Lesson Plan: The Million Pound Note

Lesson Level: Senior 1 Duration: 40 Minutes

Lesson Title: The Million Pound Bank Note¹

Grammar and Vocabulary

See shopping lists (notes 2 and 3) for vocabulary items .

Lesson Objectives

To promote discussion among students.

Materials Required

Two shopping lists (with pictures if possible.) See notes.

Descriptions of three charities.

Preparation

Create a shopping list of very expensive clothes items². Pictures may be added if available.

Create a second shopping list of other very expensive items^3. Pictures may be added if available.

Prepare descriptions of three charities⁴.

Procedure

1 (5 Minutes/ 5 Minutes)

Put class into groups of four

Write “The Million Pound Note” on the board.

Explain that each student has been given one million pounds. Todays lesson will be all about deciding how to spend it.

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

2 (10/15)

Explain that first they must choose some clothes. Give a shopping list that shows variously priced clothes. Very high priced clothes must be included. If pictures are available, that will be better.

Tell them to each choose the clothes they would like and tell their group. They should explain why they chose the ones they did.

Elicit feedback.

3 (10/25)

Explain that now they must each choose a car, a home, a holiday and a boat to buy.

Give the second list.

Tell them to choose from the list and tell their group why they chose the items they did.

Elicit feedback.

4 (10/35)

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

Give three descriptions of charities to the students.

Each student must choose a charity and decide how much money they will give.

They must tell their group which charity 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.

Notes

1. This lesson can be used free-standing or in conjunction with New Senior English For China Student's Book 3 Unit 3.

2. Shopping list for clothes.

Mans suit £5,000.00

A Ladies Dress £7,000.00

Ladies Shoes £3,000.00

Men's Shoes £2,500.00

A Ladies Suit £2,500.00

A man's Suit £8,000.00

Men's Shoes £2,000.00

Men's Trainers £1,500.00

Ladies Trainers £6,000.00

A Ladies Dress £4,000.00

Ladies Shoes £3,500.00

A Man's Suit and Jacket £9,000.00

A Man's Suit £10,000.00

3 Shopping list for other items

£200,000.00 Sports Car

£10,000.00 Eco Car

£15,000.00 Family Car

£2,000.00 Old Car

£900,000.00 Villa

£350,000.00 Bungalow

£600,000.00 Cottage

£200,000.00 2 bedroom apartment

£10,000.00 World Cruise

£5,000.00 Trip to Europe

£7,000.00 Trip to Australia

£1,000.00 Trip to Beijing

£900,000.00 Yacht

£500,000.00 Fishing Boat

£2,000.00 Rowing Boat

£1,000.00 Dinghy

4.

A charity to raise money for sick and injured animals.

A charity to help children of poor families receive an education.

A charity to help raise money for local projects in your home town.

5. ALTERNATE PLAN

I have found that sometimes this lesson doesn't go as well as hoped so if I think a class might not like it, or might struggle, I have an alternate version.

I give all the things they can buy together  and let them have ten minutes to consider. As they do this I go round and ask questions. "Which car do you want?/Why?" etc. Then I do a vocabulary check with Sports Car/Eco Car/Family Car/Villa/Bungalow/Cottage/Yacht/Dinghy" which are the words they are most likely not to know. (Practise pronunciation for "yacht").

Then I ask each of the questions "Which clothes/shoes/house/car/holiday/boat" would you like?" and "Why?" once only - choosing a different student for each one.

The follow up activity is then to write on the board:

Do you think someone can be poor but happy or do you need to be rich?

Do you think that all rich people are happy?

Should rich people use their money to help poor people.

And get groups to discuss the questions. I monitor by going around and joining each group in turn, where I always take the opposite view to whatever the students think.

At the end I ask some of the students to stand up and share their answers with the class.

* Original lesson concept Carole Daley. Adapted by Bob Hale.

