Room 101

12/23/2012

7 Comments

 
Thanks to Gemma Lunn (@GemL1) for this fantastic lesson plan and the first ever guest lesson plan on AlienTeachers. Gemma is a middle school teacher in Busan, South Korea. Gemma has a fantastic blog here that I really can't recommend highly enough. Go check it out and see what Gemma is all about! Now, over to Gemma...

This lesson is based on the BBC comedy show Room 101 where celebrities are invited to talk about their pet hates in the hope that the presenter will banish them to Room 101 where they will stay forever and no longer annoy anyone. 

Level - Intermediate – Advanced
Age - Mature teens – Adults.
Skills – speaking, listening for specific information.
Time – 60-90 minutes.
Language focus – expressing annoyance.

Materials
Worksheets
Video clips

Stage 1: Warm up

·         Put some examples of things on the board which annoy you. For example I wrote:
·         People talking loudly on their phones.
·         Whistling.
·         Traffic jams.
·         Ask students (Ss) to ask you questions about these things to find out what they are; you can only answer yes or no.

· Once Ss have guessed correctly - ‘do all these things annoy you?’ (or a similar question) you can explain your choices and why they annoy you.

· Put Ss into groups of 3-4 and ask them to brainstorm all the expressions they know which express annoyance. For example: it really annoys me when…

· On the board collect all Ss ideas and correct any grammar mistakes / explain any grammar structures used with the expressions. Also highlight the importance of word stress when expressing annoyance. 

· Hand out worksheet 1, Go over the useful expressions and explain the meaning / structure if you have not already covered these in the last step. Ask Ss to add other expressions that they came up with to the sheet.

· Explain that today Ss will be talking about things that really annoy them so they should forget any happy thoughts and feelings they have and start to think about things which really annoy them!

· Ask Ss to read the information on the worksheet about room 101.

· Go over any new vocabulary such as pet hates and give a further explanation of Room 101 if necessary and ask if anyone has read 1984.

Stage 2: Watch and listen for specific information

· Tell Ss that they will watch some clips from the TV show Room 101, you want them to listen for 3 things –

1.     What does Ricky Gervais want to put in room 101?

2.     Why does he want to put these things into room 101?

3.     Does the presenter put the things into room 101 – yes or no?

· Explain to Ss (unless they are advanced) that you don’t expect them to understand everything you just want them to listen for the specific information in order to answer the questions. Otherwise Ss may think it’s too difficult and lose interest.

· Play the first set of clips (for answers to number 1) once –0:00-2:58 and 6:30-6:45

· Allow Ss to compare their answers then play the clips again (and once more if necessary).

· Discuss the answers as a group; ask Ss if ‘babies in restaurants’ annoy them, why/why not?

· If Ss did not hear or understand the words ‘toddlers’ and ‘puree’ then explain these to them. For more advanced Ss you may also want to go over the expression ‘it makes me gag’ and the question ‘do you have a short fuse?’

· Next, play the second set of clips (for number 2) – 6:50 – 8:00 and 11:25 – 11:38

· Again, play the clips once (or more if you think your Ss need it) and allow Ss to discuss their answers then play the clips again.

· Discuss the answers as a class (or in groups of 4 depending on your class size), ask the following questions to prompt discussion (if necessary) – Does lateness annoy you? Are you often late or are you punctual?

Here are the answers:

Stage 3: Presentation preparation

· Now it’s the Ss turn, tell them they will think of and present 3 things that they want to put into room 101.

· The class will then choose a quarter of these (vary this according to class size) to go into room 101.

· Give Ss 15 minutes to make notes on their pet hates, encourage them to only write notes not full sentences as this will help with fluency. Tell Ss to give descriptive information about why this thing annoys them and how it makes them feel. 

· Remind Ss of the expressions covered earlier on and encourage them to use a variety of expressions.

· Once Ss have made notes ask them to practice their presentations in pairs. Remind Ss that they really want these things to go into Room 101 and disappear forever so they must really try to persuade the group how annoying their pet hates are!

Stage 4: Presentations

· Ss present their 3 pet hates to the whole class.

· As Ss are talking write their choices on the board as this will help with the voting later on.

· If you wish make notes of common errors and go over these at the end of the class.

Stage 5 – Discussion and voting

· In groups of 4 give Ss 15 minutes to discuss which 25% of things they think should go into Room 101.

· Ask each group to explain their decision and make a tally on the board.

· Then as a whole class discuss and vote for a quarter of the pet hates (or less if you have a large class) that should be put into Room 101 and never annoy anyone again.

· Go over common errors made throughout the class (if you noted these down).

NOTE: If you have advanced adults then you may want to play the video all the way through but I’ve put in the separate times incase your students are teens and/or lower level as there’s a lot of language and references that they won’t get / that isn’t suitable.

You can follow Gemma on twitter here or follow her lively blog here. I hope you all have a wonderful festive period, and thanks so much for your support in 2012.

Alex
 


Comments

pgall
01/22/2013 10:45am

amazing stuff! i was trying to think of a lesson plan using Room 101.
Thanks a mill

Reply
Alex (AlienTeachers)
04/03/2013 1:04am

Hi, thanks for taking the time to comment. The lessons take a long time to plan and upload so the feedback is always welcomed!

Thanks again, Alex

Reply
Claire Millard
03/27/2013 8:06am

Seriously?? 'Spunk Sandwich' is ok in your classes??

Reply
03/27/2013 4:04pm

Hi Claire,

Thank you so much for your comment. If you were to read the lesson plan you would see that it specifies the video should be played from 0.00 to 2.58 and 6.30-6.45. The part you are referring to is at 5.02.

Thank you again for taking the time to read and comment on AlienTeachers, it is always nice to see people appreciating the hours of work that goes into sourcing, writing, publishing and paying for the hosting of these completely free lessons.

Best Regards,

Alex

Reply
Ben
07/11/2014 4:19am

haha, ouch!

03/27/2013 5:04pm

You may also want to refer to this note that is in bold at the end of the lesson plan.

NOTE: If you have advanced adults then you MAY want to play the video all the way through but I’ve put in the separate times in case your students are teens and/or lower level as there’s a lot of language and references that they won’t get / that isn't suitable.

Reply
03/28/2014 3:38am

Informative and interesting which we share with you so i think so it is very useful and knowledgeable. I would like to thank you for the efforts. I am tiring the same best work from me in the future as well.

Reply



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