Lesson Plan: Perfect Pizza

Lesson Level: Junior 2 Duration: 40 Minutes

Lesson Title: Pizza!

Grammar and Vocabulary

Food vocabulary

Toppings for pizza

Lesson Objectives

Students will be able to list various foods that can be used on pizza.

Students will discuss toppings and design a new pizza.

Students will present their new pizza to the class.

Students will practice note taking.

Materials Required

Picture of a pizza.

Enough copies of a menu to give one per group.¹

Ball for ball toss activity.

Preparation

Find and print a good picture of a pizza.

Procedure

1

Write Pizza on the board.

Show picture of a pizza

2

Ask students if they like pizza. Ask them what kind of food can go on a pizza.

3

Put students into groups of four.

Give each group a copy of the menu.

Go through the vocabulary from the menu, elicit or explain meanings of all words.

Write new definitions on the board.

4

Tell each group they must choose a pizza to order.

Allow two minutes only to choose.

Ask each group which pizza they chose and why.

5.

Design a new pizza for the menu on the board.

Ask students for new toppings to go on menu.

Write their suggestions on the board.

Choose some toppings.

Ask class to come up with a name.

Write the new description on the board.

6

Put these instructions on the board.

Each group

you will create a new pizza

what toppings will you put on your pizza

give your new pizza a name

choose someone in your group to tell the class about your pizza

7

Allow five minutes to create the pizzas.

Monitor and help if necessary.

8

Tell class that they will now hear about each pizza.

They must make notes.

Ask each group in turn for their name and description.

Write the names on the board and keep a note (not shown to class) of each pizzas ingredients.

9

Tell class they must now all choose between the new creations.

Take a vote by show of hands.

10 Extension task

Ball toss to ask students which ingredients were on which pizza. (Using the note that was made in 8)

Notes

1. menu

Perfect Pizzas

All our pizzas can be ordered as thin crust or thick crust.

All our pizzas include delicious tomato sauce and cheese toppings

Plain

Simple, but delicious, cheese and tomato pizza.

Hawaiian

Ham, pineapple, cheese and tomato.

Pepperoni

Pepperoni, cheese and tomato.

Hot and Spicy

Beef, chili, peppers, tomato and cheese

Chicken and Mushroom

Chicken, mushroom, peppers, tomato and cheese.

Spicy Vegetarian

Peppers, chili, mushroom, corn, tomato and cheese

Seafood

Shellfish, anchovies, olives, tomato and cheese.

Lesson Plan: A Family Wedding

Lesson Level: Junior 2 Duration: 40 Minutes

Lesson Title: A Family Wedding¹

Grammar and Vocabulary

Vocabulary of family members, including -in-law

Use of “will” for future.

Lesson Objectives

Class will revise family members vocabulary.

Class will learn new vocabulary for -in-law vocabulary.

Materials Required

Two family trees.²

Ball to throw around class.

Preparation

Prepare a single copy of family trees. They should be simple enough to write on the board.

Procedure

1

Write the title on the board “Families”

Tell class that we did something like this last year.

2

Put class into groups.

Toss ball around to get family words.

Write them on the board. (Grouped together Father-Mother, Brother-Sister)

3

Write the two family trees on the board.

Write them clearly separated at opposite sides of the board.

Toss the ball from student to student to get sentences.

When you toss the ball write one of the family words on the board.

Student must choose two people from the board and make a sentence.

4

Tell students that Charles Jones will marry Sophie Smith next Saturday.

Make a few sentences of the form

Alice will be Sophie's mother-in-law.

Throw the ball around as before and increase the words to include in-law words. (Also note that there are now more aunt/uncle/niece/nephew relationships)

5.

Extension activity

Tell students about my mothers family. (She was one of eleven children.)

Put this question on the board.

In China most families have one child.

My mother had ten brothers and sisters.

Do you think it is better to have big families or small families?

Why?

Feedback from students.7

Notes

1. The students had a similar lesson when they were in Junior 1. They should already be familiar with most of the vocabulary.

2.

Lesson Plan: Directions (Senior Version)

Lesson Level: Senior Duration: 40 Minutes

Lesson Title: Directions

Grammar and Vocabulary

This is a revision lesson of material covered in previous years.

It includes all the normal vocabulary of giving and getting directions (Go straight ahead, take the first left, take the second right, at the junction, take the third exit etc).

It also includes more complex dialogues and phrases.

(Don't take the first turning, take the second... When you see the... If you get to...)

Lesson Objectives

To practice and develop dialogues for giving and getting directions.

Materials Required

Enough copies of the wordsearch¹ to give one to each group.

One copy (teachers copy) with answers shown.

Enough copies of the map² to give one to each group.

A large copy of the map to put on board.

Photographs of Paris landmarks.