Lesson Plan: Under The Sea

Lesson Level: Junior 2 Duration: 40 Minutes

Lesson Title: Under The Sea

Grammar and Vocabulary

Names of various creatures that live under the sea

+

seaside, snorkel, dive, tide, shore, shallow, seaweed, eels, turtle, grey, shark, sharp, depth

.

Lesson Objectives

To develop vocabulary

To be able to read a text with unfamiliar words and answer questions relating to it, without use of a dictionary.

To use a text as a basis for discussion.

Materials Required

Reading text and questions

Preparation

Print enough copies of reading text for class (one copy per four people is enough.)

Procedure

1 (2 Minutes/ 2 Minutes)

Put class into groups. One person from each group will need to work simultaneously at the board. Number if groups should be created accordingly.

2 (3/5)

Elicit a few words for things that live in the sea... shark, octopus etc.

Give groups two minutes to make lists of things that live in the sea.

While groups do this divide the board into columns – one column for each group. Number the columns.

3 (10/15)

At end of two minutes get one student from each group to come to the board and write their words.

Give just one minute.

Score the results as follows.

Correct word, correctly spelled... 2 points

Correct word, incorrectly spelled.1 point (and show correct spelling)

In correct word (i.e. not undersea creature)..0 points

4 (10/25)

Hand out the reading text and questions.

Read the text to the class.

Groups work on answering questions. (5 Minutes, be strict on time.)

Go through answers.

5.(10/35)

Write on board.

What kind of dangers are there when you swim in the sea?

Groups discuss the dangers.

Elicit the answers and write on board.

6 (5/40)

Use a ball to toss to and select students to answer new question.

What would you do if you were in the sea and …. (one of the suggested dangers.)

Notes

1. Suggested reading text and questions.

The sea is a vast and mysterious place. It is full of wonderous, beautiful things such as coral reefs and incredible fish, but it is also full of dangerous things. When you go to the seaside you can swim in the sea or use a snorkel to let you dive down to the sea bed and explore the ocean floor. Near the shore, in the shallow water you often find sea weed washed their by the tide but if yo go out a little further and dive down you will see much more.

Perhaps you will see colourful fish or long thin eels. Maybe, if you are in the right part of the world you will see some turtles.

Be careful though. You don't want to come face to face with the gray face and sharp teeth of a shark or find yourself stung by the long trailing tendrils of a jellyfish!

Be careful also not to get out of your depth.

Swimming in the sea can be great, but it can also be dangerous.

Now try to answer the following questions.

What adjectives can you find that the author uses to describe the sea?

What things does the author say that you might see in the sea?

What dangers does the author say are in the sea?

Can you swim? Have you ever been swimming in the sea?

What is snorkeling? Do you think you would like to try it?

2 Note on Level

As written this level is designed to be suitable for Junior 2 Students. I have, however, used it with groups of weak Senior 2 students.

3 The lesson is free standing but can also be used in conjunction with New Senior English For China Student's Book 7 Unit 3.

Original lesson concept by Carol Daley. Adapted by Robert Hale.

We do make a difference

If ever you wonder why you came to China, consider this.

We do make a difference. I received an email about half an hour ago from a student I taught last year in Junior 1 (Grade 7, 12 years old). This was it (completely unamended, exactly as the student wrote it)

Dear Bob,
Hello!How are you?
I am a student in the No.11 middle school of Baiyin City in China.I am in Grade8 Class 1 now. Have you remembered?
We have not your class this year. And we have seen neither you nor Megan since this term began.Where did you go?Have you gone to another country? Or just have gone to another city in China? Will you come back？
Thanks a lot for returning every e-mail from me.Do so many students write to you?
Best wishes for you.And looking forwards your e-mail.
Miss you very much.
Yours sincerely,

I replied briefly and a few minutes ago received this one from the same student.

Dear Bob,
You always reply so quickly.I'm very glad to know that both you and Megan are still in China.And I'm surprised that you are still in Baiyin,too.
Our lessens are good.And we are still working hard.But without you and Megan, everybody is a little unhappy.
I'll tell my friend your e-mail.They will write to you.I'm sure.
Thank you again for your replying.It's deep night,so you needn't to reply.
Good night.

