Phrase Lesson part 2
Number of students: 2
Kind of student: Office lady & High school boy
Both students turned up for my lesson and had prepared their homework for the class. I looked over their questions in their note books. Here are the students’ questions they produced:
High school boy
Have you ever broken into somebody room?
Have you ever cut your finger off cooking?
Have you ever run over?
Is your face take after your father?
Have your house ever been broken into?
What do you think Japanese Mafia cut their fingers off?
Have you ever watched someone was run over?
Do you take after your mother?
The office lady first said her question aloud including the phrase broke into. I corrected the syntax. They both wrote the example in their notebooks. The office lady commenced with asking the following question to us (Broke into). I asked the high school boy to answer. The question was “Have your house ever been broken into?” which I corrected to, “Has your house ever been broken into?” The high school boy said, “No it hasn’t but he was afraid of “GOTO”. I said what is “GOTO?” The office lady said “Burglar”, I wrote the word on the board and the high school boy copied it into his note book. I asked him to ask his homework question. He said “Have you ever broken into somebody room?” which I corrected to “Have you ever broken into somebody’s room?” The office lady said “yes”. He said “Whose room did you break into?” She said, when she was young, she broke into her sister’s room. He said “Why?” She said, she had some great cosmetics that she wanted to use and she had some candy that she wanted to eat. He said her sister sometimes breaks into his room too to steal his pens and pencils. She said, she isn’t stealing she is borrowing them. But he said she never returned them. For the next 3 or 4 minutes they talked about their experiences of their sisters breaking into their rooms by exchanging questions and answers.
We moved onto the second phrase question (Cut off). As before I checked for syntax and the routine was repeated again and another discussion ensued with the topic cut off.
We were able to finish all 5 phrases and used the questions as a starting point of a discussion. Through their homework and usage in class, I felt that they would have a good memory in applying these phrases again in future classes.
Depending on the students’ level or ability, 5 phrase cards may not be enough. Before starting the class, have it in mind whether you are going to teach 5 or 10 phrase cards. From past experience, when teaching 2 or more students 5 phrase cards are ample for this section of the Loop. In the case of one high level student 10 phrase cards maybe required. You can start the lesson with 10 cards, alternatively start with 5 cards and introduce another 5 cards if time permits.