Friday, 28 March 2014

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"

Sunday, 16 March 2014

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


Lesson Plan: Starting A Business

Lesson Level: Senior 2          Duration: 40 Minutes

Lesson Title:  Starting A Business

Grammar and Vocabulary

tough
risk
achieve
benefit
impressive
career
fashionable
reasonable


Lesson Objectives

Students will be able to identify listen to and understand a short dialogue about starting a business.
Students will participate in group discussions 
Students will be able to find the meanings of unfamiliar words. 

Materials Required

A recorded dialogue about starting a business.

Preparation

Prepare the dialogue. It should be recorded by speakers who are not known to the class.

Procedure

1 (2 Minutes/ 2 Minutes)
Introduction. Ask students what we mean by starting a business,
Elicit and write on the board different kinds of businesses.

2 (2/4)
Put these questions on the board.
The man and woman are named Henry and Ping.

What does Ping want to do?
Who is her business for?
What does Henry say people in America like to do?
What is an entrepreneur?
What is Henry's job?
Why does Ping think her idea is good?

3 (8/12)
Play (or have students read) the dialogue and elicit the answers.

4 (8/20))
Put this on the board
Write the vocabulary words on the board.
tough risk achieve benefit impressive career fashionable reasonable

Put the students in groups of four
tell them to write the meanings of the words – they can use their books but MUST write the meanings in English.

5.(10/30)
Put these instructions on the board.
Each group, you want to start your own business.
What kind of business will you start?
Where will you be based?
What does your business do?
What is your company name?
What will each person in your group do?
Why did you choose this kind of business?
As students work, monitor the groups and assist as necessary.

6 (10/40)
Have each group in turn stand up and explain their business by answering the questions on the board.

Notes
1
The dialogue used is from Non-Stop Talking Book 4 Unit 1
If this is not available the following dialogue and questions may be substituted.

Mike: Hello Lee, I haven't seen you for a long time.

Lee: I've been busy planning my new business.

Mike: A new business? That must be tough. And in these economic times, a bit risky.

Lee: True, but without a little risk I won't achieve and great benefits.

Mike: What kind of business is it?

Lee: I'm going to publish a series of English text books for students in Chinese schools to use.

Mike: Wow! That's a hard business to break into. Where are you going to get the right books. There's a lot of competition in that market.

Lee: Have you seen the competition? Many of the books are really old-fashioned and some of them aren't very good. My books will be modern, focussed on things people need in the modern world and full of really interesting things.

Mike: Who will write them?

Lee: They're written already. I wrote them when I was working as a teacher. They are based on all my old lesson plans. I've had a lot of help from my wife. She's drawn the pictures. She's a commercial artist. And my brother is a first rate photographer, so he's provided lots of pictures.

Mike: How many books are there in the series?

Lee: At the moment there are four but we have two more almost completed and we are planning to have twelve in the range altogether. Plus workbooks, audios and a web site with lots of extra material.

Mike: Very impressive. You are quite an entrepreneur. And a web site is the fashionable way to go these days.

Lee: Fashionable and reasonable. The web site will also carry some advertising. I have some sponsors lined up. It's another revenue stream.

Mike: Sounds like a lot of hard work but it's definitely a good career move. Do you need any help with the web site. Don't forget that I'm a web designer.

Lee: That's great. We have some ideas but we don't really have a good design yet. Come over to my office tomorrow and we can discuss it. You can see the layouts and get an idea of what we want and we can talk about getting a proper contract drawn up. Two O'clock OK?

Mike: Sounds great. I'll be there.

Questions

What does Lee want to do?
What kind of business is it?
What will write the books?
What is an entrepreneur?
What is Mike's job?
Why does Lee think the idea is good?

