Lesson Plan: Advertising

Lesson Level:   Junior                     Duration:  45 minutes

Lesson Title:     Advertising

Grammar and Vocabulary

Words from advertising.

Lesson Objectives

Students will be able to locate key information in a (simplified) advert.

Students will be able to talk about and create their own advertising. 

Materials Required

 Worksheet showing a number of greatly simplified adverts (selling things, services, lost and found, businesses and so on.

Set of cards with suggestions for creating an advert.

Ball for ball toss activity.

Preparation

Prepare enough worksheets to give to one to each group of students.

Prepare a card for each group to show what the must write an advert for and an extra one to use as an example.

Procedure

1 Write “Advert” on the board. Elicit the meaning.

2 Put students into groups of four.

Give each group a copy of the worksheet.

3 Give students five minutes to read and find any words they don’t know.

Go through any vocabulary on the board. 

4 Toss ball and ask questions.

e.g. What number should I ring to…  

5. Take one of the prepared cards and copy it to the board. Use the information to create an advert on the board as an example.

.

6 Give a card to each group. Groups write their own adverts based on the card and the examples

7  Get several groups to read adverts to the class.

8. Get a student to stand up. Choose an advert. Act out ringing up for the advert. Get students to do the same in pairs.

Notes

For Sale New Bicycle Very Good Condition Sixth Months Old £30 Telephone 0191 623 524	GRAND CLOSING DOWN SALE SIMPSONS CLOTHES SHOP LOTS OF GREAT BARGAINS !!!!!! 27, High Street	Does your Garden need a makeover? Call John Jones Excellent Gardener and Builder 25 Years Experience 0191 987 456
LOST DOG Poodle lost in this area on Friday Wearing a collar and ID disc Answers to name of Trixie If found please call 0191 123 963	FOUND ! Wallet containing money and credit cards. Found Wednesday evening in Bird Road. If this is yours call with proof of ID. 0191 667 886	For Sale Large collection of books. More than 1000 items. £50 for entire collection. Will split and sell separately if required. 0191 579 975
HOUSE AND OFFICE CLEANING SERVICES Any size of premises professionally cleaned. Carpets, curtains, furniture, windows. PAT AND PAULA CLEANING Call 0191 098 987	BROWN’S RESTAURANT English and Italian food. Top quality meals at great prices. 25 March Lane Call for a reservation. 0191 147 148	Saturday Market Over 100 stalls Everything you want to buy Food Clothes Books Kitchen ware EVERYTHING Bull Street 9:00 to 18:00 Every Saturday

For cards:

Sale: Computer

Sale: Car

Chinese Restaurant

Indian Restaurant

Book shop

Television Shop

Lost Watch

Lost Cat

Found Watch

Found Necklace

Fruit Market

English Language School

Chinese Lessons

Sale: Clock

Sale: Paintings

Sale: Iphone

English Restaurant

Lesson Plan: Body Language

Lesson Level:   Senior                     Duration:  45 Minutes

Lesson Title:     Body Language

Grammar and Vocabulary

Words representing emotions

Dialogues for social situations.

Lesson Objectives

Students will be able to express a range of emotions through words and body language.

Students will be able to create dialogues (and discuss associated body language) for various situations.

Materials Required

Worksheet showing silhouettes for various examples of body language.

Practical Oral English Senior 1 Term 2. (Note this section of the lesson can be omitted.)

Preparation

 Prepare enough worksheets to give one per group of four students.

Procedure

1 Put class into eight groups.

   Give some examples of emotion words. (Angry, happy)

   Give groups two minutes to write as many words about emotions as they can.

   While students do that divide the board into eight numbered columns.

2 Get one student from each group to come and write their words on the board.

   Check the answers - two points for a good word correctly spelled, one point if spelling is wrong,

no points if not an emotion words.

3 Regroup the students into groups of four. Give each group a copy of the body language pictures

 and reference to the pictures in the book.

   Tell groups to choose words from the boards to describe each picture. Feedback. 

