Lesson Plan: Weird Festivals

Lesson Level: Senior 1 Duration: 40 Minutes

Lesson Title: Weird Festivals

Grammar and Vocabulary

Vocabulary from New Senior English For China Student's Book 3

Lesson Objectives

To develop vocabulary for discussing festivals around the world

To practice discussion

To create a “new festival” and describe it to the class.

Materials Required

See attached.

Ball for ball toss eliciting.

Preparation

Print enough copies of the materials for

one copy per group of pictures

one copy per group of text and questions

one copy of text in large format, one page per festival.

Procedure

1 (2 Minutes/ 2 Minutes)

Write “Weird Festivals” on board and elicit meanings of the words.

Tell class we will look at some very weird festivals.

2 (3/5 )

Hand out festival pictures.

Ask class what they think they are.

Elicit some suggestions using ball toss.

3 (12/17 )

Put class into groups and give handout of festival descriptions.

Get four (strong) students to front.

Give each student one festival to read.

Class listen to the readings.

Return students to groups.

Groups read and answer questions

Elicit answers from the groups.

4 (3/20)

Ball toss to elicit which festival students would like to see and why?

5. (10/30)

Tell groups they must now devise their own festivals.

Write these questions on the board.

What is your festival called?

When will the festival be?

Why do you want this festival?

How long will it last?

What will happen at the festival?

6 (8/38)

When all groups have finished get each group to stand.

Ask them the questions.

Other groups should listen and take notes.

7 (2/40)

When all groups have presented use ball toss to ask students which festival they would most like to attend and why.

Notes

1. The vocabulary referred to is from the students own Chinese books.

If the students do not have these books alternate vocabulary lists may be used.

2. Text for weird festivals.

Cow Parade

Cow Parade is the world’s largest public art event. It has been seen in Chicago, New York, Kansas City, Houston and London. Many artists are given a life-size model of a cow for them to paint as they like. The cows are then put all around the city for people to look at. Cow Parade is not meant to be serious art, however. It is first and foremost a public art exhibit that is fun for everyone.Most important, Cow Parade benefits charity. At the end of each event, the cows are auctioned, with much of the money going to charity. The Chicago auction raised an amazing $3,000,000.00 for charity. 
The colourful Cow Parade will visit Paris over the next two months with the statues set to pop up in a variety of places.The parade will begin on April 10 and run until June 16. ,
Since it started in 1998 the Cow Parade has appeared in sixteen different cities including Manchester, Moscow and Barcelona.

Cheese Rolling in Gloucestershire

What do you think of when you think of cheese – pizza, sandwiches? Whatever it is, it probably isn't a large round cheese rolling down a hill but that is what happens every year at a hill in England.

Every year at Cooper's hill a large round cheese is rolled down the hill. People run after it as fast as they can. The winner is the person who catches the cheese and they can take it home and eat it. It is a very dangerous festival and the people who take part must be a little crazy. Every year people ar injured. Some just alittle with bruises and sprains. Others have broken arms or broken legs. The hill is very steep and many people fall down and get hurt.There is always a big crowd of people watching – usually four or five thousand. There are about 50 people running and each year there are four races – one of them is just for women.

Bog Snorkeling

A snorkel is something that lets you breath with your fave under water. You use it when you are swimming.

Some people have found another way to use it.

Every year in one town in the UK people go along a ditch cut into the muddy ground. It is 60 metres long and they must swim along it twice. They have to go as fast as they can but they must not swim.

It might be fun when the weather is hot and sunny but sometimes it is cold and wet and horrible. People from all over the world come to try this unusual sport.In 2006 there were people from Russia, Australlia New Zealand and England and many other countries. The winner came from England. He took one minute and forty two seconds to finish.The fastest time ever was just one minute and thirty five seconds.

Hundreds of people stand and watch this very strange sporting festival every year.

The Christmas Santa Run

Early in December every year hundreds of people dressed as Santa go to Newtown. They are there to join in a race. The money from the event all goes to a local charity. Santas from all over the UK go there to take part. The race is four and a half miles long in the streets of Newtown.

It all started in 2001 when 501 Santas raced. After that there were more Santas every year. In 2004 there were more than 4000 Santas. In 2005 it was smaller with only about 1000. From what was a small event to help make money for our small charity the Santa Run has grown into a huge international event.

