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Teach International STARTER LESSON PLANS

STARTER LESSON PLANS: Elementary - Pre-intermediate | STARTER LESSON PLANS: Pre-Intermediate |


STARTER LESSON PLANS: Intermediate | STARTER LESSON PLANS: Upper-Intermediate |

These starter lesson plans are designed to start you off. Use them just for the first two or
three lessons. Also change the dialogues to another topic and/or vary the dialogues, but
without losing the underlined target language. Actually, you can change the words of the
underlined target language, but just be sure to keep the same grammar/linguistic point.

They may not be suitable if you are in an assistant teaching role, but in that case discuss
ideas you have with your mentor teacher.

We just ask you to make these adjustments to the Starter Lesson plans because otherwise
the students, in the case of regular community classes would be getting the same dialogues
coming up regularly and also it is good for you to build confidence in manipulating and
adjusting language.

STARTER LESSON PLANS: Elementary - Pre-intermediate


Back to top

Back to PART 4: STARTER LESSON PLANS

Don’t choose the top one first. Look through them all and choose one, two or three that you
like. Don’t forget to adjust them. After that devise your own based on the instruction in PART 2
Procedure to prepare a lesson plan from a course book unit or part unit.

Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Introductions
Communicative aim: Confidently introduce yourself with a social/work setting
Linguistic/Grammar aim: Verb to be; 'What's his/her/your name. 'Where are you from? etc;
countries, nationalities.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes Niamh: Hello, my name’s Niamh, I’m from Ireland.

Note on Akoun: Nice to meet you, Niamh. I’m Akoun.


grammar:
Because we can Niamh: Where are you from, Akoun?
Teach International © 2012 1
presume our
students have Akoun: I’m from France.
already studied
this grammar in Niamh: Oh really, which part?
a passive way
and grammar Akoun: The south, near Nice.
work should be
done quickly/in a Jimmy: Hi, my name’s Jimmy, I’m from Ireland,
review mode. and you?

Taki: Oh, hi Jimmy, my name’s Taki.

Jimmy: And where are you from Taki? Greece?

Taki: Yes, that’s right.

Anita: Good morning everyone, my name’s Anita,


I’m from Italy.

Teresa: Hello Anita, I’m Teresa, I’m from England


and this is Yoshida, he’s from Japan.

Yoshida: Hello, nice to meet you.

Teresa: And this is Kelly, she’s from America.

Kelly: Hi everyone.

Zita: Hi, I’m Zita.

Shaun: Nice to meet you, I’m Shaun. Where are


you from, Zita?

Zita: I’m Irish, and you?

Shaun: I’m from Australia.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
Teach International © 2012 2
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 3


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: The check-in
Communicative aim: Students will be able to make and receive bookings
Linguistic/Grammar aim: Days, months, dates.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Receptionist: Hello, Globe Hotel, can I help you?
Note on
grammar: Mr Bouvier: Yes, I have a reservation from the
Because we can 18th to the 21st July* for a double room with bath
presume our and balcony.
students have
already studied Receptionist: And your name please, sir?
this grammar in
a passive way Mr Bouvier: Bouvier.
and grammar
work should be Receptionist: Could you spell that for me please?
done quickly/in a
review mode. Mr Bouvier: Yes, that’s B-O-U-V-I-E-R, I would
like to change the dates, if possible, from the 19th
to the 22nd July.**

Receptionist: Hold the line a moment and I’ll just


check Mr Bouvier, but I think that’s possible …
from the 19th to the 22nd did you say?

Mr Bouvier: Yes, that’s right.

Receptionist: I’m just checking … the 19th to the


22nd … Yes, that’s fine Mr Bouvier, a double with
bath and balcony for three nights, from the 19th to
the 22nd.

Mr Bouvier: Thank you, so that’s fixed up then?

Receptionist: Yes, it’s done, Mr Bouvier. We look


forward to welcoming you on the 19th. Goodbye.

Mr Bouvier: Thank you. Goodbye.

Receptionist: Goodbye.
Teach International © 2012 4
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 5


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: The Hotel Bedroom
Communicative aim: Describing hotel room facilities
Linguistic/Grammar aim: There is/isn’t
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Guest: Can you describe the room to me,
Note on please?
grammar:
Because we can Employee: Certainly madam, let’s see, first
presume our there’s a big double bed, and of course there’s a
students have telephone by the bed, and you have the radio
already studied alarm next to that. Then there’s a TV of course,
this grammar in with remote control…
a passive way
and grammar Guest: Is there a CD player in the room?
work should be
done quickly/in a Employee: I’m afraid there isn’t a CD player in the
review mode. room, madam.

Guest: Oh well, perhaps it’s not very important.


But the bed sheets, are they changed every day?

Employee: Yes, they’re changed every day. And in


fact the pillows are filled with a special non-
allergenic material. And let’s see, what else?
There’s a large wardrobe, and there are plenty of
coat hangers. Then there’s a desk by the window,
with two very comfortable chairs.

Guest: Well, that seems to be just fine. OK, I’ll


take it.

. General CCQs for the context:


. Meaning and Form to the board:

Include pronunciation of 1st – 31st

Include meaning difference between * and **


since the second phase is to just change one day.

Teach International © 2012 6


. Specific CCQs:
. Drill part of the target language, or all if low level:
. Pair’s practice of the dialogue.
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 7


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: The Hotel Porter
Communicative aim: Hotel porter - offering services
Linguistic/Grammar aim: Offering (Can I…, Shall I …, Would you like…)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Note on 1. We keep extra tissues and toilet paper here in
grammar: the cupboard. The shaver socket is on the wall
Because we can next to the mirror. The bin is here under the
presume our washbasin. There’s a hot and cold mixer tap for
students have the shower. The bathrobe is here behind the door
already studied and the towels are on the rack over the bath.
this grammar in Always put plenty of soap and shampoo here,
a passive way near the taps.
and grammar
work should be 2. Porter: Can I help you with your luggage,
done quickly/in a madam?
review mode.
Guest: Yes, please, those two red suitcases are
mine.

Porter: Shall I take the small green bag too?

Guest: Oh yes, please bring it as well.

Porter: This way, please, madam, the lift is just


over there … Here you are, madam, room 233.
Would you like anything else?

Guest: Thank you, and here’s something for you.

Porter: Thank you very much, madam, I hope you


enjoy your stay.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Teach International © 2012 8
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest:


English for the Hotel Industry. CUP

Teach International © 2012 9


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Services In The Hotel
Communicative aim: Explaining Business Centre services in a hotel
Linguistic/Grammar aim: noun phrases (fully equipped business centre, full range of
secretarial services, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Employee: Hotel Grand Bretagne, can I help you?

Guest: Yes, I phoned you earlier about the


business facilities in your hotel, and you gave me
some information. Can we just run through it
again?

Employee: Yes, indeed, well, we have a fully


equipped business centre with everything you
need including a full range of secretarial services,
and of course up-to-date computer services with
internet access, email and so on. You can also
send and receive faxes at any time, and we have
full translation services. And if you wish we can
even get you a bilingual tour guide for a trip
around the city.

Guest: Well, I’m not sure we’ll get too much time
for the city tour, but it sounds like a great idea.
OK, let’s see, that’s a secretarial, and we might
need translations in several languages.

Employee: That’s no problem, sir. Just let us


know in advance which languages you need and
we can arrange everything.

Guest: Good, well, I think that’s all. I have the


price list here so I’ll get back to you in a day or
two when I’ve been thought it all again.

Employee: Thank you very much, sir, we look


forward to hearing from you.

Model
Teach International © 2012 10
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 11


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Location of Facilities
Communicative aim: To provide location information to guests at a hotel
Linguistic/Grammar aim: Describing places in a hotel (in the basement, on your right, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1. Guest: Can you tell me where the gift shop is,
Note on please?
grammar:
Because we can Employee: Certainly, sir, the gift shop is in the
presume our basement, in fact there are several gift shops.
students have Take the lift to the basement, and when you go
already studied out of the lift turn right, and you’ll see them on
this grammar in your right.
a passive way
and grammar Guest: Thanks.
work should be
done quickly/in a 2. Guest: Excuse me, where’s the travel desk,
review mode. please?

Employee: The travel desk, madam is in the main


lobby, on the ground floor, right opposite the
reception desk.

Guest: Sorry, I didn’t catch that.

Employee: Go down to the main lobby and just


opposite the reception desk you’ll see the travel
desk.

Guest: Oh, I see, thank you very much.

3. Guest: Excuse me, I’m looking for the bar,


please.

Employee: Yes, sir, it’s inside the restaurant on


the ground floor. Go down to the ground floor,
turn left out of the lift, and the bar is just there, on
your left, inside the main restaurant.

Guest: Oh, it’s inside the restaurant … I see,


Teach International © 2012 12
thanks very much.

Employee: It’s my pleasure sir.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 13


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Room Services
Communicative aim: selecting menu items
Linguistic/Grammar aim: Phrases for ordering (I want to order, I see there’s etc) + a, some,
any.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Room Service: Hello, room service, can I help
Note on you?
grammar:
Because we can Guest: Yes, I want to order a meal … let’s see,
presume our the Caesar salad to start with, with bruschetta and
students have then some fish. I see there’s cod and salmon …
already studied
this grammar in Room Service: Yes, both are very good, fresh
a passive way today, of course.
and grammar
work should be Guest: OK, well, I thing I’ll go for the salmon.
done quickly/in a
review mode. Room Service: That’s the sesame salmon, isn’t
it? There’s also the smoked salmon.

Guest: Yes, yes, not the smoked salmon, and I’d


like some ice cream. Oh, no, wait a moment, how
about the apple strudel, that comes with ice
cream, doesn’t it?

Room Service: Yes, madam, vanilla ice cream.

Guest: Good, I’ll have that then.

Room Service: So, that’s the Caesar salad,


bruschetta, the sesame salmon, and the apple
strudel. Would you like anything else, madam?

Guest: That’s it, thank you.

Room Service: And your room number, please.

Guest: Oh, 391.

