10 IMAGE-BASED LESSON

PLANS
BY NIK PEACHEY

PEACHEYPUBLICATIONS LTD
10 IMAGE-BASED
LESSON PLANS
For the ELT Classroom

By Nik Peachey

© PeacheyPublications 2019

i
INTRODUCTION
10 IMAGE-BASED LESSON
PLANS
This book is a collection of lesson plans that I developed
between September and December of 2018.

The lesson plans were inspired by the work I have been doing on
developing empathy and the creative use of images to help
activate students’ sense of empathy.

I’ve had a long love of using images in the language classroom

and see them as a key ingredient in sparking students’
imagination as well as supplying a window into a much wider and
often very different world.

I have always found that images have the power get students
speaking and particularly images of people can stimulate their
curiosity and help to produce a wide range of questions.

The tasks and activities in these lesson plans should also help to
develop your students’ vocabulary and fluency.

Each of the lesson plans includes a digital presentation that you

can use with a data projector or you can share with students so
that they can access the materials on their own devices.

Students and teachers can also annotate and write on the screen
by clicking on the pen tool.

Where the hand tool is visible, teachers and students can also
drag and move items on the screen.

All annotations and items are automatically reset when the

materials are closed.

I hope you and your students enjoy these materials and that they
help to make students a little more tolerant and understanding of
the world around them.

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CONTENTS
The lesson plans! ! ! ! ! !

1. A Girl by the Window 5

2. The Crime 12
3. Dreams and Ambitions 23
4. Friendship and Feet 32
5. The Bear in Bed 41
6. The Cabin 49
7. The Girl and the Tiger 57
8. The Path 65
9. The Statue 73
10. The Window 81

iii
A GIRL BY THE WINDOW
This lesson is based on a single image of a girl standing alone at night by a shop window.

The lesson includes a variety of discussion and conversation tasks that you can use to get students
thinking and talking about why she is there and how she feels. These are followed by language focus
tasks and some more creative tasks. Finally, there are some suggestions for digital research and
creation follow-up tasks.

Classroom Materials

This digital version of the materials can be used by teachers and students with a digital device and
internet connection. The Girl by the Window: http://bit.ly/girl-by-window

• Image source: Pixabay.com

• Artist: Pham Trung Kien

4
IMAGE 1.1 A Girl by the Window

Discussion Task

• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.

• You can use one or all of these questions to get your students talking about the
image.

• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.

• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk.

• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.

• You can then have a class plenary session and get students to share their
answers and pick the ones they like best.

5
 Task

• Who is she?
• Why is she there?
• What is she thinking about?
• Who was the last person she spoke to?
• What did she say?
• Where will she be an hour after the picture?
• What’s her relationship to the photographer?
• Why did the photographer take the picture?

Personalisation Task

• These questions require the students to think more critically and personally about
the image.

• You can put the students into pairs or small groups to discuss the questions

• You could then open this out into a larger debate about aloneness, loneliness or
even have a discussion about issues related to young women as opposed to
young men being out alone at night.

Task

• If you could speak to the girl, what would you tell her?
• How do you feel about being out alone at night in a big city?
• How would you feel if you were standing by the same window?

Vocabulary Tasks

• You can use one or all of these tasks, either as follow-up or as preparation for
other tasks in this lesson.

• The tasks work best if you put the students in pairs or small groups.

• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/720132

6
• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/

Task

• Think of 8 - 10 words that you associate with the picture.

• Think of 8 - 10 words to describe the girl.
• Think of 8 - 10 words you associate with being alone.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected. You can also ask them to
make sentences from pairs of the words. You can then check through and award
points for these sentences if they have used the words well.

Dialogue Task

• This task is designed to get students thinking about the back story to why the girl
is by the window.

• Ask the students to look at the text conversation from the girl’s phone and try to
decide who she is messaging.

• Now put the students into pairs and ask them to continue the messaging
conversation.

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Grammar Tasks

• The aim of this task is to highlight the differences in use between the present
perfect simple and present perfect continuous tense.

• Show the students the two sentences on the time lines. Ask the students what the
difference is between the two structures. See if they can name the structures.

• Now ask them why the simple form was used for one and the continuous form for
the other.

Answer:

Continuous form is used because the action started in the past and is still
happening now.

Simple form is because the action happened in the recent past at an undetermined
point (We don’t know when she found the job).

Ask the students if they can produce 4 - 5 more sentences about the girl using the
two structures.

Focus on Form

• Now ask students to identify the structures and then get them to label the parts of
the form.

• You could also ask them to identify features of pronunciation.

Narrative Task

• This tasks can work as either writing or speaking task. The aim is to get students
thinking about the girl and what may happen to her.

• Give the students the task and give them some time to prepare. This could be
done at home or in the classroom.

• Ask them to exchange stories. As they read or listen to their partner’s story they
should think of questions to ask to get more information about the story.

• Once they have finished you could ask them to record their story using their
mobile phone. This could be a video or audio telling of the story. They should try to

8
 make their story telling expressive. They could then share the stories with you for
correction or add them to a class blog, VLE or website.

Task

Imagine the girl five years from now.

• Describe her life.
• Describe what has happened to her over the last five years.

Follow-up Tasks

• Ask students to do online research and find ten new facts about loneliness and
being alone.

• Ask students to use the facts to create a short presentation or an infographic.

They can create the infographic using tools like: https://www.draw.io/ or
https://www.genial.ly/.

• Ask students to write a 3 sentence story about the girl. Then ask them to use
https://commaful.com/ to create a digital version of their story. They can then
share and comment on each others’ stories.

9
Your Rights

Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with others or
store and redistribute it online.

Copyright Information

This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

The image remains the property of the creator.

Thanks

Nik Peachey - © PeacheyPublications 2019

10
THE CRIME
This lesson plan explores the topic of crime and motivation. It uses images and a crime story to
develop students’ vocabulary around the topic of crime. It also helps to develop their understanding
of narrative tenses. Most importantly, the lesson pushes students to think more critically about the
information they are being told and to think about how they can cross-check information.

At the end of the lesson, students are also encouraged to do research in preparation for a debate
about various issues related to crime and punishment.

Classroom Materials

The teachers’ version of the classroom materials can be accessed through this link:
https://bit.ly/2MQFeUO

A students’ version, that doesn’t include the answers, can be accessed through this link:
https://bit.ly/2NSB77h

11
THE CRIME
Vocabulary Task

The aim of this task is to activate and develop students' vocabulary related to the
theme of crime. It relies on crowdsourcing the vocabulary from the students and
getting them to peer-teach some of the words. You should be monitoring and ready
to help them if there are words they need help with. Alternatively, you could get
them to use their mobile devices to search for the words they don’t know.

• Put students into small groups and ask some groups to brainstorm types of crime
and others to brainstorm ways in which crimes can be punished.

• Once the groups have made notes of the words they know, ask each student or
group of students, to join with someone from a different group and share what
they know.

• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class.

• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/ or, if you used AnswerGarden, you can
export the words they entered into a wordcloud.

Discussion Task

The aim of this task is to get students thinking about their assumptions of the
types of people who commit crimes and why people commit crimes.

• Show students the composite image of the men. Tell them that all of the men in
image committed some form of crime.

• Put the students into pairs or small groups and ask them to try to guess what the
crime was and why they committed it.

• Give the students some time to discuss the images then stop the activity and get
feedback.

• See if the students can rationalise their choice of crimes for each man, e.g. The
man with the computer may be guilty of hacking or some kind of computer
related fraud.

12
• Don’t confirm or refute the students’ suggestions at this point.