4 If possible put two chairs at front of class and put on an old dirty T-shirt or coat. Get a student to come to the front to interview you for a job. In the job interview do all the following.

Slouch

Don’t shake hands

Look around the room

Sit with legs crossed. leaning back

Chew

Scratch

Fold your arms

Wave arms

5. Get groups to identify the mistakes. Feedback.

6  Get groups to think of other situations where body language is important and (if time) create a dialogue/ performance sowing bad body language in one of the situations.

Feedback with student volunteers to show their performances.

Notes

Lesson Plan: A Taste of English Humour (Slightly Simpler Version)

Lesson Plan : A Taste of English Humour (Slightly Simpler Version)

Lesson Level:       Senior                 Duration:  45

Lesson Title:     A Taste of British Humour

Grammar and Vocabulary

Words for discussion of humour .

Lesson Objectives

 Students will be able to read and understand jokes (words and pictures) and explain why they think (or don’t think) that they are funny.

Materials Required

Worksheet showing six humourous pictures. (Or pictures from unit 12 Practical Oral English, Senior 1, Spring Term)

Worksheet showing simple jokes with punchlines mixed up.

Preparation

Print enough copies of the worksheet to give one per group of four  

Procedure

1 Write “A Taste of English Humour on the board.

Elicit what we mean by “humour” and “joke”.

Ask class if they think English humour is the same as Chinese humour.

Elicit several answers.

2 Put class into groups of four.

Tell class that you will now tell them two jokes.

For each one they must decide

Is it funny?

Why is it (or isn’t it) funny?

Then they must choose the one they think is funniest.

(Optionally gve students written copies of the three jokes.)

Elicit from groups which they have chosen and what makes it funny. (See notes below.)

3 Tell these three (or three others) jokes.

a) Two men go camping. In the middle of the night one man wakes the other. He says,

“Look at the stars. Tell me what you think.”

The other man says,

“Well, there are millions of stars. Some of them must have planets around them. Some of those planets must be like Earth and some of those must have life. So I think that we are not alone in the Universe.”

Some time passes and then the second man asks the first,

“So, when you look at the stars, what do YOU think.”
The first man answers

“I think someone stole our tents.

b) Two men are talking. The first man says to the second,

“Why do you look so sad?”

His friend answers

“It’s like this. Every time I take a girl home to meet my parents my mother hates her so we break up.”

The first man answers

“What you should do is find a girl who is just like your mother. Then your mother will be happy.”
A month later they meet again. He asks,

“Did you find a girl like your mother?”

The other replies.

“Yes. She looks like my mother. Sounds like my mother. Cooks like my mother and is just like my mother.”

“So why do you still look so unhappy?”

“My father doesn’t like her.”

4 Elicit and discuss answers.

5. Give out picture worksheets.

Tell groups that they should discuss the pictures and put them in order - funniest to least funny.

After five minutes elicit some answers for which they think is funniest and why.

6 Give out jokes worksheet.

   Tell students to match the set ups to the punch-lines.

    Elicit and explain the answers.

7 Extension task.

Get each group to write a new joke. Monitor the writing. Have the best groups stand up to tell their joke,

Notes

1. You will need six humourous pictures, These can be found on the internet.

2. Set ups

What did the balloon teacher say to the balloon  boy who brought a pin to the balloon school?

What do you sing at a snowman’s birthday party?

Why is a broken drum the greatest present?

What do you get if a sheep and a kangaroo have a baby?

What is orange and sounds like a parrot?

What do you call  bears with no ears?

What do you call a gorilla with no ears?

Punchlines:

Freeze a jolly good fellow.

You have let me down, let yourself down and let the whole school down.

You can’t beat it.

A little woolly jumper.

Anything you like, he can’t hear you.

A carrot.

B

Lesson Plan : A Taste of English Humour

Lesson Level:       Senior                 Duration:  45

Lesson Title:     A Taste of British Humour

Grammar and Vocabulary

Words for discussion of humour .