Teach International © 2012 14


Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 15


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Problems and Solutions
Communicative aim: Receptionist phrases to offer assistance to room guests
Linguistic/Grammar aim: Phrases for enquiry (Is there anything in particular you need?...and
promising (I’ll send someone up right away)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1. Guest: Hello, reception, this is room 329.
Note on We’ve managed to empty the mini-bar. Could you
grammar: get someone to restock it, please?
Because we can
presume our Reception: Certainly, madam. Is there anything in
students have particular you need?
already studied
this grammar in Guest: Yes, well, a bit of everything really,
a passive way especially plenty of whisky and coke.
and grammar
work should be Reception: I’ll send someone up right away.
done quickly/in a
review mode. Guest: Thank you.
-----------------------------------------------------------------
2. Guest: Hello, reception, I’m afraid I’ve forgotten
my hair dryer. I wonder if you could send one up
to my room?

Reception: Well, madam, there should be one in


your room. Have you had a look in the bathroom,
by the basin?

Guest: Yes, and I can’t see one.

Reception: I’m sorry about that. I’ll see to it


immediately. And your room number, please?

Guest: Room 309.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Teach International © 2012 16
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 17


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Taking Bar Orders
Communicative aim: Taking bar orders.
Linguistic/Grammar aim: Noun phrases for drinks (a dry martini, Two glasses of white wine,
etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1. Bar Person: Good afternoon, madam, what
Note on can I get you?
grammar:
Because we can Guest: Just a dry martini, please.
presume our
students have Bar Person: Right, madam. A dry martini.
already studied ---------------------------------------------------------
this grammar in 2. Bar Person: Good evening, madam, what
a passive way would you like to drink?
and grammar
work should be Guest: Two glasses of white wine, please, and a
done quickly/in a small orange juice.
review mode.
Bar Person: Certainly, madam.
-----------------------------------------------------------
3. Bar Person: Good evening, sir, what can I get
you?

Guest: Let’s see, a small beer, a small vodka and


orange, and a coke, please.

Bar Person: Small beer, vodka and orange, and a


coke. Would you like ice and lemon in the vodka?

Guest: Just some ice, please.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
Teach International © 2012 18
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 19


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: In The Restaurant-1
Communicative aim: Taking orders; recommending and explaining dishes; recommending
specific wines.
Linguistic/Grammar aim: Phrases to describe items on a menu (It’s a crispy salad with
cheese and croutons, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Waitress: Are you ready to order, madam?
Note on
grammar: Female Guest: Yes, I think so. Just a question,
Because we can what is the waldorf salad?
presume our
students have Waitress: It’s a crispy salad with cheese and
already studied croutons.
this grammar in
a passive way Male Guest: It’s not a mixed salad?
and grammar
work should be Waitress: No, it’s fresh lettuce with dressing and
done quickly/in a the cheese and croutons mixed in.
review mode.
Female Guest: OK, I’ll have that.

Waitress: … and something to follow?

Female Guest: I’d like some fish, please. Can


you recommend something?

Waitress: The sole meuniere is very good,


madam, and very popular.

Female Guest: Is it fresh today?

Waitress: Absolutely.

Female Guest: Fine, I’ll have that then.

Waitress: Thank you, and you, sir?

Male Guest: Just a steak for me, please, no


starter.
Teach International © 2012 20
Waitress: How would you like it – rare, medium or
well done?

Male Guest: Well done, please.

Waitress: And what would you like to drink?

Male Guest: How about a bottle of rose?

Female Guest: And a bottle of sparkling mineral


water, please.

Waitress: So that’s the waldorf salad and the sole


meuniere, steak, well done, a bottle of rose and a
bottle of sparkling mineral water. Thank you.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 21


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Places to Visit
Communicative aim: Making suggestions about places to visit; describing tourist sights
Linguistic/Grammar aim: common tourist sight vocab (museums, art galleries, etc ) and
specific site names (The Museum of Modern Art, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Guest: Hello, can you help me? We’ve a few
hours free this afternoon, and we’d like to see
some of the sights. What do you suggest we visit?

Employee: Well, sir, New York is full of great


places to visit – museums, art galleries, concerts,
famous buildings … do you have any particular
interest?

Guest: Well, yes, art. We’d like to visit some of


the famous art galleries. And we’d like to do some
shopping.

Employee: You’ve come to the right place, sir.


The Museum of Modern Art is only a few minutes
from here. You must see it while you’re here. And
the shopping district of 5th Avenue is very close
too. Here, I’ll show you on the map.

Guest: Thank you.

Employee: You’re welcome.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
Teach International © 2012 22
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 23


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Enquiries
Communicative aim: Exchange of information on room rates.
Linguistic/Grammar aim: language for defining price and/or choice (from, range, is, the top
price, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Guest: Hello, is that the Stars Hotel?
Note on
grammar: Employee: Yes, madam, can I help you?
Because we can
presume our Guest: I’m enquiring about the room rates at your
students have hotel. Could you tell me, please, how much a
already studied double room is?
this grammar in
a passive way Employee: Yes, of course. Well, double rooms or
and grammar twin rooms are from $240 to $280 a night.
work should be
done quickly/in a Guest: And you have a number of executive
review mode. suites too?

Employee: Yes, we do. The suites range from


$550 to $1,000 per night.

Guest: Is there a service charge included in the


price?

Employee: No, madam, the service charge is


15%

Guest: I see, OK, so that’s double $280 …

Employee: $280 is the top price. The doubles are


from $240 to $280 a night.

Guest: Yes, thanks, and the suites $550 to


$1,000.

Employee: That’s right, and the service charge is


15%.

Teach International © 2012 24


Guest: I think I have all that. Thank you very
much.

Employee: You’re welcome

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 25


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Using the Phone
Communicative aim: Dealing with phone bookings and problems, apologising, and offering
alternatives; dealing with phone messages.
Linguistic/Grammar aim: Phrases for handling phone calls (I’ll put you through … I’m afraid
there’s no answer, can I take a message? Etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1. Employee: Hello, Plaza Hotel, can I help you?
Note on
grammar: Caller: Yes, good morning, room number 529,
Because we can please, Angela Morris should be there.
presume our
students have Employee: I’ll put you through … I’m afraid
already studied there’s no answer, can I take a message?
this grammar in
a passive way Caller: Yes, it’s Mr Mori – that’s M-O-R-I. I’ll call
and grammar again later.
work should be
done quickly/in a 2. Employee: Good morning, Plaza Hotel, can I
review mode. help you?

Caller: Yes, good morning, can I speak to Bill


Preston in suite 2?

Employee: Right, madam, just connecting you. …


I’m afraid there’s no answer, would you like to
leave a message?

Caller: Oh dear, yes, tell him I’ll meet him in the


hotel bar at 7pm.

Employee: And your name please?

Caller: It’s Paola Neri.

Employee: Could you spell that please?

Caller: Yes it’s P-A-O-L-A-N-E-R-I.

Employee: Thank you, I’ll make sure he gets the


Teach International © 2012 26
message.

Caller: Thank you.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 27


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: The Check Out
Communicative aim: Presenting the hotel bill
Linguistic/Grammar aim: Pronunciation (word joining/juncture)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1. Employee: Good morning, sir.

Guest: Good morning, I’d like to check out,


please, it’s Mr Lopez, 239. Is my bill ready?

Employee: Yes, Mr Lopez, here you are.

Guest: Let’s see, €473. Is service included?

Employee: Yes, sir, it is.

Guest: OK, that looks fine. Can I pay by credit


card?

Employee: Yes, of course, sir.

Guest: Is MasterCard OK?

Employee: Of course sir.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 28
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP

Teach International © 2012 29


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: A day in my life
Communicative aim: Students will be able to talk about a typical day
Linguistic/Grammar aim: adverbs of frequency + base verb, prepositions of time.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Q: Sam, tell me about your typical day.
Note on Sam: Well, I usually get up at about midday.
grammar: Q: Midday!
Because we can Sam: Yes, midday.
presume our Q: But that’s…
students have Sam: Twelve o’clock, yes, that’s right. Then I…
already studied Q: But what’s your job?
this grammar in Sam: Oh, I’m a musician. But I haven’t got much
a passive way work at the moment.
and grammar Q: OK, so what do you do after you get up?
work should be Sam: Well, I usually have breakfast.
done quickly/in a Q: So, after breakfast…?
review mode. Sam: …after breakfast, I always meet my friends
and we often play football. And then we usually
have some lunch.
Q: And what do you do after lunch?
Sam: Well, we sometimes go to a concert or we
play some music.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 30
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from:Greenhall, S. (1997). Reward: Elementary


Student’s Book. McMillan Heinemann.

Teach International © 2012 31


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Daily routines around the world
Communicative aim: Talking about general lifestyle
Linguistic/Grammar aim: Expressions of enquiry (I’ve heard it’s…, Tell me about…, What
time do…)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Q: So, Tony, you’re Australian, right?
Tony: That’s right.
Q: And where do you come from in Australia?
Tony: From Sydney.
Q: Sydney! I’ve heard it’s very beautiful there.
Tony: I think it’s very beautiful, but it is my
hometown.
Q: Tell me about the daily routine in Australia.
What time do you get up?
Tony: During the week, we get up at seven in the
morning.
Q: What time do children start school in the
morning?
Tony: It’s usually about nine o’clock.
Q: Nine o’clock. That’s later than many countries.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
Teach International © 2012 32
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 33


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: How do you relax?
Communicative aim: Discussing free time activities
Linguistic/Grammar aim: Time expressions (in my free time,…, the rest of the week…)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Q: So what do you do in your free time, Helen?
Helen: Well, I like to relax with a good novel.
Q: Really? You like reading then?
Helen: Yes, I do. I like newspapers and
magazines but for me a good novel is best.
Q: How about you Chris?
Chris: Well, I haven’t got much time for reading. I
see my friends a lot and we go to a club every
Friday and Saturday.
Q: And what about during the rest of the week?
Chris: Well, I stay at home and watch television.
Q: Do you watch television Helen?
Helen: No, not very much. There’s a television in
the sitting room, but I only watch the news. Oh,
there is one programme I like – It’s called Suenos.
Q: Suenos? What’s that?
Helen: Well it’s a very good programme on how to
learn Spanish. It’s on BBC. I learn languages in
my free time. Last year I learned French, and next
year I’d like to do Russian.
Q: That’s fascinating. Thank you.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
Teach International © 2012 34
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 35


