Lesson Plan: Making the News

Lesson Level: Senior                        Duration:  45 Minutes

Lesson Title:     Making the News

Note: This lesson replaces the “Making the News” lesson in Practical Oral English Senior 2 Autumn Term book.

Grammar and Vocabulary

Journalist, interview, breaking news, publish, scoop, story.

Lesson Objectives

 Students will be able to give and conduct interviews and repeat facts in a journalistic style.

Materials Required

Two sets of handouts - Crime story in pictures to be correctly sequenced and role cards for role play.

Preparation

Prepare enough copies of handouts to give one per group of four students. 

Procedure

1

Write “Making the News” on the board and elicit the meaning.

Tell students that the lesson ISN’T the one in the book but they can use the book to help them with words and phrases.

Check understanding of journalist, interview, breaking news, publish, story & scoop. 

2

Put students into groups of four (five can be used for some groups if class size wrong).

Show the first handout and give instructions.

This is a story about a crime.

There are nine pictures. They are not in the right order

Try to put the pictures into the correct order to make the story. 

You have only three minutes,

3

Give the first handout.

Monitor and assist as necessary.

At end of three minutes ask class for correct sequence and write on the board. 

(E, C, F, A, I, D, H, B, G)

Go through the story with the class.

E. Early one morning a hairdresser was with a customer when she saw something suspicious through the window. Three men parked a car outside the bank. Two got out but the driver stayed in.

C. The two men who got out pulled masks over their faces and went into the bank.

F. The hairdresser called the police.

A. The police arrived and parked around the corner so that the driver wouldn’t see them.

I. The police went to the car and arrested the driver.

D. One policeman took the driver back to the police car. The other two policemen got into the car.

H. The robbers ran from the bank carrying bags of money.

B  When they got into the car they were arrested.

G. The journalists came and interviewed some of the people and the bank manager gave a reward to the hairdresser.

4

Tell the students that, still in their groups they will now practice being journalists.

Show the second handout.

Explain that in each group one person will be the journalist and the others are the hairdresser, one of the policemen, a passer-by (and for groups of five - the bank manager)

Write the roles on the board. Tell the groups to choose which character each student will be. (Ten seconds only)

Check that they have done it. 

5.

Tell them that the journalists must think of some questions for each of the other characters.

Each of the other characters must think about where they were, what they saw and what they did. 

6

Journalists interview each of the others and write down their answers.

7

Get feedback from students.

Ask journalists questions about what they asked and what they other students answered. Ask the other students more questions about what happened.

8.

Tell the students that now they must start to write the newspaper story.

Monitor and assist.

Get feedback from some of the groups.

Lesson Plan: Life In The Future

Lesson Level:   Senior                     Duration:  45 Minutes

Lesson Title:     Life In the Future

Grammar and Vocabulary

Use of “will”/”might”/”may for predicting future events.

Use of phrases indicating degrees of certainty.

Use of phrases to express agreement/ disagreement.

Lesson Objectives

Students will be able to express opinions about the likelihood of future events and express agreement or disagreement in discussions of future events. 

Materials Required

This lesson uses Practical Oral English Senior 2 Autumn

It can be delivered without reference to the book though the texts in Note 1 would need to be distributed to students.

Worksheet (see Note 2) 

Preparation

 Print worksheet (and text from book if necessary.)

Procedure

1 

Write “Life In The Future: Predictions” on the board.

Elicit the meaning of “prediction”. (Saying what you think will happen)

2

Refer students to page 25 of text book.

Read out the text from page 25/26. (First text only)

Ask three or four students if they think any of these predictions will come true and why.

3

Put students into groups of four to six.

Read the second text.

Write on board

Each group: Do you think any of Andrew Smith’s predictions will come true? Discuss them in your group. You must say why you agree or disagree.

Also write these phrases

I think / I don’t think / In my opinion / I agree / I disagree /

Monitor and assist in discussions. 

4

Tell class that sometimes predictions come true but sometimes they are very very wrong.

Give copies of worksheet to each group. EMPHASISE THAT THEY MUST NOT WRITE ON THEM 

5.

Write instructions for first task on board and check understanding.

Each group: Look at these famous wrong predictions. Check that you understand them. For each one choose one of the years when you think it was made.

Allow only a very short time for this task.

Get feedback and give correct answers.

6

Write instructions for second task.

Each group: Look at  the new predictions. Answer the questions about them.  

7

Check understanding and explain any new vocabulary.

Monitor and assist discussions.

Elicit feedback.

Extension task

Get each group to make their own prediction about the future. Ask groups to tell the class their predictions and ask other students if they agree or disagree with them.

Notes

1, Texts from the book.

First text:

Life in the future will be very different from today. Many people have different views on how the future will look. Some say that eventually we will all live on water because all the land will disappear under the sea. Some say we will all live on different planets because we will be able to fly to outer space easily. Some say that cars will be able to fly. Some say that robots will become intelligent and become part of society.