For a £10 registration fee each competitor receives a Santa Suit prior to the run to decorate and adapt as they wish. The four and a half mile run is mainly on roads and goes through breathtaking views of the Mid Wales countryside.

Name 3 Cities Cow Parade has visited.

How much money was raised by Cow Parade in Chicago?

When did Cow Parade start?

What is the name of the hill where the cheese rolling takes place?

How many people take part in the cheese rolling?

What does the winner of the cheese rolling race get?

How far do the people have to swim in the bog snorkelling??

How fast was the fastest bog snorkelling ever time?

How many people usually watch the bog snorkelling??

How many Santas were in the first ever Santa Run?

How much do you pay to enter the Santa Run?

How long is the Santa run?

3. Images

Useful Websites #1: Two News Related Sites

A website that I have used in the past in the UK might prove useful here. It's a bit heavily skewed towards reading tasks but can be a useful source of discussion topics.

http://www.breakingnewsenglish.com/


Another that I have only just found could be a terrific resource if you have computers in your classroom. It is graded at various levels so that you could use it in most classes.

http://www.newsinlevels.com/

Hope they are useful

I've a feeling we're not in Kansas anymore Part 1

Attitude.

It's important. It can make your life in China wonderful or it can make your life in China into a living hell.  It's the same China either way - it won't have changed - but what's inside you can turn a great experience into a terrible one, a pleasure to be savoured into a purgatory to be endured.

It's all in the attitude.

The first step towards getting the right attitude is to remember one simple thing. You aren't in Kansas anymore. Nor in Sydney, Birmingham, Cardiff or wherever. You're in China. Don't expect it to be the same as home.

If you expect everything here to be just the same as at home then you are going to be powerfully disappointed. Everything from shopping to visiting the doctor, from eating out to getting your shower fixed will be different to some degree or other. It might be a small difference. It might be incomprehensibly alien. It will be different.

How that difference affects you depends on you.

Here are a few of the things that might cause you some alarm, but shouldn't really.

The food is different

Boy is it different.  There will be things here that only the bravest of westerners will take to - such as pigs entrails or chicken feet. But there are lots of amazing things too. Try the ones that you want to and politely decline the others. Just accept that the Chinese put salad cream on fruit salad and move on to something else.

You won't starve here - in fact your diet is likely to be substantially healthier.

Shopping is different

I am the world's worst bargainer. I like countries where the price marked is the price paid. (OK - in some US states the price marked plus whatever taxes are applicable is the price paid, the principle is the same) Here, in most places you bargain. You don't bargain in supermarkets or, usually, when buying food, but everything from a pair of glasses to flash drives for your computer to a new washing machine to a bunch of flowers for your girlfriend is fair game. I once wanted to buy a sweater. It was marked up at 300 yuan. My Chinese friend started to bargain and I walked out of the shop with two sweaters at a total of 290. Less than half price.
No one is trying to rip you off. They start at the same price for Chinese customers too. They're just better at bargaining. And, if all else fails remember that most things are cheaper than at home anyway. Even at the starting price.

Health and Safety

The fuses blow in my apartment if I try to boil a kettle while I'm ironing a shirt. There are open manholes in unlit alleys. Apartment blocks as high as twelve floors may have only stairs and no elevators. The tap water isn't safe to drink and even boiling it - while killing micro organisms - may only concentrate other contaminants. Drivers rarely pay any attention to pedestrians. There are a hundred things a day that make me think I'd be safer if I'd taken up alligator wrestling.

When the fuses blow I step onto the landing and reset them and turn something off. I bought a flashlight so that I can see the holes in the ground. I tell myself that the exercise is good for me as I slog my way up the stairs. I drink bottled water (which is very cheap). I pay close attention when crossing the street.

And I don't worry about any of it. I just accept the way things are is the way things are.

Hospitals

Whether it's a broken leg, food poisoning or a boil on the bum you may need to use Chinese hospitals at some time in your stay. So what? I've heard of teachers wanting to fly home to treat even minor ailments but there's no need. Sometimes the decor may leave a bit to be desired but the standards of hygiene and treatment are just fine. If you are out in the country you might need to go to the nearest big city but it's not a problem. They have well-trained doctors and modern equipment. 

One difference you'll notice is that they rarely give injections and prefer to give medicines via IV. Look on it as an hour's rest in bed.