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Do you like Jazz
Communicative aim: Students will be able to talk about likes and dislikes.
Linguistic/Grammar aim: Expressions for expressing music interest (I hate it, I love it, etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Do you like rock music?
B: No, I don’t. I hate it.
A: What type of music do you like? Do you like
Jazz?
B: Yes, I do. I love it.
A: Who’s your favourite musician?
B: Miles Davis. He’s great.
A: I don’t like him very much. I don’t like jazz.
B: Oh, I like it a lot. What about you? Who is your
favourite singer?
A: I like classical music. My favourite singer is
Pavarotti. Do you like classical music?
B: It’s all right.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Teach International © 2012 36


Activity NOTE: This will reflect the Communicative aim.
(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 37


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: What’s he like
Communicative aim: Students will be able to describe people
Linguistic/Grammar aim: Adjectives AND common questions about people you don’t know
(How old is he etc)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Man: And you say he’s going to arrive by plane
Note on from Frankfurt.
grammar: Woman: Yes, that’s right.
Because we can Man: How will I recognise him? What’s he like?
presume our Woman: Well, he is short and he’s got dark curly
students have hair. He’s quite well-built.
already studied Man: Anything else?
this grammar in Woman: Oh, and he’s got a moustache.
a passive way Man: I see. How old is he?
and grammar Woman: He’s twenty.
work should be Man: I suppose I should write his name on a card
done quickly/in a and hold it up as the passengers come out of the
review mode. arrivals lounge.
Woman: Oh, I’m sure you’ll recognise him.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
Teach International © 2012 38
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 39


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: A grand tour
Communicative aim: Students will be able to answer yes/no questions and short answer.
Linguistic/Grammar aim: Emphasis and gesture for specific meaning
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Man: Hi, Mary, Hi, Bill!
Bill: Hello, how are you?
Man: Fine thanks, how was your trip?
Mary: It was great. We had a wonderful time.
Man: Where did you go?
Mary: Well, we flew to Paris, where we did
everything the tourists usually do. We walked a lot
by the river…
Bill: And the weather was sunny…
Man: Great!
Mary: And we visited the museums and galleries,
and the Eiffel tower…
Bill: And did some shopping. [emphasis on smile*]
Mary: Yes, we did some shopping.
Bill: No, you did some shopping. [emphasis for
special meaning**]
Mary: ok, ok, I did a lot of shopping. [nodding
head in acceptance***]

Include
* means you want to brag
** points out they were not being honest when
they said “we”
*** light-hearted way to accept the point

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
Teach International © 2012 40
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 41


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Olympic spirit
Communicative aim: Students will be able to make comparisons.
Linguistic/Grammar aim: Comparative and superlative forms of longer adjectives.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Katy: What’s your favourite sport, Andrew?
Note on Andrew: Well, I like most sports, but I suppose I
grammar: like football most of all. Like most people.
Because we can Katy: Yes, I suppose football is the most popular
presume our sport. Personally, I don’t like football. I don’t enjoy
students have competitive sports. I like cycling and horse-riding.
already studied Andrew: Isn’t horse-riding expensive?
this grammar in Katy: Yes, It’s more expensive than cycling.
a passive way Andrew: I think horse-riding is the most expensive
and grammar sport. What do you think is the most tiring sport?
work should be Katy: Well horse-riding is very tiring.
done quickly/in a Andrew: Do you think it’s more tiring than, say,
review mode. tennis?
Katy: Oh, yes, I’m exhausted after I’ve been
horse-riding. What about you?
Andrew: Well, for me tennis is the most tiring.
What do you think is the most dangerous sport?

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
Teach International © 2012 42
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 43


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Automobile (Auto) (Car) Racing.
Communicative aim: Students will be able to talk about Automobile (Auto) (Car) Racing in
general and the various types of car races held throughout different countries.
Linguistic/Grammar Aim: Past of verb to be ‘were’ and some common phrases (What
about you?, What do you mean? , Why don’t you come… )

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A. Have you ever been to a Car Race?
B. Yes, I have. A couple of month ago I went with
some friends to the drag races.
A: How was it?
B: Fantastic. There were some really powerful
motors. So cool! What about you?
A: Last weekend I went with some friends to see
the V8 Supercars.
B. What do you mean V8 Supercars?
A: I think it’s big in Australia. There are 8 cylinder
high performance cars. It is on again this
weekend. Why don’t you come out with us?
B: Sure. I’d love to. What kind of cars are racing?
A. V8 Sedans.
B. Did you see any cars crash while they were
racing?
A. No, I didn’t, but there were some close calls.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
Teach International © 2012 44
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Greenhall, S. (1997). Reward: Elementary


Students Book. Macmillan Heinemann.

Teach International © 2012 45


STARTER LESSON PLANS: Pre-intermediate
Back to top

Back to PART 4: STARTER LESSON PLANS

Don’t choose the top one first. Look through them all and choose one, two or three that you
like. Don’t forget to adjust them. After that devise your own based on the instruction in PART 2
Procedure to prepare a lesson plan from a course book unit or part unit.

Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Let’s Go Shopping
Communicative aim:
Students will be able to communicate with shop assistants while trying clothes on.
Linguistic/Grammar aim:
“I’m looking for…a/some + vocab” AND “you look good in that” + alternatives
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Hello. Can I help you?
Note on
grammar: B: I’m just looking, thanks. I’m looking for a jumper
Because we can like this, but in blue. Have you got one?
presume our
students have A: I’ll just have a look. What size are you?
already studied
this grammar in B: Medium
a passive way
and grammar A: Here you are.
work should be
done quickly/in a B: That’s great. Can I try it on?
review mode.
A: Of course. The changing rooms are over there.

B: I like it.

A: It fits you very well/you look good in that/it suits


you.

B: How much is it?


Teach International © 2012 46
A: $39.99

B: Okay, I’ll have it.

A: How would you like to pay?

B: Cash.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 47


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Tell me! What’s it like?
Communicative aim: Describing seasonal weather
Linguistic/Grammar aim: Comparatives
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Jane: When I say that I live in Sweden, everyone
Note on always wants to know about the seasons …
grammar:
Because we can Fran: The seasons?
presume our
students have Jane: Yeah … you know, how cold it is in winter –
already studied what it’s like when the days are so short.
this grammar in
a passive way Fran: So what is it like?
and grammar
work should be Jane: Well, it is cold, very cold in winter,
done quickly/in a sometimes as cold as -26° and of course when
review mode. you go out you wrap up warm, but inside, in the
houses, it’s always very warm, much warmer than
at home. Swedish people always complain that
when they visit England the houses are cold even
in a good winter. In Sweden the houses are much
better insulated than in Britain and they always
have the heating on very high.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 48
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 49


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Obligations at work
Communicative aim: Discussing work hours
Linguistic/Grammar aim: Have (got) to
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Interviewer: What sort of hours do you work,
Note on Steven?
grammar:
Because we can Steven: Well, I have to (OR I’ve got to) work very
presume our long hours, about eleven hours a day.
students have
already studied Interviewer: What time do you start?
this grammar in
a passive way Steven: I work nine till three, then I start again at
and grammar five thirty and work until eleven. Six day a week.
work should be So I have to (OR I’ve got to) work very unsocial
done quickly/in a hours.
review mode.
Interviewer: And do you have to work at the
weekend?

Steven: Oh, yes. That’s our busiest time. I get


Wednesdays off.

Interviewer: What are some of the things you


have to do, and some of the things you don’t have
to do?

Steven: Er … I don’t have to do the washing-up,


so that’s good. I have to wear white, and I have to
be very careful about hygiene. Everything in the
kitchen has to be totally clean.

Interviewer: What’s hard about the job?

Steven: You’re standing up all the time. When


we’re busy, people get angry and shout, but that’s
normal.

Teach International © 2012 50


Include use of Got as optional, but not in
questions or with negatives. Also show an
example compared to uses of ‘should’ and ‘must’.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 51


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Advice about work
Communicative aim: Explaining the secrets of being good at your job.
Linguistic/Grammar aim: Have (got) to
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Interviewer: How did you learn the profession?
Note on
grammar: Steven: Well, I did a two-year course at college.
Because we can In the first year we had to learn the basics, and
presume our then we had to take exams.
students have
already studied Interviewer: Was it easy to find a job?
this grammar in
a passive way Steven: I wrote to about six hotels, and one of
and grammar them gave me my first job, so I didn’t have to wait
work should be too long.
done quickly/in a
review mode. Interviewer: And what are the secrets of being
good at your job?

Steven: Attention to detail. You have to love it.


You have to be passionate about it.

Interviewer: And what are your plans for the


future?

Steven: I want to have my own place. When the


time’s right.

Include use of Got as optional, but not in


questions or with negatives. Also show an
example compared to uses of ‘should’ and ‘must’.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Teach International © 2012 52
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 53


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Going Places
Communicative aim: Coordinating arrangements related to travel
Linguistic/Grammar aim: Time references (as soon as I arrive, etc.,) and conditional clauses
(if you’re out when ..., I’ll leave …)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Paul: Bye, darling. Have a good trip to New York.
Note on
grammar: Mary: Thanks. I’ll ring you as soon as I arrive at
Because we can the hotel.
presume our
students have Paul: Fine. Remember I’m going out with Henry
already studied tonight.
this grammar in
a passive way Mary: Well, if you’re out when I ring, I’ll leave a
and grammar message on the answer phone, so you’ll know I’ve
work should be arrived safely.
done quickly/in a
review mode. Paul: Great. What time do you expect you’ll be
there?

Mary: If the plane arrives on time, I’ll be at the


hotel about 10.00.

Paul: All right. Give me a ring as soon as you


know the time of your flight back, and I’ll pick you
up at the airport.

Mary: Thanks, darling. Don’t forget to water the


plants while I’m away.

