Microsoft Word Lesson plans Year doc

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Lesson Plans Year 2 Module:	INTEGRATED SKILLS II
Topic:	Social issues: Helping Elderly People Lesson 2
Time:	80 minutes
Aims:	to let students read, listen and speak on the topic of long-livers to let students practice elements of creative writing to let students work on their project

Warm-up: Live longer - live forever? (5 -10 minutes) Start the lesson with the following information: in the UK, like in many countries around the globe, life expectancy is increasing and more and more people reach their 100th birthday. When you are 100 in Britain the Queen sends you a birthday telegram. In 1952 just 225 people became 100, however nowadays more than 3500 people reach their 100th birthday every year. Write down this list on the board. 1.	Taking regular exercise.
2.	Sleeping more than 8 hours every night.
3.	Not eating meat - being vegetarian.
4.	Having lots of fun.
5.	Doing Sudoko puzzles.
6.	Taking vitamins.
7.	Smoking.
8.	Having a job you love.
9.	Not having children.
10.	Spending time in the sun.

• 
  Ask the following questions:
  

~ Which of these things do you think may help you reach your 100^th birthday?
~ Do you know any people who have reached their 100^th birthday? Who are they?
~ What do you think is their secret of living long?

• 
  Summarise the discussion.
  

Activity 1 Long-livers
Objective: to let students read about oldest people in the world and practice interviewing
skills
Time: 25 minutes
Materials: Handout 1 (Texts A, B, C and D)
Procedure:

• 
  Write the titles of the 4 articles about elderly people on the board and ask students to
  state what information they are expecting to get from them.
  

1. 
   "First World War Veteran, 113, Becomes World's Oldest Man after Japanese Title
   Holder Dies"
   
2. 
   “Have You Ever Listened to the Radio and Thought I could Do that?"
   
3. 
   “To Have and Too Old: Dance Partners with Combined Age of 193 Become World's Oldest Ever Newlyweds"
   

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©British Council 2013

Lesson Plans Year 2

4. 
   “Oldest Man in the World, a Citizen of Uzbekistan”
   

• 
  Divide the class into 4 groups and distribute one out of the four texts to each group (group 1 - Handout 1A, group 2 - Handout 1B, etc).
  
• 
  Ask groups to read their own texts and be ready to present the text in the form of an interview between an old person and a journalist. Students will have to mainly use the information given in the text; however students’ creativity is also welcomed.
  
• 
  Ask the groups to present their interviews to the whole class.
  
• 
  Ask students to state the things they found new/strange/shocking/unusual/amazing about the people described in the texts.
  

Activity 2 A Poem “Warning”
Objectives:

• 
  to let students practice the elements of creative writing;
  
• 
  to let students to work on vocabulary Time: 20 minutes
  

Materials: Handout 2
Procedure:

• 
  Ask students to listen to the poem, Warning, by Jenny Joseph. Ask students to draw the picture of a character while listening to the poem.
  

Warning
by Jenny Joseph
When I am an old woman I shall wear purple With a red hat which doesn't go, and doesn't suit me.
And I shall spend my pension on brandy and summer gloves And satin sandals, and say we've no money for butter.
I shall sit down on the pavement when I'm tired And gobble up samples in shops and press alarm bells And run my stick along the public railings And make up for the sobriety of my youth.
I shall go out in my slippers in the rain And pick flowers in other people's gardens And learn to spit.
You can wear terrible shirts and grow more fat And eat three pounds of sausages at a go Or only bread and pickle for a week
And hoard pens and pencils and beermats and things in boxes.
But now we must have clothes that keep us dry And pay our rent and not swear in the street And set a good example for the children.
We must have friends to dinner and read the papers.
But maybe I ought to practice a little now?
So people who know me are not too shocked and surprised When suddenly I am old, and start to wear purple.


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©British Council 2013

Lesson Plans Year 2

• 
  Ask students to present their pictures to the whole class and invite them to explain why they have described her in this way.
  
• 
  Distribute Handout 1 and ask students to fill in the gaps.
  
• 
  Volunteers may read the poem aloud; help students with pronunciation if necessary.
  
• 
  Ask students to explain the meanings of the words in bold (either using dictionary or guessing the meaning from the context).
  
• 
  Encourage students to write their own verses. They can either use simple
  

substitution (When I am an old man I shall wear , with a which
doesn’t go and doesn’t suit) or be even more creative and write their own lines, for example, “I shall bury my mobile phone and throw the alarm clock in the bin...’’.

• 
  Then ask students to hang their poems on the board.
  
• 
  Encourage the whole class to mingle and read the verses and choose the best answer.
  

Activity 3 Working on the Project
Objective: to let students work on their project Time: 20 minutes Materials: Handout 3
Procedure:

• 
  Ask students to imagine themselves as professional filmmakers. Ask them how they would answer these questions:
  

~ What do you think a documentary filmmaker should bear in mind when choosing their subject matter?
~ Once they have chosen the subject, how should filmmakers start on the path?
~ How do filmmakers make their subjects feel comfortable during interviews?
~ Are there any tips on getting interviews?
~ What are the common mistakes that you see documentary filmmakers make?
~ What advice would you give a new documentary filmmaker?

• 
  Distribute handout 3. Ask students to read an interview given by Mark Harris, USC professor, filmmaker and compare their answers.
  
• 
  Ask students how they will follow the guidelines suggested by the author while creating their own films.
  
• 
  Invite students to get into their project teams and continue the work on project:
  

• 
  choosing materials for the film/poster they are going to create (deciding on the content, organization and main characters of the film)
  
• 
  making a list of interview questions
  
• 
  translating the questions into Uzbek/Russian
  
• 
  deciding on an introduction to the film (in the form of a story, statistics, poem about elderly people and will be read by one of the students as an author of the documentary film)
  
• 
  agreeing on the length of the film with a whole group
  

• 
  While students are working on the project in their small groups, teacher walks around, gives feedback if appropriate.
  
• 
  Volunteer students to report on the work they have done so far.
  

Round-up
Summarise the lesson and encourage students to continue the work on project.