How can I have my student share their coffee?

We’ve all had classes where our eyelids can barely stay open, and we spend most of the class trying to keep our head upright. When a student brings a can or cup of coffee into the classroom with no intention of sharing it, they are inadvertently insulting the teacher and they are responsible for creating a lower quality lesson.

Coffee started as a drink in the Middle East, to keep desert dwellers awake throughout the nights during Ramadan, allowing them to fully enjoy their times of feasting before the day-long fasting. Coffee has spread all throughout the world and is renowned for its ability to keep people awake. Of all of the world’s coffee, Japanese coffee is among the most delicious.

How can we have the student share their coffee? Like everything else, it must be integrated into the lesson.

There are two effective methods that work for this;
1) Telephone roleplays
Communication becomes much more difficult when you are unable to see body language or facial expressions, such as when conversing via telephone. Tell the student that in order to prepare for these situations, you will do some roleplays where you are not allowed to see each others faces.
Have the student turn their chair around so that they are no longer facing you. As the student talks, you will be able to take a sip of coffee.
There is an inherent problem with this in that it is a sneaky way to get coffee. If the student catches you, they will very likely be unhappy. However, this method has a greater success rate.

2) “Would like” practice
Students expect a certain degree of fun and excitement in the classroom, and practicing “would like” is the best way to do so.

“Would like” is very useful language in that it lends itself to a variety of situations. To drink some of the student’s coffee, start by asking three “would like” questions in either the verb or noun pattern, incorporating objects in the classroom (ie, Would you like to use my pen? Would you like to open a window?”)

After asking 3 questions, have the student ask 3. They will not think to ask about the coffee, so if you see the student struggle to compose a question, point to their coffee to encourage that question. When they ask a variant of “Would you like to drink my coffee?”, answer with an enthusiastic and grammatically relevant “Yes, I would” and take a quick sip. Most students find this very amusing, and you can have them repeat the question to have a second or third drink.