Paul: Don’t worry. I won’t. Bye!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Teach International © 2012 54
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 55


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Dreams and reality.
Communicative aim: Giving advice in a polite way
Linguistic/Grammar aim: Second conditional
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
1.
Note on A: I have no money. What am I going to do?
grammar:
Because we can B: If I were you, I’d try to spend less.
presume our
students have A: What do you mean?
already studied
this grammar in B: Well you buy a lot of clothes, designer clothes.
a passive way Stop buying such expensive clothes.
and grammar
work should be A: But I like them!
done quickly/in a
review mode. 2.
A: My hair’s awful. I can’t do anything with it.

B: It’s not that bad.

A: It is, really. Just look at it.

B: Well, if I were you, I’d try out that new


hairdresser, Antonio. He’s supposed to be very
good and not that expensive.

A: Mmm. OK, I’ll try it. Thanks.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
Teach International © 2012 56
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 57


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Dreams and reality.
Communicative aim: Giving advice
Linguistic/Grammar aim: Second conditional
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: My neighbours make a lot of noise.
Note on
grammar: B: Do they? That’s awful.
Because we can
presume our A: Mmm. We can’t get to sleep at night.
students have
already studied B: Have you spoken to them about this?
this grammar in
a passive way A: No, we’re too frightened.
and grammar
work should be B: If I were you, I’d invite them round to your flat
done quickly/in a for coffee and say that you’re having problems.
review mode.
A: That’s probably a good idea. I’m not sure
they’ll come, but I’ll try it.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
Teach International © 2012 58
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 59


Lesson Plan

Teacher: Date: Level: Elementary - Pre-


intermediate
Time: Room:
Age: Teens/Young Adults/Adults
Topic/Theme: Work
Communicative aim: Discussing heavy work loads
Linguistic/Grammar aim: Present perfect, simple and continuous.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Craig: Hi Mum. It’s me, Craig.
Note on Mum: Craig! Hello! How lovely to hear from you.
grammar: How are you? How’s the new job going?
Because we can Craig: Work’s Okay, I think. I’m just… so…
presume our Mum: Tired? You sound tired. Are you tired? What
students have have you been doing?
already studied Craig: I am tired, really tired. I’ve been working so
this grammar in hard and everything’s so new to me. I’m in the
a passive way office until eight o’clock every night.
and grammar Mum: Eight o’clock! Every night? That’s terrible.
work should be And when do you eat? Have you been eating
done quickly/in a well?
review mode. Craig: Yes, yes - I’ve been eating OK. After work
Tessa and I go out for a drink and something to
eat in the pub around the corner. We’re too tired to
cook.
Mum: Tessa? Who’s Tessa?
Craig: Tessa? Yes, Tessa. I’m sure I have told*
you about Tessa. We work together in the same
office – she’s been working here for a while, so
she’s been helping me a lot. She’s really nice.
You’d like her, Mum, if you met her. She lives near
me.

Include * not continuous.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
Teach International © 2012 60
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: Soars, L. Soars, J. (2008). Be my Guest:


English for the Hotel Industry. CUP

Teach International © 2012 61


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Workplace perks


Communicative aim: Students will be able to talk about the workplace perks.
Linguistic/Grammar aim: Work specific terms (perks, account, payment plan, dress code
etc)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
What do you do for a job?
I work in an office for ____________
Do you have a computer and a phone?
Yes, one of the perks is a laptop and a mobile.
That’s good, do they pay your phone account
Just the base monthly payment plan.
That’s still good.
Yes, it keeps it {phone bill] down.
Does your workplace have a cafeteria?
There is one at the Head Office, but not where I
am. We just use a café next door.
What about a uniform?
Not really. Just a dress code for smart casual.

Include other workplace perks.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
Teach International © 2012 62
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 63


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Job Interviews


Communicative aim: Students will be able to answer questions and talk about personal
characteristics required for job interviews.
Linguistic/Grammar aim: Phrases for clarifying (Is that , Did that include, So that’s)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Hello, I would like to apply for the job
advertised in the newspaper.
B: Is that the job as a waiter?
A: Yes, working part time.
B: Do you have any experience?
A: Yes, I worked as a waiter for two years. I
handled orders, table setting and waiting,
including drinks.
B: Did that include wine?
A: Yes, It did.
B: If you get the job when are you available for
work?
A: I go to college during the day, but I can work at
night?
B: Can you come in for a trial at 5 o’clock on
Tuesday and bring your resume.
A: Yes. So that’s Tuesday 5 o’clock.
B: Yes.
A: Okay I’ll be there.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
Teach International © 2012 64
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 65


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Food and recipes


Communication Aim: Students will be able to describe the ingredients and cooking
instructions of a favourite dish.
Linguistic/Grammar aim: Simple present tense and imperatives.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: What is your favourite dish?
Note on
grammar: B: I thoroughly enjoy a good moussaka.
Because we can A: That sounds a little complicated to make. Is it?
presume our
students have B: Not really, the ingredients are everyday items.
already studied In a large saucepan I sauté some lemon, garlic
this grammar in and onion, then I add the mince lamb to brown. I
a passive way simmer it down with the canned tomatoes, basil
and grammar and parsley. I heat up the cream sauce in a small
work should be pot. I slice the eggplant into thin, flat, layers.
done quickly/in a A: How do you put it all together?
review mode.
B: I create three layers, each with a layer of sliced
eggplant, then the mince lamb mixture, then the
cream sauce and top it all off with crumbled feta
cheese.
A: Is that it?
B: No. For the last step, I bake the moussaka in
an oven preheated to 180°C.
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
Teach International © 2012 66
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 67


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Events

Communicative aim: Students will be able to plan to meet a friend at an event

Linguistic/Grammar aim: Future Simple Verb Form using ‘will’ and ‘going to’.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Will you go to the AFL with me tomorrow?
Note on B: I’m going to meet a friend there. Do you want to
grammar: come along?
Because we can A: Yes, I will. Which team do you think will win?
presume our B: I think the Brisbane Lions will beat Port
students have Adelaide.
already studied A: Go the Lions! When will we meet?
this grammar in B: The game starts at 2.00pm, but my friend and I
a passive way won’t arrive until 2.30pm.
and grammar A: I’ll buy three tickets and wait for you.
work should be B: Thanks! We’ll meet you at the ticket box. It is at
done quickly/in a the front of the stadium.
review mode. A: How will you get to the stadium?
B: We’re going to catch a bus.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
Teach International © 2012 68
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 69


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Management

Communicative aim: Students will be able to discuss staff problems.

Linguistic/Grammar aim: Phrasal Verbs

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I have to get in to the office early tomorrow
Note on morning.
grammar: B: Why is that?
Because we can A: Because the boss got rid of the receptionist
presume our yesterday.
students have B: Oh?
already studied A: She didn’t show up for work three times.
this grammar in B: Will you have to do some of her job?
a passive way A: Yes. I have to get up early and pick up the key
and grammar on my way to work.
work should be B: Cheer up! Shall I drop by tomorrow to see you?
done quickly/in a A: Yes! My boss said I can eat out at lunch time.
review mode. B: When do you get off for lunch?
A: At 12.00.
B: Can we catch up at “The Shingle Inn” at 12.00?
A: Ok! See you then!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 70
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 71


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Opinions

Communicative aim:
Students will be able to talk about types of energy sources (fossil fuel, nuclear, solar, wind).

Linguistic/Grammar Aim:
Quantifiers: many, some, a lot, a few, little, much, several.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Are there many people who agree with the
Note on proposal to build a nuclear power plant in
grammar: Australia?
Because we can
presume our B: There is a lot of opposition to the idea. Some
students have people worry about nuclear power.
already studied
this grammar in A: Why? So little fuel is needed and it’s much
a passive way more environmentally friendly than fossil fuels.
and grammar
work should be B Yes, but there are some disadvantages too. A
done quickly/in a lot of money is needed to build nuclear plants and
review mode. many people are concerned the waste will be
used to make weapons.

A: We need to use energy sources that don’t


cause as many environmental problems as fossil
fuels. What about renewable sources like solar,
wind or geothermal energy?

B: Yes, I suppose there are several renewable


energy sources that should be considered.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Teach International © 2012 72
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 73


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Insurance

Communicative aim:
Students will be able to talk about types of car insurance policies available in Australia.

Linguistic/Grammar Aim:
Modal verbs: asking questions (Can you, Have you, Should I) and giving advice (you had
better, you should, you could).

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Have you got insurance for your new car yet?
Note on
grammar: B: I have the Compulsory Third Party Insurance
Because we can with the Registration. Should I have more?
presume our
students have A: To be safe you had better get either Third
already studied Party Property or Comprehensive insurance as
this grammar in well.
a passive way
and grammar B: Can you suggest which one?
work should be
done quickly/in a A: You should get Comprehensive insurance
review mode. since it covers your car’s repairs as well as any
damage you cause to other property.

B: What about Third Party Insurance? It’s


cheaper!

A: You could get Third Party but it only covers you


for damage to the other person’s car or property.
You had better get Comprehensive Insurance so
your car gets fixed too.

B: Yes it seems I had better get Comprehensive


Insurance.

Model
CCQs general
CCQs specific
Teach International © 2012 74
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 75


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Music

Communicative aim: To have students talk about music – instruments / styles / songs.
.
Linguistic/Grammar Aim: Adverbs of degree – very, extremely, really, fairly, quite, usually
with adjectives (eg very loud) and verbs (eg really like).

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I really love that new song “1973” by James
Note on Blunt.
grammar:
Because we can B: It’s quite good but it’s not music I would listen to
presume our very often.
students have
already studied A: What type of music do you really like then?
this grammar in
a passive way B: I’m really into music that I can play fairly loud
and grammar and can dance to.
work should be
done quickly/in a A: So you’re totally into going to nightclubs then.
review mode.
B: Yes I usually go on a Saturday night. You
should come along.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 76
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 77


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Body and its Functions


Communicative aim: Students will be able to talk about body parts and functions to help
them at a doctor’s appointment.
Linguistic/Grammar aim: Phrases for asking for more detailed information (Can you/how
can I/how did you/how long have you)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Doctor: How can I help you today?
Jenny: I have hurt this hand.
Doctor: How long has it been hurting?
Jenny: It has been very painful for two days now.
Doctor: How did you hurt it? Did you have an
accident?
Jenny: Yes, I was playing with my nephew on his
trampoline. I did a somersault and fell off the
trampoline. I put this hand out to stop myself.
Doctor: Oh dear, can you move your fingers?
Jenny: Yes I can, but this one hurts when I wiggle
it. These ones are OK.
Doctor: I think you have broken a bone in that
finger. I am going to send you for an X-ray to
make sure.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
Teach International © 2012 78
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 79


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Organising

Communicative aim: Students will be able to talk about organising a picnic lunch.

