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Lesson plans for high school level ESL students (A1-A2)

#1

Tips and Ideas for the First Day of Classes

Shad Schroeder charliefinney [at] yahoo.com

Hess Language School, Taiwan

One of the most important class days is the first. The first day can excite students about the class, calm their fears, and set their expectations for the semester. The first day is an opportunity for the teacher to get to know and begin to evaluate students and to express expectations for the semester.

Be Early

Be early for class, even if only a few minutes, so that you can write on the board what the class is, i.e. Conversation 305, Intensive Level 5. Being early allows you to arrange the room the way you want to and to make sure all the necessary equipment is there. Write your name on the board. Do you want your students first impression of you to be one where you run in like a chicken with your head cut off, or one where you appear organized and in control?

Be Accessible

When your students have arrived (or, frequently, as they are arriving) introduce yourself. If you use a nickname, explain what it means and why you use it. If you have office hours, tell students when they are and where your office is. Giving your students your pager and office or home telephone numbers allows them to call you when they won't be in class or to find out what work they missed, and makes them feel closer to you. You seem more accessible. Give them your e-mail account and tell them they can practice writing by sending you messages.

Nicknames

At this point you can write students names in your roll book. Encourage students to take English nicknames. Not only will this make remembering them easier for you, it allows shy students a false identity to hide behind when they answer questions or do role plays.

Location, Location, Location

Explain the location of rooms and areas in the building. Students need to know where the toilets, smoking areas, and vending machines are.Tell students where the school secretaries and the bursar's offices are. Don't forget to advise the students of procedures in case of emergencies.

Class Rules

Talk about class rules. Students need to know what the absence and homework policies are. If you don't allow cell phones or eating in class, it's easier to deal with it on the first day, rather than address it when it occurs. You may have to address it then, as well, but you laid the ground work on day one.

What's Happening?

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Students should be told about school opportunities. Some schools have English clubs, or international student associations. If your school offers TOEFL classes or ESP classes, tell the students. Advise students of study areas. School breaks and holidays should, also, be addressed.

Asking students what they expect and want from class not only gives you ideas of how to tailor the class to your students needs, but it starts them talking.

Show students the textbooks and tell them where they can buy them. This will ensure they have the right books and reinforce that they are in the correct class. However, if possible, don't jump into the book the first day. There are other introductory activities that can be used to get students talking to each other.

Introduction Games

There are a myriad of introduction games to get to know students and to get them talking. Very simple ones, such as introducing yourself and telling an interest, with the next person repeating the information and adding theirs, works well with lower level learners. A variation of this is to toss a ball, or other small object, back and forth, with the person catching providing the information.

Interview games are sometimes better for students too shy to speak in front of groups. Prepare a list of questions, such as "Who can play piano?", "Who can say 'good morning' in German?", and "Who has one brother?", and have students walk around and interview each other to gather the information. A variation of this is to put the questions on a Bingo board. If students shyly stand waiting to be approached, take them to other students and walk them through an interview. The teacher should also participate. This is a chance for you to get to know you students.

An activity that works well with classes that have been together for several months is Timeline. A timeline is a graph that notes important events, such as birth, school graduations, moving from one town to another, and marriage, and the dates they occurred on. Feel free to include less serious moments such as "my first kiss". Students enjoy learning special things about the teacher.

Before class, teachers prepare a timeline of their life. Teachers show their example, explain the idea, give the student paper, and have them prepare one. Tell students to list at least five or six events and not to put their names on the timelines. Collect them, when the students finish, number them, and tape the time lines up around the room. Students then need to walk around the room and interview each other to determine which timeline belongs to which classmate. Students can ask either open ended information questions (When were you born?) or yes/no questions (Did you get your first kiss in 1995?), but can not ask the interviewee's number. After students have determined which timeline belongs to which student, or after a set time, remove the timelines from the walls and ask students who is who.

These introductory tips and exercises work best with a two hour block of time, but can be adjusted for shorter classes. Stretching this into a longer class could become tedious.

All the time you are doing the exercises, you should be evaluating the students. Who has a good command of grammar? Who spells well? Who is shy, or outgoing? You can use all of this information during the semester.

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Thank Students

Finally, thank the student for enrolling in the class. This is a simple thing, but in the first days of class, when a lot is happening, students need to know they are appreciated. This is, certainly, important with private language institutes, but university students need this, too.

Closing Comments

Remember when you were a student starting a new class. You wanted to know who those people next to you were. You wanted to know who the teacher was and what was expected of you. And you wanted to know where the bathroom was. Following this plan, or a similar one, will answer your student's questions and help you to get to know them better and faster.

The Internet TESL Journal, Vol. V, No. 7, July 1999

http://iteslj.org/

#2

Two truths and one lie: How well do you know your classmates?

• As an example, write 3 sentences on the board about yourself • Make two of them true and one false

For example:

I speak 5 languages I never learned how to ride a bike I have eaten snails I have been to New York two times I don’t like to eat seafood I have never drunk alcohol Ask the students to guess which one is false. Now the students each write 3 sentences about themselves (two true; one false) and they read them to the other students. Everyone tries to guess which one is false and to see how well they know their classmates. You can also have students come up to the board and write their sentences. This way, you can correct their grammar and spelling at the same time. Or you can collect their papers and correct them at home and go over the mistakes in the next class. You can also change the game so that everyone must ask questions to determine which one is false, but the person must answer the questions as if all of them are true.

#3

This lesson focuses on food vocabulary and on speaking about likes and dislikes.

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This lesson could be used either with beginners or as revision for students in their second year of English. It starts with a review of food vocabulary, which can be adapted, and then students will practise using the structure ‘I like / don’t like’. Students then complete a simple grid by asking their classmates about their own food likes and dislikes. There are also suggestions for follow up activities, including a simple song.