IMAGE 2.1 The Crime

Reading Task

The aim of this task is to develop students’ reading skills and contextualise the use
of a range of narrative tenses. The story should also make them think more deeply
about the link between crime and intention.

• Now ask students to read the text. Tell them that one of the men in the image
committed this crime.

• Ask them to try to decide what the crime was and which of the men they think
committed the crime.

• If you would like to push students to gist read the text and speed you could copy
paste the text into https://cueprompter.com/.

• Once the students have read through the text give them a couple of minutes to
compare their answers together.

• Then ask for feedback and see what they suggest.

13
• Don’t confirm or refute the students’ suggestions at this point, though you may
want to help clarify vocabulary.

The Crime

It had been a really long and stressful day. My boss was angry with everyone at
work and was threatening to sack us all because some deal had just fallen
through. I got home late and was exhausted. My wife was there in the kitchen.
She was angry with me too. She’d got home from work early and cooked dinner
and now it was cold and ruined. She was shouting about me being
inconsiderate and not caring about anyone but myself. I told her I had texted
her, but she didn’t believe me, so I got the phone and showed her, but then I
saw that I had written the text but I hadn’t sent it.

She started shouting at me again, saying how typical this was of me and that I
was an idiot and she didn’t know why she married me. I don’t remember what
happened next, but suddenly it was quiet and she was lying on the floor. When
she got up her nose was bleeding and I realised I had hit her. I couldn’t believe
that I could do such I thing. I begged her to forgive me. She seemed very calm
and didn’t say anything. I got her some ice and told her about the awful day at
work. I knew it was no excuse though. I phoned for a takeaway meal and we sat
and ate together. She said that perhaps we needed some time apart, but I said
it was just my work and I needed to change jobs.

We went to bed after the meal. The next day was a Saturday so I hadn’t set my
alarm. I got up while she was still sleeping and made coffee and brought it to
her. I couldn’t wake her though. I started to panic and called an ambulance. She
was dead by the time the ambulance reached the hospital. They said that when
I hit her it had caused a blood clot. It had gone to her brain during the night and
that was the cause of her death.

14
Story Recreation Task

The aim of this task is to check and develop comprehension of the text.

• Show the students the wordcloud of the story.

• Put the students into pairs and ask them to work together and try to remember as
much of the story as they can. The students can use the words from the
wordcloud to create sentences and help them remember.

• If students are struggling you might want to show them the text again.

IMAGE 2.2 The Crime - Word Cloud

Time Line Task

The aim of this task is to develop students’ understanding of narrative tenses and
to ensure they understand the order of events within the story.

15
• Now show the students the timeline with the events from the story. Ask them to put
the events into the order they happened.

IMAGE 2.3 Time Line

• Give the students time to work on this in pairs or small groups.

IMAGE 2.4 Time Line - Answer

16
• Show them the completed timeline and clarify any misunderstandings.

Critical Thinking Task 1

The aim of this task is to encourage students to think more critically about the
information in the story and whether the man is being honest.

• Now ask the students to think about the story again. Ask them if they think the
man was telling the truth.

• Put the students into pairs or small groups again and ask them to think of
questions they would ask them man to find out more about the story and to see if
he was being honest.

• Once the students have had time to do this, have a short plenary and get the
students to share some of their questions.

Critical Thinking Task 2

The aim of this task is to encourage students to think outside of the information
provided for them and to encourage them to think of ways they can check
information they have been given.

• Ask the students to look back at the story again and think about who else they
would interview to find out if the story was true.

• Give them some time to share their suggestions.

• Show them the list of possible witnesses and ask them to brainstorm together the
questions they would ask them.

Witness List

• People from work

• Delivery person

• Ambulance team

• Dr / Coroner

• Neighbours

• Friends and family

17
Role Play Task

The aim of this task is to encourage students to work collaboratively and to

prepare rational arguments.

• Tell the students that they are going to have a mock trial of the man to decide if he
is innocent or guilty.

• Get students to brainstorm the different roles that you have in a court of law and
help them with any vocabulary they don’t know.

• Divide the class into two groups.

• In group one, ask the students to work together and organise the man’s defence.

• Ask them to assign the roles of the witnesses, prepare what questions they will ask
and how the witnesses will answer them.

Group 1 - Defence Roles

• Defendant

• Work colleague

• Member of man’s family

• Person who delivered takeaway meal

• Defence team

• In group two, ask the students to work together and decide how they will prove the
man is guilty of murder.

• Ask them to assign the roles of the witnesses, prepare what questions they will ask
and how the witnesses will answer them.

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 Group 2 - Prosecution Roles

• Person from the ambulance crew

• Member of wife’s family

• Next-door neighbour

• Doctor/Coroner

• Prosecution team

• Tell them that you will be the judge.

• Once the students have prepared, ask the persecution team to start with their first
witness.

• Make sure both teams have the opportunity to ask questions.

• Once all the witnesses have answered questions, let the defence team present
their witnesses.

• Once both sides have presented their case, ask the students to be the jury and
decide whether they think the man is innocent or guilty and what his punishment
should be.

If you wish, you can finish by telling the students that the text is based on a true
story and that the man was found guilty of manslaughter and sentenced to eight
years in prison. This was because, although he didn’t intend to kill his wife, the blow
was intentional and was the cause of her death.

Debate Tasks

The aim of this task is to encourage students to do research and find evidence to
support their opinions.

• Choose one or more of the debate topics related to crime (or create your own).

• Ask students to decide whether they agree or disagree with the statements.

• Tell them you are going to have a debate in the next class.

• Ask them to do online research to find evidence to support their opinion.

19
• They should make notes of the sources of the information they find.

• In the next class, host a debate and get students to present their arguments.

Debate statements

• Capital punishment should be abolished.

• The penal system should be designed to rehabilitate not punish.

• People commit crimes because of their social circumstances, not because

they are bad people.

• Far more men commit crimes than women, so men should pay more tax to
cover the cost of the penal system.

Alternative Task

• Get students to prepare a presentation or infographic with information to support

their opinion.

20
Your Rights

Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with other
teachers or store and redistribute it online.

Copyright Information

This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

The image remains the property of the creator.

Thanks

Nik Peachey - © PeacheyPublications 2019

21
DREAMS AND AMBITIONS
There is a common saying, ‘You can’t judge a book by its cover.’ It’s often the case that we make
assumptions about people very quickly. These assumptions are often based on what we see, past
experiences or even the way images and people are portrayed through the media.

This lesson is an attempt to challenge students’ perceptions and assumptions and to build a greater
sense of empathy and understanding of the way our lives and the lives of others can take
unexpected turns. The lesson includes a variety of discussion and conversation tasks that you can
use to get students thinking and talking about the image, as well as a reading text and role play task.
The final task is connected to the use of hand gestures in different cultures.

Classroom Materials

You can access the student and teacher presentation materials at: https://bit.ly/bookseller-dreams

• Image source: Pixabay.com

• Artist: TravelCoffeeBook

22
IMAGE 3.1 Dreams and Ambitions

Vocabulary Task

• You can use either of these tasks either as preparation for the lesson.

• The tasks work best if you put the students in pairs or small groups.

• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/748398

• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/

Vocabulary Task

• Think of 8 - 10 words that you associate with the picture.

• Think of 8 - 10 words you associate with the word ‘ambition’.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected.

23
• You can also ask them to make sentences from pairs of the words. You can then
check through and award points for these sentences, if they have used the words
well.

Discussion Task

• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.

• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.

• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk and think about the image.

• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.

• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Task

1. What kind of books is the man selling?

2. How many books does he sell on an average day?

3. What does he do with the money he makes from the books?

4. Where do the books come from?

5. Who are his customers?

6. What does he like about his life?

7. What does he dislike about his life?

8. Why did he become a bookseller?

24
Personalisation Task

• These questions require the students to think more personally about the image.

