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©2015 InterExchange, Inc.

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Lesson Pack for Intermediate-‐Level Speakers This lesson pack is a guide for teaching intermediate-‐level speakers in upper-‐elementary grades and higher. You can easily modify these lessons for younger students by omitting the more mature content and incorporating songs, chants, and lots of movement into the lessons. As their attention spans are short, you’ll want to change up activities often. Don’t introduce too much vocabulary in one lesson for little ones. Many of these lesson topics will need to be taught over the course of several days or weeks. These lessons are intended to give you a model of how to introduce content and different activities to engage students. Lesson Plan Key: S = student T = teacher S-‐S = students interact T-‐S = teacher and students interact PPT = PowerPoint Presentation Drill chorally = teacher says the term/expression and the entire class repeats it Drill individually = teacher says the term/expression and one student repeats it Pics = pictures Vocab = vocabulary N/A = not applicable


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Lesson Topics for Intermediates: Intro/Icebreaker Lesson 1

Making Complaints + Expressing Apologies

Intro/Icebreaker Lesson 2

Hotel

Hobbies and Interests

Airport & Train Station

Personality Traits On Vacation

Description (5 senses) Making Plans with Friends/Asking Someone on a Date

Expressing Opinions

Cooking

Comparatives

Shopping

Superlatives

Holidays -‐ Halloween

Idioms

Holidays – Thanksgiving

Advice

Holidays – Valentine’s Day

Making Appointments + Reservations

Holidays – New Year’s Eve

Food Description

Movies

At a Restaurant Music


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Sample Intro/Icebreaker Lesson 1: What do we have in common? Grade (Level): Upper elementary and higher Objectives: -‐ Students will ask “wh-‐” (what, where, when, why) and “how” questions -‐ Students will introduce a classmate and state facts they learned about that classmate Key Expressions: -‐ What is your favorite movie? / When is your birthday? / What brand is your mobile phone? / How many brothers and sisters do you have? -‐ Who is your favorite band? / What is your favorite food? / This is… Time Stage Procedure Interaction Materials

5 min Warm-‐up 1. Welcome Ss and introduce yourself (write your name on the board) 2. Pass out paper and markers and ask Ss to create name tags

T-‐S Paper, markers

2 min Intro Tell Ss that the objective of today’s lesson is to get to know each other better by finding classmates who have things in common (review phrase “in common”)

T-‐S N/A

8 min Guided Practice

What do we have in common? 1. Place Ss in pairs and pass out the worksheet with different topics/items (such as, “What is your favorite movie?”) with fields “Same” (for classmates who share that same affinity or characteristic) and “Other” (for classmates w/ different answer) 2. Show PPT of worksheet and explain that Ss are to ask their partner the various questions on the sheet and record their answers. After a few minutes, you’ll have Ss rotate to talk to a new partner. At the end, Ss will introduce one of the other Ss they spoke with and share the info they learned. (Ex: “This is Vladimir. His favorite movie is Harry Potter and his birthday is July 2nd.”) 3. Go over the first question together as a class by telling Ss your favorite movie and then ask one S their favorite movie. Show on PPT how to fill out the worksheet 4. Ask Ss what they have to do (to gauge comprehension) * Let Ss know you will be walking around to listen and answer any questions

T-‐S PPT, Worksheet

15 min

Production What do we have in common? Ss interview their partner and record answers, switching partners when the T says

S-‐S Worksheet

10 min

Assessment

What do we have in common? T calls on each S to introduce one of his/her classmates and share info learned

T-‐S Worksheet

10 min

Wrap-‐up About Me 1. So Ss can get to know you better -‐ place random facts about yourself on the board/PPT and have Ss guess what these facts mean (Ex: list your best friend’s name & ask Ss to guess who this person is in relation to you) OR show pics of you and family 2. Wrap-‐up the class by asking Ss if they have questions and let them know what to expect in the coming semester/year (topics and skills you will cover)

T-‐S PPT


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Sample Intro/Icebreaker Lesson 2: Class Rules/Who am I? Grade (Level): Upper elementary and higher Objectives: -‐ Students will ask “wh-‐” (what, where, when, why) and “how” questions Key Vocabulary/Expressions: What is…Where are you…When did you…How did you…Why did you… Time Stage Procedure Interaction Materials

5 min Warm-‐up 1. Welcome Ss and ask Question of the Day to each S: What is your favorite food and why?

T-‐S Chalkboard

10 min Intro Class Rules It’s important early on to establish class rules so Ss know what’s expected of them. 1. Ask class what rules they think are important for the class (write on board) 2. Introduce your rules if they weren’t already suggested by a S (write on board) 3. Can ask Ss to vote on some rules if not everyone agrees on them

T-‐S Chalkboard

5-‐8 min Guided Practice

Who am I? (Before the game starts, cover the board with info about yourself & label each piece of info with a #. The type and amount you write will depend on the Ss’ level) 1. Tell Ss that info on board is about you and that you’ll be playing a game. Objective of game is for Ss to choose a # and ask the correct question to match the piece of info (Example: if “blue” is labeled “2” and a team selects “2”, they must ask the appropriate Q – “What is your favorite color?”) If they ask, “What color are your eyes?” they don’t win a point. If it’s the correct Q, they get a point. Ss take turns asking Qs so everyone has a chance to speak 2. Elicit a volunteer to try and guess the correct Q for one piece of info to show how game is played

T-‐S, S-‐S Chalkboard

20 min Production Who am I? (Game) 1. Divide Ss in two teams, flip a coin to decide which team guesses first 2. Play until all the correct Qs have been asked; team with most points wins

T-‐S, S-‐S N/A

5 min Wrap-‐up Ask Ss if they have any questions and tell them what they will do in next lesson