Linguistic/grammar aim: Students will be able to use the modals ‘can’, ‘could’, ‘would’ and
the shortened forms/contractions I’d, and we’d.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I’d like to organise a picnic lunch for friends.
Note on Can you help me please?
grammar:
Because we can B: I’d be really happy to do so. What could I do?
presume our
students have A: Well, for a start, we’d have to decide who to
already studied invite. I was thinking of just inviting close
this grammar in friends – that would include you, naturally!
a passive way
and grammar B: Fine - I’ll make a list of friends to invite.
work should be
done quickly/in a A: If you could send the invitations out during next
review mode. week, I’d be very relieved. Now what do we
have to do next?

B: The invitation could include a list of things the


guests can bring, like folding chairs or a picnic
rug, and tables, perhaps a picnic rug and a
bottle of favourite wine.

A. Next we’d have to organise wine glasses as


well as serving cutlery, plates and napkins,
don’t you agree?

B. I certainly do. And we mustn’t forget to take


garbage bags.

A: What other things do we need to organise?


Last time I had a buffet lunch at home, I
decided on the food first!

Teach International © 2012 80


B: That’s understandable! What if we had a
champagne and chicken lunch? We would
provide the champagne and chicken and some
salads.

A: And let’s finish the lunch with my favourite


chocolate cake.

B: What a celebration it will be!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 81


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Natural Disasters

Communicative aim: Students to discuss natural disasters.

Linguistic/Grammar aim: Vocabulary for natural disasters

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Does Australia have many natural disasters?
B: Yes. Australia often has droughts, floods and
fires.
A: What about earthquakes, hurricanes and tidal
waves?
B: Northern Australia sometimes has hurricanes,
but earthquakes and tidal waves are rare.
A: Has Canberra ever had a major disaster?
B: Yes. In January 2003 Canberra was
surrounded by fires and 500 homes were
damaged or destroyed.
A: Did anyone die?
B: Four people died at that time.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
Teach International © 2012 82
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 83


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Romance

Communicative aim: Students will be able to talking boyfriend/girlfriend status within the
context of a casual conversation.

Linguistic/Grammar aim: juncture/how words join when spoken together

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Bert: Hi Ernie, how are you?
Ernie: OK thanks.
Bert: I’m really happy.
Ernie: Oh.
Bert: Yeah. How was your weekend?
Ernie: So-so.
Bert: Mine was great. I went to a really cool party
and I met this gorgeous girl.
Ernie: Oh.
Bert: Yeah, her name’s Susie and she’s agreed
to go on a date with me tomorrow.
Ernie: Mmm.
Bert: Yeah, we’re going to go to a French
restaurant. She said she loves French
food. She even speaks French – she’s so
smart, as well as gorgeous.
Ernie: Oh.
Bert: She’s got long black hair and beautiful
eyes, and all the rest.
Ernie: I see.
Bert: How’s your girlfriend Jenny?
Ernie: She’s fine thanks.
Bert: There’s only one problem with Susie – she
already has a boyfriend.
Ernie: Oh.
Bert: And he’s a real tough guy. He’ll kill me if
he knows I’m dating Susie.
Ernie: I see.
Bert: I don’t know what to do.
Ernie: Bye!
Bert: Oh, well, it’s been nice talking to you Ernie.
Teach International © 2012 84
See you!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 85


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Magazines
Communicative aim: Talking about different types of magazines and why they read them/like
them.
Grammar aim: I love… I like… I prefer… Note: third person; loves, likes, prefers

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Kate: I love magazines. I love reading all the
Note on celebrity gossip in New Idea
grammar: Tom: I quite like the sporting magazines like
Because we can Australian Tennis where you can find out about
presume our sport celebrities.
students have Kate: I like the gossip about the sport stars but I
already studied prefer looking at the celebrity fashions in
this grammar in magazines like Dolly.
a passive way Tom: My mum likes those magazines that have
and grammar recipes in them.
work should be Kate: So does my Mum. My Brother likes to read
done quickly/in a Zoo. It has entertaining articles and trivia.
review mode. Tom: My Dad likes to read the interviews with
celebrities.
Kate: So does mine.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
Teach International © 2012 86
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 87


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Going away for a weekend


Communicative aim: To discuss options re. a possible weekend away and varied
preferences therein.
Linguistic/Grammar aim: Casual colloquial expressions for discussing options
(Why not…I guess it’s better than…we could…I guess it’ll depend on…if not…)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Note on Noor: Do you still want to go to the city for the
grammar: weekend?
Because we can Jon: Why not? … Just for something different for
presume our a day or two – how about it?
students have Noor: I can’t afford a lot …no 5-star places…or 4,
already studied or 3…or 2!
this grammar in Jon: We don’t have to spend a lot – nor should
a passive way we have a sleep on the beach.
and grammar Noor: There’s always a snorer at hostels – but I
work should be guess it’s better than a park bench.
done quickly/in a Jon: It’s just for a night or two….look, we could go
review mode. to the beach…do some walks around the
harbour….
Noor: I guess it’ll depend on the weather.
Jon: Sure. Usually the weather’s all right. If not,
there’s the Museum…the Aquarium…
Noor: I don’t really want to go all that way to see
fish.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
Teach International © 2012 88
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 89


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic: Interior decoration


Communicative aim: For students to be able to a talk about decorating interiors and
describing home wares/ furniture
Linguistic/Grammar aim: phrases for impact (What do you have in mind, won’t be too big
for, will look great against)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A. I have decided to redecorate my house.
B. What do you have in mind?

A. Well, I was going to use my new tall, red vases


to decorate the living area.
B. That’s a good idea because they won’t be too
big for the space.

A. Good point. I also want to use blue, sheer


curtains in the lounge room.
B. Wow, that will look great against the white
walls.

A. I hope to find a long, narrow bench for the


patio.
B. You should look around at the sales.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
Teach International © 2012 90
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 91


Lesson Plan

Teacher: Date: Level: Pre-intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Extreme sport


Communicative aim: Students will be able to talk about what they enjoy doing during their
weekends
Linguistic/Grammar aim: Phrases for asking for information (do you know what/what
about/how about/is there any)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I was in Cairns last weekend. Do you know
what I did while I was there?
B: No, but I know you like extreme sports. You
would be crazy enough to do that bungy jump off
the Smithfield Bungy Tower. Did you?
A: I sure did. It was awesome!
B: Wow! You have to be very brave to do
something like that. How about the height factor?
Did this worry you much?
A: Not really. It is scary but so exciting. Everyone
should have a go.
B: What about the scenery? I hear it is said to be
one of the most beautiful bungy sites in the world.
A: It was spectacular because the bungy jump is
right in the middle of the rainforest.
B: Was there any wildlife roaming around the site?
A: Yeah, I saw one snake and lots of goannas and
native birds.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
Teach International © 2012 92
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 93


STARTER LESSON PLANS: Intermediate
Back to top

Back to PART 4: STARTER LESSON PLANS

Don’t choose the top one first. Look through them all and choose one, two or three that you
like. Don’t forget to adjust them. After that devise your own based on the instruction in PART 2
Procedure to prepare a lesson plan from a course book unit or part unit.

Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Banking
Communicative aim: Students will be able to enquire into a personal loan.

Linguistic/Grammar aim: Common phrases for service provision (interested in, How much
were you thinking of?, What would that be, You would just need to, you can send it back)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I have a few questions about a home loan.
Note on C: Just a moment...there will be someone with
grammar: you in a moment, if you'd like to take a seat.
Because we can B: Thank you.
presume our A: Good morning, I'm Sabrina.
students have B: Good morning.
already studied A: If you come with me please.
this grammar in ...
a passive way A: Please, take a seat
and grammar B: Thank you.
work should be ...
done quickly/in a A: So, you are interested in a loan?
review mode. B: Yes, a personal loan
A: How much were you thinking of?
B: $15,000
A: Let's see...yes, the interest at the moment is
11%
B: What would that be monthly?
A: $210
B: That sounds good.
A: Here is a pack. You would just need to fill out
the form and provide some evidence of income,
Teach International © 2012 94
such as a couple of pay slips. Then you can send
it back in the return envelope.
B: That's all?
A: Yes, that's all
B: Thank you.
A: Thank you, bye.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 95


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Cars
Communicative aim: Students will have the ability to talk with a car salesperson about cars.
Linguistic/Grammar aim: Phrases used is a sales situation (range of, all the way up to,
We’re after, we’ve got a nice, We’d prefer, don’t like)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Welcome to our yard. We’ve got a huge range
of vehicles here, from little coupes all the way up
to big four-wheel-drives.
B: We’re after a small hatchback with a fuel
efficient engine.
A: Well, we’ve got a nice little four cylinder diesels
and a 1.4 litre petrol coupe over there. Did you
want a manual or an auto?
B: We’d prefer an auto because I don’t like using a
clutch and we don’t want a big, thirsty 4WD or
SUV, either.
A: Okay, but that big wagon over there is very
roomy and uses LPG so it’s cheap to run.
B: No, thanks. If the car’s too big, I can’t reach the
pedals or see over the steering wheel!

Include alternatives:
We’d prefer = we’re really looking for, we’re really
after
I don’t like = I’m not wanting, I’d rather not

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
Teach International © 2012 96
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 97


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/theme: Wedding invitation


Communicative aim: The students be able to talk about a planned wedding.
Linguistic/Grammar aim: Wedding vocabulary

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I’ve received an invitation to a wedding.
B: Oh, really! Are they friends of yours or family?
Do you know the bride or groom?
A: I know the bride more. She was an old fried
through university.
B: So, you’re invited to the reception, then?
A: Yes.
B: Are you a bridesmaid?
A: No, no, no. I don’t know her that well.
B: Is it a formal wedding, or an informal one?
A: It is an informal garden wedding at her parents’
house.

B: That sounds lovely, I’d like a garden wedding


for myself. Sit down weddings can be difficult.