I really wish that I thought anyone in my current Senior 2 class (Grade 11, age 16) could produce work that good.

A Note On Levels

Last week's lesson - Dragons' Den - highlighted an issue I've been meaning to post about - the question of levels.

Chinese middle schools generally cover six years which are called Junior 1, Junior 2, Junior 3, Senior 1, Senior2 and Senior 3. That is, grades 7 to 12. In my experience schools seldom have foreign teachers for Junior 3 and I have never heard of a school having a foreign teacher at all for Senior 3: they are too busy preparing for University entrance exams.

It should be easy, shouldn't it? You know the ages of the students and you know the grade levels and you can prepare accordingly. Sadly, this is China, and life is never that simple.

The levels of students within a grade, even within a class, can vary to a degree that you will initially find astonishing. In my Junior 1 (Grade 7) classes last year I had some students who could barely understand "what is your name"* and other students who could hold a perfectly sensible conversation on topics as diverse as environmentalism and whether Penny and Leonard would stay together in The Big Bang Theory. This year I have no juniors. I have only grades 11 and 12 - Senior 1 and 2 - and the spread of ability is exactly the same for my Senior 2 classes as it was for my Junior 1 classes. 

The difference is that for junior one the bell curve was skewed to low end and for Senior 2 it's skewed to the high end but it's still a bell curve for all that.

So how did that impact on this Dragons' Den lesson plan.

I had prepared the lesson intending to teach it to both Senior levels with just slight amendments to the level. I started with Senior 2 students and it was obvious within minutes that I wouldn't succeed. The introduction - eliciting the meaning of "business" and a few examples didn't take five minutes: it took more than ten. The instructions written on the board were, as far as the class seemed to understand, incomprehensible gibberish. We covered less than half the planned work. 

In between lessons I scribbled down a slightly simplified version. It was still too hard for the next class. Virtually no one was able to complete a task that I considered suitable for several grades lower.

At lunch time I revamped the whole thing coming up with version two. All the same, in the afternoon at my other school, teaching a class that is ostensibly a grade lower I went with the original version. They sailed through it easily, completing everything, including the offers of finance and the accepting or rejecting of those offers.

So for the rest of the week the higher level got the really dumbed down version of the lesson while the lower level got the harder and more interesting version.

And that's the way it will have to be from now on - Senior Two will get lessons that are, in my opinion suitable for Junior 1 and Senior 1 will get lessons that I think should be for Senior 2.

Assuming anything about the levels is a big mistake.

(*Even the lowest students can take part in this conversation

 How are you?

I'm fine thanks, and you.

I'm fine too.

But they have learned it the way parrots learn to say "Polly wants a cracker", without any actual understanding. It isn't learning so much as it's a Pavlovian response to stimulus.)

Lesson Plan: Dragon's Den Version 2

This simplified version of the lesson came about after attempting to teach the original. Some classes managed to grasp the tasks and complete them in time but most couldn't. Therefore I produced an easier version of the lesson. See also "A Note on Levels".

Lesson Level: Senior 1,2 Duration: 40 Minutes

Lesson Title: Dragon's Den

Grammar and Vocabulary

Describing and presenting an idea.

Asking and answering questions about a presentation. .

Lesson Objectives

Students will create an idea for a business and then explain it to the class.

Materials Required

None

Preparation

None

Procedure

1 (5 Minutes/5 Minutes)

Elicit from the class what we mean by a business.

Get some ideas on the board.

If not many ideas from class add some different ones

e.g. flower shop, taxi company, cinema, private school, computer repair

2 (10/15)

Put class into groups. Six large groups is best for this lesson but if class is too big more may be used, though this will mean that not everyone gets time to present.)

Tell groups they have two minutes to think of ideas for a business and write a list of as many businesses as they can.