T-‐S N/A


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Sample Lesson: Hobbies & Interests Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to talk about their hobbies and interests and explain the difference between a hobby and an interest Key Vocabulary/Expressions: -‐ Hobby, interest (and a variety of hobbies and interests, such as: cooking, yoga, photography etc.) -‐ Do you have any hobbies? / What are your interests? / What are you into? / Are you into ____? / I’m into ______ because… -‐ I’m obsessed with ____because… / When did you discover [hobby]? / How did you discover [hobby]? Assumptions: Ss already know noun and pronoun grammar, adverbs of frequency, and how to express likes/dislikes Time Stage Procedure Interaction Materials

5 min Warm-‐up Welcome Ss and ask Question of the Day to each S: What is your favorite sport? Why? (Write the question on the board)

T-‐S Chalkboard

10 min Intro Hobbies and Interests 1. Show pictures of people engaging in hobbies/interests and elicit Ss to guess today’s topic. Introduce the terms “hobbies” and “interests” and elicit Ss to define the terms and tell you the difference. 2. Pass out vocab sheet and go over each term/expression with PPT visual. Before you show the label of the term in PPT, elicit Ss to name the hobby/interest.

T-‐S PPT & Vocabulary Sheet


What are you into? 1. Ask for volunteers to tell you what s/he is “into” and when and how they discovered the hobby or interest 2. Place Ss in pairs, pass out worksheet, and instruct Ss to interview each other about hobbies and interests. Have a sample on the worksheet and go over this sample.

T-‐S Interview Worksheet

25 min Production What are you into? Survey 1. Ss interview each other. After a few minutes have Ss rotate so that they speak to as many classmates as possible. 2. After all Ss have talked (or after several rotations), call on Ss to tell you what they learned about two or more classmates using the key expressions.

S-‐S, T-‐S Interview Worksheet

5 min Wrap-‐up Ask Ss if they have any questions and tell them what they will do in next lesson

T-‐S N/A


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Sample Lesson: Personality Traits Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to identify personality traits and describe their family members and friends Key Vocabulary/Expressions: -‐ Personality, trait, considerate, rude, sensitive, hard-‐working, responsible, careless, selfish, generous, friendly, athletic, studious -‐ What is [friend/family member’s name] like? / S/he is… Assumptions: -‐ Ss know noun and pronoun grammar, names of family members, basic physical descriptions, and basic personality descriptions (nice, mean, smart, etc.) Time Stage Procedure Interaction Materials

5 min Warm-‐up Welcome Ss and ask Question of the Day to each S: Describe your best friend (write the question on the board also). Elicit Ss to give you physical and personality descriptions.

T-‐S Chalkboard

10 min Intro Personality Traits 1. Pass out vocabulary sheet and go over each term with a PPT visual 2. Show new images illustrating the terms (without a label) and elicit Ss to tell you the personality trait



Family Tree Personality 1. Draw a family tree on the board and write out a complete sentence next to one member describing their personality. Say it aloud as you point to sentence. 2. Pass out paper and markers and instruct Ss to create their own family tree and to record personality traits and if they can, examples of how the person behaves (Ex: “My sister is selfish; she never shares her food with me.”)

T-‐S Paper & Markers

20 min Production Family Tree Personality 1. Give Ss 10-‐15 min to create their family tree 2. Place Ss in groups and instruct them to share what they worked on. Walk around to listen for correct use of key vocabulary

S, S-‐Ss Paper & Markers

5 min Wrap-‐up Call on Ss to describe a classmate. T-‐S N/A


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Sample Lesson: Description (The Five Senses) Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to express the way something feels, tastes, looks, smells, and sounds Key Vocabulary/Expressions: -‐ Taste, soft, hard, smooth, rough, wet, dry, cold, hot, sour, sweet, salty, rotten, stinky, sweet-‐smelling, loud, quiet, rattle, creak -‐ It smells like…It tastes like…It looks like…It feels like…It tastes like… Assumptions: -‐ Ss know noun and pronoun grammar and basic vocabulary of several items (food/objects etc.) Time Stage Procedure Interactio

n Materials

5 min Warm-‐up Divide Ss into two teams and go over how to play “Hot Seat” then start the game using vocabulary from a previous lesson

T-‐S PPT

10 min Intro / Guided Practice

The Five Senses 1. Place an object in a bag and walk around to random Ss and ask them to feel the object in the bag and elicit them to describe what it feels like. Do this for the other senses using different objects 2. Go over terms with a PPT visual 3. Place Ss in five groups and pass out a “Sense” worksheet to each group (one group will have “taste,” one will have “touch” and so on). Hold up each sheet and say a term that could be used to describe that sense.

T-‐S PPT & Worksheets

10 min Production / Activity 1

Brainstorming Give each group two minutes to brainstorm as much vocabulary as they can for their “sense.” Then change worksheets, so each group has a new sense. Do the same thing for each sheet until the groups have brainstormed for each sense.

S-‐S Brainstorming Worksheets


Tell Me All About It 1. Keep Ss in same groups and pass out new worksheet; have one S from each group come up to the front of the class and touch an object in the bag. They must go back to their group and describe what they touched. Then have another S from each group come up and “listen” to the next object. They must then go back to their group and describe what they heard. Do this for “smell” and “taste.” 2. Ask each group what they think the object was for each round.

T-‐S, S-‐S Worksheet, blindfold, water, coffee pouch and spoon, a rock, jelly beans, and seaweed

5 min Wrap-‐up Ask Ss if they have any questions; review lesson content – ask Ss to describe various classroom objects

T-‐S N/A


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Sample Lesson: Expressing Opinions Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to express their opinions about a variety of basic topics and give a brief explanation why they feel the way they do Key Vocabulary/Expressions: -‐ Opinions, boring, exciting, funny, fun, interesting, What is your opinion of…?/I like…because…/I think…because…/I feel…because… Assumptions: -‐ Ss know noun and pronoun grammar, basic vocabulary of several items (food/clothes etc.), basic descriptive adjectives (for personality and physical appearance), and the expressions “Do you like…” / “I like/don’t like” / “I love/hate” Time Stage Procedure Interaction Materials

5 min Warm-‐up Show pictures of objects (clothes, food, etc) and celebrities and ask Ss if they like/dislike/love/hate the item or person.