Aims: • To develop students’ understanding of and ability to use food related vocabulary • To enable the students to talk about likes and dislikes • To practise asking questions about likes and dislikes • To practise speaking skills

Time: 60 + minutes

Materials:

1. Flashcards to illustrate the food words you have chosen (suggestions are: chicken, chips, cheese, chocolate, ice cream, apples, soup, salad, pizza, bananas, oranges, spinach, carrots, fish)

2. Blutak or magnets 3. Flashcards of a happy smiling face and an unhappy face (4 of each) 4. A blank grid for each student 5. Internet links: http://learnenglishkids.britishcouncil.org/en/category/topics/food -

LearnEnglish kids food page

#4

This is a good way of getting students to memorise words and practise their pronunciation. The activity requires no preparation.

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Procedure

• With a big class, write a word on the board, for example,'Sun'.

• Get the students to come up with a word that they would associate with that word, for example,'round'.

• Write that word beside the original word on the board. Now get the students to come up with an association for the new word.

• Continue the word association game until you have a good number of words on the board for the size of your class (for a class of 40 people, about 8 words will do).

• Now get each student to quietly choose a word from the words on the board (they don't have to write it down, just memorise it).

• Confirm things by going through each word asking people to raise their hand if they have chosen that word. You need to do this because if there is a word that nobody has chosen then that word, when it comes time to recite the list, is replaced with a clap.

• Erase all the words from the board and just leave a circle in the place of each one.

• Then prompt the students to recite the list from memory by pointing to the circles on the board and asking the students to say their chosen word when the time comes.

• The students are listening to what word comes before their word as a cue when to say their word. When they get to any unchosen words, the class claps in unison. Go forwards and backwards through the list at varying speeds.

• Lastly, get all the students to say all of the words together.

#5 Describe Your Person His/her name is ______________. He/she...

is _____ years old.

is _______________. (Nationality) speaks ___________. (Language)

is from _______________. lives in _______________.

is single / PACSed / married / divorced / widowed. has a boyfriend / a girlfriend.

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has ___ children / ___ daughter(s) and ___ son(s).

likes ___________+ing. likes to ____________.

doesn't like ___________+ing. doesn't like to ___________.

What does he/she look like? He/she...

is tall / short. is fat / skinny.

has long / short hair. has black / brown / red / blond / gray hair. is bald.

has brown / blue / hazel / green eyes.

wears glasses / contacts / braces.

wears a hat / earrings / a necklace / a bracelet / a ring.

has a mustache / a beard. has a piercing / a tattoo

#6

The Alphabet Homophones and Minimal Pairs http://www.usingenglish.com/files/pdf/alphabet-homophones-and-minimal-pairs.pdf Without looking below for now, listen to your teacher and raise the “The same” and “Different” cards that you have been given depending on what you think about the pronunciation of the letters and words that you hear. Label each line below with S for the same pronunciation or D for different pronunciation. If there are more than two, they are all the same or all different. 1. A/ E 2. B/ be/ bee 3. B/ V 4. C/ sea/ see 5. C/ she 6. D/ day 7. D/ G 8. G/ J 9. G/ Z 10. H/ etch 11. H/ hay 12. I/ eye

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13. K/ key 14. L/ hell 15. M/ me 16. M/ N 17. O/ oh/ owe 18. O/ or 19. P/ pay 20. P/ pea/ pee 21. Q/ coup 22. Q/ cue/ queue 23. R/ ah 24. S/ see 25. T/ tea/ tee 26. U/ ewe/ yew/ you 27. V/ buoy 28. W/ double 29. W/ UU 30. X/ ex 31. Y/ why Check your answers as a class or with the next page, then work together to make sure you can really pronounce the ones which are different above differently. Choose words or letters from above and dictate them to your partner. If what you say could be written more than one way, they should write all the possibilities. Do the same, but this time in context in a whole phrase or sentence. Written by Alex Case for UsingEnglish.com © 2015 Suggested answers 1. A/ E – Different 2. B/ be/ bee – The same 3. B/ V – Different 4. C/ sea/ see – The same 5. C/ she – Different 6. D/ day – Different 7. D/ G – Different 8. G/ J – Different 9. G/ Z – Different 10. H/ etch – Different 11. H/ hay – Different 12. I/ eye – The same 13. K/ key – Different 14. L/ hell – Different 15. M/ me – Different 16. M/ N – Different 17. O/ oh/ owe – The same 18. O/ or – Different 19. P/ pay – Different 20. P/ pea/ pee – The same 21. Q/ coup – Different 22. Q/ cue/ queue – The same 23. R/ ah – The same (in most kinds of British English) 24. S/ see – Different 25. T/ tea/ tee – The same

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26. U/ ewe/ yew/ you – The same 27. V/ buoy – Different 28. W/ double – Different 29. W/ UU – Slightly different/ Almost the same (only the stress is different) 30. X/ ex – The same 31. Y/ why – The same

#7

Guilty "Guilty" is a fun classroom game which encourages students to communicate using past tenses. The game can be played by all levels and can be monitored for varying degrees of accuracy. The game gets students interested in detail which helps to refine students' questioning abilities. "Guilty" can be used as an integrated game during lessons focusing on past forms, or just to have fun while communicating. Aim: Communicating with Past Forms Activity: Question and Answer Game Level: All Levels Outline:

• Start by describing a crime which happened last night. Each student pair will be interrogated by the rest of the class and will create alibis to prove they are innocent.

• Have students get into pairs. • Have the students develop their alibis for where they were when the crime was

committed. Encourage them to go into as much detail as possible when discussing their alibis.

• Go around the classroom getting an alibi statement from each group (e.g. We were away for a weekend trip to the countryside).

• Write the individual alibis on the board. • Once each group has developed their alibis, ask them to write down 3 questions about

the other alibis on the board. • To begin the game, ask one student from the beginning pair to leave the room. The

other students ask the first student the questions. • Ask the other student to return to the classroom and have the students ask the same

questions. Take note of how many differences there were in the students' responses. • Repeat the same with each student pair. • The "guilty" pair is the pair with the most discrepancies in their story.

For more information on teaching past tenses, here are some how to guides: Introducing the Past Continuous Start by Speaking about What Was Interrupted Describe an important past event and then fill in the details as a painter would fill in background details by using the past continuous form. This immediately illustrates the idea that the past continuous is used to set the context of what was happening at that moment in time. I'd like to tell you about the day I met my wife. I was walking through the park, the birds were singing and it was raining just a little bit when I saw her! She was sitting on the bench and reading a book at that moment. I'll never be the same. etc.