Be strict on the time.

At the end of time collect the papers and write a consolidated list of the ideas on the board.

Only write things which are types of business.

Correct spellings (Cloth shop -> Clothes Shop) and terminology (Car Shop -> Car Dealership) as you go.

Don't allow specific businesses such as KFC or Porsche.

3 (10/25)

Write instructions on the board.

Each group.

You must create your own business.

What does your business do?

What is your business called?

Where is your office?

Why is this a good business?

What do you need to start up your business.

Explain the task.

Give this example.

I will start a taxi service.

My office will be here in the city centre.

It's called "Super Cheap Taxis"

It's good because lots of people need taxis and mine will be the cheapest.

I need to buy some cars and hire some drivers. I also need a garage.

As groups complete the task monitor and offer suggestions.

4 (10/35)

Add more instructions.

Each group.

One person must come to the front and explain the business.

Other groups

Listen to all the ideas. Choose which one you think is best.

Bring each group in turn to the front to explain their idea.

Ask them the prompt questions again if you need to.

At one side of the board write a list of the businesses that they chose, with their group number.

5. (5/40)
When all groups have presented ask individual students in class which idea they liked best and why?

Notes

See also Version 1 and "A Note On Levels"

Lesson Plan: Dragons' Den Version 1

Note.

This is the leson plan as originally conceived.
It quickly became apparent that  many of my classes were too weak to complete this in the time available. I drastically simplified it to produce the second version which I have also posted. See also "A Note On Levels"

Lesson Level: Senior 1,2 Duration: 40 Minutes

Lesson Title: Dragon's Den

Grammar and Vocabulary

Describing and presenting an idea.

Asking and answering questions about a presentation. .

Lesson Objectives

Students will create an idea for a business and then explain it to the class.

Materials Required

None

Preparation

None

Procedure

1 (5 Minutes/5 Minutes)

Elicit from the class what we mean by a business.

Get some ideas on the board.

If not many ideas from class add some different ones

e.g. flower shop, taxi company, cinema, private school, computer repair

Expain that a business can sell a product or a service. Explain the difference.

2 (15/20)

Put class into groups. Six large groups is best for this lesson but if class is too big more may be used, though this will mean that not everyone gets time to present.)

Write instructions on the board.

Each group.

You must create your own business.

What does your business do?

Do you sell a product or a service?

What is your business called.

Explain the task.

Write an example such as this on the board.

Bob's Foreign Language Bookshop

Sells books in many languages.

Will open the shop in Baiyin.

Sells a product (books) and a service (finding and importing

books)

As groups complete the task monitor and offer suggestions.

4 (20/40)

Add more instructions.

Each group.

To start your business you need to borrow money.

The other groups are all very rich.

Decide how much money you would like to borrow.

Present your idea to the class.

Ask for the money.

(Advanced groups can also say how much of the

company they will give away.)

Other groups

After the presentation ask questions about the business.

Decide if you will lend them the money.

(Advanced groups can ask for more of the company)

Bring each group in turn to the front to explain their idea.

After the explanation help the seated groups to ask questions.

Ask them if they want to lend the money.

Ask the standing group which deal they would like to accept.

Notes

See also "Version 2" and "A Note on Levels"

Lesson Plan: Healthy Eating

Lesson Level: Senior 1            Duration: 40

Lesson Title: A Healthy Diet

Grammar and Vocabulary

See notes for vocabulary

Lesson Objectives

Students will be able to find meanings of unfamiliar words using a dictionary.

Students will be able to discuss the topic (healthy eating)

Students will be able to offer advice.

Materials Required

See notes for materials

Preparation

Prepare and copy the attached notes. Make enough copies to give one per four students.

Procedure

1 (2 Minutes/ 2 Minutes)

Write “balanced diet” on board and elicit the meaning from class.

2 (10/12)

Put class into 10-12 groups.