T-‐S PPT or Pics

10 min Intro Expressing Opinions 1. Introduce today’s topic and go over terms/expressions with PPT visuals 2. Show another set of visuals in which you elicit Ss to use the key expressions/vocabulary

T-‐S PPT


Four Corners 1. Place “like”/ “dislike” / “love” / “hate” labels in each corner of the room (one label per corner) 2. Show a visual of an item/topic and instruct Ss to go to the corner that matches their opinion of the item. Call on Ss in each corner to state their opinion about the item and ask them to explain their reasons, if possible

T-‐S Labels

20 min Production What is your opinion? 1. Place Ss in pairs and instruct them to come up with a list of items/topics they’d like to ask their classmates’ opinions on [5-‐8 min] 2. Group two sets of pairs together and instruct them to ask each other their opinions on their item list. Ss should answer in complete sentences using the key expressions. After a few minutes, rotate pairs so Ss talk to as many classmates as possible. * T should walk around and listen to gauge Ss mastering of the objectives 3. Reserve a few minutes at the end of the activity for pairs to share what they learned

S-‐S Paper

5 min Wrap-‐up Ask Ss if they have any questions; review lesson content or preview next lesson T-‐S N/A


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Sample Lesson: Comparatives Grade (Level): Middle school and higher Objectives: -‐ Students will be able to compare things and use the correct adjective forms Key Vocabulary/Expressions: -‐ Comparative, compare, than, more, -‐er and –ier adjective forms Assumptions: -‐ Ss know noun and pronoun grammar, basic adjectives, and basic vocabulary on a variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Show pictures of objects (clothes, food, etc) and celebrities and ask Ss if they like/dislike/love/hate the item being shown.

T-‐S PPT or Pics

10 min Intro Comparatives 1. Introduce today’s topic, pass out vocabulary sheet, and go over each term with a visual on PPT 2. Show another set of visuals and a term (such as “tall”) and elicit Ss to tell you the correct comparative



Practice with Comparatives 1. Show a term with the question “What is the comparative?” and 3-‐4 different answer choices. Circle or point to correct answer and show it in a sentence. 2. Place Ss in pairs and give them a worksheet and instruct them to work together to select the correct comparatives and create two sentences comparing two items.

T-‐S, S-‐S PPT & Worksheet

20 min Production Compare 1. Place Ss in groups and give each group a set of pictures (people, food, activities), a poster board, and a glue stick 2. Instruct Ss to compare the items and create comparatives. They should glue the items to the poster and write the comparative underneath the images. 3. Ask groups to share what they created

S-‐S Pictures, poster boards, glue sticks



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Sample Lesson: Superlatives Grade (Level): Middle school and higher Objectives: -‐ Students will be able to define superlative and use the correct adjective form to make statements about the uniqueness of something Key Vocabulary/Expressions: -‐ Superlative, most, -‐st and –est and –iest adjective forms Assumptions: -‐ Ss know noun and pronoun grammar, basic adjectives, basic vocabulary on a variety of topics, and comparatives Time Stage Procedure Interaction Materials

5 min Warm-‐up Review comparatives by showing two images and asking Ss to compare them

T-‐S PPT or Pics

10 min Intro Superlatives 1. Explain today’s topic, pass out vocabulary sheet, and go over each term with a visual on PPT 2. Show another set of visuals and a term (such as “tall”) and elicit Ss to tell you the correct superlative



Practice with Superlatives 1. Show a term with the question “Which is the superlative?” and 3-‐4 different answer choices. Circle or point to correct answer and show it in a sentence. 2. Place Ss in pairs and give them a worksheet and instruct them to work together to select the correct superlatives and create two sentences using the superlative.

T-‐S, S-‐S PPT & Worksheet

20 min Production Compare 1. Place Ss in groups and give each group a set of pictures (people, food, activities), a poster board, and a glue stick 2. Instruct Ss to compare the items and create superlatives. They should tape the items to the poster and write the superlative underneath the images. 3. Ask groups to share what they created Alternative: If Ss know each other well enough, create “class superlatives.” Discuss the categories in advance (and ensure they are all kind) and instruct each group to nominate someone in the class for each category. Groups should write classmates’ names beneath each category and provide a reason for why they were nominated.

S-‐S Pictures, poster boards, glue sticks



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Sample Lesson: Idioms Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to identify the meaning of some English idioms and properly apply them to a given situation Key Vocabulary/Expressions: -‐ Idiom / Ace a test / bomb a test / cram for a test / pull an all-‐nighter / feeling lost / feeling down / in the zone / cliques Assumptions: -‐ Ss know noun and pronoun grammar, basic vocabulary of several items, and simple past tense Time Stage Procedure Interaction Materials

5 min Warm-‐up Before Ss arrive, write a variety of vocabulary on the board that Ss have learned so far. When Ss come, divide them into two teams. Hand one team member a flyswatter and instruct Ss to run to the board when you show a visual on the PPT and that s/he must “swat” the correct term. First S to do this wins a point for his/her team.

