readings I have recently posted.

You can use any words. I like to make a nice big mix.

For example partner A might have their six words to the tune of:

Elephant  /'elɪfənt/
Breeze   /'bri:z/
Reputation /ˌrepjʊ'teɪʃən/
Umbrella /ʌm'brelə/
Slow-dance /'sləʊ'dɑ:ns/
Reserved /rɪ'zɜ:vd/

While B would have the words below printed and individually cut:

Operation
Desktop
Unreliable
Dilly-dally
Employable
Back-stabber

I give each student their cards face down. I then get another student to elect what the topic of the conversation is. Then the students go at it for a minute or until their cards have run out.
I also put another student in with the pairs to ensure there is no improper use of the words and to settle any disputes. Then the winning student takes on the judge with a new set of words. The topic of conversation changes and we continue. The students level dictates to me as to whether I should use phonemes instead of words. In all but one of my classes classic script wins out.

If you don't want to prepare, cut, think about and laminate your words then just get your students to write down six words at the end of the class. Then use this activity as a warmer. I've found my students have become much more spontanious and they now really look forward to playing this game.

20 Question.......Tags

Well, it's been a while hasn't it. Too long some might say. How on earth have we gone on with our lives without your frequent updates Harry? I don't know, but it seems you have and so have I.

I recently took my ESL presenter train, well bus,  off to Madrid for TESOL Spain 2014. Despite speaking at 09:30 on a balmy Sunday morning I got a pretty decent turn out, so thanks to everyone for showing your faces. Upon my return I've jumped right back into work and a mere three weeks later here I am, posting again.

There'll be a few more posts over the next few days because my brain has been simply overflowing with ideas.

This first one came about due to my students, who are all Spanish, constant use of the word No as a question tag. Try as I might I couldn't get through to them that, while English speakers do use no as a question tag, they really aren't "supposed" to. I also explained that in an exam situation they'd be looked upon in a much better light if they used the correct question tag. Or at the very least. Right?

The question tag unit in the book came at just the right time. I started by playing question tag dominoes. Which you can see below. I just cut them up and handed them around. It's a great introduction. (I'll add the downloadable doc to my the useful links above)

aren’t we?	You’re name’s Harry	isn’t it?	You’ve been here before
haven’t you?	Let’s make a move	shall we?	You didn’t see the film
did you?	She’ll be at the party	won’t she?	You couldn’t lend me five euros
could you?	You can speak Spanish	can’t you?	You haven’t seen Gavin anywhere
have you?	He’s bringing Barbara	isn’t he?	She won’t tell anyone
will she?	Give us a hand with this	will you?	We are all agreed

Next I did simple matching exercise. I used this one here:
http://www.englisch-hilfen.de/en/exercises/questions/question_tags.htm

Finally I got students to select the most obscure thing they could find in the room and played 20 questions with them. However, this time with tag questions. I started by giving them examples so they didn't get stuck on isn't it?

When the students felt they were getting closer I told them to change their intonation to a falling intonation to show they pretty much knew what it was but just wanted confirmation.

Here were a few of my examples.

We use it every day, don't we?

Marco has one in his bag, doesn't he?

It starts with a letter from the first half of the alphabet, doesn't it?


So that's all for now folks.

I'll be back in a couple of days with my newest activity Imagine if.... a great way to practice phrasal verbs and dependent propositions. Not to mention an imagination booster.

'til then.

H
Follow me on twitter for regular updates: @sirhofthebomb