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This example is admittedly exaggerated. However, it conveys the point. Continue introducing the past continuous by asking students simple questions in the past simple about events. Follow up these questions with a question asking what was happening when... When did you leave home this morning - At nine o'clock. What was your sister doing when you left home? Where did you meet your girlfriend? - At school. What were you doing when you met her? The next step in teaching the past continuous is to include simultaneous actions using 'while'. Explain that 'while' is used when two actions happen at the same time in the past. It's a good idea to point out thedifference between while and during, as well to help avoid future confusion. Practicing the Past Continuous Explaining the Past Continuous on the Board Use a past continuous timeline to illustrate interrupted action. Contrasting this timeline with past continuous for something happening at a specific point in the past may help illustrate the difference between the two uses. Make sure that students understand the use of time clauses with 'when' and 'while' to help them use the past continuous in context. Comprehension Activities Comprehension activities such as using photos in magazines will help with the past continuous. In this case, make it clear to students that they are to describe the event in the past. You can model this by using a photo in a magazine to describe such an event. Dialogues beginning with "What were you doing?" will help students practice. A creative writing exercise on the past continuous will also help students build their ability to integrate the past continuous into more advanced structures. Challenges with the Past Continuous The single greatest challenge to the past continuous is deciding which action is the main event. In other words, which event interrupted the action in progress in the past moment in time. Other challenges can include the use of the past continuous to express an activity that happened over a period of time. It's crucial for students to understand that the past continuous describes a particular moment in time, and not a completed event. Here are examples of this type of issue: I was studying my homework yesterday. She was cooking dinner last night. In other words, the past continuous needs the context of another event when stopped the action in progress at the time. ntroducing the Past Simple Start by Modeling the Past Simple Begin teaching the past simple by speaking about some of your past experiences. If possible, use a mix of regular and irregular past verbs. Make sure to use time expressions to provide context. It's also a good idea to mix in some other subjects such as 'my friend' or 'my wife', etc. to signal that there is no change in the conjugation of the past simple other than putting the verb into the past. I visited my parents in Olympia last weekend. My wife cooked a wonderful dinner yesterday. We went to a movie yesterday evening. etc. Continue modeling by asking yourself a question and providing the answer. Where did you go last week? - I went to Portland yesterday. When did you have lunch yesterday? - I had lunch at one o'clock yesterday.

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Which level did you teach last month? - I taught beginner and intermediate level classes. etc. Next ask students similar questions. It's a good idea to use the same verbs - for example: went, had, played, watched, ate - when asking questions. Students will be able to follow your lead and answer appropriately. Introduce Regular and Irregular Verbs Using the verbs you've introduced, quickly ask students the infinitive form for each verb. (i.e. "Which verb is went? - go, Which verb is had? - have, etc."). Ask students if the notice any patterns, usually a few students will recognize that many past verbs in '-ed'. Introduce the idea that some verbs are irregular and must be learned. It's a good idea to provide an irregular verb sheet for future reference. Quick drills, such as a past simple grammar chant will help students learn irregular forms. Finally, introduce the negative form of the past simple through modeling. Model the form to the students and immediately encourage a similar answer. You can do this by asking a student a question, then model a negative and a positive sentence. When did you have dinner yesterday? - (student) I had dinner at seven o'clock. Did he have dinner at eight o'clock? - No, he didn't have dinner at eight o'clock. He had dinner at seven o'clock. etc. Practicing the Past Simple Explaining the Past Simple on the Board Use a past tense timeline to visualize the idea that the past simple is used to express something that began and ended in the past. Review time expressions that are used in the past including last week / month / year, in + dates, yesterday. Comprehension Activities Once students are familiar with the form, continue expanding their understanding of the form, as well as irregular verbs with comprehension activities. Using stories of vacations, listening descriptions of what happened, or reading news stories will help underline the idea that the past simple is used to narrate what happened in the past. Continued Activity Practice Learning irregular verbs can be challenging for students, use a past irregular verb quiz to help out. You can also use a regular and irregular past form grammar chant to help with memorization. Pronunciation Challenges Another challenge for students will be understanding the pronunciation of the past forms of regular verbs. Explaining the idea of voiced and voiceless pronunciation patterns will help students understand this pronunciation pattern. Introducing the Past Perfect Start by Providing Reasons for Past Actions It's a good idea to introduce the past perfect by modeling the form by stating reasons why certain past actions were taken. This will establish the idea that the past perfect is commonly used as a means of explaining past situations. For example, you could begin by referencing an important past news event and speculate what had happened to cause that event. Let's talk a little bit about the last election. We all know that Dieter Smith was elected. However, what had happened that caused the people to vote for him? Perhaps citizens had become sick and tired of corrupted government procedures. Maybe they had decided the country needed a new direction. There are lots of explanations. The next step in introducing the past perfect is helping student distinguish the difference between interrupted action in the past taking the past continuous and actions happening before a past action taking the past perfect. Do this by comparing and contrasting the two forms:

