Job Discussion Forums

[jesso92]

Hey guys, I got a question, I've got to do this demo lesson for a potential job offer, and the topic is teaching the difference between boring and bored. Now this lesson has to be all conversation, no props, no book. How would you do it, how would you elicit information to make the lesson feel like a conversation instead of just flat out telling the student the definition of both words plus examples.

Any insight is much appreciated.

[spiral78]

It would help to know the presumed language proficiency level of the student/s.

You should probably start by modelling boring/bored by telling briefly about a 'typical' boring situation in which you were bored. Supplement with appropriate body language - 'boring' is a situation where you can point a finger at something (tv screen, dull teacher, etc.) and 'bored' - you can point to yourself. You might prepare two or three very short vignettes that illustrate this, and depending on the context, you could supplement with visual aids.

Then ask the 'student' to tell you about a similar experience (probably using the body language to reinforce the point). If the level is rather low, you could also make the visual aid pieces available to the student to choose/use. Picture of a large dull book, or an advert for a dull tv show or film. Dull-looking teacher with a chalkboard full of incomprehensible crap.... Long airline flight, other....

Then I'd go over the difference explicitly together (ask the student to describe the difference between the words).

Overall rather a 'boring' demo lesson topic, though

[MotherF]

I totally thought this was going to be a question as to whether you were bored doing conversation lessons or if they were inherently boring!

How one explains the difference can also depend on the first language of the student(s) and how that language makes the distinction. This is where you can really see the difference between native speakers and qualified native speakers.

[spiral78]

Good point, MotherF. I was assuming Asian students, I admit - in my limited experience with them, this is a pretty common problem. Also, as there are no 'props' allowed, I guess it's likely to be a skype or other distance thingie - further indicating it's a job in Asia somewhere.

[johnslat]

Lots of stuff online. Here's a good example:

http://blog.esllibrary.com/2012/08/16/how-to-teach-ed-ing-adjectives-9-simple-steps/

Regards,
John

[gregory999]

[adventious]

Nice link, John. It spans proficiency level-- very cool.

Here are two lists of "feeling" words with -ed and -ing patterns.
http://www.trussel.com/eding.htm
http://www.grammar.cl/Notes/Adjectives_ED_ING.htm

I'm often pleasantly surprised by students with 3+ years of L2 study having acquired because/so. The blog you've linked addresses causality (#3,7), but foregoes complicating its purpose with attendant expression. So, I do, because it doesn't.

[spiral78]

Can someone tell me when 'bored of' became standard English?

I can tell that I'm at least somewhat outdated because I HATE this construction; it sounds like lazy, uneducated Gen Z to me!

[adventious]

[spiral78]

[adventious]

Here's up to 2008.

This is corpus survey, so a sample of proofread/published material. My attitude is yours. It's not standard, as with/by are, and of dilutes specificity.