National Sterotypes
Young learners - especially teenage learners - are at the point in their life when they are developing their own ideas about the world around them, especially the world beyond their immediate surroundings. Learning from their elders, media and teachers, young adults pick up a lot of stereotypes about other nations. Helping them come to terms with stereotypes, and recognize that stereotypes do contain some truth, but also can not be applied across the board, is central to this lesson. The lesson also helps them improve their descriptive adjective vocabulary while they discuss perceived differences between nations through stereotypes.
Aim: Discussion of stereotypes, explaining, improving character adjective vocabulary
Activity: Discussion and comparison of National Stereotypes
Level: Intermediate to advanced
Outline:
Write the word 'Stereotype' on the board and ask students what the word means. If students are unsure, help them by asking them to finish the phrase, "All Americans..." or something similar.
Once students have understood the concept of what a stereotype is, ask them to mention a few of the stereotypes about their own country.
Include a few provocative stereotypes of your own at this point in order to get students thinking about the negative or shallow aspects of thinking in stereotypes. Example: American food is fast food. OR Americans love guns.
Ask students to divide into pairs and choose two of the listed adjectives to describe each nationality. Tell them that they will need to explain their reasons for the adjectives provided.
Go through the sheets asking different students to explain their reasoning for the adjectives they have chosen. Ask other students whether they agree or disagree to promote conversation.
Once you have finished your discussion of stereotypes, ask students why stereotyping can be often be bad and which stereotypes of their own country or region they do not like. Ask them to explain why.
As homework, have students write a short composition comparing their own region or country to another one. Ask them to include various stereotypes, as well as examples from their own experience that either confirm or refute the stereotypes they mention.
Stereotypes
Choose two adjectives that you think describe the nationalities listed below. Choose two countries of your own to describe.
|
|
|
|
American |
British |
French |
Japanese |
____________ |
____________ |
my idea: it's said, it's supposed, etc.
Outline:
Ask students to describe a family member, write descriptive adjectives on the board.
Distribute questionnaire and ask students to pair up and ask each other questions contained in survey.
Have students report back to the class on what they have learned about their partner's best friend.
Divide students up into small groups and ask them to complete the adjective worksheet.
Check worksheet as a class.
Ask students to provide the opposite of each adjective listed on the worksheet - this activity can be done as a class or in small groups.
As a follow-up exercise, have students write a description of one of their family members, friends or relatives with special emphasis on using the adjectives discussed during the lesson.
What kind of best friend do you have?
Exercise 1: Ask your partners the following question about his/her best friend. Make sure to listen carefully to what your partner has to say.
Is your friend usually in a good mood?
Is it important for your friend to be successful in whatever he/she does?
Does your friend notice your feelings?
Does you friend often give presents, or pay for lunch or a coffee?
Does your friend work hard?
Does your friend become angry or annoyed if he/she has to wait for something or someone?
Can you trust your friend with a secret?
Does your friend listen well when you are speaking?
Does your friend keep his/her feelings to him/herself?
Is your friend usually not worried by things, no matter what happens?
Does your friend think the future will be good?
Does your friend often change their opinion about things?
Does your friend often postpone things he/she has to do?
Is your friend happy one moment and then sad the next?
Does your friend like to be with people?
Exercise 2: Which of these adjectives describes the quality asked about in each of the survey questions?
generous
easygoing
ambitious
cheerful
hardworking
trustworthy
impatient
optimistic
sensitive
moody
sociable
indecisive
reserved
lazy
attentive
Outline:
Activate students' awareness of the comparative and superlative by comparing three objects of your choice. For example, compare life in the US, the country where you are teaching and another country of your choice.
Ask students questions based on what you have told them.
Have students pair up and ask them to complete the first exercise on the work sheet.
Based on their completion of the first task, ask students to give you the rules for the construction of the comparative form. You will probably have to point out that a three letter word following the CVC (consonant - vowel - consonant) form will double the final consonant. Example: big - bigger
Have students complete the second exercise on the work sheet.
Based on their completion of the second task, ask students to give you the rules for the construction of the superlative form. Make sure that students are aware of the similarities in construction between the two forms.
Have students get into small groups of three to four and choose one of the topic headings for their group.
Ask groups to then decide on three objects in the topic area to compare and contrast verbally.