T-‐S PPT, Chalkboard & Flyswatters

10 min Intro English Idioms 1. Ask Ss if they know what an “idiom” is then introduce a few and elicit Ss to guess what they mean. 2. Pass out vocabulary and go over each expression with PPT


10 min Guided Practice / Production

Identify the Idioms 1. Place Ss in pairs and pass out the worksheet. Instruct Ss that they must identify the idiom the picture illustrates. Go over the first one together as a class. 2. After about 5 min, place two sets of pairs together to form a group so they can share their answers 3. Go over the sheet as a class

T-‐S, S-‐S Worksheet

20 min Assessment

Idiom Pictionary 1. Keeps Ss in their groups from the last activity and explain that you are going to hand one member of each group a slip of paper with an idiom on it. That S must draw or act out the idiom and the group must guess the correct expression. 2. After the group guesses the correct idiom, hand a new idiom slip to a different S

S-‐S Paper slips

5 min Wrap-‐up Ask Ss if they have any questions; review lesson content or preview next lesson

T-‐S N/A


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Sample Lesson: Advice Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to ask for and give advice Key Vocabulary/Expressions: -‐ Advice / recommendation / What should I do? / What do you recommend? / Where do you recommend? / Do you have any advice? -‐ You should… / Why don’t you… / Maybe you could… Assumptions: -‐ Ss know noun and pronoun grammar, basic vocabulary of several items, and the terms “should” and “maybe” Time Stage Procedure Interaction Materials

5 min Warm-‐up Review English idioms by showing visuals illustrating the expression on PPT; elicit Ss to identify the idiom

T-‐S PPT

10 min Intro Giving Advice 1. Tell Ss the topic and elicit Ss to tell you what “advice” means 2. Pass out the vocabulary sheet and go over each term with PPT visual



What Advice Would You Give? Show a variety of problems (include some of the idioms Ss already learned) and elicit Ss to tell you the problem and what advice they’d give. Do the first one for them and then ask for volunteers.

T-‐S PPT

20 min Production Asking for & Giving Advice 1. Place Ss in pairs and pass out the worksheet. Student A will ask his/her partner their questions and student B will give advice. Then, student B will ask his/her partner their questions and student A will give advice. 2. Elicit each pair to tell you the question and advice they’d give for 1-‐2 of the problems

S-‐S Worksheet


T-‐S N/A


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Sample Lesson: Making Appointments and Reservations Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to make various appointments and reservations (restaurant), respond to an appointment, and cancel an appointment Key Vocabulary/Expressions: -‐ Appointment, doctor’s appointment, dentist appointment, reservation, restaurant, receptionist, hostess -‐ Dr. [name]’s office / I’d like to make an appointment for…/ I’d like to make a reservation for… -‐ Are you available on…? / What about…? / What time? / How many people are in your party? Assumptions: -‐ Ss know noun and pronoun grammar, dates, numbers, basic telephone etiquette, and the vocabulary “dentist” and “doctor”

Time Stage Procedure Interaction Materials

5 min Warm-‐up Play a game to review previous lesson content (flyswatter game in which S in each team must swat the correct vocabulary term on the board as you show a visual of it or “hot seat”)

T-‐S PPT & Flyswatters


Making Appointments and Reservations 1. Introduce the topic, pass out the vocab sheet, and go over each term with PPT visual 2. Show sample dialogues of people making appointments and reservations and ask for volunteers to read them aloud. 3. Show similar sample dialogues with terms/expressions missing and go over them together as a class, eliciting volunteers to fill in the missing terms and calling on individual Ss.


25 min Production I’d Like to Make a Reservation/Appointment 1. Divide the class into two groups – the first group of Ss work at doctor’s offices & restaurants and the second group of Ss are patients/customers. Pass out office/restaurant labels and appointment/reservation sheets to the first group and appointment books to the second group. Instruct “restaurants” to make up a name for their establishment. 2. Pair up Ss so a patient/customer is with a doctor’s office/restaurant and instruct Ss to make and book appointments/reservations and record them in their respective sheets 3. Switch up the groups, so Ss taking appointments/reservations are now patients and customers * Walk around to ensure Ss are using the key terms/expressions correctly

S-‐S Labels, Appoint-‐ment / Reservation Sheets



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Sample Lesson: Food Description Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to describe the taste and texture of a variety of food Key Vocabulary/Expressions: -‐ Taste, texture, bland, sweet, sour, spicy, salt, salty, delicious, creamy, crunchy, fluffy, chewy, disgusting, hot, cold -‐ How does it taste? / It tastes [insert adjective] / It’s [insert adjective] Assumptions: -‐ Ss know noun and pronoun grammar, numbers, basic food vocabulary, and can express likes/dislikes


5 min Warm-‐up Give each S a piece of candy or small piece of food and ask if they like/dislike it. Try to elicit why they either like it or dislike it. Elicit Ss to tell you what it tastes like.

T-‐S Candy/food


Food Description 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual 2. Pass out a worksheet with images of food in the left-‐hand column. The next two columns are where Ss will fill in the taste and texture of the item. Go over the first one together as a class, writing the answers in complete sentences on the board. Then instruct Ss to work together. 3. Go over as a class

T-‐S PPT, Vocabulary Sheet, & Worksheet

30 min Production Famous dishes 1. Divide Ss into pairs and give each pair a worksheet in which they must list as many dishes as they can think of that are popular in their home country and in the US (or another country). They should also describe the flavor and texture. [10-‐15 min] 2. Then form groups from two sets of pairs; Ss should share what they came up with 3. Ask each group to share two-‐three dishes they came up with

S-‐S Paper


T-‐S N/A


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Sample Lesson: At a Restaurant Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to use basic restaurant vocabulary, order a meal and beverage, and make common requests at a restaurant Key Vocabulary/Expressions: -‐ Menu, drink, beverage, appetizer, main course, entrée, dessert, waiter, waitress, check, tip -‐ Table for [insert number] / Would you like something to drink? / May I take your order? / Are you ready to order? / I’ll have…/ I’ll take… -‐ How is everything? / Can I get you anything else? / Check please! / We’ll take the check, please Assumptions: -‐ Ss know noun and pronoun grammar, basic food vocabulary, and expressions to get someone’s attention (Ex: “Excuse me”) Time Stage Procedure Interaction Materials

5 min Warm-‐up Show various restaurant-‐related visuals and elicit Ss to identify each item/person (good way to gauge what Ss already know).

