ELT in Brazil

I taught two really cool lessons the other day, and I’d like to share them with you so you can try them with your learners.

Lesson 1:
For the first lesson, write the following statements on the board and ask students to say whether they strongly disagree, disagree, agree, or strongly agree. Highlight that there can be no neutral position (as in all other areas of life, aside from detergent choices):

1. A hobby is something you do for fun and for fun only. If you make money with it, it’s a job. If it helps you in your work, it’s study.
2. Reading, watching Netflix, and going to the gym are hobbies.
3. Painting, skateboarding, and baking are hobbies.
4. There is a general romanticizing of elite hobbies, such as making art, playing the piano, or taking theater classes.
5. Classes cannot be hobbies.
6. I think I don’t have a hobby.

Allow students some time to discuss, then work on emergent language and give them some feedback. To wrap up the lesson, ask students to come up with a definition for “hobby.”

Lesson 2:
In this lesson, we dive deeper into hobbies. Begin the lesson by asking learners, “What information can help you suggest a new hobby to someone you know?” and elicit some contributions. My learners mentioned weekly routine, time available, money, age, distance from work or home, and type of activity preferred (physical, artistic, relaxing?).

Then, ask learners to listen to the first three audios in this folder and take notes on key information. These are all audios by real people (my family, by the way). They’re all bilingual speakers of English, with their own accents and varying levels of proficiency.

<click here for the folder with the audio files>

After they listen, have learners discuss hobby possibilities for the candidates. Take notes, give them feedback, and work on emergent language.

Repeat the task using the two remaining audios.

Happy teaching!