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Imagine this: When you get home from work dinner is ready. Had dinner been cooked before you arrived, or was someone cooking dinner when you arrived? Think back to a time you were interrupted. What were you doing when you were interrupted? Had anything happened before then to cause the interruption? Result of Activity Another important use of the present perfect continuous is to explain what has been happening that has caused a present result. Stating results and asking questions are effective in teaching this use of the form. His hands are dirty! What has he been doing? You're all wet! What have you been doing? He's tired. Has he been studying for a long time? Depending on the level of your students, provide examples of the other major use of the past perfect in conditional forms such as the third conditional and speaking about past wishes. What would you have done if you hadn't joined this class? I wish I had bought that car. It was beautiful! Have you ever wished you hadn't done something? Practicing the Present Perfect Continuous Explaining the Present Perfect Continuous on the Board Use a timeline to illustrate the relationship of the past perfect to the past simple. Contrast this with a timeline of the past continuous to illustrate interrupted action. A key time expression that should be introduced is 'already', as it's quite common to use this time expression when giving explanations. She had already finished the report when he asked to see it. Had you already eaten before he telephoned? Comprehension Activities Help students practice their understanding with past perfect worksheets, and past perfect quizzes - possiblycontrasting the form with other past tenses. Using communicative activities with the past conditional form will help students become more comfortable with the form. Challenges with the Past Perfect Continuous Students will probably be confused by native English speakers' tendency to use the past simple and past perfect interchangeably even though the situation seems to call for the past perfect. For example: We had dinner before we went to bed. AND We had had dinner before we went to bed. Did she arrive by the time you got there? OR Had she arrived by the time you got there? Introducing the Past Perfect Continuous Introduce the present perfect continuous by speaking about a past event of some import. For example, speaking about a situation in which people were asked to wait for a long period, or some other anticipatory action took place. A good example might be an exciting new product release by Apple. Duration of a Past Activity The customers had been waiting for three hours just to get in the door when the store finally opened. Jennifer said she had bee saving her money to buy the new iPhone. Another example could be a test that students have recently taken. In this case, you can also ask some questions: How long had you been studying for the TOEFL when you took it? Had you been working together before you took the test? Result of a Past Activity Students should also understand the past perfect continuous can be used to express the cause of something that happened in the past. To introduce this usage, tell a story about something

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unusual that happened in the past and use the past perfect continuous to relate, comment and speculate as to the cause: There was a horrible car crash yesterday on I-5. Apparently, one drive had been texting and didn't see that the other drive had stopped. Not only that, but it had been raining for a few hours so the conditions were awful. Use in the Third Conditional Form The past perfect continuous is also sometimes used in the third, or past unreal, conditional form. It's worthwhile pointing this out to students, but also reminding them that the past perfect is generally used. The exception is that the past perfect conditional is used to focus on a specific moment in time in the past. If I had been working on that project, we would have got the contract. He wouldn't have been in the accident if he hadn't been texting while driving. Practicing the Present Perfect Continuous Explaining the Past Perfect Continuous on the Board Use a past perfect continuous timeline to illustrate the relationship of the tense to a past event. The construction is a little complicated, so providing a quick grammar chart can also help with understanding. Subject + had + been + verb(ing) + objects We had been working for twelve hours by the time we finished the project. Susan had been complaining for weeks when he finally purchased her the new car. Activities Lesson activities should include a thorough comparison of the when to use the perfect or perfect continuous form. A great lesson for this can be adapted by this lesson comparing the present perfect simple and continuous. Take the biography of someone form the past, students then ask questions using either the past perfect of the past perfect continuous to ask and answer questions based on the biography. Student 1: How many years had he studied law before he became a judge? Student 2: He had studied law for ten years before his appointment. Student 1: What had she been doing before she moved to Texas? Student 2: She had been working for a designer in New York.

#8 Formal Conversation

Greetings Introductions Good-byes Sample sentence

Sample response

Sample sentence

Sample response

Sample sentence

Sample response

Hello, Mr. Smith

Hello. Dr. White, I’d like to introduce you to Rachel.

It’s a pleasure to meet you. / Pleased to meet you.

It was nice meeting you.

It was nice meeting you too. Hello, doctor. Hello.

Good morning.

Good morning.

It was nice to see you.

Same to you.

Good afternoon.

Good afternoon.

Good evening. Good evening.

Have a good day.

Thank you. You too.

How are you? Fine, thank you.

Good night / Goodbye.

Good night / Goodbye.

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Informal Conversation

Greetings Introductions Good-byes Sample sentence

Sample response

Sample sentence

Sample response

Sample sentence

Sample response

Hey. Hi. Hey. Hi. Ann, this is Jim. He’s in my class.

Hi Jim. Nice to meet you.

Nice meeting you.

You too. How are ya? I’m good. All right.

Take it easy.

How are things?

Pretty good. Hi. My name’s John.

I’m Dave. Nice to meet you.

Take care.

How’s it goin? OK. Not bad. I’m off. OK, bye. How ya doin? I’m doin

good. I gotta go.

See ya. See ya later. Bye.

What’s up? Nothin much. Not a whole lot. Nothin. Nothin special. Not much.

So long. What’s new? See ya. What’s happenin?

See ya later.

What are you up to?

Bye.

What’s goin on?

#9

"Just Get Them to Talk"

As an assistant, you will probably be instructed to do this more than once. Numerous times I've shown up to work, only to find out that I had a new class that started in 15 minutes and I had nothing prepared. So I follow this plan to determine the students' speaking and grammar abilities. I know it's difficult to get students to speak for a full 55 minutes, but as long as you change the subject often and give plenty of examples, you'll survive.

1. Bring index cards or small pieces of paper so students can write their names on them. Students give these cards back to assistant. Each time assistant wants to call on a student, s/he chooses a name at random. Students introduce themselves; assistant introduces him/herself.

Students think of other questions to ask someone they meet for the first time. Assistant writes all of their suggestions on the board. Make sure to include questions that are usually translated wrong: How long have you been in France? (instead of How many times are you in France?) or Where were you born? (instead of Where are you born?) Assistant asks some of these questions to the students.

2. Write the question "What do you like to do?" on the board. Elicit several sample responses from students using the forms:

I like to + verb / I like verb+ing / I like + noun

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Continue with the negatives:

I don't like to + verb / I don't like verb+ing / I don't like + noun

You can also introduce similar phrases for expressing likes/dislikes: love, enjoy, fond of, hate, detest, etc.

3. Write "What are you going to do this weekend?" and "What will you do this weekend?" on the board. Elicit responses using the forms:

I'm going to + verb / I will + verb

And continue with their negative forms: I'm NOT going to, I will NOT, etc.

4. Write "What did you do last weekend?" on the board and elicit responses using several irregular verbs in the preterit.

I went... / I did... / I had...

And continue with their negative forms: I DIDN'T go, I DIDN'T do, I DIDN'T have, etc.

