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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.
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
Kelly: Hi everyone.
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
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.
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
Waitress: 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
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for
the Hotel Industry. CUP
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.
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.
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.
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.
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.
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.
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.
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.
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
B: I like it.
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
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.
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.
Topic/Theme: Events
Linguistic/Grammar aim: Future Simple Verb Form using ‘will’ and ‘going 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
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.
Topic/Theme: Management
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.
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.
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.
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).
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.
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).
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.
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.
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.
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.
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.
Topic: Romance
Communicative aim: Students will be able to talking boyfriend/girlfriend status within the
context of a casual conversation.
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.
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
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.
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.
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.
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.
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
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)
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.
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)
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.
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.
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)
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.
Topic/Theme: Events
Communicative aim: Students will be able to talk about going to an event.
Linguistic/Grammar aim: Uses of should
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 / /
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
good gel
great giant
cigarette energy
cup cigarette
carrot central
jacket cylinder
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.
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)
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.
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.
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.
Topic/Theme: Bills
Communicative aim: Students will be able to discuss paying bills
Linguistic/Grammar aim: adverbs of time (yet, still and already)
Note 1:
Yet means that we are expecting something.
Still means 'going on longer than expected'.
Already means 'sooner than expected'.
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.
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.
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.
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.
Topic/Theme: Interests
Communicative aim: Students will be able to chat about involvement in interests
Linguistic/Grammar aim: Concrete nouns and Abstract nouns.
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.
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.
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
Linguistic/Grammar aim: Phrases for expressing agreement (you bet) and another point of
view (mind you)
B: It sounds wonderful.
A: That’s a drag.
Include alternatives:
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
I: Wilkie Collins?
J: Oh Really? Considering…
I: Mmm huh.
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.
S: Speaking.
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
J: Great!
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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: Yes, that’s it. You’ve got it. Well, get this, I’ve
won it! I came first!
M: Yes, it is.
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
A: Peter!
A: I’m sorry.
P: That’s nice.
A: Yes.
A: Fine.
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.
NOTE: Target Language sourced/adapted from: John and Liz Soars. (2000). New Headway
English Course – Pre Intermediate. Oxford
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.
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.
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.
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.
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.
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