Whatever the future is, we can only use our imagination to try and foresee what the future will look like.

Second text:

Andrew Smith believes that many people will live on the moon in the very near future. He believes that people will be able to go to different planets for holidays. He also believes that there are other life forms in the solar system who will become apart of our society in the future.

2. Worksheet teacher copy

DO NOT WRITE ON THIS PAPER

Here are some predictions people have made about the future that were wrong.

Read the predictions. For each one when do you think it was made? (Which year?)

There is no reason anyone would want a computer in their home. (1977)

This ‘telephone’ cannot be a serious form of communication. It is of no use. (1876)

Heavier than air flying machines are impossible. (1895)

Nobody wants to hear actors talk. (1927)

Computers in the future may weigh as little as one and a half tons. (1949)

High speed travel is impossible because people wouldn’t be able to breathe and would die. (1830)

Television will never last. (1946)

Man will never land on the moon regardless of all future advances in science, (1957)

The world will end on Friday, Oct. 21 (2011)

Now look at these predictions and try to answer these questions for each one.

1.Do you think it will ever happen?

2.Why/ why not?

3.If you think it will happen, when do you think it will happen?

A.Time travel will become real.

B.America will have a female President.

C.Scientists will be able to create dinosaurs (like Jurassic park.)

D.A hotel will open on the moon.

E.Everybody in the world will speak Chinese.

F.Everybody in the world will speak English.

G.There will be a nuclear war.

H.Tigers will become extinct.

I.People will live to be 200 years old.

J.People will travel in flying cars.

DO NOT WRITE ON THIS PAPER

3. Worksheet Student Copy

DO NOT WRITE ON THIS PAPER

Here are some predictions people have made about the future that were wrong.

Read the predictions. For each one when do you think it was made? (Which year?)

There is no reason anyone would want a computer in their home.  

This ‘telephone’ cannot be a serious form of communication. It is of no use.  

Heavier than air flying machines are impossible.  

Nobody wants to hear actors talk.

Computers in the future may weigh as little as one and a half tons.

High speed travel is impossible because people wouldn’t be able to breathe and would die.

Television will never last.  

Man will never land on the moon regardless of all future advances in science,  

The world will end on Friday, Oct. 21

(1830, 1876, 1895, 1927, 146, 1949, 1957, 1977, 2011)

Now look at these predictions and try to answer these questions for each one.

1.Do you think it will ever happen?

2.Why/ why not?

3.If you think it will happen, when do you think it will happen?

A.Time travel will become real.

B.America will have a female President.

C.Scientists will be able to create dinosaurs (like Jurassic park.)

D.A hotel will open on the moon.

E.Everybody in the world will speak Chinese.

F.Everybody in the world will speak English.

G.There will be a nuclear war.

H.Tigers will become extinct.

I.People will live to be 200 years old.

J.People will travel in flying cars.

DO NOT WRITE ON THIS PAPER

Lesson Plan: A Quarter of A Million Pounds

Lesson Plan: A quarter of a million pounds (Alternate Version)

Lesson Level: Senior  Duration: 45 Minutes

Lesson Title: A quarter of a million pounds

Note - this is an alternate version of “The Million Pound Note” for students who have Practical Oral English Senior 2 Autumn textbook.

Grammar and Vocabulary

See book page 20.

Lesson Objectives

To promote discussion among students.

Materials Required

Practical Oral English Senior 2 Autumn textbook.

Preparation

None

Procedure

1 (5 Minutes/ 5 Minutes)

Put class into groups of six

Write “A quarter of a million pounds  (250,000)” on the board.

Explain that each group has been given A quarter of a million pounds pounds. Today’s lesson will be all about deciding how to spend it.

Explain that each group should keep a list of everything they buy and how much it all costs.

2 (10/15)

Refer groups to page 20. Groups must look at the list of items and make a list of everything they will buy along with costs. They must also keep a note of how much they have left.

(Stress that they have 250,000 not 100,000 as in the book.

Elicit feedback.

3 (10/25)

Tell the groups that any money they have left they can donate to charity.

Elicit types of charity - old people, young people, sick people, homeless people, disabled people etc

Refer students to pages 22 and 23

Explain the four charities shown.

Each student must choose a charity (either one shown or a different one) and decide how much money they will give.

They must tell their group which charity (or charities) they chose and how much they gave.

Elicit feedback.

5. (5/40)

Elicit from students how much money (if any) they have left.

Ask for ideas on how to spend it. Ask individual students for their ideas.

6. Extension Activity

Choose one or more of the following questions for group discussion and feedback.

Can you be happy if you are poor or do you need to be rich?

Do you think all rich people are happy?

Do you think rich people should help poor people?

Do you think rich people should HAVE TO help poor people?

Lesson Plan: Introduction-The New Teacher (Junior Vn)

Lesson Level:   Junior 1                     Duration:  45 minutes

Lesson Title:     The New Teacher

Grammar and Vocabulary

Question words

Lesson Objectives

To assess the levels of the new groups.