I'll do more later but for now remember that the experience of China is whatever you make it. China is not going to miraculously change just for our benefit so keep smiling and keep repeating :We're not in Kansas anymore".

Lesson Plan:Yesterday, Today, Tomorrow

Lesson Level: Senior 2  Duration: 40

Lesson Title: Yesterday, Today, Tomorrow

Grammar and Vocabulary

Tense structures for senior two students.

Lesson Objectives

Students will practice use of tense structures for the past, present and future.

Materials Required

A prepared dialogue with true false questions.¹

Blank paper.

Preparation

Copy enough copies of the dialogue to give one per group and keep one for the teacher.

Procedure

1

Divide part of the board into three columns. Label them “talking about the past”, “talking about the present” and “talking about the future”.

In them write some examples of simple past and past continuous (e.g. I visited, I was visiting): simple present and present continuous (I visit, I am visiting): future using will, present tenses and “going to: ( I will visit, I visit, I am visiting, I am going to visit)²

YOU DO NOT NEED TO WRITE THE NAMES ONLY THE EXAMPLES

Explain the following points.

i apart from “be” and “have” we rarely use the simple present (I visit) for things happening right now, only for things that are generally or usually true.

ii for the present it's much more common to use present continuous (I am visiting)

iii both simple present and present continuos can be used to talk about the future (Tomorrow I visit my grandmother. Tomorrow I am visiting my grandmother.)

2

Put the class into groups. Ideally groups of four. The number of groups does not matter for this exercise as long as you have enough copies of the dialogue.

Give each group a copy of the dialogue.

Choose two stronger students to stand up and read it out.

3

Put the questions on the board.

Give students two minutes to find the answers.

Ask the questions around the class.

Elicit the correct answers to the true or false questions.

4

Elicit from class places you can visit in town. Write list on board.

If not getting enough answers use places from this list.

Bank, Supermarket, Park, Bakery, Hairdresser, Ice-Cream Parlour

Pet Shop, Restaurant, Gym, Library

Elicit things you can do in town at each place and write on board.

Walk the dog, Go for a run, Read a book, Call my friend, Sleep,

Listen To Music, Buy some bread, Eat an ice-cream etc

Write these two questions

What did you do yesterday?

What will you do tomorrow?

Students construct mini dialogues in their groups with the question forms and the information on the board.

Give two examples.

What did you do yesterday?

Yesterday I bought some bread at the supermarket.

What will you do tomorrow?

Tomorrow I will walk my dog in the park?

5.

Feedback some of the questions and answers.

6

Clear the board.

Write on the board.

When I was young I...

When I was ten I...

Last year I...

Last month I...

Last week I...

Yesterday I...

Right now I...

Tomorrow I...

Next week I...

Next month I...

Next year I...

When I am thirty I...

When I am old I...

Tell students they must each write sentences for all of these.

Students write sentences.

7

Ask some questions around the class of the form

What did you do when...

What are you doing now...

What will you do when...

8

Students question others in their group.

9

You question students.

What did he/she do when

What is he/she doing now

What will he/she do when...

Notes

1 Sample dialogue

Alan: Hi Paul, how are things with you?

Paul: Not bad, thanks. And you?

Alan: Great! I'm all fired-up. 

 

Paul: Good to see you so happy. What are you fired-up about?

Alan: I start my new job today, working in a computer department.

Paul: Where is it?

Alan: At an insurance company in the High Street.

Paul: So why aren't you on your way to work?

Alan: They said that today I will start at ten O'clock so I'm going for a walk first. Then I'll have some breakfast at the cafe and go home and change into my suit. What are you up to?

Paul: I have a day off today. I'm just going to my brother's house. He has a day off too. We're going fishing.

Alan: Do you want to have dinner tonight?

Paul: Sure, we can go to the new Indian restaurant.

Alan: What time?

Paul: About seven? I'll bring Sally and you can bring Mary. We can make a night of it.

Alan: Great idea.

Paul: What are you doing at the weekend?

Alan: I am going to watch the football match, of course.

Paul: Me too. Do you want to meet before the game?

Alan: Yes. We can go for a drink first.

Paul: Who do you think will win?

Alan: We will!

Paul: I'm not so sure. The other side are pretty good. They won their last five games.

Alan: Have confidence!

Paul: Well, here's my bus now. It's been nice chatting.

