Lesson Plan:Inventions

Lesson Level:     Senior                   Duration:  45

Lesson Title:     Inventions

Grammar and Vocabulary

Lesson Objectives

Students will engage in a variety of discussions concerning good and bad inventions. 

Materials Required

Practical Oral English Senior 2 Spring Term

Worksheet showing a selection of crazy inventions. (1 per group)

(These can be taken from www.totallyabsurd.com)

Preparation

Prepare the worksheet and, if the book is not available to the students, a second sheet summarising the contents of Unit 12¹  

Procedure

1

Put students into groups of four.

Put “Inventions” on the board.

Elicit the meaning of “invention” and the difference between that and “discovery”.

2

Open books to Unit 12. (Or hand out the summary.)

Check words for the pictured inventions.

Read the associated text.

Tell groups that they must decide which of the inventions pictured has been the most important to society.

Groups discuss the question.

Feedback. 

3

(If book is available)

Look at the picture on page 68. (Head band remote control holder.)

Read the associated text.

Elicit opinions.

(Note this can be skipped if book not available.)

4

Give these instructions.

I will give you eight pictures of crazy inventions.

In your groups answer these questions.

What is the purpose of each invention?

Does it solve a real problem or not?

How is it supposed to work?

Do you think it is a good idea or not?

5.

Monitor and assist.

Feedback from groups.

6

Give these instructions.

Each group.

Design your own invention. It can be as crazy as you like.

You can draw a picture or write a description.

Think about these questions as you work

What is your invention supposed to do?

How does it work?

Why is it a good invention?

7.

Monitor during the task and feedback from the best groups.

Notes

1. The content required from the book consists of this text and associated pictures of an aeroplane, lightbulb, compass, tap, oven, camera, telephone, shower, fridge and laptop computer.

“Over the years there have been many amazing inventions. Some of these include the motor car, aeroplane, spaceship, light bulb, TV, radio, camera, compass and the wheel. People set about making discoveries and inventing new products all the time. Some are good inventions, some are not so good. An invention, if good is then made into a product that can be sold. Now and then a very good invention is created such as the light bulb and the computer. Inventions make our lives convenient. “ 

Lesson Plan: Farm Animals

Lesson Level:  Junior                      Duration:  45

Lesson Title:     Farm Animals

Grammar and Vocabulary

 Sheep/Lamb, Pig/Piglet, Horse/Foal. Goose/Gosling, Goat/Kid, Cow/Calf, Dog/Puppy, Duck/Duckling

Other animal words that come up in class.

Sentence patterns.

We can see a _____ on a farm but we can’t see a ______.

Sentences to identify differences between two pictures.

Lesson Objectives

 Students will learn the names of baby animals and be able to form sentences to describe differences between two pictures.

Materials Required

Enough of each of these to give one per two students.

A pair of “spot the difference” farm pictures. (These can easily be found on the internet.

This table. (Note: <<ANIMAL>> should be replaced with small pictures of the animals.

<<SHEEP>>	<<PIG>>	<<HORSE>>	<<GOOSE>>	<<GOAT>>	<<COW>>	<<DOG>>	<<DUCK>>
a	b	c	d	e	f	g	h
Pig	Goose	Cow	Duck	Dog	Goat	Horse	Sheep
A	B	C	D	E	F	G	H
Gosling	Lamb	Foal	Kid	Piglet	Duckling	Puppy	Calf
1	2	3	4	5	6	7	8

 Preparation

Prepare the materials.

Procedure

1

Write Farm Animals on board.

Explain that some animals live on farms, some are pets and live in our homes and some are wild animals.

2

Put students into groups of four.

Tell students to write down five animals that are found on a farm and five that are not found on a farm.

While they do that put headings on board.

ON A FARM, NOT ON A FARM

3

Get feedback from groups. Go to each group in turn and get one animal for each heading. Write the lists on the board.¹

4

Put a sample sentence on the board.

On a farm we can see sheep but be can’t see monkeys.

Point out that we need to use the plural forms. Check that correct plurals are known for sheep and any other irregulars that have come up from the students.

5.

Elicit sentences in this form from six to ten students.

6

Hand out the spot the difference pictures.

Explain that you want them to write sentences about the differences. Write a sample sentence on the board.

e.g. On the first farm there are three pigs but on the second farm there are only two pigs.

Allow five minutes. Monitor and assist.

Elicit sentences from the class.

7

Hand out the table. Students must match the pictures to the names and to the babies. They can write their answers in the form aH2.

