Lesson Plan: Superheroes

Lesson Level: Senior 1 Duration: 40 Minutes

Lesson Title: Superheroes

Grammar and Vocabulary

superhero, Superman, Batman, character, villain, plot, story, abilities, invulnerable.

Lesson Objectives

Students will be able to develop a character, a plot and a story.

Materials Required

Spare villain character sheets. See Note 3.

Preparation

None

Procedure

1 (5 Minutes/ 5 Minutes)

Write “Superhero” on the board. Explain that it means fictional characters with amazing powers. Give examples of Superman and Iron Man (or other characters from current superhero movies.)

Toss ball around class asking students if they know any other superheroes. Make a list on the board.

Ask follow up questions about what makes these characters super.¹

Write “Supervillain” on the board. Explain that while the superheroes are the good guys, the suprvillains are the bad guys.. Give examples of “The Joker”, “Lex Luthor” , “Loki” (or other characters from current movies).

Toss ball around class asking students if they know any other supervillains. Make a list on the board.

Ask follow up questions about what makes these characters super.

2 (5/10)

Toss the ball around the class asking which are their favourite superheroes and why.

3 (10/20)

Put students into groups of four. tell them that each group needs TWO pieces of paper.

Draw large squares on the board to represent the two pieces of paper.

At the top of the first write “HERO”

Get the class to copy it.

Write “Hero Name”

Get the class to copy it. Give your own hero a name.²

Get class to give their own heroes names. Walk around and check that they understand while they do this.

Repeat for Real Name, Super abilities, Weakness and Origin.

Repeat for Supervillain on the other piece of paper.

Create a superhero on the board.

Optionally have them draw their hero and villain too.

Hero Name Real Name Super abilities Weaknesses Origin

Superman Clark Kent Can fly, super strong, invulnerable, X-reay vision, heat vision Kryptonite can kill him Alien from planet Krypton

Villain Name Real Name Super abilities Weaknesses Origin

Braniac Braniac Super intelligent computer. Does not understand emotions Created on an alien world to conquer every planet in the universe

4 (10/30)

Collect the supervillain descriptions and art.³

Give supervillains to new groups.

Write this on board.

YOUR hero must fight the villain you have been given.

In your group write a story about this fight.

Your story must answer these questions.

Who is fighting?

What does the villain want?

What does the hero want?

Why are they fighting?

Where are they fighting?

When are they fighting?

Describe the fight?

Who wins?

How?

While groups write their stories monitor and assist as necessary.

5 (10/40)

Choose a group to read their story.

After the reading ask class what they think of the story. Ask individual students questions about the story.

Repeat with other groups as time allows.

Notes

1. I'm lucky with this. I collected comics for years and know all about the superheroes from Marvel and DC. It's not essential though. Check up on the details for a couple – say Batman and Superman – before you go.
   
   
   Also try to get a few female ones. I use Wonder Woman, Supergirl and Black Widow.
2. I've used Superman and Braniac in the example above but it's better to create your own. In my classes I created the Blue Kangaroo and his nemesis Cactus Man.
   
   
3. Check them discretely as you collect them. Some students use the names of other students or teachers. This is OK but try to screen out anything that is mean or offensive.
   Sometimes students will create characters with rude names or abilities. Have a few spares already prepared to use to replace these.

Lesson Plan: Travel Around The World

Lesson Level: Senior 2 Duration: 40 Minutes

Lesson Title: Travel Around The World

Note: This lesson has been written for some particularly weak Senior Two classes. It would be suitable for strong junior classes.

Grammar and Vocabulary

Vocabulary of travel items.

Vocabulary of making complaints.

Grammar for making polite complaints..

Lesson Objectives

Students will be able to discuss travel plans and identify what they need to pack to take on holiday.

Students will be able to discuss what kind of problems may arise when travelling to visit another country or to live in another country.

Students will be able to perform in role plays to ask for assistance or make a complaint.

Materials Required

Ball for ball toss warm up activity.

Set of role play cards – each card contains a problem.

There should be half as many cards as there are students in the class. Problems may be duplicated as required.

See Notes for possible list of problems.

Preparation

Prepare enough cards for the class.

Procedure

1 (2 Minutes/2 Minutes)

Write on board “Travelling to another country”

Toss ball from student to student asking where they would like to travel and why.

2 (2/4)

Put students into groups. (Four to six per group.)

Ask groups to make a list of things they would take when travelling to another country for a holiday.

While they do that divide board into columns – one per group – and number them.

3 (2/6)

Ask one student from each group to come and write their lists.

Do not give an official time limit but activity should take no more than two minutes.

4 (5/11)

Check the lists.

Give two points for any correctly spelled answer.

Give one point for any answers with spelling mistakes and show correct spelling.

If there are any unusual items listed ask the group why they want to take it and if they give a good reason accept the answer.

If item can't be packed and taken¹ or if they can't give a reason, give no points.)

5. (9/20)

Write instructions on the board.

“Groups 1,3,5...

What problems might you have when going on holiday in another country?”

Groups 2,4,6...

What problems might you have when going to live in another country?

Give groups five minutes to discuss.

Monitor groups and help if necessary.

Feedback from groups.

6 (2/22)

Get a strong student to come to the front.

Tell the student that they are in a hotel and they have a problem.

Give the student a problem card.²

Act out a dialogue with the student, with you taking the part of a hotel employee.

7 (8/30)

Put students in pairs.

Tell one student in each pair that they work in the hotel.

Give the other student a situation card.

Students must act out the situation.