Have students write five to ten sentences based on their conversation using the comparative and superlative forms. It might be useful to ask them to write a specific amount of both comparative and superlative sentences.
Comparatives and Superlatives
Exercise 1: Read the sentences below and then give the comparative form for each of the adjectives listed.
Tennis is a more difficult sport than Rugby.
I think John is happier now than a year ago.
Could you open the window, please? It's getting hotter in this room by the minute.
interesting ___________
weak ___________
funny ___________
important ___________
careful ___________
big ___________
small ___________
polluted ___________
boring ___________
angry ___________
Exercise 2: Read the sentences below and then give the superlative form for each of the adjectives listed.
New York has got to be the most exciting city in the world.
His biggest desire is to return home.
She is probably the angriest person I know.
interesting ___________
weak ___________
funny ___________
important ___________
careful ___________
big ___________
small ___________
polluted ___________
boring ___________
angry ___________
Exercise three: Choose one of the topics below and think of three examples from that topic - for example: Sports - football, basketball and surfing. Compare the three objects.
Cities
Sports
Writers
Films
Inventions
Cars
Outline:
Ask students to imagine the following situation: You've arrived home late at night and you find that the door is open to your apartment. What would you do? - Refresh students awareness of the conditional in this relaxed introductory portion of the lesson.
Have students read prepared extract using conditionals.
Ask students to underline all conditional structures.
In groups, students complete fill-in activity based on previous reading.
Correct worksheets in small groups.
Move about the room helping students with their corrections.
Go over corrections as a class.
Answer any questions they may have on first and second conditional structure at this point.
In groups, have students prepare two “What if…” situations on a separate piece of paper. Ask students to employ first and second conditionals.
Ask students to exchange their prepared situations with another group.
Students in each group discuss the "what if..." situations. Move about the class and help students - especially concentrating on the correct production of the first and second conditional forms.
Exercise 1: Emergency Procedures
Directions: Underline all conditional structures with either 1 (first conditional) or 2 (second conditional)
If you take a look at the handout, you'll find all the telephone numbers, addresses and other necessary information. If Tom were here, he'd help me with this presentation. Unfortunately, he couldn't make it today. OK, let's get started: Today's subject is helping guests with emergency situations. We'd certainly have a worse reputation if we didn't handle these situations well. That's why we like to review these procedures every year.
If a guest looses his passport, call the consulate immediately. If the consulate isn't nearby, you'll have to help the guest get to the appropriate consulate. It would be great if we had some more consulates here. However, there are also a few in Boston. Next, if a guest has an accident which is not so serious, you'll find the first-aid kit under the reception desk. If the accident is serious, call an ambulance.
Sometimes guests need to return home unexpectedly. If this happens, the guest might need your help making travel arrangements, re-scheduling appointments, etc. Do everything you can to make this situation as easy to cope with as possible. If there is a problem, the guest will expect us to be able to handle any situation. It's our responsibility to make sure ahead of time that we can.
Exercise 2: Check Your Understanding
Directions: Fill in the blanks with the correct missing half of the sentence
you'll have to help the guest get to the appropriate consulate
you'll find all the telephone numbers, addresses and other necessary information
the guest will expect us to be able to handle any situation
if we didn't handle these situations well
If Tom were here
If this happens
If a guest looses his passport
call an ambulance
If you take a look at the handout, _____. _____, he'd help me with this presentation. Unfortunately, he couldn't make it today. OK, let's get started: Today's subject is helping guests with emergency situations. We'd certainly have a worse reputation _____. That's why we like to review these procedures every year.
_____, call the consulate immediately. If the consulate isn't nearby, _____. It would be great if we had some more consulates here. However, there are also a few in Boston. Next, if a guest has an accident which is not so serious, you'll find the first-aid kit under the reception desk. If the accident is serious, _____.
Sometimes guests need to return home unexpectedly. ______, the guest might need your help making travel arrangements, re-scheduling appointments, etc. Do everything you can to make this situation as easy to cope with as possible. If there is a problem, _____. It's our responsibility to make sure ahead of time that we can.
Outline:
Begin review by asking students to identify the worksheet list of objects as countable or uncountable.
Activate quantifier vocabulary by asking which quantifiers can be used to modify countable and uncountable nouns. At this point it is a good idea to write the two categories on the board for students to copy.