Lesson Objectives

 Students will be able to read and understand jokes (words and pictures) and explain why they think (or don’t think) that they are funny.

Materials Required

Worksheet showing six humourous pictures. (Or pictures from unit 12 Practical Oral English, Senior 1, Spring Term)

Worksheet showing simple jokes with punchlines mixed up.

Preparation

Print enough copies of the worksheet to give one per group of four  

Procedure

1 Write “A Taste of English Humour on the board.

Elicit what we mean by “humour” and “joke”.

Ask class if they think English humour is the same as Chinese humour.

Elicit several answers.

2 Put class into groups of four.

Tell class that you will now tell them three jokes.

For each one they must decide

Is it funny?

Why is it (or isn’t it) funny?

Then they must choose the one they think is funniest.

(Optionally gve students written copies of the three jokes.)

Elicit from groups which they have chosen and what makes it funny. (See notes below.)

3 Tell these three (or three others) jokes.

a) Sherlock Holmes and Doctor Watson go camping. During the night Holmes wakes up Watson and asks. “Watson, look at the stars and tell me what you deduce.” Watson doesn’t like the way that his friend always seems so much cleverer than he is so he thinks carefully. After a time he says, “Well, Holmes, there are millions of stars in the sky and with so many stars some of them must have planets and some of those planets, With so many planets some of them must be like Earth and if that is true then some of those planets will have life like Earth. So I deduce that we are not alone in the Universe.” There is silence for a few minutes and then Watson asks, “What do you deduce, Holmes.” And Holmes says, “I deduce that someone has stolen our tent.”

(The humour here relies on the fact that Watson tries to be very clever but misunderstands Holmes very simple question. As always Watson has missed the most important thing.)

b) Two thirty-five year old men are sitting in the cafe together, They are good friends. One of them asks the other why he looks so sad. His friend says, “It’s because of my parents. I am thirty-five and never got married because every time I meet a girl I like, I take her to meet my parents. The trouble is that my mother never likes any of them so I break up with them, I don’t think I will ever find a girl my mother likes.”

His friend says, “You should find a girl who is just like your mother, then she will like her.”

A few weeks later they meet again.

The first friend asks if he found a girl like his mother. He says that he did, that he found a girl who was just like his mother. He took her home and and his mother thought she was wonderful. His friend says “Then why do you still look so sad,”

He says, “Now my father doesn’t like her.”

(The humour here is because the father doesn’t like someone who is just like the mother so maybe he doesn’t like the mother either,)

c)  A young man goes to work at a supermarket. On his first day the manager greets him and hands him a brush. He tells the young man to start by sweeping the floor clean. The young man looks at brush and says

“I don’t understand. You have given me a brush but I studied Business Management at University for three years.”

The manager says

“Oh, I’m sorry. I didn’t realise that you had studied business management. Here, give me the brush and I’ll show you how to do it.”

(The humour is because the young man thinks that his studies have made him too important to clean the floor but the manager thinks that study is no good without experience.) 

4 Elicit and discuss answers. 

5. Give out picture worksheets.

Tell groups that they should discuss the pictures and put them in order - funniest to least funny.

After five minutes elicit some answers for which they think is funniest and why.

6 Give out jokes worksheet.

   Tell students to match the set ups to the punch-lines.

    Elicit and explain the answers.

7 Extension task.

Get each group to write a new joke. Monitor the writing. Have the best groups stand up to tell their joke,

Notes

1. You will need six humourous pictures, These can be found on the internet.

2. Set ups

What did the balloon teacher say to the balloon  boy who brought a pin to the balloon school?

What do you sing at a snowman’s birthday party?

Why is a broken drum the greatest present?

What do you get if a sheep and a kangaroo have a baby?

What is orange and sounds like a parrot?

What do you call  bears with no ears?

What do you call a gorilla with no ears?

Punchlines:

Freeze a jolly good fellow.

You have let me down, let yourself down and let the whole school down.

You can’t beat it.

A little woolly jumper.

Anything you like, he can’t hear you.

A carrot.

B