Discussion – Devise Your Own Lead-in
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T: Hello, children! How are you today? That’s fine.
Oh! I’m dead tired. I’m sleepy. First, I had nightmare, then I had heavy sleep because I lost sleep over my problems.
To tell the truth I didn’t sleep a wink last night. I was tossing and turning all night. I hope I’ll catch up on sleep and I’ll sleep like a log today at night.T: And I wonder how do you sleep? Let’s discuss your sleeping. Are you ready to talk about sleep in English?
How long do you usually sleep?
When do you fall asleep on weekdays?
How long should a person sleep to feel well?
Is it harmful for your brain to sleep less than 7 – 8 hours?
Can a lack of sleep cause illnesses?
What happens to a person who doesn’t sleep enough?That’s a nice way to begin a lesson. Many questions that evoke thinking process and each student can share his experience on this topic.
T: Good morning, boys and girls. I’m very glad to meet you. You know children I like traveling very much, because I can see many interesting places. If I go to Russia I will see the Kremlin; if I go to Britain probably I will see Tower Bridge.
And if you go to Australia what sights will you see?
Pupils: If I go to Australia I will see Uluru.
T: When we go abroad we usually bring some souvenirs back home. What souvenirs do you usually bring back home from your travels?Pupils: I bring magnets back home from my travels….
Hi guys! How do you feel today? I’m very proud because yesterday I reached and completed a difficult drill during my gym training, so even if I was tired, then I felt joyful and satisfied.
And what about you? Did you have some experiences in the past days that made you feel like some of the following pictures?
(I’m going to introduce a lesson about adjectives related to feelings, showing a nice picture that describes feelings across faces and explanation)
Eliciting students to use what they see to describe their feeling
Have you ever felt disappointed? Can you tell us when and why?…
Have you ever felt sad? relieved….
Are you optimistic….?Sorry I got confused, I’ll try to create my own lead-in
Steve’s teaching material – my Lead-in
– Split the group into mini groups of 3/4 as soon as the students enter the classroom ( Instruction: pick up a card with a certain colour at the back and take a seat at a desk marked with the same colour.
– Ask students in each mini group to look at the picture on their desk and brainstorm 3-4 adjectives to describe the image (images should represent some specific places or objects). Ask students to name the country they asociate the place/object with and give 1 reason for their idea
– Give students 4-5 minutes for discussion.Amazing lead-in! Students are engaged from the very beginning of the lesson. The task is interesting and well-organized.
Lead in Steve’s Class:
– List wonders of the world on the board (or pictures of the wonders, i.e. pyramids, Eiffel tower,…).
– Ask the students if they can name them, tell me where they are and why they are related.
– Put them in pairs to discuss what other wonders they have seen (2-3mins).
– Get each student to tell the class one wonder their partner has seen.Lead in Hannah’s Class:
– Place the title “Stages of Life” on the board.
– Ask the students to get into groups of 3-4 and name as many different stages of life as they can (birth, childhood, teenage years, adult, marriage, having children, death…)
– Discuss them with the class.Lead in Hannah’s Class:
Ask students to look at the words connected with the three stages of life. What are these stages? (elicit the answers). What stage does each word belong?
Divide students into pairs. Students tell each other about one of the events from their life using at least 3 words from the list.
Students tell the class about their partner’s event.Lead in for Hanna’s class.
Write “life” on the board. Pair students and ask them to decide in two minutes which are the three most important stages of life. Then students report back and compare ideas with others.Hanna’s material – lead-in:
Write on the board ‘birth / marriage / death’, ask them to read it and take 1 minute to reflect upon those words and stages individually. After that, divide students in pairs or small groups (depending on the number of students in class), and ask them to:
1) Add other life stages to make the list more specific.
2) Make a list of events that are related to each stage.
3) Discuss how life stages and events are different in every country.After about 5 minutes, elicit feedback from the different groups and write the answers on the board -if necessary- so that everyone can see the big picture.
Steve’s material – lead-in:
Write on the board “World Wonders” and elicit information from the whole group. After that, explain that there are “Ancient World Wonders” and “Modern World Wonders”. Then, divide students in pairs or small groups (depending on the number of students in class), and ask them to:
1) Guess which monuments are considered “Ancient World Wonders” and why.
2) Guess which monuments are considered “Modern World Wonders” and why.