Sunday, 9 March 2014

Lesson Plan:Living With Disabilities

Lesson Level: Senior 2         Duration: 40 minutes

Lesson Title:  Dealing With Disability

Grammar and Vocabulary

Vocabulary from New Senior English For China Student's Book 71
.
Lesson Objectives

To develop vocabulary for appropriate discussion of disabilities.
To develop discussion skills.
To raise awareness of disability issues.

Materials Required

Audio recordings of Evelyn Glennie:Rhythm Song and Dsef Leppard: Rock of Ages
Attached text and question sheet2


Preparation

Prepare and check the recordings.
Check that classroom has facilities to play them.
Prepare enough copies of the text and questions to give one per group.

Procedure

1 (1 Minute/1 Minute)
Put class into groups. (Four is ideal)

2 (3/4)
Write
Dealing with Disability on board
Elicit meaning of disability from class members.
Elicit and list on board types of disability.

Deafness, Blindness, Mobility, Learning Disabilities, Paralysis, Mental illness

3 (6/10)
Explain to class that you will now play pieces of music by two musicians with disabilities. Ask them to listen carefully and see if the can decide what kind of disabilities the musicians might have. For the Def Leppard piece explain that they are listening to Rick Allen – the drummer.
Play the two pieces of music – Evelyn Glennie (profoundly deaf) and Rick Allen (0nly one arm)
Elicit ideas about the two musicians disabilities. (Play about a minute of each piece)

Explain correct answers.

4 (5/15)
Hand out texts/ question sheets.
Read the two texts to the class. Groups follow on written text.
Give groups time to read and answer the questions.
Elicit and check the answers.

5. (5/20)
For the disabilities listed on the board elicit ideas from class about how they might affect someone's life and how the problems might be overcome.

6 (10/30)
Ask groups to choose ONE of the listed disabilities and discuss how they could design something that would make life easier for someone with that problem.
Groups must think of an idea or a device to help.
Monitor and assist groups with their ideas.3

7 (10/40)
Feedback from all groups. Groups to take turns to stand and present their ideas.

Notes

1
If this book is unavailable to the class, alternative vocabulary lists may be substituted – see bolded words in text.

2
Evelyn Glennie is a Scottish musician. She was born in 1968 and when she was eight years old she started to lose her hearing. Since the age of twelve she has been completely deaf. In spite of this disability she has become one of the greatest percussionists in the world. Her ambition and skill have made her into one of the worlds leading musicians. She plays more than 100 concerts every year and teaches in schools around the world. She says that her deafness does not affect her work. She has adapted by learning to feel the music with her body. She performs many different kinds of music including traditional Scottish, classical, jazz and rock.
She also collects musical instruments and has more than 1800 from all around the world.
All in all she is one of the greatest inspirations to disabled people all around the world.

Rick Allen's story is different. He was born in 1963 and when he was only fifteen years old he joined the heavy rock group Def Leppard as their drummer. The band were a great success but then tragedy struck. In 1984, aged 21, he had a car accident. He was very badly injured and lost his left arm in the crash. He recovered but everyone thought he would never be able to play the drums again. The singer with the band, Joe Elliot, encouraged him to try. Special drums were made for him which he could play with just one arm. When he recovered he returned to the band and has been their drummer ever since. They have had many hit albums.
Rick also founded a charity for people injured in accidents and sells many personal items to raise money for it.
He has been married twice and has two daughters.

Who is older Evelyn Glennie or Rick Allen?
When did Evelyn Glennie lose her hearing?
How many concerts does she play each year?
How can someone who cannot hear learn to play the drums?
How old was Rick when he first joined his band?
How did he lose his arm?
How can someone with only one arm play the drums?
How does Rick help others with disabilities?
What does Evelyn collect?
Who helped Rick after he was injured?

What do you think of their stories?
Who do you think overcame the greatest difficulties Rick or Evelyn?
Do you think these people are a good example to others with disabilities?

3
This task is very difficult.
Some groups may not be able to think of a good idea.
If that happens simple get more information from the group about what problems they think people might have.