Lesson plan Slang Topic Slang, informal language. Aims • To learn some British slang terms • To practise reading skills • To practise writing skills • To discuss register in language Age group 12- adult Level B1 / B2 Time 60 – 90 minutes Materials 1. Slang student worksheet 2. Internet links: http://grammar.yourdictionary.com/slang/common-uk-expressions-slang.html - Webpae looking at UK slang http://thoughtcatalog.com/nico-lang/2013/09/71-simple-british-slang-phrases-everyone-should-startusing/ - Webpage dedicated to British slang (Warning: some rude language here) http://www.teachingenglish.org.uk/article/developing-pronunciation-through-songs - Article about using songs to develop pronunciation skills https://www.youtube.com/ - Find almost any song you want here – Be CAREFUL! Check copyright and that music videos are suitable for young leaners before using in class. Lesson plan Introduction This lesson offers a variety of activities based on informal language and modern British slang. Task 1 is a warm up activity that invites students to guess the correct definition of slang and introduces the topic. Task 2 is a matching activity which looks at slang in song lyrics. Task 3 practices the words and expressions from Task 2. In Task 4 the students skim read the text about modern British slang to get a general idea of content. Task 5 helps students with vocabulary from the text before they do the comprehension activities in Task 6. The students complete (and can extend) dialogues in pairs in Task 7 as a further comprehension check and speaking practice. The students have an opportunity to give their opinions in groups in the discussion activity in Task 8. Procedure 1. Task 1 – Guess the definition Ask students to work in pairs to guess the definition of the word slang. Check the answer as a class or students can check the meaning in dictionaries if they are available. Ask students if they know any slang words or expressions in English. If any swear words or inappropriate language is mentioned you could tell students that this lesson is just about the type of slang you can use at school! Answer: C 2. Task 2 – Song lyrics Tell the students that songs often contain slang words and expressions. Ask them to match the examples of song slang with the correct meaning. Have students compare answers in pairs before checking the answers as a class. Answers: 1E, 2C, 3F, 4A, 5D, 6B 3. Task 3 – Write Do the first ‘translation’ (i.e., write in standard English) as a class. Ask a student to write the answer on the board. Students continue in pairs. Invite different students to write the answers on the board. Answers: 1 Yes yes yes 2 I want to hold your hand 3 I have got to go now 4 Because I’m not stupid 5 He’s going to make you cry Ask students if these words are formal or informal. (very informal) Lesson plan Ask students if these words are for songs or for writing composition. (songs – usually too informal for a composition) The site below explains song lyrics – CAREFUL! Some of them are very explicit and might be more suitable for teacher reference rather than for classroom use. http://www.slangcity.com/songs/index.htm 4. Task 4 – Slang: How do young Brits speak? Tell the students that they are going to read about British slang. Set a time limit of 3 minutes for students to read and answer the question. Tell students not to worry about new vocabulary now and that you will help them with new words later. 5. Task 5 – Vocabulary Ask the students to find and underline the words and expressions 1-10 in the text. Point out that looking at the words in context may give clues to their meanings. Students do the matching activity and then compare answers in pairs. Early finishers can use a dictionary to check answers. Check answers as a class. You could then say the words and have students repeat them to practice pronunciation. Answer: neither good nor bad (the writer is neutral but informative) Answers: 1G, 2D, 3C, 4J, 5A, 6B, 7H, 8F, 9I, 10E 6. Task 6 – True or False? Ask students to read the text in more detail and decide if the statements are true or false. Have students compare answers in pairs before checking answers as a class. Answers: 1F (The words and pronunciations used by young people in the UK can be radically different to those used by adults.) 2T 3T 4T 5 F (…tag questions like …isn’t it?, …can’t you? or don’t they?, use innit) 6 F ( Fine and fit can describe a boy or a girl.) 7 F (…..learners should not worry about communicating with native speakers so much.) 8T 9 F (…If you watch films or …..slang can be very useful. You probably won’t see any slang in your English exam though.….) 7. Task 7 Dialogues Students complete the dialogues in pairs. Check answers by having some pairs read out a mini dialogue each. Ask students to tell you who is talking in the dialogues: friends or family? (suggested answers - a) friends, b) friends- arranging to meet later, c) friends, d) parent and child).Higher level students can chose one dialogue, extend it and then read i Lesson plan it out to the class.Note:This exercise checks comprehension of the text as much as it gives speaking practice. You may need to stress to your students that slang like this is fine in a very informal situation but it might not be appropriate in a formal situation such as a school exam. 8. Task 8 Discussion For lower levels you could choose just the first question then write up ways to agree and disagree on the board (ask/prompt the students), e.g., I agree because…, I think…., In my opinion…, I don’t agree because…., I disagree because….Students can then discuss the question in groups of 3 or 4. Now arrange the students into different groups and ask them to discuss the same question with different people. For higher levels, divide students into groups of 3 or 4 and tell them to appoint a note taker before they discuss the questions. To round up at the end of the discussion ask each note taker to summarize their group’s discussion. Contributed by Sally Trowbridge