Materials Required

Ball for throwing.

Preparation

None

Procedure

1 Introduce myself to the class. Write my name on the board.

Put class into groups.

Write this question on the board “What is your favourite…?”

Ask some questions around the class.

Write these words on the board

Chilli, Monkey, England, Winter, Badminton, Black, Coffee, Rock music, Rainbow

Check meanings all understood.

Get groups to choose an answer and ask the question. 

2

Write “What…” and link it to the question already asked.

Elicit other question words and add them. 

3

Add these to the board. (Just the answers, not the questions)

60 , England, 9^th April,  Beethoven, to teach English

(How old are you? Where are you from? When is your Birthday? Who is your favourite composer? Why did you come to China?)

With each one add the appropriate question word.

4

Check meanings all understood.

Get groups to choose an answer and ask the question. 

5.

Tell groups they must now think of a new question to ask.

Monitor and assist the groups in the task. 

6

Students ask questions. (Use throw ball to select students.)

Correct question forms only where understanding is not clear.

Lesson Plan : Seasonal Activities

Lesson Level:  Junior 1                      Duration:  40 Minutes

Lesson Title:     Seasonal Activities

Grammar and Vocabulary

 Words and activities relating  to the Seasons

.Grammar for Making plans

“we will”/ “we can”

Lesson Objectives

 Students will be able to create a plan for a day out in one of the seasons using activity phrases learned during the lesson and using “will” and “can” for future and future possibilities.

Materials Required

Enough copies of dialogue to give one per group plus extras for students reading and teacher.

Preparation

Prepare dialogue copies.

Procedure

1

Write “Seasonal Activities” on board

Elicit and write the season names.

Ask several students what their favourite season is and what they do in that season.

2

Hand out the copies of the dialogue.¹

Choose a strong student to read the dialogue with you.

After the dialogue ask the students these questions.

Which season is Victor’s favourite? (He doesn’t have one)

What does he like to do in winter/summer/spring/autumn?

(walk in country/ swimming in the lake/ fly a kite/ don’t know)

What does Tracy like to do in Winter?

(walk in country/ picnic / help on Uncle’s farm/ make a snowman and snowballs and go skating or sledging)

3

Put class into 8 groups.

Divide board into eight columns.

Write column headings

(Spring, Summer, Autumn, Winter, Spring, Summer, Autumn, Winter, )

Allocate a season to each group.

Give two minutes for groups to make a list of things they can do in that season.

Give two minutes to write on board.

Check and correct answers. (2 points for a good answer correctly spelled, one point for a good answer incorrectly spelled, no points if it is a wrong answer or not something you can do in the group’s allocated season.

4Divide class into smaller groups. (Four students only)

Allocate each group a season.

Put these instructions on the board.

EACH GROUP

Plan a day out in your season.

Who will you spend the day with?

Where will you go?

What time will you go?

What will you do in the morning?

What will you do in the afternoon?

What will you do in the evening?

What will you do if the weather is bad.

Use

“we will”

“if the weather is bad we can”

YOU HAVE FIVE MINUTES

Monitor and ensure groups completing the task.

 5

Choose some groups to feedback to the class about their plans.

Notes

Tracy What's your favourite season?

Victor I don't think I have one. I like them all.

Tracy Why?

Victor Because there are so many different things to do in each one.

Tracy What do you do in spring?

Victor I like to go for long walks in the country.

Tracy Yes, me too. The trees and flowers are so beautiful in spring. What do you do in

 summer?

Victor I like to go swimming in the lake. What about you?

Tracy We always like to go out and have a picnic, with lots of great things to eat and drink.

Fruit, cakes, ice-cream, orange juice.

Victor In autumn, I like to fly kites. Do you?

Tracy Yes, and I visit my uncle's farm to help with the harvest. I help to get the fruit and

vegetables in from the fields.

Victor And in winter?

Tracy I  make snowballs and a snowman and I drink lots of hot drinks. If it's cold enough I go

skating or sledging on the lake.

Victor Yes, but what is your favourite?

Tracy I like all of them too.

Tracy What's your favourite season?

Victor I don't think I have one. I like them all.

Tracy Why?

Victor Because there are so many different things to do in each one.

Tracy What do you do in spring?

Victor I like to go for long walks in the country.

Tracy Yes, me too. The trees and flowers are so beautiful in spring. What do you do in

 summer?

Victor I like to go swimming in the lake. What about you?

Tracy We always like to go out and have a picnic, with lots of great things to eat and drink.

Fruit, cakes, ice-cream, orange juice.

Victor In autumn, I like to fly kites. Do you?

Tracy Yes, and I visit my uncle's farm to help with the harvest. I help to get the fruit and

vegetables in from the fields.

Victor And in winter?

Tracy I  make snowballs and a snowman and I drink lots of hot drinks. If it's cold enough I go

skating or sledging on the lake.

Victor Yes, but what is your favourite?

Tracy I like all of them too.