5. Compare the two groups of verbs in English with respect to word order in negative sentences, i.e. verbs that place NOT after, and verbs that require DO/DOES NOT or DID NOT before. Write sample verbs on board and ask which group they belong to. Include most modal verbs. [You can also include word order in questions, since the two groups of verbs are the same, i.e. invert subject and verb or use DO/DOES/DID as an auxiliary + subject + infinitive.]

6. Continue with modal verbs and have students create sample sentences for them. Introduce other similar phrases that can replace modal verbs. Then students must put them into the past tense. I have to go / I had to go = I must go I can go / I could go = I am able to go / I was able to go I will go / I would go * Remind them that must can only be used in the present tense! Continue with putting the present and past modals into negative and review pronunciation of contractions. I have to go - I don't have to go I had to go - I didn't have to go I can go - I can't go I could go - I couldn't go I will go - I won't go I would go - I wouldn't go 7. Choose students at random to change the following sentences (do not write the sentences on the board - see if the students can do this orally): Present to Past a. I eat too much chocolate.

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b. She buys groceries every Monday. c. We leave for England at 2 p.m. d. They drive all day and all night. e. I find the boy very rude. f. He teaches history and geography. Positive to Negative a. I'm going to school soon. b. He wears that coat all the time. c. We made a cake for dessert. d. She understood what I said. e. Laura has got two brothers. f. I have seen him today. Present/Past to Present Perfect a. He is very sick and tired. b. I did all of my homework. c. She went to see the doctor. d. We speak to the teacher today. e. I want to leave for a while. f. They eat the entire pizza.

#10

Interview Your Partner

Create questions to ask your partner:* 1. is / what / name / your ? Partner's Response: 2. old / you / are / how ? Partner's Response: 3. do / live / you / where ? Partner's Response: 4. from / where / are / you ?

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Partner's Response: 5. brothers / sisters / got / or / you / have ? Partner's Response: 6. any / have / got / pets / you ? Partner's Response: 7. speak / languages / how / many / you / do ? Partner's Response: 8. sports / play / you / do / any ? Partner's Response: 9. to / do / what / like / you / do ? Partner's Response: 10. jobs / parents' / your / are / what ? Partner's Response: 11. who / singer / favorite / your / is ? Partner's Response: 12. is / favorite / your / film / what ? Partner's Response:

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(* This next portion could be saved for later, once students have some experience with forming simple sentences). Using your partners' responses, write a complete paragraph about your partner. Use the correct pronouns (do NOT use I, my, you or your!) Then read the paragraph to the class.

Countries & Nationalities

Where are you from? I am from [country]. = What is your nationality? I am [adjective].

I am from the United States of America. = I am American. =

=

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#11

http://teachers.onlineenglishexpert.com/efl-esl-lesson-plan-for-beginners-a1-giving-and-asking-for-directions/

Hobbies Lesson Plan For ESL Teachers (A1)

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English Lesson Plan On Hobbies – Love/ Hate/ Like

Lesson Goals: In this lesson the students will learn how to talk about things they like/ love or hate. At the end they should be able to talk about their hobbies as well. Target English Grammar: Verb + ing: like/hate/love Target English Vocabulary: Hobbies Also below, you will find a video we have created, which briefly demonstrates the usage

Presentation:

1. Match the verbs with their definitions.

1. swim a) to travel on a horse

2. ride b) to make pictures with a pencil

3. draw c) to make music with your mouth

4. drive d) to move through water

5. dance e) to move around in a car

6. sing f) to move your body while listening to music

2. Unscramble the conversations.

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Beth: I want to go camping or dancing. Rajiv: I love singing. Let’s go!

Beth: How about karaoke? Do you like singing? Rajiv: I don’t really. Why?

Beth: Rajiv, do you like camping? Rajiv: I hate dancing.

Ricardo: Sure, I love going there. Andre: Do you want to come with me to the gallery?

Ricardo: Amazing picture, Andre! Andre: Let’s go.

Ricardo: I also like it, but I like drawing more. Andre: Thank you! I love painting.

3. Answer the questions.

1. What does Beth want? 2. Does Rajiv like dancing? 3. What does Rajiv like? 4. Who is Ricardo’s friend? 5. What does Ricardo like? 6. What is Andre good at? 7. Where are they going? 8. Does Ricardo like dancing

Grammar Box

When we want to say that we like or don’t like doing something we use the pattern:

like/hate/love +Verb + ing

e.g. I like swimming.; John hates reading., etc.

Practice:

1. Listen to the text and correct the mistakes.

Paula is my cousin. She is berry smart because she likes read. She also love drawing pictures of animals because it wants to make children’s books when she grows up. But she hates swim because she is afraid of the water. She never come to the beach. I love swimming and play in the sea. I want her to come with me some time.

2. Do you like hate/ love….? Put the verbs from the list in a category of your choice.

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paint / swim / dance / ride / read / draw / drive / go for a picnic / walk / travel / sleep

HATE: LIKE: LOVE:

……………….. ……………….. ………………..

3. Look at the table above. Write six sentences beginning with: I like…; I hate…;I love…;

E.g. I like drawing pictures.

4. Match the beginning of the sentence from Column A with its ending from Column B.

COLUMN A

1. I woke up at 10 a.m. I really

2. Petra has a horse. She

3. My parents are in Brazil. They like

4. John loves driving his car but

5. Francois bakes delicious cakes. He

6. Martha bought some milk. She

7. His brother is an artist. He

8. Do you really like reading

COLUMN B

a) likes riding it.

b) love sleeping.

c) traveling.

d) loves painting.

e) books so much?

f) hates drinking black coffee.

g) he hates walking.

h) likes eating.

Production:

1. Write 6 sentences about your hobby. Then write 2 about the things you hate doing. Report to the class.

2. Find two classmates who have the same/ similar hobbies.

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#12

EFL/ESL lesson plan for beginners ( A1)- Giving and Asking for Directions

ESL/ EFL beginner lesson plan – Giving and Asking for Directions

Lesson Goals: At the end of the following lesson students will learn how to give and how to ask for directions in English. Also, they will be familiar with important vocabulary on buildings and places in town. Target Grammar: Giving and asking for directions Focus Vocabulary: Buildings

Presentation:

1. Connect the word with the picture.

shop

cinema

school

hospital

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2. Read the text. Where is Sandeep going? Write numbers next to the buildings on the map.