3) Make a list of monuments (buildings, statues, paintings, or any other representation of humankind) they consider should become a World Wonder and explain why.(Steps 1 and 2 could easily be turned into “Guess which monuments are considered World Wonders and why” if it suits better the group’s needs, either due to level, timing or any other reason).
They have 5-7 minutes to do it.
After the time is passed, the teacher shows images of World Wonders and asks whether students had guessed correctly. Next, he/she asks the different groups for other monuments they consider they should become World Wonders. If there is enough time, this could lead to a short class discussion about “What makes a World Wonder?”.
Lead in for Hannah’s lesson:
Put 3 images on the board reflecting BIRTH MARRIAGE DEATH.
Ask students to guess what the images reflect.
Once the correct 3 words are established, ask the class to work in small groups of 2-3 to brainstorm as many words as possible associated with these 3 key stages of life.
Set a competition for the group that comes up with the highest number of unique words (ie words that no other group thought of)
Write all the words on the board underneath the relevant image as the students call them out. Each group taking turns, with each student participating in reading aloud whilst the other groups check if they had the same words.
Elicit short conversation about the students’ ideas for other key stages in life.
Time permitting this could develop into a short class discussion about which additional key stage should be added to the 3 on the board and whether the word marriage should stay or be replaced.Lead in for Hannah’s lesson: I will put a picture of my wedding, a picture of me and my baby and a picture of a funeral.
I will them ask the students to tell me about what is going on in each picture. From their feedback, I will write salient points down.
Marriage Birth Death
Then I will ask them if they have attended any marriage ceremony, have carried/played with babies or lost any member of their families. This will be discussed in pairs.
I think using pictures or images will always be an amazing resource!
For Steve’s lesson I would have up pictures showing the different wonders of the modern world. I would split the class into pairs and ask them to pick which wonder they think is the most wonderful and why – 2 minutes. Then each person feedback their answers.
Pictures showing wonders of the world is a great idea, however, I think it will help a lot if those pictures portray wonders in the past than in the modern world.
Great idea to place pictures of the different wonders on the board and ask the student to choose one of them and speak about why he/she thinks it’s wonderful.
For Hannah’s lesson I would ask students to draw a creative representation of the various stages of life, for example a minimalist or an analogical representation like comparing various stages of life to the seasons or times of the day.
Lovely idea with drawing a creative representation and comparing various stages of life!
Lead-in from Hannah’s Lesson.
1. Teacher plays 1 minute video showing a woman giving birth, a traditional marriage and a gathering at a funeral.
2. Techer pairs students and ask them to share their experiences with the 3 events in 2 minutes.
3. A representative of each pair shares his/her partners experience with the class(All in 2 minutes).I like your lead-in. It’s very simple.
Good morning everyone!
Please can you divide yourself into groups of 3 or 4, and take a look at the pictures on the board. What do you think today’s topic will be? (Pictures of different types of pets)
Amazing, so I have had lots of pets, I have had dogs, and cats, rats, and a lizard and they all have different needs to make sure they are well looked after and happy. In your groups, write as many different pets as you can and what you think each one needs, the group with the most answers win.
Discussion: ‘Do you have any pets? What do you/have you had? Did they have any funny traits?Hannah’s teaching material: Lead-in
ME: Hello everyone! How are you doing today?
STUDENTS: We are doing good!
ME: I am doing good too!
Yesterday was so exciting, because a friend of mine gave birth to a beautiful girl. Her name is Carla. And when i was holding the baby, i started thinking about the day i gave birth to my children (because i have 2 boys). And I remember again the feeling whilst holding my baby. It was one of the most memorable moment of my life. So tell me, what is the most important moment of your life and why? Work in pair and share the most important moment of your life. You have 2 minutes. So what did i say?
STUDENTS: You said we should share the most important moment of our life and work in pair. We have 2 minutes
ME: Good! It starts now.Hannah’s teaching material – Lead-in
. Divide the class into groups
. Write the word LIFE on the board
. Show students pictures representing different stages of life (birth, marriage, death).
. Ask students what do these pictures represent and to give examples of events in their own lives (ex.: birth of a sibbling, sister’s wedding, etc)Good morning guys! I hope your weekend was great. My weekend was perfect and exciting as I found myself at the poolside, because a friend of mine was celebrating his birthday so we went there to celebrate with him at the poolside. How may of you have been to the poolside before and what were your experience.
Let’s form a group of three and share our experience with each other.