Alan: We'll see you at seven at the restaurant.

Paul: See you then!

Questions:

1. Alan is feeling very happy today. True / False
2. Paul is going to see his father. True / False
3. Paul's new boss told him to start at ten. True / False
4. Alan wears casual clothes at work. True / False
5. Paul's wife is Mary. True / False
6. They will watch a basketball game at the weekend. True / False
7. Paul is more confident about the game than Alan. True / False
8. They will eat Chinese food tonight. True / False
9. They are going to meet at seven. True / False
10. Paul goes to work by train. True / False

2. Technically there are only two tenses in English – present and past, continuous and perfect forms are aspects of those tenses, “will” for the future is a modal form, and there are also mood and voice to take into consideration. Of course you know all of that – the students may know it 
 but for this lesson the don't need to... so best not to get into it.

(Lesson Concept: Carole Daley, Adapted by Bob Hale)

Lesson Plan: Millionaire Quiz

Lesson Level: Senior 1   Duration: 40 Minutes

Lesson Title: Millionaire Quiz

Grammar and Vocabulary

Questions and Question Word Revision

.

Lesson Objectives

To revise all question words and question forms and their correct usages.

Materials Required

Enough blank A5 pages to give one to each group.

Preparation

None

Procedure

1 (2 mins))

Put class into groups. Ideally about 10 - 12 groups of four. Size of groups should be increased rather than number of groups for larger classes. 

 

2 (1)

Write the question words on the left of the board.

For this exercise the question words can be

Who, What,Where,When,Why,Which

How many, How much, How far, How long... etc

These need not be explained or discussed. Classes at this level should already be familiar with them.

3 (2)

Explain Part 1

Each group must write ten questions using any of these words.

For each question the group must write four answers.

One answer must be correct

Three answers must be wrong

Like this.

Which country does the Panda come from?

A England B Australia C China D France

The right answer can be A,B,C or D.

You have 5 minutes.

4 (7)

Hand out papers. Monitor and assist as groups write their questions.

5. (2)

Tell each group to choose a quizmaster. Get quizmasters to front with papers.

6 (5)

Explain Part 2 

 

A quizmaster will come to your group.

He or she will ask you his ten questions and each time read four answers

Your group must choose the right answer.

The quizmaster will mark it right or wrong.

For every right answer you get one million yuan.

Lifeline

If you do not know an answer you can ask the teacher

You can do this just once.

You have ten minutes.

7 (10)

Allocate quizmasters to different groups and do quiz.

Give lifeline answers when asked (one allowed per group) – if you know them.

8. (2)

Ask quizmasters how much each group won and write on board.

Return quizmasters to own groups.

Put up these questions on board.

What will you do with the money you have won?

What will you buy?

Will you buy gifts for anyone? Who? What?

Will you give money to charity? How much? Which? Why?

You have five minutes to decide.

9 (5)

Groups discuss the questions.

10 (3)

Ask groups for some of their answers.

Get feedback from as many groups as possible in time remaining.

Notes

For weaker classes fewer questions can be used or the question words restricted.

If groups disagree with answers you can arbitrate. If you don't know the question is void and the group win half the money.

(Lesson Concept:  Carole Daley, Adapted by Bob Hale)

The Importance of Taking Your Own Advice

I should learn to follow my own advice.
When I am training teachers or observing teachers I always stress the importance of having a back-up plan for your lesson. Doing a whizz-bang, super-duper computer based lesson? Have a back up in case the computer fails. Using audio-visual materials? Think about what you'll do if there is no power. Teaching in an unfamilar classroom and want to stick things to the board with magnets? What will you do if it's not magnetic? Even think about what to do if you have no board at all. Always have a back-up plan.
They do say that pride goes before a fall, don't they?

At the weekend I spent a lot of time preparing a music lesson - finding and recording the songs I wanted to use. Planning in detail how I would use them and what I would do.
Trouble was I was feeling a bit under the weather and didn't feel well-enough to do the extra effort to make a back-up. Things would be OK, wouldn't they? I've had no difficulties at that school before, have I?

So I went to school,  plugged in my tape player and saw that the power light hadn't come on.

The power, I was informed had been off for the whole weekend and all of today, Monday but no one had thought to call me and let me know. 

Without the recordings I had no lesson. And no back-up plan.

