Lesson Plan: The Olympic Games

Lesson Level: Senior                       Duration:  45

Lesson Title:     Olympic Sports

Grammar and Vocabulary

 .Names of various sporting events

Lesson Objectives

 Students will develop vocabulary of sporting events

Students will discuss ideas for possible new sports and create a new sport

Students will present their new sports to the class

Materials Required

List of sports from most recent Olympic games 

Students will also need paper and pencils to develop ideas

Preparation

 None

Procedure

1 Introduce topic

Ask a few students for their favourite sports

Ask questions about Olympic games 

2 Put students into groups. The number of groups should be such that single members from all of them can simultaneously stand at board.

3 Tell students they have two minutes to write as many sports as they can that were in the most recent Olympics.

Scoring will be 2 points for a correctly spelled OLYMPIC sport

                        1 point only if not an OLYMPIC sport, wrong spelling or both

                        0 points if not a sport

While students create lists divide the board into columns (same number as groups)

When they have finished have a student from each group come and write words on board. Count up scored and applaud winners.

4 Explain about demonstration sports (2016 didn’t have any)

   Give examples   Kite flying    Baseball   Tenpin bowling

Ask for suggestions for sports that could be included.

5. Tell groups they must now invent a sport. Give an example (four team-football is a good one - played on a square pitch)

Sport must have a name, a description of how it is played, rules for how to win.

6 Groups invent own sports. Monitor and assist as necessary.

7 Choose some groups to explain their sports to the class. They can use the board for diagrams and class can ask questions about how the sport is played.

Lesson Plan: Computers and Society

Lesson Level: Senior 1                        Duration:  45 minutes

Lesson Title:    Computers and Society 

Grammar and Vocabulary

Words associated with computers.

Phrases and strategies for discussions. .

Lesson Objectives

Students will discuss and feed back on various issues related to computers in the modern world.

Materials Required

A set of question cards for each group plus one for the teacher. (See Notes) 

Preparation

Prepare enough sets of question  cards to give one set to each group. Groups should have four to six students.

Procedure

1

Introduce the topic.

Tell class today’s lesson is all about computers.

Ask some students if they use computers.

Ask how they use computers and when.

Ask how much time each day they spend on computers.

2

Tell class that for the next half an hour they will do all the work and you will just help.

Show a set of cards to the class.

Explain that each card has a different question about computers.

Each group will have a set.

They must look at ONLY ONE CARD at a time.

One student must turn the card and read the question.

Every student in the group must give their answer to the question AND SAY WHY it is their answer. 

Stress that these are all questions about opinions. THERE ARE NO RIGHT OR WRONG ANSWERS.

They must spend at least two minutes on EACH question!

3

Demonstrate with one question by giving own opinion and then ask several students their opinions.

Give each group a question set

4

Monitor and assist as groups discuss the topics. 

5.

When there are only ten minutes left stop the activity and go through as many questions as possible with the class, eliciting their opinions on the topics.

6

Collect all card sets back in.

Notes

Which things in the modern  world need computers to work?

Which everyday tasks can computers help us with?

Do you have a computer? hat do you use it for?

What is the best thing about computers?

What is the worst thing about computers?

Do you play computer games? Which is your favourite? Why?

What would life be like  for you if we didn’t have computers?

What would happen if all the computers in the world stopped working?

How easy is it to stay up to date with the latest technology?

Do we control computers or do they control us?

How do you think computer technology will change in the next twenty years?

How do you think computer technology will change in the next hundred years?

Do you ever get angry or frustrated because of  your computer?

Do you think people rely on computers too much?

Do you think parents should make sure that children don’t spend too much time using the computer?

Do you LIKE computers? Why?

Do you think computers will ever be able to think for themselves?

Most computers use a keyboard and screen now. Do you think that will change in the future?

What would you like computers to do that they can ’t do now.

Most films now use CGI  for the special effects. Do you think this makes the films better?

When did you first use a computer? How old do you think children should be when they first use computers?

Some people use computers to find a husband or wife? Is this a good idea?

Should computer games be introduced into the Olympics?

Will computers ever be more intelligent than people?

