MAIN AIMS creating and narrating a short story, explaining and giving reasons for opinions
MAIN AIMS Listening, using a dictionary, prediction and sentence transformations
SUITABLE FOR teens and adults, pre-advanced (B2.2) and above
Watch the video until the end – it doesn’t turn out to be as bad as you might expect!
Lower levels describing a photo, storytelling and writing
Higher levels speculating, pronunciation, report writing
SUITABLE FOR teens and adults, pre-intermediate (A2) and above.
We’re back at All at C after a very long Christmas break! We’ve been kept very busy with different projects but hope to make up for our lack of updates over the next couple of months. So, to start off, and given that it’s still winter here in the Northern Hemisphere, we thought this amazing (but real!) gym class from Sweden would be topical.
MAIN AIMS practise verbs and expressions of movement / functional language of advice and instructions / writing / listening for specific information
SUITABLE FOR teens and adults, upper-intermediate (B2.1) and above
MAIN AIMS Talking about the past and present, storytelling, vocabulary acquisition
SUITABLE FOR Teens and adults, Intermediate (B1) and above
This lesson plan is inspired by Jamie Keddie’s videotelling idea.
If you want lesson plans based on John Lewis adverts from other years, check these out:
The Hare and the Bear (2013)
The Snowmen (2012)
MAIN AIMS Agreeing,disagreeing and making suggestions (FCE and CAE speaking exam practice)
SUITABLE FOR Teens and adults, Upper-intermediate (B2.1) and above
TEACHER’S NOTES (Click here for a pdf of the Teacher’s Notes)
1. Tell students that you’re going to play a piece of music and that they should close their eyes and relax. Play the video below (sound only, blank screen). Afterwards, they tell a partner how it made them feel and what images (if any) went through their minds.
2. Tell them to imagine that this piece of music is going to be used in a film soundtrack and they’re going to discuss how to use it in different kinds of films.
3. Put them in groups of three and display this question for them talk about.
4. Stop them after a few minutes and tell them they have one minute to decide which kind of film this music would go best with. Open class feedback.
5. Display or hand out these expressions. Ask them how often they used one (or something similar) during their conversation. Tell them what you noticed as you were going round. Say that in the next conversation, they must use these expressions.
6. Now they imagine that this music is going to be used in an advertisement. Display this question for them to discuss.
7. Stop them and tell them they have one minute to decide which product the music would be best used to advertise.
8. Open class feedback
9. Say that this music is used in a British TV advert and show them this screenshot. Establish that it’s World War One and the British and Germans have called a truce. Does anyone know when and why? Play this video from 01:50 to 02:41 so that students can see what happened.
10. We haven’t seen the product yet. Get students to work in groups to think of an ending where the product being advertised is revealed.
11. Find out what they decided and then play the whole advert. Afterwards, explain that Sainsbury’s is a supermarket. It works with the charity The Royal British Legion, which provides assistance to members and veterans of the armed forces. The chocolate bar that appeared in the advert was specially created to raise money for the Royal British Legion.
12. Say that the advert has been both praised and criticised in Britain and display these two opinions. If students agree that it’s a heartwarming advertisement, they should stand near the screen. If they think it’s cynical and tasteless, they should stand on the opposite side of the room. If their opinion is somewhere between the two, they should stand somewhere that reflects this i.e. nearer the front for the first one etc.
13. Put students in pairs or groups of three or four with differing opinions and get them to convince their partners that their opinion is the right one. Finish off by finding out if anybody changed their point of view.
14. As a follow-up, tell students to find out the name of a film the music from the advert has been used in, and send them this link to read more about the Christmas Truce.
MAIN AIMS Speaking to describe processes, noticing and looking up vocabulary, improving group dynamics and motivation
SUITABLE FOR Younger learners, teens and adults, Intermediate (B1) and above
TEACHER’S NOTES (Click here for a pdf of the Teacher’s Notes)
1. Ask your learners to form small groups. They tell each other whether they think they are good at solving problems. They can interpret problems however they want e.g at home, at work, practical, mathematical etc.
2. Elicit some examples and reasons from people who said yes.
3. Show them this screenshot and present them with the problem: they have to get the peanut out of the long test tube without using any tools, turning it upside-down or breaking it. Tell them that the test tube is attached to the base and the base is attached to the table. Give them three minutes to come up with suggestions while you circulate and help with vocabulary.
4. Elicit suggestions from the groups.
5. Play this video so that they can compare their suggestions with the solution.
6. Now tell them that they’re going to have a small creativity competition. Display these pictures of fruit and elicit the name of each one.
7. Divide the class into two halves, A and B, and then subdivide each half into smaller groups of three or four. Group A gets kiwi, mango and watermelon and group B gets pomegranate, orange and strawberry.
8. Tell them that they have to describe the best way to eat the fruit with minimum waste and maximum ease. They can use tools. Let them use mobiles or dictionaries to look up vocabulary while you circulate helping them to express what they want to say.
9. Now have all the A groups compare their suggestions with each other on one side of the room while all the B groups do the same on the other side.
10. Put individual As and Bs together in pairs and ask them to explain the techniques for their three fruits to each other.
11. Now play this video. Did anyone come up with something similar? Which one surprised them the most?
12. As a follow-up, tell them to eat one of the six types of fruit using the method suggested and either video or photograph the result to show in the following class.