A: Hmm, as for me, I’d prefer…<Elicit kinds of


weddings as common in the culture of the
students>

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
Teach International © 2012 98
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 99


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/theme: Appointments
Communicative aim: To be able to make an appointment with a company, such as a doctor
or dentist.
Linguistic/Grammar aim: Phrases for confirming and correcting details (So your, So that’s,
Yes, that’s right, actually)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A. Hello, my name is Sarah Jones. I am ringing to
make an appointment.
B. When would you like the appointment?
A. This afternoon at 5.30 will be best for me.
B. We close at 5.00 this afternoon. I have a
vacancy, at 2.30pm tomorrow, if you want it.
A: Hmm, actually do you have any times later in
the day than that?
B: How about 4.00pm?
A: Yes, that is good.
B. So your name is?
A: Ezra Swanson. That’s E.Z.R.A.
B: Do you have a contact number?
A: Yes, 03 234 5678.
B: So that’s 03 234 5688.
A: 78.
B: 03 234 5678.
A: Yes, that’s right.
B: Okay, Ezra, we’ll be expecting you at 4 pm
tomorrow.
B: Yes, Thank you. Bye.
A: Bye.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
Teach International © 2012 100
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 101


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Events
Communicative aim: Students will be able to talk about going to an event.
Linguistic/Grammar aim: Uses of should

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A. I’m going to the cricket. Do you want to
Note on come?
grammar: B. Yes absolutely. I might pick you up early
Because we can or we’ll be stuck in the queue.
presume our
students have
A. What Should I wear?
already studied
B. You should just wear shorts and a tee
this grammar in
shirt. Only people in the member’s stand
a passive way
wear a jacket and tie.
and grammar
work should be
done quickly/in a A. Is it the sort of thing I should invite my
review mode. girlfriend to?
B. Of course you can, lots of girls go to the
cricket.

A. How should she dress? She’ll ask me.


B. She can wear whatever she likes but she
should bring a hat so she won’t get
sunburnt.

A: Yeah, but what’s usual?

B: Oh, maybe a skirt if it’s hot or jeans.


Actually now that I think of it, they sometimes
have summery sort of hats.

A: Okay. Hey, It’ll be great. We’ll catch up on


the phone to check the time and where we
meet aye?

B: Yes, good. See you later.

A: See you later. Bye.


Teach International © 2012 102
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 103


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Servicing
Communicative aim: Students will be able to sort out a servicing solution.
Linguistic/Grammar aim: Pronunciation of /k/ vs /s/ and /g/ vs / /

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Good Afternoon, you’ve called General
Alterations Sewing Service
B: Hello, I’m calling you today because I have a
cigarette burn in the pocket of my jacket? Do you
think you could fix it?
A: I can generally repair most things. Do you want
to bring it in today?
B: Yes, I will catch a cab there now, but I am not
certain of your location. Where are you again?
A: I am in the city at Cairns Central, on the
ground floor, next to Boost Juice.
B: O.K, I will be there soon.
A: O.K see you then, goodbye.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill part of the target language, or all if low level:
Pronunciation: Hard and soft “c and g” sounds
e.g. good, great, cigarette versus gel, giant
,energy
cup, carrot, jacket versus cigarette, central
cylinder

Hard G words: Good, cigarette, again, ground,


goodbye
Soft G words: General, generally
Hard C words: called, calling, because, pocket,
jacket, can, cab, location, Cairns
Soft C words: cigarette, certain, city, Central,
juice
Teach International © 2012 104
Include:
Hard G sounds Soft G sounds like ‘j’
like ‘g’

good gel
great giant
cigarette energy

Hard C sounds Soft C sounds like ‘s’


like ‘k’

cup cigarette
carrot central
jacket cylinder

The soft sound is


made
when the ‘c’ and ‘g’
are followed by “e i
or y”

Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 105


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Beaches
Communicative aim: Students will be able to talk about what they like about the beach.
Linguistic/Grammar aim: “Like/love” and the phrases (keen on, really enjoy)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Did you know that in Australia the beaches get
80 million visits each year?
B: That is because we love them so much.
A: I like to walk my dog on the beach. How about
you?
B: That depends on the beach though, doesn’t it?
A: Yes, some beaches you can walk dogs, others
not.
B: I am really keen on swimming and surfing.
A: I don’t like the sharks.
B: That depends on where the beaches are. In
Australia some of the beaches have shark nets.
But you know there are more problems with the
Jelly Fish!
B: I only swim between the flags.
A; Yes, I do really enjoy a barbeque at the beach
and in the hot where there is always a sea breeze.
B: Yes and a cold beer as the sun sets.

Include uses of That depends

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
Teach International © 2012 106
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 107


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Future holidays and journeys


Communicative aim: Students will be able to discuss future plans to do with travel.
Linguistic/Grammar aim: Future tenses: I am going to….I want to go to…I would like to go
to…..about countries, places.etc.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A:I am going to visit the museum Le Louvre in
Note on Paris next year.
grammar: B: Really, I think that I’d like to visit the Cathedral
Because we can Notre Dame and the older monuments and to take
presume our photos of the famous bridges along the Seine’
students have river in Paris.
already studied A : Do you want to go to the restaurants in Paris?
this grammar in B: Of course, I would like to try *escargots* and
a passive way may be some great cheese with wine.
and grammar A: Where do you want to go to when you go to
work should be Europe?
done quickly/in a B: Yes, I want to go everywhere in Central
review mode. Europe, may be London first to see the Tower of
London, to the Shakespeare Globe’theatre and
Paris second.
A: Do you like Spanish food?
B: Yes, I like it very much and I would like to go to
Madrid and Valencia to taste their tapas, but
mostly for the music: flamenco.
A: Do you think that you will have time to go to
Scotland before you go to Spain?
B: I would like to go everywhere, but I won’t have
enough money, may be another time.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
Teach International © 2012 108
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 109


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Talking about other people


Communicative aim: Students will be able to talk about other people with emphasis
Linguistic/Grammar aim: adverb or adjectives

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Wasn't that a great show?
Note on B: Yes. I liked that song the lead singer sang at
grammar: the end.
Because we can A: Yes, it was nice. Didn't she sing it beautifully?
presume our [Adjective | Adverb]
students have B: Sorry, I didn't catch that?
already studied A: I said, didn't she sing it so beautifully?
this grammar in [Adverb]
a passive way B: Oh, yes.
and grammar A: Sometimes you just don't listen!
work should be B: Hang on. You've got a very quiet voice.
done quickly/in a [Adjective]
review mode. A: Yes, yes, well.
B: Hey there's Sue. Look at that dress.
A: Yeah, she dresses terribly, doesn't she?
[Adverb]
B: Her clothes are really flashy. [Note 3 – flashy
is an adjective and 'really' is an adjective
intensifying 'flashy']
A: Well, maybe. It's a matter of taste, isn't it?

NOTE 1: An adjective (beautiful) describes a noun


(song)

It's a beautiful song.


The man had a quiet voice.
Claire wears expensive clothes.
The runners made a slow start.

NOTE 2: An adverb (beautifully)


describes a verb (sang)

She sang beautifully.


The man spoke quietly.
Teach International © 2012 110
Claire dresses expensively.
They started the race slowly.

NOTE 3: We can use adverbs in other ways. A


adverb like 'really' or 'very' can be combined with
an adjective (hot) or another adverb (carefully). In
this sense the adverb is acting to intensify
(Andrew checked his work 'very' carefully).

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Teach International © 2012 111


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Bills
Communicative aim: Students will be able to discuss paying bills
Linguistic/Grammar aim: adverbs of time (yet, still and already)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
NOTE: yet, still and already need to be taught
15 minutes separately from other adverbs of time as they
have their own peculiarities.
Note on
grammar: Dialogue to board:
Because we can
presume our A: Sarah isn't home yet.
students have B: Yes, I know. She's still at work. [Note 2]
already studied A: She's left a note.
this grammar in B: Yes, I already know that. I mean to say – she's
a passive way becoming a bit of a workaholic, these days.[Note 2]
and grammar A: She's trying to clear her visa card – that's why she's
work should be doing the overtime.
done quickly/in a B: Oh, I see.
review mode. A: I hate credit cards.
B: Me too. I've been trying to pay mine off for a year and
I still haven't got it under $2,000.[Note 3]
A: By the way.
B: What?
A: I've already sorted out that power bill.[Note 4]
B: Good on you. Thanks.
A: We'll have the phone bill too.
B: Yes, but it hasn't come yet, so no worries.[Note 5]

Note 1:
Yet means that we are expecting something.
Still means 'going on longer than expected'.
Already means 'sooner than expected'.

Note 2: In a POSITIVE statement still and already


usually go in the 'middle' position.

Sarah isn't home yet. She's still at work.


We wrote a month ago, and were still waiting for
a reply.
I've only been at work an hour, and I'm already
Teach International © 2012 112
exhausted
There's no need to tell me. I already know.

NOTE 3: We can also use still in a NEGATIVE


statement. It goes before haven't, can't, etc.

It's nearly lunch-time, and you still haven't


opened your mail.
My friend is sixteen and she still can't swim.

NOTE 4: In a QUESTION still and already usually


go after the subject.

Are you still waiting after this all this time?


Has Tom already been on holiday.

Note 5: Yet usually goes at the 'end' of a


NEGATIVE statement or a QUESTION.

Vicky has got a present, but she hasn't


opened it yet.
Wait a minute. I'm not ready yet.
Have they sent you your computer yet? ~ No, not
yet. I should get it next week.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Teach International © 2012 113


Lesson Plan

Teacher: Date: Level: Intermediate – Upper


Intermediate
Time: Room:
Age: Young Adults/Adults
Topic/Theme: Planning a meeting
Communicative aim: Students will be able to nail down arrangements
Linguistic/Grammar aim: Adverbs of time and place

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: We're meeting up with Bob for lunch today,
Note on right? [time]
grammar: B: Oh, yes, I'd nearly forgotten.
Because we can A: Where.
presume our B: Not sure.
students have A: We are meeting him in front of the Town Hall,
already studied by the entrance. [place | place]
this grammar in B: Okay.
a passive way A: There is a restaurant nearby called Fantastico.
and grammar [place]
work should be B: Let's go there then. [time]
done quickly/in a A: Fine with me.
review mode. B: I'll give Bob a call and let him know.
A: Okay, good.
B: Catch up later.
A: Yes, bye.