Lesson Plan: Detective for a Day

Lesson Level:         Senior               Duration:  45

Lesson Title:     Detective For A Day

Grammar and Vocabulary

Asking and answering questions

Detective, Alibi, Crime, Murder, Suspect, Witness, Victim

Lesson Objectives

Students will be able to ask and answer questions and use reason to determine who is telling the truth and who is lying.

Materials Required

Cards for game. See Notes.

A cut out picture of Sherlock Holmes and a cut out picture of a robber.

Preparation

Prepare Materials

Procedure

1 Write “Detective For a Day” on the board and elicit meaning. Give page reference.for Practical Oral English S2 Autumn if using it.

2 Put Holmes cut out at top left of board and robber cut out at top right. Draw a line between them. Play several games of Hangman variant with words  from vocabulary list above.

Move Holmes closer to criminal for every CORRECT letter. Arrange it so that Holmes will reach the criminal when last letter correct.

For each word check understanding.

3

Put class into groups of SIX. (If a group needs to be only five because of class numbers withhold one of the suspect cards in next instruction. If a group needs to be seven, allocate TWO detectives)

4

Write these instructions on the board.

Last night William Trent was murdered.

At 5:30 p.m. he was in the library when someone shot him.

Everyone in the house ran to the library but he was already dead.

The gun was on the floor near to the body.

There were five people in the house and one of them is the MURDERER.

Five of your group will be suspects. One will be the Detective

You have a card giving your name and some information.

DON’T show your card to ANYONE.

DETECTIVE ask questions. Take notes.

Everyone else answer the questions. You must tell the truth if it is on your card.

MURDERER - You can say anything but remember you don’t want to be caught.

You have finished when the Detective thinks he knows who the murderer is.

5.  Feedback from groups. 

6 Extension task.

Write SHERLOCK HOLMES on board.

Give students two minutes (or however long available) to make as many words as they can using just these letters.

Feedback results.

Notes Here are the card texts.

Name:       Robin Trent

Position:     William Trent’s Son/Daughter

Alibi:        You were taking a shower in your bathroom when the shot was heard.

Other Information:   You put on your dressing gown and ran downstairs where you met your cousin Ashley Trent in the hall. You went into the library together and found the body.

Now that William Trent is dead you will get all of his money.

Name:   Terry Trent

Position:  William Trent’s Nephew/Niece, Ashley Trent’s brother/sister

Alibi:   You were in the garden taking a walk

Other Information:   You heard a shot from the library and ran back to the house. You entered the library through the windows and met Robin Trent and Ashley Trent. You thought you saw someone run from the window but don’t know who it was.

Earlier you asked William Trent to lend you $1000 but he said no.

Name:   Ashley Trent

Position:   William Trent’s Nephew/Niece,Terry Trent’s brother/sister

Alibi:   You were sitting in the dining room reading the newspaper.

Other Information:   You heard the shot and ran out into the hall where you met your cousin Robin who was wearing a dressing gown.

Your brother/ sister Terry owes you money which he wanted to borrow from his uncle to pay you back.

Name:   Gerry Black

Position:   Cook

Alibi:   You were in the kitchen preparing dinner. Through the window you saw Ashley Trent in the garden.

Other Information:   Earlier today you heard William Trent arguing with someone and telling them they must leave but you don’t know who it was.

When you heard the shot you came quickly . Everyone else was already in the library.

William was always complaining about your food and had said he wasn’t paying you this month.

Name:   Taylor Harris

Position:   The Gardener

Alibi:   NONE: You are the MURDERER

You killed William because he had fired you earlier in the day and told you you must leave tomorrow morning.   

YOU CAN SAY ANYTHING YOU LIKE WHEN THE DETECTIVE ASKS YOU QUESTIONS.

(Really you went into the library and shot William Trent then, dropped the gun and ran out quickly through the window, You then came in through the front door to the room where everybody else had found the body.)

Detective

Here are some questions you can ask.

What is your name?

What was your relationship with the dead man?

Where were you when the murder took place?

What did you do then?

Did you see anyone else?

YOU CAN ASK ANY OTHER QUESTIONS YOU CAN THINK OF.

Alternate Card Set

Your name is  Robin

William was your father

You were taking a shower in the bathroom when you heard a shot

You put on a dressing gown and ran downstairs. In the hall you met your cousin Alex. You went into the library together. You found your father dead. There was a gun on the floor.

Now that your father is dead you will get all of his money.