Students must prepare a dialogue. They can write or just practice the dialogue.

7 (10/40)

Choose a pair to stand up and act out their situation.

Repeat with more pairs.

Notes

1. Some very odd items sometimes get suggested. I have had students want to take a boat, a piano and a dog.

2. Situation cards.

The toilet in your hotel room does not work	Your room is next to the disco and it is so loud that you can't sleep.
The bed sheets in your room are dirty.	You wanted a room with two single beds but they have given you a room with one double bed.
You want to know if there are any good restaurants nearby.	You think someone has stolen some money from your room.
Your room is at the back of the hotel and you want a room at the front.	You ate dinner in the hotel restaurant and it has made you very sick.
You have lost your passport.	You want to know if there is anything interesting to see in the nearby town.
The toilet in your hotel room does not work	Your room is next to the disco and it is so loud that you can't sleep.
The bed sheets in your room are dirty.	You wanted a room with two single beds but they have given you a room with one double bed.
You want to know if there are any good restaurants nearby.	You think someone has stolen some money from your room.
Your room is at the back of the hotel and you want a room at the front.	You ate dinner in the hotel restaurant and it has made you very sick.
You have lost your passport.	You want to know if there is anything interesting to see in the nearby town.
The toilet in your hotel room does not work	Your room is next to the disco and it is so loud that you can't sleep.
The bed sheets in your room are dirty.	You wanted a room with two single beds but they have given you a room with one double bed.
You want to know if there are any good restaurants nearby.	You think someone has stolen some money from your room.
Your room is at the back of the hotel and you want a room at the front.	You ate dinner in the hotel restaurant and it has made you very sick.
You have lost your passport.	You want to know if there is anything interesting to see in the nearby town.

Lesson Plan: Canada

Lesson Level: Senior 1    Duration: 40 Minutes

Lesson Title: Canada

Grammar and Vocabulary

Vocabulary about Canada

Lesson Objectives

To encourage discussion. To read and remember factual texts quickly. To discuss pictures and listen to and discuss spoken questions.

Materials Required

See attached worksheets.

Ball for ball t ss activity.

Preparation

print enough copies of worksheets to give one per group.

Procedure

1 (5 Minutes/5 Minutes)

Write “Canada” on bpard.

Use ball toss around class to elicit quickfire answers to question “Can you tell me something about Canada”.

Duplicate answers not allowed.

2 (5/10)

Put class into groups of four.

Give the picture match worksheets – one to each group.

Groups must match the words and pictures.

Feedback and check the answers.

Write group scores on the board.

3 (10/20)

Give out the text worksheets.

Give groups ten minutes to read.

Write on board

“You have five minutes to read about Canada.

You must remember as much as you can.”

At end of time collect in text worksheets.

Do not collect picture worksheets yet.

4 (10/30)

Ask the following questions.

Each group must write down the answers.

Repeat each question twice.

Between each question allow thirty seconds for group discussion.

Which is the only country that is bigger than Canada? (Russia)

How many provinces are there in Canada? (10)

Which of the Great Lakes is NOT partly in Canada? (Michigan)

Who were the first Europeans in Canada? (Vikings)

What nationality was John Cabot? (English)

England, Scotland and which other country settled in Canada? (France)

Which province voted on independence in 1980 and 1995? (Quebec)

What percentage of Canadians speak French as their first language? (25)

How many people live in Canada? (35 million)

Give answers and check scores.

5. (5/35)

Tell students to look back at the picture sheet.

Tell groups to decide which THREE things on the sheet they would most like to see and why.

6 (5/40)

Feedback from groups.

Ask each group to stand up and say which things they would like to see and why?

Notes

1 CN Tower	A B C D E		Great Lakes	F G H I J
2 Niagara Falls			7 Calgary Stampede
3 Grizzly Bear			8 Rocky Mountains
4 Dog Sledding			9 Cowboy
5 Vancouver Harbour			10 Eagle

Canada is the second largest country in the world in land area, after Russia. It has the longest border with water (coastline) of any country in the world. It is next to the Pacific, Arctic, and Atlantic Oceans.

Canada is made up of ten provinces and three territories.

Four of the five Great Lakes (Superior, Huron, Erie, and Ontario) are shared between Canada and the United States (Lake Michigan is in the USA). ,

Native people lived in what is now Canada for thousands of years before the first Europeans arrived.

The Vikings were the first Europeans known to land in Canada, in what is now Newfoundland, led by the Viking explorer Leif Erikson. They did not stay there long, however.

In the early 16th century, Europeans started exploring Canada's eastern coast, beginning with John Cabot from England in 1497, and later Jacques Cartier in 1534 from France.

Parts of Canada were settled by France, and parts by England and Scotland.

Canadian soldiers fought in World War I for the British Empire. More Canadians died in this war than any other war.

Canadians also fought in World War II.

Some French Canadians today wish to form their own country, separate from the rest of Canada. The province of Quebec held a vote in 1980, but only about 40% wanted to separate. Another referendum was held in 1995, with almost 50% voting in favour of leaving Canada.

Today, about 25% of Canadians speak French as their first language. Many people can speak both French and English.

Many people from other parts of the world think of Canada as a very cold and snowy place. While it is true that much of Canada is very far north, most Canadians live in the southern parts, where the weather is much milder.

Canadians are known to play winter sports such as ice hockey and skiing and snowboarding, and also enjoy many summer sports and games.

Around 35 million people live in Canada. This is almost the same number as in the U.S. state of California. Most people live in the southern parts of Canada.