Adverbs and adverbial phrases of place and time


usually go at the end position of a sentence.

We're meeting by the entrance.


Is there a phone by nearby?
People didn't have cars then.
Trevor wasn't very well last week.
Did you have a nice time in New York?
I'll see you before very long.

NOTE: Yet, still and already as adverbs of time


are a bit different and needs to be covered
separately to avoid confusion.

Model
CCQs general
CCQs specific
Teach International © 2012 114
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Teach International © 2012 115


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Talking about others


Communicative aim: Students will be able to discuss others developing relationships
Linguistic/Grammar aim: Position of adjectives

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Hey have you heard?
Note on B: What?
grammar: A: Henry and Claire are an item.
Because we can B: What?
presume our A: Yep, they went out to dinner the other night – at
students have a quiet restaurant. [Note 1]
already studied B: So?
this grammar in A: It’s a quiet, romantic restaurant! [Note 2]
a passive way B: Okay, I see.
and grammar A: I think Henry is feeling romantic these days.
work should be [Note 1]
done quickly/in a B: How do you mean?
review mode. A: He usually talks about soccer a lot. Now the
subject always comes back to Claire.

NOTE 1: There are three places where we can


use an adjective: before a noun (a quiet
restaurant), after a linking verb (feeling romantic),
and after the 'be' verb e.g., I am hot.

NOTE 2: We can use two or more adjectives


together (It’s a quiet, romantic restaurant). In this
case they must be separated by a comma.

We can put a word like very or quite before an


adjective.
(It was a very dark night). (Henry was feeling quite
romantic)

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Teach International © 2012 116
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Teach International © 2012 117


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Getting places and getting things done


Communicative aim: Students will be able to discuss habits and deadlines
Linguistic/Grammar aim: Position of adverbs

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: How do you get to work?
Note on B: I usually come in by train. [Note 1]
grammar: A: Why don’t you always?
Because we can B: The station is a bit far from my house, so
presume our otherwise I’ll get the bus.
students have A: Depends on the weather then?
already studied B: Yes, and how I feel on the day.
this grammar in A: I have occasionally used the bus [Note 1]
a passive way B: By the way, that report you are working on?
and grammar A: Yes?
work should be B: It should have been completely done by
done quickly/in a Tuesday. [Note 2]
review mode. A: Yes, I know.
B: Have you finished it yet?
A: Today.

NOTE 1: Where adverbs are in the middle of a


sentence, they usually go before the main verb
(unless it is be) and after the first auxiliary verb.

NOTE 2: However if the adverb says how


something is done, and appears in the middle of
the sentence, it usually goes after all the auxiliary
verbs.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
Teach International © 2012 118
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: Oxford Practice Grammar Intermediate, by John Eastwood. OUP

Teach International © 2012 119


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Interests
Communicative aim: Students will be able to chat about involvement in interests
Linguistic/Grammar aim: Concrete nouns and Abstract nouns.

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Hi there John, how's things?
Note on B: Yeah, not bad. Mmm, can you smell that?
grammar: A: What?
Because we can B: That aroma and can you hear that song
presume our playing?
students have A: Ah, yes, that's coming from the new Indian
already studied restaurant over in the next street.
this grammar in I think they've also got some Indian dancers as
a passive way part of a show.
and grammar B: I was a dancer once.
work should be A: Really?! Was it a long time ago?
done quickly/in a B: I found such freedom in dance – you know I
review mode. had a degree of success at it.
A: That’s cool. I do envy you for doing things like
that. You just try everything.
B: Well, we should think about some kind of
adventurous thing we could do in the
holidays. What do you think?
A: Absolutely!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
Teach International © 2012 120
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 121


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Moods and emotions, and telephone conversations


Communicative aim: Students will be able to express feelings and moods and practice
telephone conversations
Linguistic/Grammar aim: Expressions for expressing emotions, use of imperative verb,
using correct verb tense in test

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Angry customer calls store to complain
Note on
grammar: Tony: Good morning Hardly Normal Electronics
Because we can this is Tony how can I help you?
presume our
students have Customer: I’m not happy with your company.
already studied
this grammar in T: I am sorry to hear that, tell me about the
a passive way problem.
and grammar
work should be C: I am very upset because the television I bought
done quickly/in a from you last week doesn’t work any more.
review mode.
T: I see, have you checked that the power switch
on the wall is still turned on?

C: Wait a minute I’ll have a look. Oops it must


have been accidently switched off, the tv is
working again now.

T: No problem, I’m happy I could help

C: I feel a bit stupid now but thanks for your help.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
Teach International © 2012 122
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.
Activity NOTE: This will reflect the Communicative aim.
(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 123


Lesson Plan

Teacher: Date: Level: Intermediate

Time: Room: Age: Young Adults/Adults

Topic/Theme: Youth Culture


Communicative aim: Students will be able to talk about today’s youth culture in Australia, in
their own and other countries.
Linguistic/Grammar aim: Idiomatic expressions (how are you finding, a friendly lot, …)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
Jasmine meets Su-min a student recently
Note on arrived from Korea to study in Australia
grammar:
Because we can Jasmine – Hey Su Min how are you finding
presume our Australia?
students have
already studied Su Min – I love the beach, the animals and all the
this grammar in different shops. The weather is warm and
a passive way everyone is so friendly.
and grammar
work should be Jasmine – Isn’t it like that in Korea?
done quickly/in a
review mode. Su Min – I think we are more formal in my country,
here the girls seem so grown up and they wear
such revealing clothes. Also I am not used to boys
and girls kissing in public.

Jasmine – Yes I guess we are a friendly lot! Tell


me is there anything special that you miss about
home?

Su Min – Oh that’s easy - my mother’s cooking. I


miss her kimchi.

Jasmine – Would you like to come round to try my


mum’s cooking? I can’t promise kimchi but she
makes great Thai food.

Su Min – Thanks that would be so cool. When?

Jasmine – I’ll check and text you.

Su Min – OK see you later Jaz.


Teach International © 2012 124
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 125


STARTER LESSON PLANS: Upper-Intermediate
Back to top

Back to PART 4: STARTER LESSON PLANS

Don’t choose the top one first. Look through them all and choose one, two or three that you
like. Don’t forget to adjust them. After that devise your own based on the instruction in PART 2
Procedure to prepare a lesson plan from a course book unit or part unit.

Lesson Plan

Teacher: Date: Level: upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: House and Home


Communicative aim: discussing moving into a new house or apartment

Linguistic/Grammar aim: Phrases for expressing agreement (you bet) and another point of
view (mind you)

Stages Activities and notes Resources


Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: We’re having a house-warming party on the
12th. Can you come?

B: Yes, you bet. We’d love to! But I didn’t know


you’d moved.

A: Yeah, two weeks ago. It’s much bigger than the


old one. A huge kitchen and three big bedrooms.

B: It sounds wonderful.

A: Yeah. Mind you, there’s much more housework


to do!

B: That’s great. Can I try it on?

A: That’s a drag.

Include alternatives:

Teach International © 2012 126


Phrases for expressing agreement (you bet):
Absolutely, for sure, no question, etc

and another point of view (mind you):


On the other hand, however, though, etc

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice

Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 127


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Talking about Books


Communicative aim:
Students will be able to talk about books they have read.
Linguistic/Grammar aim: Idiomatic expressions (sticks in my mind, a bit of <…> thrown in,
…)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
I: You really enjoy reading, Joey, don’t you?

J: Yes, absolutely. I’m a prolific reader.

I: Erm… can you tell me the title and the author of


one of your favourite books?

J: Well, it’s very difficult to kind of pin point a


favourite book, but I suppose erm…The Woman
in White, by Wilkie Collins particularly sticks in my
mind.

I: Wilkie Collins?

J: Yes. That’s right.

I: And when was that written?

J: Er… it was just in the nineteenth century. So it’s


erm…

I: And what kind of book is it?

J: It’s er… it’s a detective story with a bit of


romance thrown in, so you’ve got it all there,
really, a complete package. But it’s a very good
detective story…

I: I think I’ve heard of it. I think it’s called the very


first detective story that was ever written.

J: Oh Really? Considering…

Teach International © 2012 128


I: I think so.

J: Considering it’s the first one, it’s jolly good.

I: And so… and what…what’s it about?

J: Well, it’s basically about mistaken identity. The


woman in white erm… looks very like this young
lady called Miss Fairlie. Erm… basically it’s… the
main character’s Walter Hartwright, who’s a young
artist, and he goes up to the north of England to
instruct these two… these two young ladies in
the… the art of how to… you know… in how to
paint. And erm… he falls in love with Miss
Fairlie…

I: Mmm huh.

J: Erm… but he’s too poor, so she can’t marry


him, so she marries somebody else.

I: Oh, dear!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Teach International © 2012 129


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: The reunion


Communicative aim: Students will be able to catch up.
Linguistic/Grammar aim: Phrasal verbs
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
S: Hello. 267890

A: Hello. Is that Sarah?

S: Speaking.

A: Hi, Sarah. It’s Alan, Alan Cunningham.

S: Alan! Hi! How are you? How are things?

A: OK, yeah, not too bad, thanks. And you? How’s


the family?

S: Oh, we’re surviving! Dave’s away at the


moment at a conference, which leaves me
running the house and looking after the kids on
my own.

A: That’s tough. It takes a lot out of you, doesn’t


it?

S: You’re not kidding. I tell you, at 9:00 in the


evening I just collapse into an armchair in front of
the telly. Still, Dave’s back soon, thank goodness.
Anyway, how are things with you? What are you
up to? We haven’t spoken for a while.

A: No, that’s right. Well, we went through a very


quiet period at work, but right now things are
looking up and I’ve got a lot on. I’m a bit snowed
under at the moment. It’s OK, but I need a break.
Speaking of which, I’m phoning about our
reunion…

S: … Our what?
Teach International © 2012 130
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 131


Lesson Plan

Teacher: Date: Level: Inner intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Catching up
Communicative aim: Students will be able to make plans.
Linguistic/Grammar aim: Colloquial phrases
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
J: Hello. Simpson’s Travel Agents.