T-‐S PPT


At a Restaurant: Ordering Food and Taking Orders 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual 2. Show a sample restaurant dialogue between a customer and a waiter and ask for two volunteers to read it. Then show another sample dialogue with gaps and elicit Ss to identify the missing terms/expressions


20 min Production Make a Menu & Dialogue Place Ss in groups of three, pass out a sample restaurant dialogue, and blank piece of paper. Instruct Ss to create a menu [10 min] and then a short restaurant role-‐play/dialogue [10 min]. One S in the group must be the waiter/waitress and the other two Ss are diners.

S-‐S Sample Dialogue & Paper

15 min Assessment Restaurant Role-‐plays Have each group perform their role-‐play/dialogue for the class.

S-‐S N/A


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Sample Lesson: Making Complaints at a Restaurant & Expressing Apologies Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to make basic complaints about food and service at a restaurant and how to express apologies Key Vocabulary/Expressions: -‐ To complain / complaint / May I speak to the manager? / This is not cooked / There is a hair in my food / There is a bug in my soup -‐ I’m sorry about that / I’m very sorry / It’s on the house / Can I get you something else? Assumptions: -‐ Ss know noun and pronoun grammar, basic food vocabulary, how to order at a restaurant, and expressions to get someone’s attention (Ex: “Excuse me”) Time Stage Procedure Interaction Materials

5 min Warm-‐up Show funny pictures of customers complaining at a restaurant and elicit Ss to guess today’s topic

T-‐S PPT


Making a Complaint & Expressing Apologies 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual 2. Show a sample restaurant dialogue of a customer making a complaint about his/her food to the waiter. Ask for two volunteers to read it aloud. 3. Show another dialogue with missing terms/expressions and elicit Ss to fill in the gaps


25 min Production I Have a Complaint! Role-‐play 1. Divide Ss into groups of three. Two Ss are customers and one is a waiter/waitress or manager. Groups must come up with a short role-‐play in which both customers make at least one complaint and the server expresses apologies. 2. Call up each group to perform their role-‐play in front of the class

S-‐S Sample Dialogue & Paper


T-‐S N/A


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Sample Lesson: Hotel Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to make a hotel reservation and distinguish between the types of rooms Key Vocabulary/Expressions: -‐ Hotel, lobby, concierge, front desk, single, double, queen, king, suite, wake-‐up call, room service, pool, check-‐in, check-‐out -‐ I’d like to book a [room type] please / Do you have any [room types]? / Do you have a pool? / What time is check-‐in/checkout? -‐ What kind of room would you like? / How many nights? / Would you like room service/a wake-‐up call? / We have no vacancies Assumptions: -‐ Ss know noun and pronoun grammar, numbers, how to tell time, and dates


5 min Warm-‐up Show pictures of hotels and elicit Ss to tell you today’s topic

T-‐S PPT


Hotel 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visuals 2. Show a sample dialogue of a hotel guest making a reservation and ask for two volunteers to read aloud 3. Show another dialogue with missing terms/expressions and elicit Ss to fill in the gaps


30 min Production Making a Reservation 1. Divide Ss into two groups – the first are hotel workers and the second are guests. Give the hotel workers a list of room types and vacancies and a booking sheet. Give the guests a list of requirements for their reservation (Ex: only “suite rooms”). Pair up a guest and hotel worker and instruct the guest to try and make a reservation. If the hotel has a vacancy for the type of room the guest wants, the hotel worker must “book” the room (write guest’s name down) and the guest must record their reservation. Rotate Ss so a new guest and hotel are paired 2. After about 10-‐12 min, switch S roles so that guests are now hotel workers 3. Ask Ss to state the number and type of rooms they reserved/booked

S-‐S, T-‐S Hotel Reservation Sheets & Guest Sheets


T-‐S N/A


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Sample Lesson: Airport & Train Station Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to identify common airport and train station vocabulary and be able to book a flight/train ticket Key Vocabulary/Expressions: -‐ Airport, check-‐in, luggage, boarding pass, ticket agent, passenger, pilot, flight attendant, window-‐seat, aisle-‐seat, first class, economy class, baggage claim -‐ Where is your destination? / One-‐way or round-‐trip? / I’m flying to… / What kind of seat would you like? / I’d like a window-‐seat / I’d like an aisle seat -‐ Train station, platform, conductor, dining car, sleeping car Assumptions: -‐ Ss know noun and pronoun grammar, numbers, dates, and basic transportation vocabulary (airplane, train, etc.) Time Stage Procedure Interaction Materials

5 min Warm-‐up Show a picture of an airport and elicit Ss to tell you today’s topic

T-‐S PPT


At the Airport/Train Station 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visuals 2. Drill chorally and individually. 3. Show a sample dialogue of a passenger and a ticket agent. Ask for two volunteers to read it aloud. 4. Show another dialogue with missing terms/expressions and elicit Ss to fill in the gaps

T-‐S PPT & Vocabulary Sheets

15 min Production Label it & Fill in the Gap 1. Place Ss in pairs and give them worksheet with pictures of airport and train station items and instruct them to label as many items as they can. 2. Then give Ss a dialogue between a ticket agent and passenger with missing terms/expressions – they must fill in the gaps 3. Go over both items together as a class

S-‐S, T-‐S Worksheet & Travel Dialogue

10 min Assessment Play audio or read aloud a conversation between a passenger and ticket agent. Play or read it twice and then ask Ss questions (Ex: “Where is the passenger’s destination?”) to gauge comprehension