• You can put the students into pairs or small groups to discuss the questions.

Personalisation Task

Imagine that you are in this picture

• Where are you?

• What are you doing?

• What can you hear?

• What can you smell?

• What are you thinking about?

• What are you feeling?

• What is the man thinking and feeling?

Pre-reading Task

• In this task students try to imagine the man when he was a teenager. After doing
this they read a short text about the man and find out if they were correct.

• Ask the students to close their eyes (this isn’t essential but it may help them to
visualise).

• With their eyes closed, ask them to try to imagine the man as a teenager. Use the
questions to help them imagine.

• Give them time to think about it in silence.

• Then ask them to open their eyes and share what they were imagining in small
groups or pairs.

• Once they have imagined him as a teenager, give students the reading text and
ask them to read and see how much of what they imagined was true.

25
 Pre-reading Task

Try to imagine the man when he was a teenager.

• What did he study?

• What were his friends like?
• What things did he like to do?
• What were his dreams and ambitions?

Reading Task

• Ask students to read and check their predictions.

When I was young

When I was younger I wanted to be a musician. I studied classical music,

because that’s what my mother wanted me to learn. My mother wanted me to
play in competitions and concerts, but I loved pop music and started playing in
a band with some of my friends.

After university I worked in a music shop. My father didn’t like music very much.
He told me it was a waste of time. He had worked in a hotel since he was 10
years old and told me I needed to have a profession that would put food on the
table and pay the rent. He didn’t like his job, but he never expected to. He
always told me that you don’t go to work to have fun.

When the economic crisis hit, the music shop closed and a lot of people were
out of work. Most of my friends from the band moved away to find work. Some
went abroad and I lost contact with them. I kept playing and writing songs even
after I got married. I had a number of other jobs, but nothing that really
interested me.

Then I started my own book shop. I enjoyed working for myself and it went really
well for a while. It took up a lot of my time and I stopped playing music.
Business started going badly just after my first child was born. The internet had
a really bad impact on small book shops like mine. I ended up selling my
instruments to pay off the debts.

Now I work on this stall. I don’t really enjoy it, but it puts food on the table and
pays the rent. My children aren’t interested in music. They want to be
businessmen.

26
Post Reading Task

• Show the students the word cloud. Tell them it contains words from the text.

• Ask them to use the words to create ten sentences about the text. Each sentence
should contain at least two words from the word cloud.

• Tell them these don’t have to be exact sentences from the text, they just need to
be about the man.

Post Reading Task

27
Post Reading Task

• Once the students have finished reading the text, give them these questions to
discuss in pairs.

• Once they have had some time to discuss them, have a plenary session and ask
them to share their impressions as a group.

Task

1. What surprised you about the man?

2. Why did the man not achieve his dreams?

3. How could money improve this man’s life?

-: Imagine the man wins the lottery
-: Describe his life a year after winning

4. What are your dreams and what will you do to achieve them?

Role Play Task

• Show the students the pictures of the two men.

• Tell them that the younger man is the bookseller’s son.

• Ask them to imagine what advice the father would like to give his son. Then ask
them to imagine what advice the son would like to give the father.

• Put the students in pairs. Ask one student to be the son and the other one to be
the farther.

• Tell the ones who are the farther that they should give their son some advice on
how to have a good life. Tell the student that is the son, they should give the father
some advice on how to improve his business.

• At the end of the activity ask the students to share any good advice they got.

28
Cultural Task

• This task looks at hand gestures used in different countries around the world. You
should only do this task if your students are sufficiently mature as many hand
gestures can be insulting and offensive.

• Ask the students if they noticed the hand gesture that the man is making.

• Ask the students what they think it means.

• Now show the students the other hand gestures and ask them what they think they
mean.

• Ask the students to share some common gestures from their own country.

• Ask the students to do some online research and find out more about hand
gestures and what they mean in different parts of the world.

Follow-up Tasks

• Ask students to bring a photograph of an older person in to class. Then put the
students into pairs or small groups and ask them to show and tell the other
students about the person. The image can be of someone they know or it could be
a story they have imagined.

• Ask the students to find a quote or create a meme to go with the picture. They can
use https://pablo.buffer.com to upload a copy of the image and add their meme.

Students can download their own copy of the image from here: Image source

29
Your Rights

Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with other
teachers or store and redistribute it online.

Copyright Information

This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

The image remains the property of the creator.

Thanks

Nik Peachey - © PeacheyPublications 2019

30
FRIENDSHIP AND FEET
The main aim of this lesson plan is to get students talking and to build their ability to
empathise. The lesson uses images of feet to stimulate the students’ imagination and
moves o to discussions about friendship.

The secondary aim of the lesson is to help students explore a range of online tools and
strategies for exploring and researching vocabulary and particularly idioms.

Classroom Materials

The teachers’ digital version of the classroom materials can be accessed through this link:
http://bit.ly/friendship-teacher

A students’ digital version, that doesn’t include the answers, can be accessed through this
link: http://bit.ly/friendship-student

31
FRIENDSHIP AND FEET

Vocabulary Task
The aim of this task is to activate and develop students' vocabulary related to feet and
walking. It relies on crowdsourcing the vocabulary from the students and getting them
to peer-teach some of the words. You should be monitoring and ready to help them if
there are words they need help with. Alternatively, you could get them to use their
mobile devices to search for the words they don’t know.

• Put students into small groups and ask some groups to brainstorm nouns related to
feet and others to brainstorm verbs related to feet. You could make this competitive
and see which group can think of the most words.

• Once the groups have made notes of the words they know, ask each student or
group of students, to join with someone from a different group and share what they
know.

• If your students have digital devices, you can use a collective brainstorming app like
https://answergarden.ch/ to collect and share the responses from the whole class.

• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/ or, if you used AnswerGarden, you can
export the words they entered into a word cloud.

Possible words connected with feet

Nouns
foot to walk
heel to stroll
toe to amble
sole to wander
shoe to stride
boot to kick
sandal to run
slipper to trip
boot to jog

32
Discussion Task - Take a walk in my shoes

The aim of this task is to get students thinking about the images and trying to
imagine the people.
• Show students the composite image of the feet. Ask them to think about which of
the people they would most like to be and which they would least like to be.
• Put the students into pairs or small groups and ask them to explain their decision.

IMAGE 4.1 The Feet

33
Creative Task - Who are you?

The aim of this task is to develop students imagination, creativity and their ability to
empathise with the person in the image.
• Ask the students to select one of the images. You could let them choose which one
they want or suggest one for each of them. The activity will work best if their are a
range of images chosen.
• If you are using the students’ digital version of the lesson, they can just click on the
image they want. If you are using the paper based version hand them the image
and task sheet.
• Ask the students to look at the image they have chosen and think about the task.
Give them time to think about it silently and prepare.
• Once they have had some time to prepare, put the students into groups and get
them to tell each other about the person in the image using first person ‘I’.

Creative Task - Who are you?

Imagine you are the person in the image.

• Who are you?
• Why are you here?
• How did you get here?
• Who came with you?
• What are you thinking about?
• What can you see, smell and hear around you?
• How did your day start?
• What surprises did you have during the day?
• What are you planning to do next?

34
Narrative Task - What’s your relationship?
The aim of this task is to develop students creativity by getting them working
together to create a narrative.
• Put the students into pairs, or let them choose partners.
• Tell the pairs that they are the people in the images and they have been friends for
a long time.
• Show them the task and ask them to work together to create the story of their
friendship.
• You can ask them to do this orally.
• Once the pairs have created their narrative, they should change pairs and tell their
new partner the story of how they met their friend. Tell them that they should listen
to each others’ stories and ask questions to find out more.
• Monitor while they speak and try to pick out any useful expressions or corrections
to focus on at the end of the task.

