The Great British Laws Quiz

Levels: upper-intermediate to advanced.
Scope: teens; adults.
Aims: to practise law-related vocabulary; to practise modals of speculation by answering a multi-choice quiz.
Skills: listening; speaking; writing (notes).
Language focus: vocab – law-related.

Note: this idea was inspired by the Peter Watcyn-Jones’ quizzes in Pair Works 2 and 3, this BBC article and this article from the TimesOnline website. It is (hopefully) a fun activity to do before or after some work on law-related topics.

Materials:
one copy of this quiz for each pair of students, or each group of three.

Procedure:

Divide the students into pairs or groups of three, and board this:

In Florida, unmarried women who…
(a) parachute
(b) wear red
(c) drink alcohol
…on Sundays can be jailed.

Invite students to guess which is correct, then tell them they all have £1,000 and should now bet between £10 and £100 that they have the right answer. When all students have bet, reveal the correct answer (a – parachute) and double the money for each winning pair (e.g., so if someone bet £100 on (a) then they now have £200; all teams who bet on the wrong item lose their money).

Now, board this:

In Vermont, wives must obtain written permission from their husbands to wear false teeth.
True False

Again, collect bets and reveal the correct answer (sadly, it’s true). Explain that there are some very strange laws in England and Wales as well (teacher’s note – in the UK, England and Wales are treated as a single legal entity; there are separate laws for Scotland and Northern Ireland), and that students will now work together to decide the answers to twelve questions about them. Remind your students or elicit that they have £1,000 each, that £100 is the maximum bet and that £10 is the minimum bet for each answer. They should try to spend all their money in making these bets.

Give out the worksheets (see above) (there are two pages) and allow about 15 minutes for students to decide and make their bets.

Ask each pair or group of three to decide on a team name (you could just ask them to give the name of an animal they like, to save time), then ask them to write this name on their answer sheets. Each group should then pass their answer sheets to the group on their left, and you can go through the answers together. Ask students to keep a tally of the money made and lost in the column on the right of the worksheet.

The answers:
1 (b – corpses); 2 – (a – the Houses of Parliament); 3 – (c – placing a postage stamp with a picture of the Queen upside down); 4 – (c – carry out 2 hours’ longbow practise a day); 5 – (c – the plague); 6 – (a – eat mince pies); the answers from 7 – 12 are all TRUE!

Airport IWB Lesson

Levels: pre-intermediate to low intermediate.
Ages: older kids; teens; young adults.
Type:matching games; vocab revision; optional interactive whiteboard downloads.
Skills: speaking; listening; pronunciation (particular words).
Language focus: vocabulary for the airport.

Materials:
a SMARTboard interactive whiteboard and a download of this IWB lesson (if you don’t have a SMARTboard, you can try this pdf version of the whiteboard screens instead;
enough copies of this text and this gapfill task for each student, or pair of students.

Procedure:

  1. Introduce the task by asking students what the longest journey they’ve ever taken is. Invite them to think about the details of this journey – when it was, how long it took, what the best and worst things were about this journey, etc. – and to tell their partner about this trip.
  2. Ask the students if they have ever been stuck at an airport, and what it was like – what did they find to do? Did they get bored? etc. Perhaps tell a story of a time when you were stuck in an airport.
  3. Show the students the second page of the IWB lesson (see above to download). Put them into two or three teams and ask each team to try and name the pictures. Set a time limit of about two minutes for this.
  4. Reveal the answers one at a time, awarding points for correct answers.
  5. Delete the yellow box at the bottom of the second page. Again, in teams, ask students to match the collocations with the pictures. After a couple of minutes, go through this with the class, moving the collocations to the correct places.
  6. Divide the students into pairs and ask one student per pair to face away from the interactive whiteboard. Explain to the other students that they will watch a short film about airport travel; ask these students to make notes of the journey’s stages and explain they will have to give as many details to their partner as they can remember. Ask their partners to write predictions about what the stages will involve whilst they wait.
  7. Play the first half of the video below, from 0:00 to 1:00. (NB, it’s here on youtube, and you can download it via keepvid.com).

  8. Swap the students around, so that those who were facing away from the IWB before are now turned towards it, and vice versa. Ask the students facing the board to take notes of what they see; ask those facing away from the whiteboard to write predictions about what will happen next.
  9. Play the rest of the video. Afterwards, ask the students to face each other in their pairs and compare notes.
  10. Watch the video together, the whole way through. Were any details missed?
  11. Read out the story above (attached), which describes the start of a trip to Hong Kong. Ask students if they have been to Hong Kong, if they would like to go, etc.
  12. Hand out the gapfill sheet and ask students to work together in pairs to put the words back in.
  13. After about 6 minutes, ask one member of each pair to stand up and move one place to the left to make a new pair. Students compare notes, check each other’s work and try to complete the gapfill.
  14. Read the whole text aloud one more time, then (if necessary) allow two or three more minutes to complete the gapfill task.
  15. Hand out the completed text, so students can check their work.
  16. Put the students into groups of four and ask them to design the perfect airport. Allow about twenty minutes for this, giving ideas as necessary.
  17. Ask the students to practise presenting their airport design to the class. Explain that every student should speak for roughly an equal amount of time. Allow about ten minutes for this; go round monitoring and helping students to focus on intonation and presentation skills.
  18. Listen to the presentations as a class, and ask students to vote on their favourite airport design (they’re not allowed to vote for their own group!)
  19. If there’s still time at the end of this, I’ve included an extra visualisation task inviting students to picture their ideal holiday; feel free to use this, maybe in small groups.