Luckily there were a couple of pages in their Chinese book that the teachers said they wouldn't be using so I taught those instead. It was an unsatisfactory lesson all round.

Note to self: always follow your own advice.

Lesson Plan: Wildlife Protection

Lesson Level: Grade 10,11,12 Duration: 45 Minutes

Lesson Title: Wildlife Protection

(Note this lesson corresponds to one of the lessons in the Chinese text book that is commonly used and should, if possible, be delivered either the week before or the week after tthat lesson.)

Grammar and Vocabulary

danger, endangered, hunting, habitat, poacher, decrease, extinct, reserve, species

Lesson Objectives

To develop discussion skills with important topics

Materials Required

None

Preparation

Check that facts in procedure below are still current, substitute other facts if they are not..

Procedure

1

Write “Wildlife Protection” on the board and elicit the meanings for both words.

Write by the side of it “keeping wild animals safe” as a definition.

2

Break the class into about twelve groups. Give each group three of the words from the vocabulary list and tell them that they must find or create definitions for the words. They can use their books or dictionaries to help.

Let them have two or three minutes to complete the task.

Feedback from the groups.

Definition of one word from each group (some groups will not need to define anything in this activity).

Write correct definitions next to the words on the board.

3

While the class are working on the definitions on another section of the board write the following facts.¹

Scientists accidentaly killed the worlds oldest animal. (http://www.usatoday.com/story/tech/2013/11/15/newser-worlds-oldest-animal/3574863/)

The last Pinta Island Tortoise died in 2012.

(http://en.wikipedia.org/wiki/Lonesome_George)

Trading in new ivory was banned in 1989 but some countries oppose this ban.

(http://en.wikipedia.org/wiki/Ivory_trade)

Around 25% of animal species can be considered endangered.

(http://animalstime.com/facts-about-endangered-animals/)

There may be as many as 80 million species of insect.

(http://en.wikipedia.org/wiki/Insect_biodiversity)

4

When definitions are all written on board show the class the statements. Ensure that they understand and ask them to discuss in their groups which statements are true or false. (Of course all should be true)

Monitor the discussions and ask groups individually for some of their ideas.

Allow about five minutes.

Ask for show of hands on each statement.

Give correct answer that all are true and give a little more information about each one.

5

Write on board

What do you think about these things.

1. Crocodile skin bags.
2. Fur coats.
3. Animal parts used for medicine.
4. Ivory jewellery.
5. Pet monkeys.
6. Kangaroo meat.

What do you think we can do to help protect animals.

Tell groups to discuss these questions.

Allow about five minutes.

Monitor and guide discussions.

Ask for feedback. Discuss issues as a whole class.

Lesson Plan: The Birthday Party

Lesson Level: Grade 7,8 Duration 45 Minutes

Lesson Title: The Birthday Party

Grammar and Vocabulary

birthday, party, surprise party, birthday present, birthday cake, birthday boy/girl, birthday card

Lesson Objectives

To develop vocabulary for birthdays. group activity to develop language for collaborative activity (planning a party)

Materials Required

Dialogue¹

Preparation

Prepare dialogue.

Procedure

1

Explain that this lesson is all about birthday parties.

Ask class what they know about birthday parties and if Chinese traditions are the same as in the west.

Elicit the vocabulary items (see above) and put on board and explain.

2

Choose one boy and one girl to read the dialogue. Tell rest of class to listen carefully.²

Toss ball around class and ask questions about the dialogue.

Why do Jack and Laura want a party?

Whose birthday is it?

Where is the party?

What will they eat?

What will they drink?

Why can't the party be in the morning?

Why can't the party be in the evening?

How many people can they invite?

3

Ask class for ideas about what they need to do to plan a party.

Elicit and write on board.

Plan the food

Plan the drink

Plan the venue (explain venue or use “place” instead)

Plan the music

Plan the games

Plan who to invite

Choose a time

Write the invitations.

4

Put class in groups of four to six.

Each group must plan a party.

They need to say whose birthday party it is and then make a plan according to the list on the board.

5

Elicit feedback

Use ball toss and ask each group some questions about their party.

6.

Extension task.

In groups tell every student to look at the other people in the group. They must think of a birthday present for each person and write it down.

When they have written it down they must tell the others what they bought.

They should ask if they are happy with their present, and find out why (or why not.)

Notes

1.