Narrative Task - What’s your relationship?

Choose a partner and create the story of your friendship.

Think about:
• How you met
• Your first impressions of each other
• What you had in common
• What was different about you
• The first thing you did together as friends
• The most difficult time in your relationship

• You could follow up this task by asking the students to write their story

35
Lexical Task - Foot related idioms
The aim of this task is to help students understand how to use Google to check
the meaning of words and idioms.
• Show the students the sentences with the foot related idioms.
• Put the students in pairs and ask them to try to deduce the meaning of the idioms
from the context.
• Once they have had some time to do this, let them use Google to check their
deductions.
• They can type in ‘define’ followed by the idiom and Google should be able to
show them a meaning.

Lexical Task - Foot related idioms

Each of these sentences contains an idiom that is related to feet. Look at the
sentences and try to guess what the underlined idiom means.
• Hey! Are you going to take your exam? Break a leg!
• Quick someone is coming. We had better leg it before they see us.
• I shouldn't have said that. I really put my foot in it this time.
• I spoke to my manager today and she thinks I'm a shoe-in the for the
promotion I applied for.
• You should really get a new car. Your one looks like it already has one foot in
the grave.
• The job was a walk in the park. I had everything finished and was on my way
home by mid-afternoon.
• Well I know it's a great opportunity but try to keep both feet on the ground
about it. I don't want you to be disappointed.

Answers:
• Break a leg = Good luck
• Leg it = Run away
• Put my foot in it = Said something I should not have
• A shoe-in = Have a very good chance
• One foot in the grave = Very old and not broken down
• A walk in the park = Very easy
• Keep both feet on the ground = Be realistic

36
Research Task - Friendship
The aim of this task is to help students explore various resources that can help
them to research idiomatic expressions.
• Ask the students to try to think of common expressions and idiomatic sayings from
their own language that relate to friends and friendship.
• Show the students the three different links and ask them to use them to try to find
an English equivalent/translation.
• Give them some time to do their research and then put the students in groups to
share what they have discovered.
• Finish by giving the students some feedback and help with their expressions, also
get their feedback on the three web resources and see which one they found most
useful.

Research Task - Friendship

Think of four or five idioms and expressions in your first language that are
connected to 'friendship'.
Use these sites to try to find equivalent expressions in English.
• https://idioms.thefreedictionary.com/
• https://translate.google.co.uk/
• http://www.yourdictionary.com/

37
Discussion Task - Real friends
The aim of this task is to encourage students to talk about their real friends and
share information about how they met them.
• Ask the students to think about their real friends.
• Put them into small groups and ask them to share information and discuss the
questions together.

Discussion Task - Real friends

Ask and answer these questions in your group.

• Who are your best and oldest friends?
• How did you meet them?
• What do you have in common with them?
• What things do you like to do together?
• What was the first activity you did together?
• What difficult times have you faced together?
• Why do you think you have stayed friends?

38
Your Rights

Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with other
teachers or store and redistribute it online.

Copyright Information

This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.

If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

The image remains the property of the creator.

Thanks

Nik Peachey - © PeacheyPublications 2019

39
THE BEAR IN BED
This lesson is based on a single image of a bear lying in bed surrounded by books. The lesson
includes a variety of discussion and conversation tasks that you can use to get students thinking and
talking about the image. These are followed by some more creative tasks. Finally, there are some
suggestions for digital creation and research follow-up tasks.

Classroom Materials

You can access the digital version of the materials here: http://bit.ly/bear-in-bed

It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks
individually or change the order of the tasks depending on the approach you want to take and the
level of your students.

Image source: Pixabay.com

Artist: Peter Fisher

40
IMAGE 5.1 The Bear in Bed

Vocabulary Task
• You can use one or all of these tasks, either as follow-up or as preparation for
other tasks in this lesson.
• The tasks work best if you put the students in pairs or small groups.
• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/717854
• You could also create or get your students to create a word cloud from the words
or stories they create using: https://timdream.org/wordcloud/

Vocabulary Task

• Think of 8 - 10 words that you associate with the picture.

• Think of 8 - 10 words to describe the bear.

• Think of 8 - 10 words to describe the room.

• Name 10 items you can see in room. Add an adjective to describe each one.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected. You can also ask them

41
 to make sentences from pairs of the words. You can then check through and
award points for these sentences if they have used the words well.

Discussion Task
• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.
• Give the students time to look at the questions.
• Then put the students into pairs or small groups.
• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk.
• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.
• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Discussion Task

• Why is the bear in bed?

• Where does the bear come from?

• When and why did he first come to live here?

• How does the bear get the books?

• What kind of books does he like to read?

• How did he learn to read?

• Where did he get his boots?

• Why is the umbrella open in the house?

• What was the photographer thinking when taking the photograph?

• Where did the photographer go after taking the photograph?

42
Personalisation Task
• These tasks require the students to think more creatively and personally about the
image and to empathise with the bear.
• You could use just one of the tasks, let students choose one or put students into
pairs and give them one task each.
• Once you have given student that task, give them some time to work alone and
think about it.
• You could ask them to make notes and tell them they will have to talk about it.
• When they are ready, put the students into pairs and get them to talk about their
task.
• You could finish this activity by getting some feedback from students about the
tasks.

Personalisation Task

• Imagine you are the bear. Try to describe your hopes and dreams for the
future.

• Imagine you wake up one day and you have turned in to a bear. Describe how
this changes your life.

Interview Task
• Tell the students they are going to interview the bear for their local newspaper and
ask them to write 6 - 10 questions to ask the bear.
• Give the students time to work in pairs and create their questions.
• Once they have enough questions ask one person in each group to be A and one
to be B.
• Ask student As to change pairs so the work with a new partner.
• Tell the Bs that they should be the bear. Ask the As to use their questions to
interview the bear.
• Once they have finished the interviews you can get them to exchange roles or you
could get the students to move back to their original partner and use the answers
from the questions to create a short newspaper article about the bear.

43
 Interview Tasks

• Think of 6 - 10 questions you would like to ask the bear?

• Write a newspaper report with the title ‘The Bear that can Read’.

Discussion Task
• Ask the students to look at the images of different creatures and think about which
they would most and least like to be.
• Next put the students into pairs. Tell them to share their answers with their partner.
The partner should listen and then try to persuade the partner to become the
animal they least like.
• They can then change roles and repeat the exercise.

Discussion Task

Which of these animals would you most/least like to be?

Try to persuade other people in your group to be one of the animals.

Role-play Task
• Ask the students if they know the story of Goldilocks and the three bears.
• Get the students to tell you as much of the story as they can remember and then
help with any information they can’t remember.
• Ask then if they think it was fair that Goldilocks went to the bears’ house and ate
their food and broke their property.
• Now put the students into pairs and ask student A to be Goldilocks and student B
to be one of the bears.
• Show them the task and ask them to create a dialogue between the two
characters.
• Higher level students may be able to improvise this, but lower levels may need
some time to prepare.

44
 Role-play Task

• Imagine that you are Goldilocks, this is your house and you come home to find
the bear in your bed.

• Imagine that you are the bear and you have gone to Goldilocks’ house to
teach her a lesson.

Digital Task
• Ask the students to go to: https://pablo.buffer.com
• Ask them to find an image of a animal they like.
• Ask them to add a message from the animal to the human race.