(Eiffel Tower, Arc de Triomphe, Versailles Palace, Louvre Museum, Notre Dame Cathedral, .

Preparation

Prepare all materials.

Procedure

1

Write title “Getting Directions” on the board.

Explain to class that they have all done this before but we will revise and do some slightly more complex language.

2

Put students into groups of four – six.

Tell students we will start with a race. Write these words on the board.

Bank Beauty Salon Bus Station

Church Clothes Shop Hairdressers

Hotel Petrol Station Restaurant

Train Station

3

Hand out the wordsearch.

Groups must find all ten words.

They have three minutes.

At end of three minutes find out which words the groups have found. Go around and show the answers.

4

Ask students if they would like to visit Paris.

Elicit several answers.

Ask students what they can see and do in Paris.

Elicit Several Answers.

Show students pictures.

Discuss what each picture is and if they would like to see it.

5.

Give each group a copy of the map.

Put the large copy of the map on the board.

6

Use the map to demonstrate giving and getting directions between two places.

Write directions on the board.

Elicit several sets of directions from various students/groups.

7

Put the following problem on the board.

It is eight O'clock in the morning.

You are at your hotel eating breakfast.

Today you want to do the following things

Visit the Arc de Triomphe

Visit the Louvre

Visit the Eiffel Tower

Eat lunch

Eat dinner

Buy some things in the supermarket.

You can do these things in any order.

You must plan to spend at least 2 hours at each attraction.

You must return to your hotel at the end.

Plan your day.

Give times and routes. Include directions between each place that you visit.

8.

Allow students ten minutes to make their plans.

Feedback from students and groups.

Notes

1.

W

X

R

N

U

H

K

I

D

J

J

W

S

K

R

I

N

M

O

B

S

C

Z

U

D

Q

S

N

E

X

I

W

P

I

R

E

D

R

I

B

R

A

S

C

S

J

Q

I

T

G

E

A

G

U

E

B

T

R

T

G

C

O

H

A

O

C

O

U

S

H

A

H

F

R

K

L

L

Z

T

J

P

U

S

T

U

C

S

C

E

A

O

E

K

S

X

Y

E

O

R

Y

B

F

P

E

M

T

T

H

L

O

R

R

A

B

O

S

E

A

S

T

H

O

H

O

D

T

N

P

Z

C

I

A

G

J

H

E

H

R

R

O

T

O

N

B

R

X

W

L

C

K

S

Y

I

T

E

N

E

W

Y

V

P

T

E

O

U

S

A

U

E

G

X

G

T

N

Q

L

J

L

Z

N

H

H

K

P

N

O

I

T

A

T

S

S

U

B

V

O

N

X

T

R

A

I

N

S

T

A

T

I

O

N

P

E

D

W

G

C

L

Y

L

S

M

P

Q

V

A

2.

Lesson Plan: Possessive Pronouns

Lesson Level: Junior 2 Duration: 40 Minutes

Lesson Title:

Possessive Pronouns.

Grammar and Vocabulary

Vocabulary of colours and clothing items.

Use of possevive pronouns

(Mine, yours, his, hers, ours, theirs)

Lesson Objectives

Students will be able to make statements in answer to the question

“Whose _____ is this/are these.”

Materials Required

A prepared deck of cards as follows

8 each of drawings of shoes, socks, T-shirt, trousers, coat, hat, gloves, sweater, each set on a different colour card. Cards should be about playing card size.

Preparation

Prepare materials as above.

Procedure

1

Write title on the board.

“Mine/Yours/His”

2

Using a few of your own things, hold them up and say.

“This is my ______. Whose ______ is this?”

Elicit answers in the form.

“It is your ______.”

Go around the class and do a similar exercise with individual students.

“This is your ______. Whose ______ is this?”

“It is my _______”.

And then using one students object but asking another student.

“This is his/her _______. Whose _____ is this?”

“It is his/her ________”.

3

Write some examples on board.

In a different colour cross out the “my _______” and replace it with “mine”.

Make similar sentences using other pronouns.

4

Repeat 2 but using new sentence forms.

5.

Show the class the cards.

Draw the clothing items, one at a time on the board along with their words.

Drill the words.

6

Give each group five cards.

Put these instructions on the board.

You want as many clothes of the same colour as you can get.

Each group choose a leader.

Each group choose a colour.

Leaders. You must go to other groups and ask questions

Do you have a ______?

Groups if you have one you must give it to the student who asked you.

Demonstrate the activity by asking some groups.

“Do you have a red T-shirt?”

“Do you have blue shoes?” etc

7

Play game for two minutes.

Leaders give all their cards back to their group.

Groups choose a new leader and play again.

8.

Ask each group in turn what colour they chose and how many items they have.

9.

EXTENSION ACTIVITY

Take a card from one of the groups.

Ask “Whose ______ is this?”

Elicit answers in all forms.

Notes

None