This is a sample dialogue that I use.

Jack	It's John's birthday next Sunday.
Laura	I know. Let's have a surprise party for him.
Jack	That's a great idea. Where shall we have it?
Laura	I'll ask my mother if we can use our apartment. I live very near to the birthday boy.
Jack	OK what kind of food do we need?
Laura	Birthday cake, biscuits, chocolate. And to drink we need juice and Coca Cola.
Jack	Don't forget ice-cream. John loves ice-cream.
Laura	We can get blueberry ice-cream. It's his favourite.
Jack	When shall we have it?
Laura	The afternoon is best. He plays football in the morning and we can't do it too late because we have school on Monday.
Jack	OK. We can invite about ten people. They can each bring a small birthday present and a birthday card. Who shall we ask?
Laura	Well, there's Susie and Julie, Mike and Ted...

2. 

It is helpful to print enough copies of the dialogue to hand out so that they can follow it. This may not be possible with large classes.

I appreciate the advice

I recently posted on Facebook a comment about a student in class here in China. It was nothing very unusual, just the issue all of the teachers here face every day – students doing the homework from other teachers in their class. What made this a little different, and a little amusing, was that the student, instead of trying to hide it, as they usually do, had actually had the cheek to ask me to help him.

A trivial anecdote to be sure but that's what Facebook is for.

It drew a response from an acquaintance who deserves a public acknowledgement of his contribution. He is an unfailing source of inspirational input who never lets his total lack of knowledge on a subject prevent him giving you his opinion the facts. With that in mind, of course I don't feel even slightly insulted by his opening remark that the student clearly finds the other teacher's work more engaging than mine. Why would I? After all, if he suggests that I am not a good teacher, who am I to argue? He has never seen me teach but why should that matter?

Similarly there is, to my mind, absolutely no hint of passive aggression in his assertion that I must find it “quite difficult to make language teaching interesting”. My teaching qualifications and my years of experience weigh very poorly in the balance when compared to his deductive reasoning skills and his conclusion based on a single paragraph about slightly amusing incident.

Now I don't wish to seem ungrateful, after all I value his input every bit as much as everyone else he interacts with does, but I would like to expand on it a little.

It's clear that the Chinese school day which is, at my school anyway, eleven and a half hours long followed by a minimum of two hours home work each night (and six days a week) will have no influence at all on whether the kids try to do their homework in class time or not. The merest suggestion is ludicrous. If the class is interesting they will be too absorbed to do anything other than listen, won't they?

And if I gave homework (which I am not allowed to do) I am sure that the other teachers would be so interesting that there would be no temptation at all for the students to try to do it in their lessons. In fact it would probably be so dull that they wouldn't do it at all. And who could blame them?

Later he goes on to suggest that as my classes are intended to focus on speaking and listening I could make it a rule that only English is to be spoken in class. It is brilliant in its simplicity. I wonder why I never thought of it. Get them to speak in English. It's quite breathtaking. Of course there would be no difficulty at all in a class of eighty in making sure that everyone speaking at once is speaking English. I shall certainly have to try that.

I might also think of some more rules – don't carve your names in the desk, don't read comics in class, don't set fire to the bookcase, don't play cards. Why this stuff is revolutionary. I must remember to tell the Chinese teachers about it. I'm sure they have never even considered it. I know I haven't.

His support for my difficulty is well expressed when he goes on to say that he “can appreciate the challenge with a class of that size”. Of course he has never tried to teach a class of eighty eleven-year-olds but his theorising is, as always, welcome input.

So to summarise, I am inexpressibly grateful for these invaluable suggestions. As it will take me some time to implement all of this groundbreaking stuff though, I'd appreciate it if there were no more suggestions – at least for the time being.

Lesson Plan: Cultural relics

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.

1. You can't kill yourself by holding your breath. (Fact)
2. Cold weather is better than hot weather. (Opinion)
3. Japan was hit by a severe earthquake and tsunami on 11 March 2011 (Fact)
4. The strongest muscle is the tongue. (False: Depends what you mean by strongest, but generally not true)
5. Everyone should get married. (Opinion)
6. Americans eat enough pizza to cover a football pitch every day. (False – it's actually about eight football pitches.)
7. A crocodile cannot stick out its tongue (Fact)
8. The best country in the world is England. (Opinion)
9. 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.