Sandeep will wake up early tomorrow, and go to the hospital where his mom works. The hospital is in the center of the city. He will go up the street, and turn left. Then, he will go to the shop which is down the street, to the right. He will buy a chocolate for his little brother. Then he will go back and turn right and take his brother from school.

3. Mark the statements T for true, and F for false.

1. Sandeep’s mother will take him to the cinema. 2. There is a swimming pool next to the school. 3. Sandeep will go up the street and turn left to go to the hospital.

• Grammar Box:

When we give directions, we do not use a subject! • Go left! • You go left!

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Giving instructions:

• Go left! • Go right! • Go up! • Go down! • Turn left! • Turn right!

Also, we use: near, close to, or far from to explain where something is.

Asking Questions:

Excuse me, where is ….? How to get to…

Practice:

1. Listen to the directions. Fill in the blanks.

From the shop, go straight to the _______________. Cross the _______________and go to the school. There is a swimming pool _______________to the school. Walk up the street for 5 minutes, then turn _______________, and cross the street. You will _______________the hospital there. Walk for _______________minutes, cross the street and you are at the zoo.

2. Look at the map again (above). Underline the correct word.

1. There is/ isn’t a swimming pool next to the school. 2. The zoo is to the right/ left. 3. There is/ isn’t a shop in town.

Production:

1. In the classroom, rearrange the desks. One student should be blind-folded. The rest give instructions.

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#13

Adverbs Of Frequency Lesson Plan – Daily Routine (A1)

Teaching adverbs of frequency and daily routine – A1 ESL Lesson Plan

*The following lesson plan is suitable for ESL teachers working with students of A1 (beginner) English level. The Answer Sheet for the lesson is available for download below. Lesson Goals: At the end of this lesson the students should be able to use some of the basic adverbs of frequency. They will be able to talk about their daily routine in a general way, and will become familiar with some phrases related to people’s daily life.

Target Grammar: Adverbs of frequency – always, never, often, sometimes, usually

Target Vocabulary: Daily routine

327.84 KBDownload this lesson plan as .pdf

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Lesson Presentation:

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1. Listen to Tom’s daily routine. Fill in the blanks.

You want to………………… my daily routine? Well, I have a very ………………. I wake up at 5:45 a.m.. I have a large cup of coffee and a sandwich …………………… At about seven I go to work. I ………………… talk to my colleagues about what we have to do. Later, I go to ……………………. and interview people or just report the news. Often, I have to run from one place to another and don’t have …………………………… I never come home …………………. in the evening. Being a reporter is very tiring. But I really love my job because it is ………………………

We have made a video about Tom’s story. If you prefer, play the video to your class.*It does not fully match the text above, so you might need to adjust it a little.

2. Mark the statements T for true and F for false.

1. Tom is not very busy. 2. He wakes up at 6 o’clock. 3. He has tea for breakfast. 4. He goes to work at about 7 o’clock. 5. Tom usually goes to different places for interviews. 6. He never has time for lunch. 7. He doesn’t like his job. 8. Tom sometimes comes home before 7 in the evening.

3. Match the phrases.

1. brush a) dinner

2. wake up b) the shopping

3. have c) breakfast

4. do d) to work

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5. cook e) early/ late

6. go f) my teeth

7. wash g) the dishes

Lesson Practice:

1. Read to the dialogue. How often do they…? Fill in the table using adverbs of frequency.

Paul: Hey Raile! I am going shopping. Do you want to come? Raile: Sorry, Keiko is coming. We will do the English homework together. Paul: I see… Well, I never do that homework… Raile: I do it sometimes but Keiko is very serious, she always has homework. Paul: OK, but I am cooking dinner tonight, so you and Keiko should come. Raile: You are so nice, always cooking dinner for me. Paul: Well, you sometimes wash the dishes and Keiko almost always does the shopping… Raile: I know you hate washing the dishes, so you never do it. Paul: Yeah, so tonight will you wash them? Raile: Hehe, sure.

Paul Raile Keiko

Wash the dishes

Go shopping

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Does homework never

Cooks dinner

2. Answer the questions for yourself.

1. How often do you wash the dishes? 2. How often do you wake up at 10 a.m.? 3. How often are you late for work? 4. How often do you cook lunch? 5. How often do you watch TV in the evening? 6. How often do you go to bed at 9 p.m.? 7. How often do you wash your clothes? 8. How often do you study English?

3. Put the adverb of frequency on the correct place.

E.g. I go to the park. (often) – I often go to the park.

1. Joanna washes the dishes. (sometimes) 2. Philip is late for work. (never) 3. She wakes up at 6 a.m. (always) 4. Tim comes home late. (often) 5. Roxanna cooks nice dinner. (always) 6. Paul does his homework. (never)

Lesson Production:

1. Ask the class about their daily routines.

(E.g. Ask “When do you get up?”, “How often do you wash your clothes?”, etc. )

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#14

How Much / How Many ESL Lesson Plan (A1)

How much/ how many esl lesson plan – Countable and Uncountable Nouns – Food

This is a free online esl lesson plan for English teachers working with students of A1 (beginner) level. You can download the Answer Sheet for this lesson plan below.

Lesson Goals: At the end of the lesson the students should be familiar with the main difference between countable and uncountable nouns. They will learn how to use much and many with some level appropriate foods. They will be able to conduct a simple conversation in the grocery store.

Target Grammar: How much/how many

Target Vocabulary: Food

283.68 KBDownload this lesson plan as .pdf

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Presentation:

1. Listen and fill in the blanks.

Husband: I am going to the ……….. What do we need?

Wife: Buy ……………….., please. Also, we need potatoes. Buy two kilograms.

Husband: What about some fruit?

Wife: Sure, buy oranges, …………………

Husband: Anything else?

Wife: I want a cake from the ………………….