Your name is  Alex

William was your uncle

You were in the dining room reading the newspaper when you heard a shot

You went out into the hall where you met your cousin Robin who was wearing a dressing gown. You went into the library together. You found your uncle dead. There was a gun on the floor.

Glen owes you money. He wanted to borrow from your uncle to pay you back.

Your name is Glen

William was your uncle

You were in the garden taking a walk when you heard a shot from the house. You saw no one in the garden but thought you saw someone run from the house. You didn’t see who it was.

You went into the library through the window and met Robin and Alex

You wanted to borrow $1000 from your uncle but he said no.

Your name is Lee

You are the cook

You were in the kitchen preparing dinner when you heard a shot. You could see Glen through the window. He was taking a walk in the garden.

You ran to the library. Everyone was already there. William was dead on the floor.

William was always complaining about your food and had said you wouldn’t be paid this month.

Your name is Sam

You are the Gardener

You are The MURDERER !!!

You can say anything when the detective asks you a question.

You killed WIlliam because he fired you. Then you dropped the gun and ran out through the window. You came back through the front door and joined the others in the library,

Your name is SHERLOCK HOLMES

You are

the DETECTIVE

Lesson Plan: Heroes

Lesson Level:     Senior 1                  Duration:  45

Lesson Title:     Modern Heroes

Grammar and Vocabulary

Words for positive/negative qualiteis in people - arising from class discussions

.

Lesson Objectives

 Students will share information about words that represent positive and negative qualities (e.g. helpful/generous and angry/unfriendly)

Students will be able to debate and defend their opinions.

Materials Required

Practical Oral English Senior 1 Autumn Term Unit 8

(Note - required texts in Note 1 below)

Preparation

Ensure students all have access to the required texts.

Procedure

1

Put students into groups of six.

Explain that today’s lesson is about what qualities make someone a good man or a hero. Explain “quality”. Explain that we are NOT Talking about superheroes. Give 2 examples of each (helpful/generous/angry/unfriendly)

2

Tell students in odd numbered groups to make a list of positive qualities and in even numbered groups to make a list of negative qualities.

3

While students do this divide the board into as many columns as is practical.

After two minutes get one student from each group to come and write words on the board.

Check scores 2 points for a good word correctly spelled, 1 point for a good word but in correct spelling, 0 for an in correct word.

Clear all except the winners in each category.

4

Refer students to texts (page 39 or on handout.)

Tell groups to read the texts and choose three words from the board to describe each person.

Get feedback from each group. Check if other groups agree. 

5.

Ask class what KIND of person can be a hero?

Try to elicit these words

Sportsman, Actor, Musician, Politician, Humanitarian, Someone you know, Other

(Accept other suggestions)

Write all suggestions on board. Explain any unfamiliar words (eg Humanitarian)

6

Tell groups that EVERY student must write down the name of someone they think is a hero. (Note - They CAN write it in Chinese if it is a Chinese person. Tell students that for this it doesn’t matter if they are not sure of the spelling.)

7

When everyone has a name tell groups that each student must tell the group who they chose and why. When all students have done this the group must choose ONE of the suggestions. They can discuss the choices and decide on an answer.

8.

Get answers from each group and write them on the board.

9. (If time)

Tell each group to look at the list of names on the board and discuss them and choose which one of them is most deserving of being called a “hero”.

Get feedback from groups.

Notes

The relevant text from the text book is as follows.

Joanna is always busy. She works hard to help others. Every day she walks to school with her friends. On the way she stops at the shop to collect a newspaper for her teacher. After school, she stops at her Auntie's house to take her dog for a walk. When she gets home she then helps her mum to cook dinner for her family.

Alex loves football. He plays football all the time. He plays football every day after school and devotes all of his spare time on practising. His mum sometimes asks him to help her with dinner, but he says no because he wants to play football.

James loves to play basketball. He is not very good at it, however he plays it every day so that he improves and becomes a good player. Each day his team loses because of him, but he won't give up. As a matter of fact, he does not lose heart because he wants to succeed no matter how long it takes him.

Adele is rich. She likes to support lots of charities and often gives money to the poor. She also likes to help her family and friends and often gives them money.

June got in trouble with her parents and was not allowed to play with her friends after dinner because she stole her brother's favourite car and hid it. Her brother was very sad because he couldn't find his car.