You have three minutes to do so.Have a picture of a birthday cake on display.
Whole class:
Ask students do describe it.
Ask them if they know what it is. Use this to lead into the topic of birthdays.
Students then work in pairs to find out when each others’ birthdays are and how they celbrate.Hello every one…let us google English for 2 minutes.let us talk about what you have read.after 3 minutes, all write the words, sentences to the board.
Stage, level and function in the context…skills and systems have to be United…
5 minutes google or youtube I would like to have to expand the english language over the classroom limit ,can I?????
Is english a modern world wonder? How about internet? What is the connection?
Wonders of the world now and past?
Is the concept enough? This is another level in the english learning.from old limited concepts to new, better …like stages in life birth, wedding and death is a simple explanation that can not bring satisfactory result to deal with the modern industrial , tourism, plane, internet era…
Wonders of the world is nature and how much we know about it????STEVE’S LEAD IN:
WELCOME THE CLASS, ASK HOW THEY ARE.. EXPLAIN I AM GOING TO SHOW YOU A PICTURE ON THE BOARD AND I WOULD LIKE YOU TO DISCUSS WHAT YOU SEE
WITH YOUR SMALL GROUP OF 3/4 PEOPLE 3 MINS. I WOULD PUT QUESTIONS ON THE BOARD AS GUIDANCE.WHAT ARE THE GROUP OF PEOPLE DOING?
WHY IS THE GIRL HOLDING THE TORCH?
WHAT TECHNOLOGY CAN YOU SEE IN THE PICTURE?
WHAT DO THEY HAVE IN COMMONTHE LEVEL OF THE CLASS MUST BE QUITE HIGH TO BEGIN WITH, TO SET THIS TASK.
I WOULD ASK THEN ASK THE QUESTIONS AND ELICIT ANSWERS FROM THE WHOLE CLASS. THIS SHOULD ONLY TAKE 5 MINS.
ASK TO PREDICT THE TOPIC OF THE LESSON.Teacher describe their favorite website. She doesn’t really visit a lot of websites but she likes to read, so she always websites like good reads or anything involving books.
Students gather in pairs of 2 and share their favorite websites and why do they visit that/ those particular websites.Steve’s Teaching Material- My Lead-in
* I would wait for the students with an old telephone on my desk.
* Once the class started I would ask them if they know what it is.
* To provide context, I would then show a two minutes video to illustrate how people communicated before the internet.
* Split the class into groups of two to answer some questions:
What digital application do you use to communicate between family and friends?
What else do you use it for?
Do you know any family member who had used the old telephone device?
Finally, an open question to the whole class: Do you think life is now easier with the Internet or not?Nice idea.
Hannah’s material lead-in:
The teacher shares three images representing marriage, birth and death. Students are asked to discuss in pairs whether they have any experiences with these three life events. Each pair contributes to a class discussion of marriage birth and death.
T : Hello everyone, how aren’t you today. Today we have an interesting topic. It involves cultural differences and traditions. So discuss among yourselves in groups of 3 people your cultures and the different foods and dishes that are famous in your culture.
Lead-in ideas
For Steve’s lesson: A photo of a smart phone, to introduce subject of modern wonders. Ask: 1) Do you have a smart phone, 2) Do you think smart phones are a good invention (technology) work in pairs then discuss as class, encourage them to give pros and cons e.g. they help you talk to friends and family but can waste your time
For Hannah’s lesson: Draw simple lifespan cycle on board e.g. birth (picture of baby), school, marriage, death, and ask what happens at each of these stages, e.g. how does the person spend their time. Full class discussionLead-in ideas
For Steve’s lesson: A photo of a smart phone, to introduce subject of modern wonders. Ask: 1) Do you have a smart phone, 2) Do you think smart phones are a good invention (technology) work in pairs then discuss as class, encourage them to give pros and cons e.g. they help you talk to friends and family but can waste your time
For Hannah’s lesson: Draw simple lifespan cycle on board e.g. baby, child, adult, elderly and ask what happens at each of these stages, e.g. how does the person spend their time. Full class discussionSteve’s learning materials -> Pictures on the board:
How have these inventions and discoveries improved modern life?
discuss for 2 mins in pairs while teacher adds some useful vocab on the boardFeedback: go through each picture one by one and pick a spokesperson from each pair to feed back to the class
That’s a great idea! Lots of open questions to discuss means lots of vocab to be practised!