Husband: Chocolate cake?

Wife: Yes. Also, coffee. …………………..

Husband: OK.

2. Mark the statements T for true and F for false.

1. The husband is going to the supermarket. 2. He will buy some sugar, and tomatoes. 3. The wife wants two kilograms of potatoes. 4. She wants chocolate cake. 5. They don’t need any fruit. 6. The husband will not buy bananas. 7. The wife is going shopping, too. 8. The wife doesn’t drink coffee.

3. Answer the following questions.

1. What do the husband and wife need from the supermarket? 2. Who is going shopping? 3. How much sugar will the husband buy? 4. How many tomatoes will he buy? 5. What kind of cake does the wife like? 6. How many oranges will the husband buy?

4. Circle the food that we count.

coffee / bread / pizza / cheese / tomato / rice / orange / potato /

cake / sandwich / tea / chocolate

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Grammar Box

How

many?

Countable nouns are nouns (things) we can count.e.g. flowers, tomatoes, etc.We

use a/an before a noun we can count.e.g. a potato, an orange. (It means one potato,

one orange.)

How

much?

Uncountable nouns are nouns (things) we cannot count.e.g. sugar, rice, etc.We

use some before a noun we cannot count.e.g. some sugar, some cheese.

Tip!

We use MANY with the plural form of the verb “To Be” (“are”)! We use MUCH with the singular form of the verb “To Be” (“is”)!

Practice:

1. Look at the answer. Finish the question.

E.g. How much sugar do you need?-Half a kilo.

1. How ………. oranges are there? (There are twenty oranges.) 2. How ……….………. do we need? (We don’t need any sugar.) 3. How ………. potatoes did you buy? (Two kilograms.) 4. How ………. rice is there? (Not much.) 5. How ………. apples are there in your basket? (Seven.) 6. How ………. bread do you eat? (Oh, I eat a lot of bread.)

2. Underline the correct word.

E. g. I don’t have many/ much apples.

1. We don’t have that many/ much potatoes. 2. Yesterday I bought so many/ much sugar. 3. How many/ much tomatoes are there in the basket? 4. How many/ much rice did you buy? 5. There is too many/ much coffee in the cup. 6. How many/ much water do you drink every day? 7. Are there many/ much bananas? 8. There isn’t many/ much tea.

3. Put the conversation in order.

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Johan: Yes, two kilos of bananas.

Johan: Hello, I’d like some sugar, please!

Johan: One kilo, please.

Johan: And some coffee.

Johan: Oh, OK.

Johan: I want some oranges, please.

Shopkeeper: OK, anything else?

Shopkeeper: Sure, here you are.

Shopkeeper: How much sugar?

Shopkeeper: Sorry, we don’t have any coffee.

Shopkeeper: How may I help you?

Shopkeeper: OK, here you are.

4. Look at the answers. Write questions.

E.g. I’d like some sugar, please. (What would you like?)

1. I want one kilo of oranges. 2. No, we don’t have any coffee. 3. I eat 2 apples every day. 4. She wants to buy one kilo of rice. 5. I have three apples. 6. He wants one banana.

Production:

1. Role play.

At the grocery store. Student A is the client. He or she wants to buy apples, oranges and rice. Student B is the shopkeeper. He or she is out of apples.

2. Writing.

You are going shopping. Make a list of the things you need to buy and how much/ many of each thing you need. Report to the class.

E.g. I want to buy two apples, and some tea. #15

Part 1: 1 - 20

Teacher: (Write a list on the board and point to the numbers.) Start by learning numbers one through twenty. Once students have learned these numbers, they will be able to handle other, larger numbers. 1 - one 2 - two 3 - three 4 - four

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5 - five 6 - six 7 - seven 8 - eight 9 - nine 10 - ten 11 - eleven 12 - twelve 13 - thirteen 14 - fourteen 15 - fifteen 16 - sixteen 17 - seventeen 18 - eighteen 19 - nineteen 20 - twenty Teacher: Please repeat after me. Teacher: (Point to the numbers.) 1 - one Student(s): 1 - one 2 - two Student(s): 2 - two 3 - three Student(s): 3 - three, etc 4 - four 5 - five 6 - six 7 - seven 8 - eight 9 - nine 10 - ten 11 - eleven 12 - twelve 13 - thirteen 14 - fourteen 15 - fifteen 16 - sixteen 17 - seventeen 18 - eighteen 19 - nineteen 20 - twenty Teacher: (Write a list of random numbers on the board and point to the numbers.) Teacher: Susan, what number is this? Student(s): 15 Teacher: Olaf, what number is this? Student(s): 2 Continue this exercise around the class.

Part II: The 'Tens'

Teacher: (Write a list of the tens and point to the numbers.) Next, students learn 'tens' which they can use with ever larger numbers.

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10 - ten 20 - twenty 30 - thirty 40 - forty 50 - fifty 60 - sixty 70 - seventy 80 - eighty 90 - ninety 100 - One hundred Teacher: Please repeat after me. 10 - ten Student(s): Ten Teacher: 20 - twenty Student(s):Twenty Teacher: 30 - thirty Student(s): Thirty, etc 40 - forty 50 - fifty 60 - sixty 70 - seventy 80 - eighty 90 - ninety 100 - One hundred

Part III: Combined 'Tens' and Single Digits

Teacher: (Write a list of various numbers and point to the numbers.) Putting the single digits and the 'tens' together will help students cover all the numbers up to 100. 22 36 48 51 69 71 85 94 Teacher: Please repeat after me. 22 Student(s): 22 Teacher: 36 Student(s): 36 Teacher: 48 Student(s): 48, etc 51 69 71 85 94 Teacher: (Write another list of random numbers on the board and point to the numbers.