Discuss some of the more problematic quantifiers such as the difference between "a few" and "few", "a little" and "little". Discuss which quantifiers can be used in question, positive and negative forms.
Have students complete the multiple choice fill in dialogue in pairs or small groups.
Correct worksheet as a class.
As a follow-up activity ask students to write a description of their room at home listing the various items that can be found in that room. Ask students to not use exact numbers, rather to use quantifiers.
Countable and Uncountable - Noun Quantifiers
Identify the following objects as countable or uncountable
information, rules, sheep, money, learning, rice, bottles of wine, equipment, traffic, stone, stones, talent, web sites, clothes, music, deserts, land, nations, peoples, fish, pollution, understanding, RAM, art works, orders, food
Choose the correct answers in the following dialogue
CHRIS: Hi! What are you up to?
PETE: Oh, I'm just looking for (a)many (b)some (c)any antiques at this sale.
CHRIS: Have you found (a) something (b) anything (c) nothing yet?
PETE: Well, there seems to be (a) a few (b) few (c) little things of interest. It really is a shame.
CHRIS: I can't believe that. I'm sure you can find (a) a thing (b) something (c) anything interesting if you look in (a) all (b) each (c) some stall.
PETE: You're probably right. It's just that there are (a) a few (b) a lot (c) a lot of collectors and they (a) every (b) each (c) all seem to be set on finding (a) a thing (b) anything (c) much of value. It's so stressful competing with them!
CHRIS: How (a) many (b) much (c) few antique furniture do you think there is?
PETE: Oh, I'd say there must be (a) many (b) several (c) much pieces. However, only (a) a few (b) few (c) little are really worth (a) the high (b) a high (c) high prices they are asking.
CHRIS: Why don't you take a break? Would you like to have (a) any (b) some (c) little coffee?
PETE: Sure, I'd love to have (a) any (b) little (c) one. I could use (a) some (b) a few (c) a little minutes of downtime.
CHRIS: Great, Let's go over there. There're (a) a few (b) some (c) little seats left.
Outline:
Ask students to talk about their daily routines. Have them make a list of five things that they have to do every day.
Introduce the grammar by having the students take a look at the grammar sheet below.
Discuss the differences between 'have to' and 'must' in the positive form. Make sure to point out that 'have to' is used for daily routines while 'must' is used for strong personal obligation.
Discuss the differences between 'don't have to' and 'mustn't'. Make sure to stress the idea that 'don't have to' expresses the idea that the person isn't required to do something but may do so if he/she would like while 'mustn't' expresses the idea of prohibition.
In order to encourage students to favor the use of 'have to', spend the rest of the lesson focusing on daily responsibilities in the following exercises.
Ask students to take out the list they created earlier and re-write the list using 'have to'.
Ask students to choose a job from the list provided (you might want to first check that students are familiar with the jobs listed) and think about what a person working in that profession has to do.
Once you have given students a chance to think a while, play a variation on the 20 questions game. You can begin by choosing a profession and having students ask you 10 or 15 questions about what you have to do in this job. Questions can only be answered by 'yes', 'no' or 'sometimes'.
The student who guesses the name of your profession should be the next to be asked the 15 questions. Another variation on this game is for students to play the game in pairs.
Have to - Must
Study the Use of 'Have to' and 'Must' in the Chart Below
Must / Have To - Mustn't / Not Have To
Listed below are examples and uses of must / have to / mustn't / not have to
Examples |
Usage |
We have to get up early. |
Use 'have to' in the past, present and future to express responsibility or necessity. NOTE: 'have to' is conjugated as a regular verb and therefore requires an auxillary verb in the question form or negative. |
I must finish this work before I leave. |
Use 'must' to express something that you or a person feels is necessary. This form is used only in the present and future. |
You don't have to arrive before 8. |
The negative form of 'have to' expresses the idea that something is not required. It is however, possible if so desired. |
She mustn't use such horrible language. |
The negative form of 'must' expresses the idea that something is prohibitied - this form is very different in meaning than the negative of 'have to'! |
Did the have to leave so early? He had to stay overnight in Dallas. |
IMPORTANT: The past form of 'have to' and 'must' is 'had to'. Must does not exist in the past. |
Choose a profession from the list below and think about what a person doing that job has to do every day.
