I’ve been asked to provide five possible short stories, which display language errors – for a Korean made English language book – I suppose the aim is to point out possible mistakes that could be made, so that English learners don’t have to make them personally! Anyway, I have to get them done by Sunday! Phew, that’s a lot of work! So yeah, rough and ready; here is the 2nd of 5*:
When you’re teaching it’s unrealistic to assume that your classes will always be fun – after all a mixture of terrible unrelatable subject matter, and poorly written books, can equal a nightmare for even the most enthusiastic teacher!
I recall once with a middle school class, the lesson was based around the Canadian governmental system…yeah, exactly…why? The books were made in Korea, which made it even more unusual – I just wasn’t sure how this was something that would benefit English language learners – actually I thought it was likely to confuse them if anything! But I was told this was what I had to do – in short, I basically had no choice. So I did what I could, and planned some fun activities surrounding the text…but we had to get through the heavy reading first.
This wasn’t fun for me, and it certainly wasn’t fun for them! But we stuck with it, I mean the lesson would finish eventually – right? The clock seemed to be ticking backwards, but surely that was just my imagination…it had to be…
Anyway – so on, and on, and on, the reading droned – something about elections, and votes, and private, and public…finance, and…well I don’t know…it all sounded like “BLAH, BLAH, BLAH” to me…I could see the students scratching their heads, wondering what evils they had committed to deserve this punishment…
That was when, out of nowhere – the girl who was reading erupted – I suppose her limit had been reached, and she could take no more! “TEACHER I’M SO BORING!” She collapsed into her forearms, and started to whinny like a dying horse. I tried to be as sympathetic as I could muster, and explained that she wasn’t boring – the book was just boring, and that she shouldn’t take it personally.
She didn’t look convinced, but I told her to continue, and commented that she had been doing well so far…but nope, she flatly refused; “NO, NO, NO! I’M TOO BORING! I CAN’T READ…NOT MORE!”
I’d lost the class – they were all probably running low on sugar, and discussions about politics, and systems they didn’t even understand hadn’t helped! So I took over the reading – and my goodness was it a drab pain-fest. I was both bored – which is surely a given – but also felt more boring for having read it.
So yeah, despite my student seemingly misunderstanding the difference between the two words, (boring, and bored) in a way – it had made complete, and total sense!
(you can check out the 1st of 5, here.)*