Funniest english class ever!!!!

Summary

In this classroom interaction, the teacher engages students in a learning activity focused on using the verb 'to be' in sentences. Through a series of questions and examples, the students practice forming sentences about themselves and others. The teacher also provides feedback, encouraging participation and correcting errors. The session includes light-hearted moments and a casual learning atmosphere, with the teacher emphasizing sentence structure and personal connections. The class ends with reminders about textbooks and upcoming lessons.

Takeaways

• 😀 The lesson is focused on practicing sentences using the verb 'to be'.
• 😀 The teacher encourages students to create sentences that use 'I am', 'he is', 'she is', 'they are', and others.
• 😀 Students are asked to form sentences with different subjects, such as 'I am happy' or 'he is a fool'.
• 😀 There is a focus on using the verb 'to be' to describe feelings and states, such as 'I am happy' and 'she is beautiful'.
• 😀 The teacher uses repetition to ensure understanding, asking students to repeat after them.
• 😀 There is a playful interaction with students, such as when Giovanni is humorously referred to as a fool.
• 😀 The teacher uses both positive and negative sentences to demonstrate the versatility of 'to be'.
• 😀 The lesson includes some confusion, particularly when the teacher asks students to form sentences that don't exactly match their native context (e.g., 'You are from Pakistan').
• 😀 Music is played during certain parts of the lesson, possibly to maintain a relaxed atmosphere.
• 😀 The teacher wraps up the lesson by asking if students have the textbooks they were instructed to get, and mentions seeing them on Wednesday.

Q & A

What is the main verb being taught in the script?

The main verb being taught is 'to be'. Various forms of this verb, such as 'I am', 'he is', 'she is', etc., are used throughout the script.

How does the instructor interact with the students in the script?

The instructor goes around the class and asks students to give sentences using the verb 'to be'. The interaction includes both guidance and correction.

What kind of sentences does the instructor want students to create?

The instructor asks students to form sentences using the verb 'to be', for example, 'I am very happy to be learning' and 'He is a fool'.

How does the instructor handle incorrect responses?

When a student makes an error, the instructor gently corrects them, such as saying 'no' or providing the correct form of the sentence.

What specific sentence does the student Giovanni give?

Giovanni says, 'He is a fool,' but the instructor clarifies that it is not correct, and Giovanni should instead say, 'He is a fool.'

What phrase does the instructor use to encourage participation?

The instructor says, 'You are waiting for you to speak,' which encourages students to participate and answer questions.

What does the instructor do when a student does not understand the question?

The instructor acknowledges the student's confusion and attempts to explain the question more clearly, saying, 'Unfortunately, I am not understanding the question.'

What is the purpose of the instructor's question about Pakistan?

The instructor asks the student to form a sentence using 'you are,' specifically asking the student to avoid the incorrect structure, such as 'You are from Pakistan,' since it is not the intended response.

What happens when the student gets confused about the question?

When the student gets confused, the instructor tries to clarify by asking the student to repeat the correct sentence after them, saying, 'You are English' as an example.

What task does the instructor assign at the end of the script?

The instructor assigns the task of writing something in a textbook, possibly related to the lesson about using the verb 'to be', and instructs the students to come back on Wednesday.