Rights of Passage
Good opportunity to use pictures of weddings, new babies and funerals.
take each picture in turn and brainstorm words for the participants: bride and groom, mother, baby and partner, mourners.Divide into threes and ask people to discuss one of these events fron their own life. What are the important features? Focus on similarities and differences. Ask if there are other important rights of passage that have been left out.
Nursery(3-4 yrs. Old)
Topic: Different Occupations
Motivation: Singing and Dancing about different occupation
Introduction: So kids what do you think are these?Each of you will tell teachers about the song and dance awhile ago.
Pupils, will share there thoughts .
Lesson Proper: Think 1 dream you want to be in the future .
Then share it to your sitmate .
If your done sharing give chance to your sitmate to share also his /her dreams
Then later act and tell your dreams to the whole class
Generalization: So what is our lessons today ?
Group Answers
Enumerates different occupationNursery(3-4 yrs. Old)
Topic: Different Occupations
Motivation: Singing and Dancing about different occupation
Introduction: So kids what do you think are these?Each of you will tell teachers about the song and dance awhile ago.
Pupils, will share there thoughts .
Lesson Proper: Think 1 dream you want to be in the future .
Then share it to your sitmate .
If your done sharing give chance to your sitmate to share also his /her dreams
Then later act and tell your dreams to the whole class
Generalization: So what is our lessons today ?
Group Answers
Enumerates different occupationToday’s class aims at spreading some festive cheer.
I’m gonna draw a table on the blackboard divided into some columns, each of them dealing with “the best/the worst/the last/the first”.
On the other side of the column, instead, I’m about to write what follows: Xmas memory + Xmas dinner/lunch + Xmas present + Xmas tree.
Pupils are supposed to work in pairs or mini-groups and collect as much info/as many memories as they manage to in order to get the ball rolling for the upcoming speaking session that will follow.
I’m gonna move around to answer some possible questions as far as new lexis is concerned. Moreover, I’m about to jot down anything new coming up in order to let everyone discover some new vocabulary items.I will first show three pictures to elicit the words” birth, marriage, and death”
I will then elicit some words associated with these three stages of life.For Hannah’s lesson:
( This lead-in will be suitable for adults)
– show a trailer of ‘ the Curious Case of Benjamin Button”
– after watching ask the whole class: ( why is his case curious. Did he have a happy life? Why? – elicit some vocabulary)
– organise a pair work for 2 min to discuss what things should each person do to have a happy life?
– feedback – call some individuals to share their ideas.For Steve’s lesson:
– Print some pictures of Wonders of the world (Space ship, Internet, Airlines, Green houses)
– Divide the students into pairs and ask each pair to pick one picture
– encourage students to discuss the following questions about the chosen picture ( questions might be written on the board):
1. What can you see in the picture?
2. What do you know about it? Is it popular?
– feedback (ask some individuals about the pictures ( put the pics on the board and elicit the main topic)Steve’s teaching material – my Lead-in
– split the class into groups of 3-4 as soon as the students enter the classroom. Ask them to pick up a card of a certain color at the back and take a seat at the desk marked with similar color.
– Ask students in each mini group to look at the picture on their desk and brainstorm 3-4 adjectives to describe the image. Images should represent some food or places of sightseeing.
– Ask students to name the country they associate the image with and give the reason why they think so.
– Give students 4-5 minutes for the discussion.For Hanna’s lesson:
I would suggest students draw their own picture of the three stages of life: birth, marriage and funeral. They can describe these stages not only in human world but in animal or plant world as well. After the work is finished the students discuss what they’ve got.Whilst I like the creativity of this intro, I think that asking the students to draw an image of the life stage is unproductive as it will not require them to use their language skills. I also think that trying to translate these life stages into the plant and animal world may provoke some confusion.
For Hannah’s lesson:
I would split the students into pairs or threes (depending on class size). I would assign each group one of the three stages of life (birth, marriage, death) and ask them to talk with their group about it.
If the students are of mixed nationalities, I would ask them to talk with their partners about how that event is celebrated in their culture and feed back to the class about what their partner has told them.
If the students are largely of the same nationality, I would write questions on the board to prompt their discussion. For example- have you ever been to a wedding? What normally happens at a funeral? I would then ask the questions to the whole class and ask for volunteers to feed back.I would allow 4 minutes for discussion and a couple of minutes for feedback.
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