Note: This plan has some similarities to the World
Places plan and uses some of the same materials and activities.
Lesson Level: Grade 10 Duration 45 Minutes
Lesson Title: Cultural Relics
Grammar and Vocabulary
Names of famous places, discussion and phrases for
use in discussion, facts and opinions.
Lesson Objectives
To develop discussion skills and the expression of
facts and opinions. To be able to use appropriate phrasing for
opinions and facts.
Materials Required
Eight drawings or pictures of world monuments on
pieces of card approx six inches square.
Eight corresponding cards with the names of the
buildings.
(I use Eiffel Tower, Sydney Opera House, The
Pyramids, The Statue of Liberty, The Great Wall, The Taj Mahal, Big
Ben, The Statue of Christ in Rio)
16 magnets. (or other means of securing pictures
to board)
Sponge ball
Preparation
Prepare materials.
Procedure
1
Explain to class that lesson is about cultural
relics.
Elicit ideas about what “cultural” and “relic”
mean.
(Cultural – connected to a particular time and
place, specifically to a particular culture.
Relic – something left over from an earlier time
or an earlier culture, especially a culture that no longer exists.)
2
Toss the ball from student to student to elicit a
list of famous things you can see in the world. Write list at side of
board.
When you have about ten stop the activity.
3
Shuffle all the pictures/ names together and pin
to board in a 4x4 square. Along top write 1,2,3,4 and at side write
A,B,C,D
Use ball toss to choose students for activity.
Each student must choose two cards (eg. A1 and
C3). Turn them over and show class. If they match leave them showing,
ask student to say the name, ask whole class to say name.
If not turn them back.
Continue till all are showing.
4
Move the pictures to columns matching the pictures
to the names.
Throw ball from student to student asking what
they know about each place. (eg Where is it.)
5
Put students into groups. (4-6)
Groups must discuss and decide upon which, if any
of the images represent a cultural relic. (There are no wrong answers
but students must be prepared to explain their answers.)
Give five minutes to discuss their ideas. Monitor
and check as they are discussing.
6.
Get each group in turn to stand. Ask them for
their answers and their explanations.
7.
Elict the difference between a fact and an
opinion.
Write student ideas on the board. Give examples if
needed.
The Great Wall is thousands of miles long. (Fact)
The Great Wall is China's most important cultural
relic. (Opinion)
The Statue of Liberty was given to America by
France. (Fact)
The Statue of Liberty is very beautiful. (Opinion)
8
Write a selection of facts/opinions/lies on the
board.
- You can't kill yourself by holding your breath. (Fact)
- Cold weather is better than hot weather. (Opinion)
- Japan was hit by a severe earthquake and tsunami on 11 March 2011 (Fact)
- The strongest muscle is the tongue. (False: Depends what you mean by strongest, but generally not true)
- Everyone should get married. (Opinion)
- Americans eat enough pizza to cover a football pitch every day. (False – it's actually about eight football pitches.)
- A crocodile cannot stick out its tongue (Fact)
- The best country in the world is England. (Opinion)
- Bats are blind. (False)
Students must decide which are true/false/opinion
9
Elicit feedback from groups and give correct
answers.
Notes
Depending on how strong a class is, it is possible
for this lesson to run long. Steps 2 and 4 may be omitted to save
time and the last three fact/lie/opinion statements may be omitted.
To save a little time it is useful to have a
prepared poster with the statements from step 8 so that they do not
need to be written on the board.