Digital Task
• Ask students to go to: https://commaful.com/
• Ask them to find an image of an animal they like.
• Show them the example 3 sentence story:
https://commaful.com/play/anon/you-came-to-my-home/
• Ask them to write a 3 sentence story starting with the image of the animal they
chose.
• They can then share and comment on each others’ stories.

45
Research Tasks
• Ask students to research online and find ten new facts about an animal they like.
They can do this on mobile devices or for homework and share their facts in small
groups in class. As a class get them to choose the ten most amazing facts.
• Ask students to use their facts to create a short presentation or an infographic
about animals. They can create the infographic using tools like:
https://www.draw.io/ or https://www.genial.ly/.

46
Your Rights
Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with others or
store and redistribute it online.
Copyright Information
This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.
If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.
The image remains the property of the creator.
Thanks
Nik Peachey - © PeacheyPublications 2019

47
THE CABIN
This lesson explores the concept of solitude and why some people may want to live away from
society or at least spend time alone. During the lesson students have the chance to explore their own
feelings about being alone and away from technology. They also have the chance to build the story of
the woman who lives in the cabin and her past life as a ballerina.

Classroom Materials

You can access the digital version of the lesson materials here: http://bit.ly/solitude-thecabin

The lesson includes a variety of discussion and fluency development tasks. These are followed by
some suggestions for digital research and creation follow-up tasks. It’s not necessary to use all of the
tasks in the plan, you can choose to use any of the tasks individually or change the order of the tasks
depending on the approach you want to take and the level of your students.

48
IMAGE 6.1 The Cabin

Vocabulary Tasks

• You can use one or both of these tasks, either as follow-up or as preparation for
other tasks in this lesson.

• The tasks work best if you put the students in pairs or small groups.

• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/730725

Vocabulary Task

• Think of 8 - 10 you associate with solitude.

• Think of 8 - 10 words to describe the picture.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected. You can also ask them

49
 to make sentences from pairs of the words. You can then check through and
award points for these sentences if they have used the words well.

Discussion Task

• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.

• You can use one or all of these questions to get your students talking about the
image.

• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.

• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk.

• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.

• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Discussion Task

• Who lives in the cabin?

• What do they do?

• Why did they decide to live in this place?

• Where do(es) the occupant(s) buy food?

• What do they do in the evenings?

• Who/Where is their nearest neighbour?

• Who built the cabin?

• Why did they build it here?

• What country do you think it is?

50
Personalisation Task

• These questions require the students to think more critically and personally about
the image.

• You can put the students into pairs or small groups to discuss the questions

Personalisation Task

Imagine you are in the picture.

• Where you are standing?

• How would you feel if you had to live there for one year?

• Who would you like to take with you for the year? Why?

• What 5 personal possessions would you take with you?

• What would you miss most about your home?

• Where do you go when you want to be alone?

• How much time do you like to spend alone?

• Why do you like/dislike being alone?

Interview Task

• Show the students the two images.

• Tell them that this is the woman who lives in the cabin and clarify that one is a
picture of her when she was younger.

• Tell the students they are going to interview the woman to find out about her life.

• Put them in groups and ask them to prepare ten questions to ask her.

• Once they have prepared the questions, put the students into pairs.

• Ask one student to imagine that they are the old woman. The other student should
ask the interview questions and make notes of the answers.

• You can also ask them to exchange roles.

51
• Once they have finished, you can ask them to write up their answers as a short
article for a magazine or blog.

Interview Task

• Here are two pictures of the woman who lives in the cabin.

• You are going to interview her.

• Think of ten questions you would like to ask her.

Creative Task

• Give the students time to look at the different images and choose the cabin that
they would like to own.

• Next ask them to imagine a day in their cabin and the kinds of things they would
do in a typical day.

• Put the students in small groups and ask them to find out about eachothers’ day in
the cabin. Later they could write about their day.

• You could also put the texts up around the class and ask students to read them
and decide who they would like to spend the day with.

Creative Task

• Look at these cabins:

• Which one would you choose? Why?

• Describe a day in your cabin.

Debate Task

• This debate task looks at some of the issues around the images and the idea of
solitude.

• Show the students the discussion questions.

• Put the students into groups to discuss the questions.

• Then open the discussion up to the whole group.

52
 Debate Task

• How is solitude different from loneliness?

• Why do some people prefer to live alone and away from other people?

• How does access to electricity and technology make our lives better/worse?

• What would be the advantages of being a small child growing up in the cabin?

• At what age would the advantages become disadvantages? Why?

Quotes Task

• Use this task to close the lesson.

• Give the students some time to read through the quotes and ask them to choose
the one that most closely expresses their own opinion.

• They can finish by sharing the quote they chose with the group.

Quotes Task

• “Solitude is fine but you need someone to tell that solitude is fine.” - Honoré de
Balzac

• “If you're lonely when you're alone, you're in bad company.”- Jean-Paul Sartre

• “I'd be quite happy if I spent from Saturday night until Monday morning alone
in my apartment. That's how I refuel.” - Audrey Hepburn

• "To go out with the setting sun on an empty beach is to truly embrace your
solitude.” - Jeanne Moreau

• "Solitude is creativity's best friend, and solitude is refreshment for our souls.” -
Naomi Judd

• “People who need people are threatened by people who don’t.” - Lionel Fisher

53
Follow-up Tasks

• Ask students to do online research about the world’s most remote places and find
one they would like to visit. Once they have found one they should find 10 facts
about the place.

• Ask students to use the facts to create a short presentation or an infographic.

They can create the infographic using tools like: https://www.draw.io/ or
https://www.genial.ly/. They can then share it with the class and talk about why
they chose it.

• Ask students to write a 3 sentence story about the cabin they chose. Then ask
them to use https://commaful.com/ to create a digital version of their story. They
can then share and comment on each others’ stories.

54
Your Rights

Buying this plan gives you the right to use it and any of the ideas and materials
from it with your students. It does NOT give you the right to share copies with
others or store and redistribute it online.

Copyright Information

This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my
family and send my daughters to college. When you download or share this book
without my permission you are stealing from me and my family.

If you have downloaded this lesson plan without permission or paying, please do
the right thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

Thanks

Nik Peachey - © PeacheyPublications 2019

Image source: Pixabay.com

Artist: Hermann Schmider

The images remain the property of the creators.

55
GIRL & THE TIGER
This lesson starts with a single image of a girl sitting in the forest with a tiger and moves on to explore
our relationship with animals and our responsibility to them and their environment. It explores the role
of zoos and hunting for sport.

The lesson includes a variety of discussion and conversation tasks. These are followed by language
focus tasks and some more creative tasks. Finally, there are some suggestions for digital research
and creation follow-up tasks.

Classroom Materials

You can access the digital version of the materials here: http://bit.ly/girl-tiger

It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks
individually or change the order of the tasks depending on the approach you want to take and the
level of your students.

Image source: Pixabay.com

Artist: SarahRichterArt

56
 IMAGE 7.1 Girl & the Tiger

Vocabulary Tasks
• You can use one or all of these tasks, either as follow-up or as preparation for
other tasks in this lesson.
• The tasks work best if you put the students in pairs or small groups.
• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/712859
• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/

Vocabulary Task

• Think of 8 - 10 words that you associate with the picture.

• Think of 8 - 10 words to describe the tiger.

• Think of 8 - 10 words to describe the girl.

57
• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected.
• You can also ask them to make sentences from pairs of the words. You can then
check through and award points for these sentences if they have used the words
well.