Professions and Jobs - What do they have to do?
accountant |
actor |
air steward |
architect |
assistant |
author |
baker |
builder |
businessman / businesswoman / executive |
butcher |
chef |
civil servant |
clerk |
computer operator / programmer |
cook |
dentist |
doctor |
driver bus / taxi / train driver |
garbageman (refuse collector) |
electrician |
engineer |
farmer |
hairdresser |
journalist |
judge |
lawyer |
manager |
musician |
nurse |
photographer |
pilot |
plumber |
police officer |
politician |
receptionist |
sailor |
salesman / saleswoman /salesperson |
scientist |
secretary |
soldier |
teacher |
telephone operator |
Outline:
Write a number of time expressions on the board and ask students to identify which tenses can be used with the various time expressions.
Shortly review the more difficult time expressions with the class.
Distribute worksheet.
Have students work together in small groups to complete the first exercise.
Correct the exercise in class, making sure to review problem areas.
Have students complete the written work by themselves.
Ask students to exchange the exercise and check each other's work - this helps students further inductively improve their skills by seeing how other students have used the time expressions.
Finish with a follow up discussion of any problematic areas.
Have students write an autobiography or biography of a famous person employing the time expressions employed in the lesson.
Time Expressions
Matching and Identifying Time Expressions
Draw a line to the time expression with the sentence fragment. Complete by drawing a line to the correct tense identification.
Sentence Fragment |
Time Expression |
Tense Used |
John will have completed the fourth grade... We are studying Roman history... They haven't finished their homework... Jack gets up early... ...I will give you a ring. I began skiing... ...she was reading a book. He had been waiting... I used to play tennis every day... Maria has been living in Pisa... I will be sleeping... We've been to Paris ... I'm going to visit Germany... ....she had already eaten dinner. |
...at the moment. As soon as I arrive,... ...when I was a child. ...for two hours when you arrived. When I arrived,... ...three times this year. ...by next June. at this time tomorrow. ...since 1997. When we arrived,... ...on Saturdays. ...yet. ...five years ago. ...in April. |
future intention present perfect continuous present simple past simple future perfect future time clause present perfect present continuous past perfect future continuous past continuous present perfect continuous past perfect continuous past simple |
Complete the Sentences
...when I was younger.
...for many years.
...this time next week.
...at(on) weekends.
After he finishes his homework,...
By the time you receive this letter,...
...three years ago.
...this week.
...since 1996.
...while I was watching TV.
...next year.
...yet.
...yet?
Usually,...
...in June.
Outline:
Start off the lesson by asking students to write the name of something they have studied during the year - or they think is going to be studied during the coming course - on a slip of paper.
For example: conditional sentences, prepositional phrases, etc. Collect the slips of paper.
Randomly choose a slip of paper and read. Call on students to give an example sentence of the concept.
To extend the lesson, repeat the above, but ask students to not only provide an example sentence, but to also give a short explanation of the grammar / vocabulary point.
Split students into groups and ask them to complete the Match-Up! exercise provided below.
Give each group a name and write the name on the board.
Once students have finished, go around the room calling on one group at a time. Award a point for each sentence / structure combination correctly matched.
Once the game has finished, ask students to remain in their groups and use the grammar / structure section of each Match-Up! sentence to write another example of that structure.
Circulate around the room, checking students' work and correcting / explaining when required.
Ask students to repeat the exercise at home as homework.
Match-Up!
Instructions
Match the sentence halves to make correct sentences. Once you have matched-up the sentences find the correct grammar form and match it to the sentence.
Sentence Beginnings
Andy would have enjoyed coming
He's always getting
How about going to
I might be able to
I wish she had
If he were in charge
Peter will have
She'll be late
She can't have flown to New York because
That house is being
They're going to study
They were discussing the new account
We'll be giving the
We usually sleep
We would have brunch on Sundays
Sentence Endings
when he burst into the meeting to tell them the news.
unless she hurries up!
the concert next week?
she telephoned me from her home in Austin.
presentation this time tomorrow.
into trouble at school.
in on Sundays.
if he had been invited.
he would fire a few people.
finished the report by next Friday.
decided to stay longer.
computer sciences at university.
built by Anderson Inc.
attend the conference next week.
after going to church.