T-‐S Dialogue (written or audio)


T-‐S N/A


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Sample Lesson: On Vacation Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to express where they’ve gone on vacation, what they did on vacation, and how they traveled there, and where they stayed Key Vocabulary/Expressions: -‐ Trip, travel, travel to another country, travel to the beach, travel to the countryside, pack, camera -‐ Sightsee, swim/sunbathe/surf, visit museums/monuments, buy souvenirs, go on a tour, tour guide -‐ Where did you go on vacation? / Where did you travel? / What did you do on vacation? / What did you pack? Assumptions: -‐ Ss know noun and pronoun grammar, transportation & accommodation vocabulary (airplane, train, hotel etc.), and simple past tense Time Stage Procedure Interaction Materials

5 min Warm-‐up Play “Hot Seat” with vocabulary students have learned in a previous lesson

T-‐S PPT

10 min Intro On Vacation 1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual. Drill chorally and individually. 2. Show a picture of people on vacation and elicit Ss to tell you where they are (seaside, countryside, etc.) and what they’re doing



Fill in the Gap 1. Place Ss in pairs and give them a fill-‐in-‐the-‐gap worksheet of two friends talking about their vacations. Go over the first blank together and then let Ss work together. 2. Go over as a class.


25 min Production Where did they go? What did they do? 1. Place Ss in new pairs and give each pair a picture of someone on vacation (magazine picture). Instruct Ss to come up with a short paragraph providing as much detail as possible about the person’s vacation. 2. Have pairs come to the front of the class and elicit rest of Ss to ask questions about the presenters’ vacation

S-‐S Pictures


T-‐S N/A


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Sample Lesson: Making Plans with Friends/Asking Someone on a Date Grade (Level): Middle school and higher Objectives: -‐ Students will be able to make plans with friends, ask someone on a date, and use American slang Key Vocabulary/Expressions: -‐ Hangout / get together / Do you want to hangout? / Do you want to get together? / Do you want to go...? / Can I take you out? -‐ What do you want to do? / Let’s go shopping/to the movies/out to dinner/to the park/to the beach / Where should we meet? / Let’s meet at… Assumptions: -‐ Ss know noun and pronoun grammar, dates, how to tell time, and basic vocabulary about a variety of everyday topics (food, places, etc.) Time Stage Procedure Interaction Materials

5 min Warm-‐up Write a variety of expressions/American slang used to ask friends to hangout/ask someone on a date. Elicit Ss to tell you the meanings.

T-‐S Chalkboard

10 min Intro Making Plans with Friends/Asking Someone on a Date 1. Tell Ss the topic and pass out the vocab sheet, going over each term with a PPT visual. 2. Drill chorally and individually.



Fill in the Gap 1. Place Ss in pairs and give them a fill-‐in-‐the-‐gap worksheet of two friends making plans. Go over the first blank together and then let Ss work together. 2. Go over as a class.


25 min Production Make Plans 1. Place Ss in pairs and give each pair a slip of paper with an activity/destination (Ex: beach or movies). Instruct Ss to create a dialogue in which they make plans to do that activity/to go to that place. They should include as many details as possible, such as what time to meet and where. 2. Have Ss present their dialogue to the class and ask class to recap details, such as “Where are they hanging out?” / “What time?” / “Where are they meeting?”

S-‐S Slips of Paper


T-‐S N/A


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Sample Lesson: Cooking Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to identify different cooking methods, cooking utensils, and recipe procedures Key Vocabulary/Expressions: -‐ To cook, cooking, recipe, bake, fry, boil, grill, stir, pour, chop, mix, add, roll, rolling pin, bowl, spatula, knife -‐ Oven, pot, pan, measuring cup, ingredients, first, next, then, finally Assumptions: -‐ Ss know noun and pronoun grammar, numbers, and basic food vocabulary Time Stage Procedure Interaction Materials

5 min Warm-‐up Ask question of the day: What is your favorite food? * Write it on the board

T-‐S Chalkboard

10 min Intro Cooking & Recipes 1. Pass out a recipe with key vocabulary terms underlined or boldfaced and the lesson’s key terms and expressions on the back. Elicit Ss to tell you what it is. 2. Go over each underlined term in the recipe with a PPT visual. Then go over the other items as well. Drill chorally and individually.

T-‐S PPT & Recipe / Vocabulary Sheet


Put It In Order Place Ss in pairs and give them the same recipe from intro, but this time cut each step into strips, which they must put in order. Walk around to check how each pair is doing.

S-‐S Recipe strips

25 min Production Make a Recipe 1. Place Ss in groups and instruct them to think of a recipe they all like and know how to make. Instruct them to write the recipe. (If Ss don’t know any, they can make it up) 2. Have each group present their recipe to the class and elicit the rest of the Ss to name the dish that the recipe is for

S-‐S Slips of paper

5 min Wrap-‐up Race to the Board Play a game to review content: divide Ss into two teams facing the board. Show a picture of one of the vocabulary terms. The first S in line must race to the board and correctly write the term, without help from his/her team. First S to do so wins a point for his/her team.

T-‐S Chalkboard


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Sample Lesson: Shopping Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to bargain for items, use and identify common shopping terms and expressions, and places to shop Key Vocabulary/Expressions: -‐ To shop / shopping / store / grocery store / shopping mall / market / online shopping / sale / price / bargain / merchant / customer / That’s a bargain! -‐ Do you sell [insert item]? / Yes, we sell that / No, we don’t sell that / I’ll take… / I’ll give you… Assumptions: -‐ Ss know noun and pronoun grammar, numbers, U.S. currency quantities, payment methods, and terms such as “How much?” / “How much does it cost?” Time Stage Procedure Interaction Materials

5 min Warm-‐up Show a picture of people shopping and elicit Ss to tell you today’s topic T-‐S Chalkboard 10 min Intro Shopping

1. Pass out the vocabulary sheet and go over each term with a PPT visual 2. Drill chorally and individually 3. Show more visuals of different places to shop and items with prices and ask Ss to tell you type of shopping place (mall, online, etc.), the item, and the cost. Then ask if it’s a bargain.