Discussion Task
• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.
• Give the students time to look at the image and think about the questions. Then
put the students into pairs or small groups.
• Tell the students to ask and answer the questions in their discussion partners.
Emphasise that they don’t need to write anything and that there are no correct or
incorrect answers, just get them to talk.
• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and answers and to explain the logic behind them.
• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Discussion Task
• What’s the relationship between the girl and the tiger?
• How did they meet?
• What is the girl thinking?
• What is the tiger thinking?
• What were they doing an hour before the picture was taken?
• What will they be doing an hour after the picture was taken?
• Where did the girl buy her dress?
• Why did she decide to wear this dress today?
• What happened to her shoes?
• Where was the tiger born and how did it get here?

58
Debate Task
• These questions require the students to think more critically and personally about
issues related to the image.
• You can put the students into pairs or small groups to discuss the questions
• You could then open this out into a larger debate about the morality of zoos and
our responsibility to animals and their environment.

Debate Task

• What do you think of the picture?

• If you had a framed copy of the picture, where would you hang it in your
house?
• If you could be in the picture where would you be?
• What would you do if someone gave you a pet tiger?
• How would you feel if someone kept you as a pet?
• What’s your opinion of zoos?
• How can we do more to protect animals?

Grammar Tasks
• This task can be used either for speaking or writing practice of the present perfect
simple and continuous form.
• Once students have completed their sentences they can exchange them with
other groups or pairs for peer correction or you can ask students to tell you the
sentences and you can award points for each sentence.

Grammar Tasks

Make sentences about the picture using the 'present perfect' and 'present
perfect continuous' tenses.

1. The tiger ...

2. The girl ...

• You can follow up this task by asking students to identify the form of the structure
and then get them to label the parts of the form. You could also compare and
contrast why one form is used rather than another.

59
Discussion Task
• Show the students the images of the different animals and see if they know what
the animals are called.
• Put the students into small groups to discuss which of the animals they would and
would not like to have as a pet.
• You could turn this into a class survey and get students to mingle around the class
and collect answers before creating a graph of the most and least popular exotic
pets.

Discussion Task

• Which of these would you most/least like to have as a pet? Why?

• Which would be easiest/most difficult to look after?

• Which should be banned as pets?

Role-play Task
• This activity looks at the issues around hunting for sport.
• Put the students into small groups, show the students the image and ask them to
think of questions they would like to ask the woman in the picture.
• Once they have had time to discuss, tell them they are going to interview the
woman and get them to write their questions.
• Now regroup the students so that they are working in pairs.
• Ask students A to imagine they are the woman in the image and ask student B to
interview the woman.
• Once they have completed the interviews you could ask them to change roles or
they could write up their interviews as articles for a blog post.

Role-play Task

• Which of these would you most/least like to have as a pet? Why?

• Which would be easiest/most difficult to look after?

• Which should be banned as pets?

60
Digital Task
• Show the students the example image and quote/meme.
• Ask them to go to https://pablo.buffer.com and find an image of an animal.
• Get them to create their own meme to go on the image.
• Ask them to download and share their image memes.

61
Digital Task
• Ask students to go to https://commaful.com/ and find an image of an animal
• Tell them to write a three sentence story based on the image. Tell them the
story should have a beginning a middle and an end.
• Ask them to give the story a name.
• Now ask them to add the sentences to Commaful and illustrate each
sentence with an image.
• They can then share and comment on each others’ stories.
• You could show students the example before they start:
https://commaful.com/play/nikpeachey/before-the-road/

Research Task
Ask students to choose one of the creatures from the exotic pets task and
research it. Ask them to find out about:
• Its natural habitat
• The main threats to
• What groups or organisations exit to protect it
Then ask the students to create a poster or infographic to help inform others
about the creature.

Research Task
• Ask the students to do some research into their local zoo.
• Ask them to find out what it does to help and protect animals.
• Ask them to prepare a short presentation about the zoo to inform other
people about its role.

62
Your Rights
Buying this plan gives you the right to use it and any of the ideas and
materials from it with your students. It does NOT give you the right to share
copies with other teachers or store and redistribute it online.
Copyright Information
This lesson plan is an independent publication and has been created in my
own time and at my own expense. I depend on the proceeds from my books
and materials so that I can produce more work like this and so that I can feed
my family and send my daughters to college. When you download or share
this book without my permission you are stealing from me and my family.
If you have downloaded this book without permission or paying, please do the
right thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in peace and
I hope that it helps you and your students.
The image remains the property of the creator.
Thanks
Nik Peachey - © PeacheyPublications 2019

63
THE PATH
This lesson is based on a single image of a mysterious path leading into the mountains.

The lesson includes a variety of discussion and conversation tasks that you can use to get students
thinking and talking about where the path may lead and the metaphorical use of the word path to
describe our journey through life. These are followed by some suggestions for digital research and
creation follow-up tasks.

Classroom Materials

You can access the digital version of the materials here: http://bit.ly/The-Path-WS

It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks
individually or change the order of the tasks depending on the approach you want to take and the
level of your students.

Image source: Pixabay.com Artist: Composita

64
IMAGE 8.1 The Path

Vocabulary Tasks
• You can use one or both of these tasks, either as follow-up or as preparation for
other tasks in this lesson.
• The tasks work best if you put the students in pairs or small groups.
• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/727199

Vocabulary Task

• Think of 8 - 10 word you associate with the word path.

• Think of 8 - 10 words to describe the path.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected. You can also ask them
to make sentences from pairs of the words. You can then check through and
award points for these sentences if they have used the words well.

65
Discussion Task
• These questions are to get the students thinking and talking about the image and
trying to imagine the origins of the path.
• You can use one or all of these questions.
• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.
• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk.
• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.
• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Discussion Task

• How do you feel when you look at the path?

• What do you think can be found further down the path?

• Who do you think was the last person to travel along the path?

• Who do you think was the first person to travel along the path?

• Who made the path? Why did they make it?

• Who paid for the path to be made? Why?

• Where does the path lead from?

• How did the photographer feel when he or she was taking the picture?

66
Personalisation Task
• These questions require the students to think more critically and personally about
the image.
• You can put the students into pairs or small groups to discuss the questions
• You could then open this out into a larger debate about travel and exploration.

Personalisation Task

• Imagine you are the photographer. Look behind you. What do you see?

• What would motivate you to walk along the path?

• If you had to travel along the path who would you most like to take with you?
Why?

• What ten things would you take with you on your journey along the path?

• What was the most interesting path you walked along?

• Is there a walk you would like to take?

Discussion Task
• This short discussion activity is preparation for the narrative task.
• Ask your students to think about which of the the paths they would most like to
explore and which they would least like to explore.
• Put the students into groups and tell them to try to persuade the other people in
the group to come with them on a journey along the path they most prefer.
• You could then make this a mingle task so that the students form groups around
the path the way like to explore.

Discussion Task

• Which of these paths would you most/least like to walk along?

• Try to persuade other people in your group to walk along the path with you.

67
Narrative Task
• This task can work as either a writing or speaking task.
• Give the students the task and give them some time to prepare.
• Ask the to think about three people they may meet along the path and three things
they may learn first.
• Next ask them to draw a time line of their story. This is just a line with a few notes
about what happens at each stage in the journey.This could be done at home or in
the classroom.
• Once they have done this get them to start working on how they will tell/write the
story.
• When they are ready ask the students to exchange stories.
• As they read or listen to their partner’s story they should think of questions to ask
to get more information about the story.
• Once they have finished you could ask them to record their story using their
mobile phone or write up their story and publish it on a blog or in a class
magazine.

Narrative Task
• Imagine that you walk along the path for three days. Imagine your journey.
• Include 3 people that you meet at various points along the path.
• Write about why you made the journey.
• Include 3 things you learned on your journey.
• How does your journey end?

• If you want to encourage the use of narrative tenses during the activity, you could
also give students some parts of sentences to include in their story. These would
depend on the level of your students.