S: Hello, James. This is Sarah Jackson. How are


you?

J: Sarah! Hello! How lovely to hear from you!

S: Sorry to disturb you at work.

J: Oh, don’t worry. I’m only too pleased to be


interrupted. Anything to stop me having to deal
with customers and their complaints! Never Mind!
How’s everything with you?

S: Oh, fine. Have you got a lot on at the moment?

J: Well, it’s our busy time of year, you know,


coming up to the summer. Everyone booking their
holidays. Still, I mustn’t complain.

S: That’s right. Business is business! Anyway,


James, I spoke to Alan yesterday, you know,
about our get together in Durham…

J: Now there’s something to look forward to.

S: …on the fourteenth, and I’m just ringing to let


you know what’s happening.

J: Great!

S: We’ve decided to meet at The Lotus Garden,


the er… Chinese Restaurant.

J: You mean the one in Clay Path?


Teach International © 2012 132
S: Yes.

J: Where we all used to go?

S: Yeah.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 133


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Beginning a Telephone Conversation


Communicative aim: Students will be able to initiate a phone conversation.
Linguistic/Grammar aim: Colloquial expressions
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: So, Barry. It was good talking to you. Thanks
very much for phoning.

B: My pleasure. By the way, how’s your golf these


days? Still playing?

A: No, not much. I just don’t seem to find the time


these days. Anyway, Barry…

B: What a shame! You used to enjoy it so much.

A: It’s true. Right, Barry. I must fly. I’m late for a


meeting.

B: OK. I don’t want to keep you. So, you’ll give me


a ring when you’re back, right?

A: I certainly will. And you’ll send me a copy of the


report?

B: It’ll be in the post tonight.

A: That’s great, Barry. Have a good weekend!

B: Same to you, too! Bye, Andy.

A: Bye, Barry.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Teach International © 2012 134
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 135


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Announcements
Communicative aim: Students will be able to introduce an announcement
Linguistic/Grammar aim: Colloquial expressions
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
R: Hello. Kingsbridge 810344. Rod speaking.

M: Hi, Rod. It’s me, Miranda. I’ve got to talk to


you.

R: Oh, hi Miranda. Why all the excitement?

M: Well, can you remember that competition I


entered, just for a laugh, a few weeks ago?

R: Yes, I can. I remember you doing it in the


coffee bar. It was the one in the Daily Express,
wasn’t it? Didn’t you have to name loads of capital
cities?

M: Yes, that’s it. You’ve got it. Well, get this, I’ve
won it! I came first!

R: You can’t have! I don’t believe it! What's the


prize?

M: A trip to New York.

R: You must be kidding! That’s brilliant. For how


long?

M: Just three days – but it’s three days in the


Waldorf Astoria, of all places!

R: Well, you should be able to do quite a lot in


three days. And the Waldorf Astoria! I’m
impressed! Isn’t that on Park Avenue?

M: Yes, it is.

Teach International © 2012 136


R: I thought so. Not that I’ve been there of course.

M: And Rod, there’s something else, even better


than that.

R: And what could possibly be better than that?

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 137


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Being Polite


Communicative aim: Students will be able to politely converse with their hosts.
Linguistic/Grammar aim: Colloquial expressions
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Pat! Hello! How lovely to see you. Come on in.
Let me take your coat.
- give flowers to your host

A: How kind of you! They’re lovely. Thank you so


much. Now, do you know everybody? Let me
introduce you to Henry. Henry, this is Pat.

H: Hello, Pat. Nice to meet you.


-Pat replies

H: Where are you from, Pat?


-Pat replies

H: That’s interesting. And what are you doing in


London?
-Pat replies

H: And how do you find London, Pat? Is it like


home or very different?
-Pat replies

A: Now, Pat. What would you like to drink?


-Pat replies

A: Right I’ll just get that for you.

B: Pat, do have some nuts.


-Pat replies

A: Right, everybody. Dinner’s ready. Come and sit


down. Pat, you sit here next to me.
-Pat replies

B: Has everyone got a drink? Cheers, everybody!


Teach International © 2012 138
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 139


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Catching up with an old acquaintance


Communicative aim:
Students will be able to make assumptions about a situation without being given specific
information.
Linguistic/Grammar aim: Social enquiry phrases
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
P: Hello, Amanda.

A: Peter!

P: I’m surprised you recognise me.

A: Really? You haven’t moved back here, have


you?

P: Good heavens no… erm… I’m still in London. I


came back for the funeral. My father’s. A heart
attack. It happened very suddenly.

A: I’m sorry.

P: Thank you. And I take it that you’re not living


back here either?

A: No, I’m in London too, just back for my sister’s


wedding tomorrow.

P: That’s nice.

A: Yes.

P: And… er… your parents? They’re well?

A: Fine.

P: Er… are you rushing off somewhere?

A: No, I’m just killing time, really.

Teach International © 2012 140


P: Let’s grab a coffee.

A: Er… and so, Peter, did you become a foreign


correspondent?

P: Not exactly. I’m a lawyer, believe it or not.

A: You enjoy it?

P: Yes. And you? Are you a world famous artist?

A: Well… er.., no.

P: So. What are you up to?

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford

Teach International © 2012 141


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Relationships
Communicative aim: students will be able to talk with friends about changes in a
relationship.
Linguistic/Grammar aim: Multi-word Verbs/Phrasal Verbs (followed by prepositions)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I've told you before, he isn't good for you.
B: I know, I know. I need to get away from him.
A: Actually, last week we broke up again, but...
B: Don't tell me?
A: Well, you know. He phoned me up on the
weekend and..
B: Yes, yes, I know the rest. Sometimes, I can't
keep up with you.
A: On Sunday we went out to a party, and...
B: Yes, I can guess.
A: So we;re back together again and guess what?
B: What?

Note 1:
Sometimes a phrasal verbs is followed by a
preposition. For example: phrasal verb and
Preposition

run away from Why did you run away from me?
keep up with You're walking too fast. I can't
keep up with you.
look up at We looked up at the plane as it
flew above us.
look forward to Are you looking forward to your
holiday?

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
Teach International © 2012 142
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

Teach International © 2012 143


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Airports
Communicative aim: Students will be able to talk about forthcoming flights.
Linguistic/Grammar aim: Multi-word Verbs/Phrasal Verbs (on/off/out/through with verbs of
movement)
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: Look out!
B: Oh, yeah. It's hard getting used to driving on
the left.
A: Watch out!
B: Yes, I saw her.
A: We're running out of time, you know. The flight
takes off in one hour.
B: Yeah, but it's domestic and I printed out the
boarding passes for us.
A: Really.
B: Yes, we can just go through then, since we've
only got carry-on luggage.
A: It's a great system that - being able to print your
own boarding pass.
B: Absolutely.

Note: Carry-on is an adjective

NOTE 1: We often use on/off/out/through etc. with


verbs of movement. For example:
get on, take on, move on,
drive off, jump off, take off, move off, speed off,
run off
move out, run out, take out, speak out
move through, run through

But often the second word (on/off/out/through etc)


gives a special meaning to the verb, for example:
break down = the engine stopped working
look out (= be careful)
take off (= went into the air)
run out (= something is finished)

Model
Teach International © 2012 144
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.
Activity NOTE: This will reflect the Communicative aim.
(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

Teach International © 2012 145


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Clothes and Fashion


Communicative aim: Shopping and asking for different sizes/colours; discussing clothes.
Linguistic/Grammar aim: Vocab to describe clothes and fashion.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: I like this shirt, but it doesn’t fit.
B: What do you mean?
A: It is too large; I think I need a smaller size.
B: I see what you mean. Let me check for you.
A: Thank you, that is very kind.
B: I am afraid this is the smallest size. Maybe you
can try it in red?
A: I don't like red. Do you have a similar shirt
without buttons?
B: We do, and in a smaller size as well. I will get it
for you now.
A: That fits much better. I'll take it, thank you.

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


Teach International © 2012 146
(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

Teach International © 2012 147


Lesson Plan

Teacher: Date: Level: Upper intermediate

Time: Room: Age: Teens/Young Adults/Adults

Topic/Theme: Clothes and Fashion


Communicative aim: Describing items of clothing and how they look on someone.
Linguistic/Grammar aim: Vocab to describe and advice on clothes and fashion.
Stages Activities and notes Resources
Warmer
5 minutes
Review If you haven’t had the students before:
Make up an activity to lead into the Target
Language section below. Either:
a) a pronunciation activity based on the methods
in part 3 of this document and as covered in the
in-class sessions.
b) Or, cover phrases (functional or idiomatic) in
the dialogue below, but not anything that is
defined in the Linguistic/Grammar aim.
Target Language Pre-teach vocab: …, …, …, …., …., ….
(Drill-work)
Dialogue to board:
15 minutes
A: What are you wearing to the party tonight?
B: I'm not sure; maybe a dress.
A: Why don't you borrow one of mine?
I think it would look amazing on you!
B: Thank you, that is wonderful.
What are you going to wear?
A: How about these jeans?
B: Yes, they really suit you. And wear this hat, it
flatters your face.
A: Great, we'll look fantastic!

Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities NOTE; Take the text above and turn it into either:
(Controlled) a) a gap fill activity using a handout.
10 minutes b) a jigsaw with a student A and student B sheet,
completed by back to back talking.
c) Cut up the dialogue into strips so pairs have
one speaker each, then ask them to match up the
dialogue by reading them out (number the first
two lines to get them going.
d) Cut up the dialogue and distribute. Get the
class to make up the dialogue, with the teachers
guidance.
e) A running dictation, where the dialogue, or the
A or B part is on a wall at the back of the class.

Activity NOTE: This will reflect the Communicative aim.


(Free) Set up some kind of role play to do that.
Sometimes it will work to make role cards, where
Teach International © 2012 148
some participants have information or instructions
but not the exact language. If when you do this
activity the Target Language is still up on the
board they will likely refer to it.

Ref: English Grammar in Use: Intermediate, by Raymond Murphy. CUP

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Teach International © 2012 149

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