Part IV: Contrast 'Teens' and 'Tens'

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Teacher: (Write the following list of numbers and point to the numbers.) The 'teens' and 'tens' can because of difficulties is distinguishing between the pairs 13 - 30, 14 -40, etc. Exaggerate your pronunciation focussing on the 'teen' of each number and the unaccented 'y' on the 'tens'. 12 - 20 13 - 30 14 - 40 15 - 50 16 - 60 17 - 70 18 - 80 19 - 90 Be careful to pronounce slowly, pointing out the difference in pronunciation between 14, 15, 16, etc. and 40, 50, 60, etc. Teacher: Please repeat after me. 12 - 20 Student(s): 12 - 20 Teacher: 13 - 30 Student(s): 13 - 30 Teacher: 14 - 40 Student(s): 14 - 40, etc. 15 - 50 16 - 60 17 - 70 18 - 80 19 - 90 If numbers are especially important for your class, teaching basic math vocabulary should prove quite helpful. #16 Aim: Grammar review of the most important intermediate level English tenses, structure and functions Activity: Grammar banging multiple choice review lesson with each question focusing on a specific point Level: Beginner Outline:

• This is straight-forward stuff. Make the copies and give them to the students. • Have each student do the sheet by him/herself. • Ask students to compare answers and discuss differences, each student trying to

explain his/her choice. • Correct sheet as a class. Review each grammar point quickly - you should get a lot of

"Oh, yeah....". • Give the students an unmarked copy of the same exercise to repeat at home to solidify

the review exercise.

"Grammar Banging" - Review your English - 3 Choose the correct word to fill in the gap

• He is a very _________ driver.

• A) carefully B) careful C) care

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• He ___________ visit his brother next week.

• A) is going to B) will C) is

• I'm going to Seattle ______ English.

• A) for learning B) to learn C) for to learn

• What __________________! Look at that mess!

• A) do you do B) is you do C) are you doing

• He enjoys __________ football.

• A) to play B) play C) playing

• Paris is _______________ city I have ever visited.

• A) the beautifulest B) the most beautiful C) most beautiful

• Today is __________ than yesterday.

• A) hoter B) more hot C) hotter

• Jack is a ________ tennis player than Peter.

• A) gooder B) better C) badder

• I'm going home ______ it's late.

• A) why B) that C) because

• _________ 'The Sting'?

• A) Did you ever see B) Have you ever seen C) Have you ever see

Choose the correct word to fill in the gap • I _____ drive a car.

• A) can't to B) can C) want

• He likes watching TV ______ evening.

• A) in the B) at C) during

• It ________ rain tomorrow.

• A) is going to B) will C) is

• I drove my car _____ the garage.

• A) in B) at C) into

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• _________. Is there a post office near here?

• A) Please B) Excuse me C) Pardon

• I live in ______.

• A) italy B) Italy C) Italian

• The shop is at the end of this street _____ the right.

• A) at B) in C) on

• The bank is _______ the post office.

• A) near of B) next to C) next

• There are ______ books on the table.

• A) any B) an C) some

• I would like _____ rice.

• A) a B) one C) some

• I went to Paris three years _____.

• A) last B) ago C) time past

• Do you like ______ Chinese food?

• A) - B) an C) some

• He speaks English _____.

• A) good B) well C) gooder

#17

NOTE: A lot of material, could be used as multiple lessons.** When expressing large numbers (more than one hundred) read in groups of hundreds. The order is as follows: billion, million, thousand, hundred. Notice that hundred, thousand, etc. is NOT followed by an ‘s’. Two hundred NOT two hundreds NOTE: British English takes 'and' between 'hundred and ...' American English omits 'and'. In the examples below, this is represented by(AND).

Hundreds

350 – three hundred (AND) fifty 425 – four hundred (AND) twenty five 873 - eight hundred (AND) seventy three 112 - one hundred (AND) twelve

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Thousands

15,560 – fifteen thousand five hundred (AND) sixty 786,450 – seven hundred (AND) six thousand four hundred (AND) fifty 342,713 - three hundred (AND) forty-two thousand seven hundred (AND) thirteen 569,045 - five hundred (AND) sixty nine thousand forty-five Millions 2,450,000 – two million four hundred (AND) fifty thousands 234,700,000 – two hundred (AND) thirty-four million seven hundred thousand

Speaking About Numbers

Numbers are read in a specific manner in English. Read numbers in groups of three in the following manner in English: million, thousand, hundred 2,350,400 => two million three hundred (AND) fifty thousand four hundred

Decimals

Read decimals as the given number point XYZ 2.36 - two point three six 14.82 - fourteen point eight two 9.7841 -nine point seven eight four one 3.14159 - three point one four one five nine (that's Pi!)

Percentages

Read percentages as the number followed by ‘percent’ 37% - thirty seven percent 12% - twelve percent 87% - eighty seven percent 3% - three percent

Fractions

Read the top number as a cardinal number, followed by the ordinal number + ‘s’ 3/8 - three eighths 5/16 - five sixteenths 7/8 - seven eights 1/32 - one thirty-second NOTE: ¼ =>one quarter, 2/3 => two thirds, ½ one half

Important Numerical Expressions

Here are the descriptive names of a number of important numerical expressions: Speed - 100 mph (miles per hour) Read speed as numbers: One hundred miles per hour Weight - 80 kg (kilograms) OR 42 lbs (pounds)

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Read weight as numbers: Eighty kilograms OR forty two pounds Telephone number - 0171 895 7056 Read telephone numbers in individual numbers: zero one seven one eight nine five seven zero five six Date - 12/04/65 read dates month, day, year in the US or day, month, year in the UK Temperature - 28° C (celsius) OR 72° F (fahrenheit) Read temperature as "degrees +number": twenty eight degrees celsius OR seventy two degrees fahrenheit Height - 1 m 89 cm / 6'2'' Read height first meters then centimeters, or feet then inches: one meter eight nine centimeters or 6'' 2' six feet two inches Price - $60 Read the currency first then the number: Sixty dollars Fraction - 8/13 Read a fraction as the number over a decimal: eight thirteenths Score - 2-1 Read scores as "number + to + number": Two to one

Ordinal Numbers

Ordinal numbers are used when speaking about the place in something such as in competitions. Most numbers end in 'th', except first, second, and third of every ten numbers. 1st - first 2nd - second 3rd - third 17th - seventeenth 8th - eighth 21 - twenty first 46 - forty sixth