Example:

I had been ........ ! ! when I ...

I was ...... !! ! ! when suddenly ...

If I hadn’t ........ ! ! I would have ....

68
Debate Task
• This discussion task is based around a collection of quotes on the theme of paths.
They use the word ‘path’ as a metaphor for the journey through life.
• Ask your students to read through the quotes and choose the three they like best.
• Put them into small groups and ask them to share their quotes and why they
chose them.
• Ask them to try to explain the three quotes they chose and what they mean.

Debate Task
• “Sometimes the right path is not the easiest one.” Pocahontas
• “Some beautiful paths can’t be discovered without getting lost.” Erol Ozan
• “If the path before you is clear, you’re probably on someone else’s.” Joseph
Campbell
• “Surrender to your path, forget about time or speed, and most importantly walk
in joy.” Roxana Jones
• “Everyone has their own path. Walk yours with integrity and wish all others
peace on their journey.” Anonymous
• “Do not go where the path may lead, go instead where there is no path and
leave a trail.” Ralph Waldo Emerson

Digital Task
• Ask the students to go to: https://pablo.buffer.com
• Ask them to find an image of a path they like.
• Ask them to add a sentence using ‘path’ as a metaphor for life.

69
Digital Task
• Ask students to go to: https://commaful.com/
• Ask them to find an image of a path they like.
• Show them the example 3 sentence story:
https://commaful.com/play/anon/i-started-along-the-path-alone/
• Ask then to write a 3 sentence story starting with the image of the path they
chose.
• They can then share and comment on each others’ stories.

Research Task
• Ask students to do online research about ‘Great Walks’ and find one they would
like to do.
• Once they have found one they should find 10 facts about the walk.
• Ask students to use the facts to create a short presentation or an infographic.
They can create the infographic using tools like: https://www.draw.io/ or
https://www.genial.ly/. They can then share it with the class and talk about why
they chose this walk.

70
Your Rights
Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with others or
store and redistribute it online.

Copyright Information
This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.
If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.
The images were all sourced from https://pixabay.com/ and remain the property of
the creators.
Thanks
Nik Peachey - © PeacheyPublications 2019

71
THE STATUE
This lesson plan explores the role of statues within our society. Students are challenged to think about
both the sculptors and the models and their contrasting roles. The focus of the lesson is
communication and fluency.

The lesson includes a variety of discussion, conversation and writing tasks that you can use to get
students thinking and talking about the image.

Classroom Materials

You can access the digital version of the materials here: http://bit.ly/The-Staue

It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks
individually or change the order of the tasks depending on the approach you want to take and the
level of your students.

Image source: Pixabay.com

Artist: Couleur

72
IMAGE 9.1 The Statue

Vocabulary Tasks
• You can use this tasks, either as follow-up or as preparation for other tasks in this
lesson.
• The task works best if you put the students in pairs or small groups.
• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/724690
• You could also create or get your students to create a word cloud from the words
or stories they create using: https://timdream.org/wordcloud/

Vocabulary Task

• Think of 8 - 10 words that you associate with the picture.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected.

• You can also ask them to make sentences about the picture using pairs of the
words. You can then check through and award points for these sentences if they
have used the words well.

73
Discussion Task
• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.
• You can use one or all of these questions to get your students talking about the
image.
• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.
• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk.
• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.

Discussion Task
• Who was this man?

• Why is there a statue of him?

• What was he thinking while he was posing for this statue?

• Who made the statue?

• How did the man feel about his statue?

• How did the sculptor feel about the statue?

• What did the sculptor do with the money he was paid for the statue?

• How much is the statue worth?

• What would the statue say to you, if it could speak?

74
Personalisation Task
• These questions require the students to think more personally about the image.
• You could start the activity with a visualisation, by getting the students to close
their eyes and imagine they posing for a statue. Get them to try to imagine what
they can hear and smell, whether they are hot or cold. Ask them to think about
what they are wearing and why they are there.
• Next you can put the students into pairs or small groups to discuss the questions
• You can follow up with a whole class sharing of ideas.

Personalisation Task

Imagine you are posing for a statue.

• What are you wearing?

• How do you feel?

• Why is the statue being made?

• What would you like to be remembered for hundreds of years from now?

• Would you prefer to be the sculptor or the model? Why?

75
Debate Tasks
• You can get students to discuss these questions in small groups first.
• You can then open the discussion out for a whole class plenary or debate.

Debate Tasks

Ask and answer these questions.

• What is the purpose of statues?

• Why are some statues destroyed?

• Do you think there are more statues of soldiers and generals or writers and
artists? Why?

• Do you think there are more statues of men or of women? Why?

• Which of these groups of people most deserve a statue? Mothers, Teachers,

Politicians, Entrepreneurs, Writers, Children, Musicians, Architects, Public
Health Workers.

• If you could make a new statue for your town, who would it be? Why?

Discussion Task
• This task leads on from the previous debate task and shows a number of different
statues. These are much more artistic ones than the main one for the lesson.
• Put students into pairs or small groups and ask them to discuss the images and
the ones they prefer or dislike.
• You could also ask them to imagine that the statues are going to be destroyed and
they can save one. Get them to try to agree on which one should be saved.
• Another alternative activity would be to give each student an imaginary sum of
money and have an art auction to see how much the students would be willing to
pay for the statues.

Discussion Task

• Which of these statues would you most/least like to have outside your house?

• What do you think is the purpose of each one?

76
Role-play Task
• Show the students the image and tell them that the woman is a sculptor.
• Ask them which of the previous art works they think she created.
• Put the students into pairs. Tell them they are going to interview the woman and
ask them to prepare some questions to ask her.
• Once they have prepared their questions, ask them to exchange partners.
• With the new partner, ask one person to imagine they are the woman and the
other one to interview her.
• Ask them to change roles and repeat the process.
• When they have finished, ask them to write up their interview as a short blog
article.

Role-play Tasks

This woman is a sculptor. She created one of the statues in the previous task.

• Which of the statues do you think it was? Why?

• Think of ten questions you can ask her about her work.

Digital Task
• Ask the students to go to: https://pablo.buffer.com
• Ask them to find an image of a statue they like.
• Ask them to add a quote that they think the statue might say.

77
Digital Task
• Ask students to go to: https://commaful.com/

• Ask them to find an image of a statue they like.

• Show them the example 3 sentence story:

https://commaful.com/play/nikpeachey/reflections-of-a-statue/

• Ask then to write a 3 sentence story about the statue they chose.

• Then ask them to use to create a digital version of their story.

• They can then share and comment on each others’ stories.

Research Tasks
• Ask students to research one of these topics
• Find out how bronze statues are made.
• Find ten facts about Julius Cesar (The statue is of Julius Cesar).
• Find ten facts about a statue in your town/city.
• Ask students to use their facts to create a short presentation or an infographic
about statues. They can create the infographic using tools like:
https://www.draw.io/ or https://www.genial.ly/.

78
Your Rights
Buying this plan gives you the right to use it and any of the ideas and materials from
it with your students. It does NOT give you the right to share copies with others
or store and redistribute it online.

Copyright Information
This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my family
and send my daughters to college. When you download or share this book without
my permission you are stealing from me and my family.
If you have downloaded this book without permission or paying, please do the right
thing and go buy a copy from: https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

The images remain the property of the creators.

Thanks
Nik Peachey - © PeacheyPublications 2019

79
THE WINDOW
Behind every closed window there is a story.

This lesson is based around a single image of a window with the shutters closed. The lesson includes
a variety of discussion and conversation tasks that you can use to get students thinking and talking
about the image. These are followed by language focus tasks and some more creative tasks. Finally,
there are some suggestions for digital creation and research follow-up tasks.

