| FANS - there's a word, plural, which conjures up a few | | | | yourself with the uniform of a sports fan: hat, scarf, |
| different images for the native speaker. Here's a | | | | shirt, and rosette - you know the kind of thing. Now talk |
| lesson about fans. As the students enter the room, the | | | | - explain what each item is, talk colours, talk variety - |
| teacher overdoes the welcome with a few 'well done | | | | enthuse about your favourites: mine are Sunderland |
| last time' / 'excellent homework' / 'great test results' | | | | AFC - red and white and brilliant!! |
| thrown into the opening seconds as the students | | | | A fan is a fanatic. Ask the class to brainstorm things |
| gather. Overdo the superlatives! Tell them that you are | | | | that people get fanatical about (teams, bands, sports |
| going to be talking about fans. Start the lesson using | | | | and so on). Write new words on the board. Split the |
| pictures and props to show several types of fan; a | | | | class into pairs, and ask them to tell each other about |
| hand-held oriental fan; a strategically waved piece of | | | | a team, band or personality that they are fans of, and |
| paper; a ceiling mounted fan; one of those little battery | | | | why. Each pair should prepare a role-play where one |
| operated pocket fans; an oscillating desk fan. | | | | of them is a very famous / popular personality: David |
| Talk a little about each - 'what is this?'; 'have you used | | | | Beckham? Pele? Brad Pitt? Put that person in a |
| one?'; 'where would you use this?' etc. Use the | | | | spot-light, and then ask the others in the group to tell an |
| opportunity to test colours, numbers and so on, and | | | | alien what is so good about that person. Pick a number |
| use the opportunity to check progress generally - how | | | | of personalities from the pair work - you, the teacher, |
| are the class sounding now, are they relaxing with you, | | | | be the alien. |
| that sort of thing. Next clear the decks and deck | | | | |