Shopping Dialogue 1. Place Ss in pairs and give them a shopping dialogue between a merchant and a customer with terms/expressions missing. Go over the first gap together and then instruct Ss to work together to fill-‐in the remaining gaps. 2. Go over as a class

T-‐S, S-‐S Shopping Dialogue

25 min Production Going Shopping 1. Divide Ss into two groups – the first are shopkeepers and the second are customers. Give the shopkeepers an envelope of paper cutouts of different items. Instruct these Ss to come up with a name for their store, make a store label, and come up with prices for their items. 2. Give the customers money. Instruct them to count their money and keep track of how much they spend and what they buy. 3. Instruct customers to try and bargain with shopkeepers. The object is for customers to get the most items for the least amount of money and for shopkeepers to make as much money as possible. * Let Ss be creative and compete for customers/bargain for goods

S-‐S Paper Cut-‐Outs, & Fake Money



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Sample Lesson: Holidays -‐ Halloween Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to explain what Halloween is, identify activities and expressions associated with the holiday, and common costumes Key Vocabulary/Expressions: -‐ Holiday, celebrate, costume, trick-‐or-‐treat/-‐ing, pumpkins, carve/carving, lantern, jack-‐o-‐lantern, haunted house, candy -‐ Happy Halloween! / What are you going to be for Halloween? / To dress-‐up as…(witch/vampire/ghost/werewolf/mummy/devil/monster) Assumptions: -‐ Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on a variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Play Michael Jackson’s “Thriller” and ask Ss if they’ve heard it before. Elicit the holiday the song is associated with.

T-‐S Audio


Halloween 1. Pass out vocabulary sheet and go over each term/expression with a PPT visual. 3. Drill chorally and individually 4. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms.



What are you going to be for Halloween? 1. Give each S a Halloween Costume Sheet and worksheet to interview and record their classmates’ names, Halloween costumes, and favorite candies. Instruct Ss to use the key expressions: “What are you going to be for Halloween?”/”I’m going to dress up as…” * Walk around to listen for correct usage of vocabulary 2. After a few minutes, ask Ss to share what they learned

T-‐S, S-‐S Halloween Costumes Sheet & Worksheet


Trick-‐or-‐Treat Dares Instruct Ss to form a single line, the first S will come to the front and say “trick-‐or-‐treat.” Then you will hand him/her a slip of paper from a plastic pumpkin (which s/he puts back after reading it). The paper will instruct them to do something. Give the S a piece of candy after s/he completes the action.

T-‐S, S Plastic Pumpkins, Paper Slips, and Candy

10 min Wrap-‐up Swat It! 1. Tape pictures of Halloween vocabulary on the board (and vocab from a previous lesson), divide Ss into two teams, and instruct them to stand in a line facing the board. Shout out the term and swat its picture with a flyswatter to model the game for Ss. Inform them that team members can’t help each other. 2. Then, give the first S in each line a flyswatter and shout out a term. The first S to race to the board and swat the correct picture wins a point for his/her team.

T-‐S Pics and Flyswatters


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Sample Lesson: Holidays -‐ Thanksgiving Grade (Level): Upper elementary and higher Objectives: -‐ Students will be able to explain what Thanksgiving is and identify activities and expressions associated with the holiday Key Vocabulary/Expressions: -‐ Thanksgiving, pilgrims, Native Americans, celebration, feast, turkey, gravy, corn, mashed potatoes, cranberry sauce, stuffing, pumpkin pie -‐ Happy Thanksgiving! / Thanksgiving Day Parade / thankful / I’m thankful for… / What are you thankful for? Assumptions: -‐ Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Show pictures of the Macy’s Thanksgiving Day parade or a video clip. Elicit Ss to tell you what is going on.

T-‐S Pictures or video clip


Thanksgiving 1. Introduce the topic and pass out vocabulary sheet and go over each term/expression with a PPT visual. 2. Drill chorally and individually 3. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms.



Thankful Thoughts 1. Give each S a worksheet and instruct Ss to ask classmates “What are you thankful for?” They should record their classmates’ names and answers. Instruct Ss to answer in complete sentences (“I’m thankful for…”). Let Ss mingle, but walk around to ensure Ss are doing the activity and interacting with as many classmates as possible. 2. Ask for volunteers to share what they learned

S-‐S Thankful Thoughts Worksheet


Plan Your Own Thanksgiving Celebration 1. Divide Ss into groups instruct each group to design their own Thanksgiving celebration. Ss should record whom they will invite, what food they’ll eat, and what they will do. Go over each item to discuss so Ss understand (perhaps place more advanced Ss in a group together and encourage them to write complete sentences) 2. Have each group present their celebration details

S-‐S Worksheet

5 min Wrap-‐up Race to the Board Divide Ss into two lines facing the board. Show a visual of one of the lesson’s key terms. The first S in each line must race to the board and write the correct term. The first S to do this wins a point for his/her team. Team members can’t help.

T-‐S, S N/A


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Sample Lesson: Holidays -‐ Valentine’s Day Grade (Level): Middle school and higher Objectives: -‐ Students will be able to explain what Valentine’s Day is and identify activities and expressions associated with the holiday Key Vocabulary/Expressions: -‐ Valentine, Valentine’s Day, Valentine cards, love, romance, like, cupid, chocolate, roses, couple, February 14th -‐ Friendship / Happy Valentine’s Day! / Will you be my valentine? / I love you / I like you Assumptions: -‐ Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on a variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Show Valentine’s Day images; elicit Ss to tell you the holiday. Ask Ss to describe “love.” T-‐S Pics 10 min Intro Valentine’s Day

1. Pass out the vocabulary sheet and go over each term/expression with a PPT visual. 2. Drill chorally and individually 3. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms.