Classroom Materials

You can access the digital version of the lesson materials here: http://bit.ly/the-window-pres

It’s not necessary to use all of the tasks in the plan, you can choose to use any of the tasks
individually or change the order of the tasks depending on the approach you want to take and the
level of your students.

Image source: Pixabay.com

Artist: Dimitris Vetsikas

80
IMAGE 10.1 The Window

Vocabulary Task
• You can use this task either as follow-up or as preparation for other tasks in this
lesson.
• This task works best if you put the students in pairs or small groups.
• If your students have digital devices, you can use a collective brainstorming app
like https://answergarden.ch/ to collect and share the responses from the whole
class. Example: https://answergarden.ch/716298
• You could also create or get your students to create a word cloud from the words
using: https://timdream.org/wordcloud/

Vocabulary Task

• Think of 8 - 10 words that you associate with the picture.

• Once the students have brainstormed their words you can ask them to change
pairs or groups and peer-teach the words they collected.
• You can also ask them to make sentences from pairs of the words. You can then
check through and award points for these sentences if they have used the words
well.

81
Discussion Task
• These questions have been designed to get the students thinking and talking
about the image and trying to imagine the story behind it.
• You can use one or all of these questions to get your students talking about the
image.
• Give the students time to look at the image. Then put the students into pairs or
small groups and show the students the questions.
• Tell the students to ask and answer the questions in their pairs. Emphasise that
they don’t need to write anything and that there are no correct or incorrect
answers, just get them to talk and think about the image.
• Once they have had time to discuss the questions, you could put them into new
pairs or groups to compare and discuss again.
• You can then have a class plenary session and get students to share their answers
and pick the ones they like best.

Discussion Task

Discuss these questions with a partner.

• Who do you think took the picture?

• Why did they take it?

• Where was it taken?

• Why are the shutters on the window closed?

• Who painted the window?

• Why did they paint it blue?

• Who sold them the paint?

• What does the room behind the shutters look like?

• Describe the rest of the house.

• Who owns it?

• How did they get the house?

82
Narrative Tasks
• This task can be used as either writing tasks or speaking tasks.
• Show the students the image and the task and give them some time to prepare.
This could be done at home or in the classroom. In the classroom students could
do the task in pairs.
• Once they have completed their story ask them to change pairs and work with a
new partner.
• Ask them to read or tell their partner their story.
• As the student listens to their partner’s story, they should try to politely interrupt
and ask questions to get more information.

Narrative Task

Imagine someone opens the shutters. You see the person holding a phone.Read
the messages then describe the person and create their story.

• Why are they in the house?

• What are they thinking?

• How did they come to be in the house?

• When will they leave?

• Who are they messaging?

Personalisation Task
• These questions require the students to think more personally about the image.
• You can put the students into pairs or small groups to discuss the questions.

Personalisation Task

Imagine you are standing in the room behind the closed shutters.

• Describe how you feel and how you got there.

• Who is there with you?

• When and how will you leave?

83
Grammar Task
• This task is best done with pairs or small groups of students working together. It
can be used either for speaking or writing practice.
• Once students have completed their sentences they can share them with other
groups or pairs for peer correction or you can ask students to tell you the
sentences and you can award points for each sentence.

Grammar Task

For practice of the ‘second conditional’ structure.

• Make 4 sentences starting ‘If I were in the house, I would ...’

• You can follow up this activity by asking students to identify the structure and then
get them to label the parts of the form.
• If you want students to practice saying the structure you can use an interactive
drill.
• Put the students into pairs.
• Ask the first students to say their sentence e.g. “If I were in the house, I would
open the window.”
• The next student should use the second part of the sentence and build a new one
from it. e.g. “If I opened the window, I would see the people in the street.”
• The first student then has to continue using the second part of the previous
sentence e.g. “If I saw the people in the street, I would cry for help.”
• They should continue this process for as long as they can.

84
Digital Task
• Show the students the example image and quote/meme.
• Ask them to go to https://pablo.buffer.com and find an image of a window.
• Get them to create their own meme to go on the image.
• Ask them to download and share their image memes.

Digital Task
• Ask students to go to https://commaful.com/ and find an image of a window.

• Tell them to write a three sentence story based on the image. Tell them the story
should have a beginning a middle and an end.

• Ask them to give the story a name.

• Now ask them to add the sentences to Commaful and illustrate each sentence
with an image.

• They can then share and comment on each others’ stories.

• You could show students the example before they start:

https://commaful.com/play/nikpeachey/the-boatsi-watch-from-my-window/

85
Research Task
• Ask students to take a photograph of one of the windows of their own house and
bring it in to class. Then put the students into pairs or small groups and ask them
to show and tell the other students about the room.

Research Task
• Put students into two groups. Ask the first group to research claustrophobia and
the second group to research agoraphobia. Ask them to find 10 important facts.
Once they have finished their research put the students into pairs with one student
from each research group. Ask them to share what they have discovered and
decide which would be the worst phobia to suffer from.

86
Your Rights
Buying this plan gives you the right to use it and any of the ideas and materials
from it with your students. It does NOT give you the right to share copies with
other teachers or store and redistribute it online.
Copyright Information
This lesson plan is an independent publication and has been created in my own
time and at my own expense. I depend on the proceeds from my books and
materials so that I can produce more work like this and so that I can feed my
family and send my daughters to college. When you download or share this
resource without my permission you are stealing from me and my family.

If you have downloaded this resource without permission or paying, please do the
right thing and go buy a copy from: https://payhip.com/peacheypublications
If you can’t afford or don’t have the means to buy it, then read on in peace and I
hope that it helps you and your students.

Thanks
Nik Peachey - © PeacheyPublications 2019

The image remains the property of the creator.

87
COPYRIGHT

© PeacheyPublications 2019

Your Rights

Buying this book gives you the right to use it and any of the ideas
and materials from it with your students. It does NOT give you the
right to copy, share copies with other teachers or store and
redistribute it online.

Copyright Information

This book is an independent publication and has been created in

my own time and at my own expense. I depend on the proceeds
from my books and materials so that I can produce more work like
this and so that I can feed my family and send my daughters to
college. When you download or share this book without my
permission you are stealing from me and my family.

If you have downloaded this book without permission or paying,

please do the right thing and go buy a copy from:
https://www.peacheypublications.com/ or
https://payhip.com/peacheypublications

If you can’t afford or don’t have the means to buy it, then read on in
peace and I hope that it helps you and your students.

All images remain the property of the creator.

Thanks

Nik Peachey - Co-Founder PeacheyPublications Ltd

PeacheyPublications is registered as limited company: 11586696

lxxxviii
ABOUT THE Nik Peachey is a freelance teacher trainer, writer, conference
speaker and learning technology consultant.
AUTHOR
He has been involved in education since 1990 and has lived and
worked all over the world.

He is a two time British Council Innovations Award Winner and

the Co - Founder of PeacheyPublications Ltd

He has worked with a wide range of educational companies,

publishers and institutions including Macmillan, CUP, OUP, British
Council, International House, Bell Educational Services,
University of Westminster, The Open University, The BBC, Google
Creative Labs, Kings College Online, EtonX and many more.

Nik is the editor of the free ‘Learning Technology and ELT

Newsletter’ at: https://tinyletter.com/technogogy/

Nik is also a keen blogger and content curator. You can find his
blog at: https://nikpeachey.blogspot.co.uk/ and his curation sites
at: http://www.scoop.it/t/tools-for-learners and
http://www.scoop.it/t/learning-technology

You can contact Nik at: [email protected]

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