Grammar Reasons
First or real Conditional
Future continuous
Future intention
Future perfect
Future possibility
Interrupted past action
Passive voice in the continuous
Past habitual action
Past modal verb of probability
Past unreal conditional
Past wish
Present habitual annoying problem
Routine
Second or unreal conditional
Suggestion
Outline:
Introduce paired conjunctions by asking students to give reasons for some simple event. Take two of the suggestions and construct target structure sentences using paired conjunctions. For example: Either John has stayed at home or he has been held up in traffic.
Explain the structure of the paired conjunctions: both...and; not only...but also; either...or; neither...nor
Distribute worksheets and ask students to match the sentence parts to match both columns to make complete sentences.
Ask students to complete the second exercise by combining the ideas to make one complete sentence using one of the paired conjunctions.
Focus on oral production skills by asking paired conjunction questions on the separate teacher sheet.
Paired Conjunctions
Match the sentence halves to make a complete sentence.
Both Peter Not only do we want to go Either Jack will have to work more hours That story was Students who do well not only study hard In the end he had to choose Sometimes it is I would love to take |
but we have enough money. neither true nor realistic. not only wise to listen to your parents but also interesting. and I are coming next week. either his career or his hobby. both my laptop and my cell phone on holiday. but also use their instincts if they do not know the answer. or we will have to hire somebody new. |
Combine the following sentences into one sentence using paired conjunctions: both ... and; not only ... but also; either ... or; neither ... nor
We could fly. We could go by train.
She will have to study hard. She will have to concentrate to do well on the exam.
Jack is not here. Tom is in another city.
The speaker will not confirm the story. The speaker will not deny the story.
Pneumonia is a dangerous disease. Small pox is a dangerous illness.
Fred loves traveling. Jane wants to go around the world.
It might rain tomorrow. It might snow tomorrow.
Playing tennis is good for your heart. Jogging is good for your health.
To the teacher: Read the following aloud and have students use paired conjunctions to respond. Example: You know Peter. Do you know Bill? Student: I know both Peter and Jack.
You like tennis. Do you like golf?
You don't know Jane. Do you know Jack?
You are studying Math. Are you studying English?
You need to work on the weekend. Do you need to work in the evening?
You don't eat fish. Do you eat beef?
I know your country has good universities. Does England have good universities?
He collects money. Does he collect stamps?
They haven't visited Rome. Have they visited Paris?
Outline:
Activate target area by asking students simple yes/no questions insisting on the correct use of the auxiliary verbs. For example: Do you play tennis? - Yes, I do. Have you been to England - No, I haven't.
Introduce the idea of question tags by asking students questions using information that you already know about them. For example: You are studying English, aren't you? - He didn't go to New York last year, did he?
Explain the usage of question tags to students and when they are more preferable than direct questions.
Divide students into groups of 3 - 4 and have them complete the gap-fill exercise.
Give each group the sentence halves (which you have cut into strips prior to the lesson) and ask them to match them.
Correct the sentence matching as a class.
Ask each student to write his/her name on a piece of paper followed by five simple statements about him/herself. For example: I have been married for four years. I live in San Francisco. etc.
Collect the statements and re-distribute the sheets to different students. Make sure that the students keep the sheets upside down until they are called on.
Each student then uses the statements to form question tag questions asking the student who has written the statements. For example: You have been married for four years, haven't you? You live in San Francisco, don't you?
Question Tags
Put the following question tags in to the correct gaps. Each question tag is used only once.
isn't it?, has he?, were you?, aren't you?, doesn't he?, do you?, is she?, didn't you?, did she?
She didn't watch the film last night, ________
It's great to see each other again, __________
He comes every Friday, _________
You're married, __________
You went to Tom's last weekend, _________
You don't like tripe, ___________
She isn't much of a cook, ________
He hasn't lived here long, ________
You weren't invited to the party, __________
Match The Sentence Halves
They enjoy playing football,... |
...don't they? |
She isn't thinking of moving,... |
...is she? |
He'll go to university,.... |
...won't he? |
She hasn't studied for very long,... |
...has she? |
Jack bought a new car last week,... |
...didn't he? |
They aren't serious,... |
...are they? |
You live in an apartment,... |
...don't you? |
She doesn't speak Russian,... |
...does she? |
They won't shut up,... |
...will they? |
He isn't concentrating,... |
...is he? |
They hadn't visited you before,... |
...had they? |
This music is fantastic,... |
...isn't it? |