Write the following list of words (in this order) on the left of the board.

apples, yoghurt, bread, beef, coca-cola, cheese, carrots, fish, peas, rice, potatoes, eggs, milk, chocolate, cakes, oranges, cream, noodles, beans, nuts, candy, fruit juice, lamb, spaghetti

Divide the right hand board into five columns headed

Fruit and Vegetables,Starchy Foods (Energy),Protein (Build Your Body), Dairy (Strong Bones), Fat and Sugar

Get each group in turn to choose a food and tell you which column to put it in. If wrong ask rest of class.

Correct answers are

Fruit And Vegetables: apples, carrots, peas, oranges, fruit juice

Starch: bread, rice, potatoes, noodles, spaghetti

Protein: beef, fish, eggs, beans, nuts, lamb

Dairy: milk, cheese, yoghurt, cream

Fat and Sugar: coca-cola, chocolate, cakes, candy

3 (10/22)

Give reading handout and vocabulary test to each group

Tell groups they don't need (yet) to read the whole handout.

Groups must find words from test in dictionaries and write down the meanings.

4 (8/30)

Elicit correct meanings and write on board.

5. (5/35)

Write this description on the board

Mike is a fifty-year-old teacher.

He is a little overweight and eats a lot of fatty food and packaged food from supermarkets.

Because of his job he often misses lunch altogether.

He doesn't smoke and only drinks alcohol occasionally.

He always likes a snack when he has a cup of tea.

What advice would you give him?

Groups discuss the advice they would give to this teacher.

6 (5/40)

Elicit feedback from groups.

Notes

Reading text and vocabulary task.

Eating the right things

Trying to eat more of the right things does not mean 'going on a diet', especially not a quick-fix diet. True, you may lose weight, but it could well be only temporary and you could be less healthy as some diets don't provide all the things you need.

There's no such thing as a single superfood which contains every nutrient you'll need, so only by eating a varied diet will you get all you need to stay healthy. There are five main food groups and you should eat a good balance of each of them.

Fruit and vegetables

Fresh fruit and vegetables, frozen, canned, and dried fruit & vegetables all count. You should try to eat at least five portions of fruit & veg each day. Juice also counts as a portion, but however much you drink in a day it will only count as one portion. This is because juice doesn't contain as much fibre as whole fruit.

Bread, potatoes and cereals (including noodles, pasta and rice)

Foods like these should make up half your plate. They are your body's main source of energy. Surprisingly, potatoes also contain vitamin C and absolutely no fat.

Lean meat, fish, poultry, eggs, nuts, beans

All of these provide protein, which helps your body rebuild itself (repairing damaged muscles, hair, nails etc). If you're vegetarian or vegan you're not going to eat the meat & fish... but eating soya also does this and there are smaller amounts in grains and dairy products.

Milk and dairy products

These are a source of calcium, which strengthens your bones and teeth and helps your muscles and nerves function properly. The best products are those having lower fat. A pint of milk a day is enough to ensure you're getting the recommended amount of calcium. 

 

Foods containing fat and sugar

Fat is a great energy source, but fatty foods don't contain very many nutrients. Just one gram of fat contains about nine calories so unless you take a lot of exercise your body will retain the fat and you'll put on weight. But don't avoid eating fat altogether - your body needs energy and in smaller doses fat is an important part of healthy eating. 

Vocabulary Task 

There are many unusual words that you will see when you read about diet and nutrition.

Here are some words from the article.

quick-fix		anything in the food that your body needs
variety		someone who doesn't eat meat, fish, cheese or eggs
recommended		vegetable food that can be uses instead of meat
nutrient		a solution that works quickly but might not be very good
fibre		part of the food that is not digested but helps your digestion
vegan		needed to prevent Scurvy (remember yesterday!) and found in many kinds of fruit
soya		many different things
calcium		needed to build healthy muscles, found in meat, nuts, soya and other foods
vitamin C		a measure of how much energy you get from food
protein		a mineral needed for strong bones and teeth
calories		said to be good or correct