Allow five minutes.

Monitor and assist.

Elicit the answers and repeat them and write them on the board. Write the actual words NOT just the key.

8.

Check understanding by asking some of the students, “What is a baby ____ called.”

Notes

With a large class the later groups could have problems thinking up additional animals found on a farm Be flexible in accepting answers or simply allow them to provide only a non-farm animal.

Lesson Plan: America

Lesson Level:    Senior                    Duration:  45 Minutes

Lesson Title:     America

Grammar and Vocabulary

Names of various tourist attractions and places in America

 .

Lesson Objectives

 Students will answer questions in a quiz about America, and discuss various aspects of visiting America.

Materials Required

This lesson is designed to use the Practical Oral English: Senior 2 Spring Semester textbook. See note 1 for how to work without it. 

Preparation

Ensure students have access to books. They may share but every student needs to be able to see it,

 Procedure

1  Write lesson title “America” on the board.

Explain that the title in the book is “Land of Diversity”

Put students into groups of four. Ensure they each group has a pen and paper.

2 Read the introduction to Unit 9 to the class.

Give students two minutes to discuss and respond to the question. “Do you agree or disagree with this introduction? Do you think it is a fair description of America? Why?

Monitor and assist during the discussion.

Get feedback from 4 to 6 groups. 

3

Tell students we will now do a quiz about America. There are ten questions. They must discuss them and write down the answers.

Read the following questions out slowly and clearly, leaving about half a minute between them for students to discuss and answer.

i/ How many states are there in the USA? (    50)

ii/ On which date do Americans celebrate Independence Day      (4^th July)

iii/ Who is the current US president?      (Donald Trump, as at May 2018)

iv/ Who was the first American President?      (George Washington)

v/ Who was the first man to walk on the moon?    (Neil Armstrong)

vi/   What is the official home of the United States president?                                  (The White House)

vii/ What is the capital city of the USA?                    (Washington DC)

viii/ In which city can you find the Empire State Building?       (New York)

ix/ How many stripes are there on the American flag?      (13)

x/   Which explorer discovered America?   

(Christopher Columbus but accept Lief Erikson)

4  Read questions again and elicit answers. Students mark own quiz.

Check scores.

5.

Students read the dialogue on page 48 and identify which pictures are places that are mentioned.

Get two students to read it aloud and check understanding.

Elicit the locations of the other three pictures. (Niagara, Las Vegas and New York Statue of Liberty)

6

Identify the pictures on page 51. (Barack Obama, Independence Day (movie) and Moon Landing)

Tell groups to discuss the three questions on page 51.

Monitor and assist.

7

Obtain feedback from groups with most interesting answers.

Notes

If the book is not available the materials may be reconstructed and printed as follows

Introduction Text

People from all over the world are diverse. Diversity is being different. This means people from all over the world are very different. It is good to be different. This defines us as individuals.

Countries are all different in many ways. This unit will focus on the USA because it is very diverse. In America, diversity is valued. People are accepted for who they are and are not judge by the colour of their skin. Severe punishment is given to those who are found to be racist. Many people like to apply for citizenship and move to America to make a life there because of the freedom and acceptance.

Dialogue

Andrew: Hi Mark, it's me Andrew.

Mark: Hi Andrew, how's touring America going?

Andrew: Oh wow, it's amazing. You should be here.

Mark: Yes, I can imagine. I wish I was there to. Where are you now?

Andrew: At the moment I am in California. It's so beautiful here.

Mark: What have you been doing in California?

Andrew:  I have been to Disneyland. That was fantastic. So fantastic.

Mark: Really?

Andrew: I have also seen the Golden Gate Bridge in San Francisco. It’s

huge.

Mark: Wow. Sounds fantastic. What are you doing there now?

Andrew: Now I am relaxing with a few people on the beach in L.A

Mark: Lucky you. I wish I was on the beach right now.

Andrew: Oh sorry to hear that. You must come out here. I'm here for

another month. Can you take a few weeks off work to join me?

Mark: I am not sure, I will ask my boss and let you know in the next few

days. Have fun. Hope to see you soon. Bye.

Pictures required

Niagara, Golden Gate Bridge, Hollywood sign, Statue of Liberty, Las Vegas, Disneyland

Barack Obama, A still from Independence Day, The moon landing. 

Discussion Questions

Which famous American would you like to meet? Why?
Which American movie do you like best? Why
Can you think of an event in American history? Why is it important?