Lottery - ESL adult conversation power-point lesson

This is an ESL conversation lesson in editable PPT format, with worksheets, a video clip, and teacher’s notes.

This conversation topic is very engaging for ESL students. Playing the lottery is something most people have tried at least once in their lives, and those who haven’t certainly have an opinion about it.

I tried to collect and include as much ‘up-to-date’ research data as possible about the subject so that you could hold an informative discussion in class about it.

In this lesson, we discuss the pros and cons of playing the lottery. We look at research on this topic, and we also find out what the most common misconceptions are regarding winning the lottery.

Although created with ESL adult students in mind, this lesson is great for any ESL conversation classes, and also for English-speaking high schoolers who are studying psychology, life skills, and character education classes.

RESOURCE TYPE

✓ PowerPoint presentation

✓ Teacher’s notes

✓ Worksheets

THIS LESSON INCLUDES:

♚ What is a lottery?

♚ Lottery origins

♚ Lottery-numbers statistics

♚ What are the odds of winning the lottery?

♚ What is it about lotteries that make us participate despite the phenomenal odds against us winning?

♚ Is gambling genetic?

♚ How do you know if you’re addicted to playing the lottery?

♚ Who do you think plays the lottery more, men or women?

♚ Who buys more lottery tickets, lower, middle, or upper class?

♚ Does winning the lottery affect someone's political views?

♚ Are lottery winners happier?

♚ What is the negative side of winning the lottery?

♚ How long does the money last?

♚ Common lottery misconceptions

I loved making and teaching this lesson, I hope that you and your students enjoy it too.

I hope you and your students enjoy this lesson!

Check out my latest conversation lessons:

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For problems and questions, suggestions, or idea sharing, I would LOVE to hear from you - contact me at: taffy@soaveenglish.it

AUDIENCE This download is appropriate for high school students in Life skills classes, young students of ESL, and adult ESL cross-cultural, business, and conversational classes.

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NOTE: When I use an outside source for my lessons, you’ll find the link to the original source (for further reference) Under the slide, in the note section.

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PLEASE: My lessons are proofread by me, (but more importantly, by more serious and intelligent critics) However, it’s been our experience that there’s always something that we miss… if you find a mistake or feel that there is room for improvement, please let me know in the "Ask a Question" section (rather than rate the entire document badly), I promise to fix it immediately and you’ll have my deepest gratitude.

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The products in this shop are all created by me, a dyslexic teacher (hence the name).

I’m painfully aware of what seems to be a very poor judgment of career choice on my part, and to be honest, a large part of this choice was to stick it to Mrs. Jacobson who said that there’s no place for the likes of me with my “pretend excuses” for misspelling every third word, in any self-respecting educational institution (so you see how I naturally, had to become a teacher.)

I’ve been teaching ESL adult classes and cross-culture business classes, For over 25 years, and much like other challenged individuals who go through life with one hand tied behind their backs, I try to make up for what I lack in the spelling department with hours of research, high-quality graphics, humor, passion, and love for what I do.

The fact that I can actually do this job is first and foremost a testament to the open-mindedness (or desperation brought on by the long economic recession) of the schools that hired me over the years despite this very evident drawback, to the parents that tolerated grammar mishaps, and most of all to my beautiful students who have learned to “always double-check their teacher” and have come up with the sweetest, most heart-warming and diplomatic ways of pointing out my spelling errors (putting to great use their newly-acquired conditional capacity: “I’m not sure, but, I think I might have spotted…”)

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