Cupid Gap Fill 1. Pass out the lyrics to Amy Winehouse’s “Cupid,” with a list of the missing words at the top (leave list out if Ss are upper-‐intermediate). Tell Ss you will play a song and they need to listen carefully and fill in the missing words. Play the song twice. 2. Go over as a class and ask for volunteers to tell you what the song is about.


20 min Production Valentine’s Day Cards 1. Pass out paper and markers and instruct Ss to create a Valentine’s Day card for a friend, family member, or boyfriend/girlfriend using key terms and expressions from the lesson. [10 min] 2. Place Ss in groups and instruct them to read the message inside their cards, without revealing whom it’s for. Groups must guess the individual (family, friend, or partner) that the S is writing to.

S-‐S Paper & Markers



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Sample Lesson: Holidays – New Year’s Eve Grade (Level): Middle school and higher Objectives: -‐ Students will be able to explain what New Year’s Eve is and identify activities and expressions associated with the holiday Key Vocabulary/Expressions: -‐ New Year’s Eve, New Year’s Day, resolution, midnight, countdown, celebrate, party, December 31st, January 1st, -‐ Happy New Year! / What is your New Year’s resolution? / What are your New Year’s resolutions? Assumptions: -‐ Ss know noun and pronoun grammar, months and seasons, time, and basic vocabulary on a variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Show video clip or picture of ball dropping in Times Square and ask Ss if they can identify the celebration

T-‐S Video Clip or Pic

10 min Intro New Year’s Eve 1. Pass out vocabulary sheet and go over each term/expression with a PPT visual 3. Drill chorally and individually 4. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms 5. Show Ss sample resolutions



Resolutions 1. Pass out the Resolutions worksheet and instruct Ss to write at least two resolutions for each category (might need to give sample resolutions). [10 min] 2. Place Ss in pairs to ask each other about their resolutions. Rotate Ss after a couple minutes so that Ss talk to as many classmates as possible. 3. Ask Ss to share one of their resolutions and a classmate’s.

S-‐S, T-‐S Resolutions Worksheet


New Year’s Eve Scramble 1. Write a term on the board from a previous lesson, and ask for a volunteer to “unscramble” it. If Ss have trouble, rearrange the letters to form the word so they understand. 2. Tell Ss to put their vocabulary sheets away, place them in pairs and give each pair a list of scrambled vocabulary words. They must work together to correctly unscramble the letters. When finished, Ss should run to the front of the class. The first team to run to the front wins. (Optional: have a prize for the first 3 pairs to run to front) (* T should walk around to ensure Ss are cheating)

S-‐S Worksheet



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Sample Lesson: Movies Grade (Level): Middle school and higher Objectives: -‐ Students will be able to identify movie genres and discuss basic aspects of a film (setting, plot, etc.) Key Vocabulary/Expressions: -‐ Movie(s), film (s), movie theater, genre, comedy, horror, romance, fantasy, drama, action, sci-‐fi, animation, plot, setting, character, actor/actress -‐ What kind of movie is it? / Where does it take place? / When does it take place? / What’s it about? / -‐ It’s a [genre type] / It’s set in [place/time period] / It takes place in [time period/place] / It’s about… Assumptions: -‐ Ss know noun and pronoun grammar and basic vocabulary on a variety of topics Time Stage Procedure Interaction Materials

5 min Warm-‐up Show images of famous movie posters (try to pick ones you think your Ss will recognize) and elicit Ss to tell you today’s topic

T-‐S Pics

10 min Intro Movies 1. Pass out vocabulary and go over each term/expression with a PPT visual. 2. Drill chorally and individually 3. Play a film clip and then ask Ss what type of film it is. Now play just the audio of another film clip and ask Ss to guess the genre. Then show the same clip without sound and ask Ss if they think it’s a different genre than what they guessed previously.

T-‐S PPT, Vocabulary Sheet, & Film Clips

10 min Guided Practice / Activity 1

Movie Vocabulary Practice 1. Place Ss in pairs and pass out a worksheet with questions about different movies. Go over the example on the sheet so Ss understand what to do. If Ss haven’t seen the films on the sheet, instruct them to draw the poster(s) for films they have seen and to answer the same questions. 2. Ask Ss to share their answers.

T-‐S, S-‐S Movie Practice Worksheet


What’s it about? 1. Divide Ss into two groups: “listeners” and “watchers.” Send the “watchers” outside and play the audio of a film clip. Tell “listeners” to jot down any notes/ideas they have about the film (what genre it is, setting etc.). Then send them out of the class and have the “watchers” come in and watch the same clip, but with no sound. 2. Pair up a “listener” with a “watcher” – they should discuss what genre they think the movie is, the setting, and plot. 3. Ask pairs to tell you their thoughts

S-‐S Film clip

5 min Wrap-‐up Show the film clip from previous activity with sound and ask Ss if their opinion about what genre it is and where it’s set has changed

T-‐S Film clip


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Sample Lesson: Music Grade (Level): Middle school and higher Objectives: -‐ Students will be able to identify music genres and to name their favorite musician and genre Key Vocabulary/Expressions: -‐ Music, classical, pop, rock, heavy metal, jazz, Latin, R&B/soul, rap, blues, country, song -‐ Musician / music group / Do you like [type of music] music? / What kind of music do you like? / Who is your favorite musician? / Who is your favorite music group? Assumptions: -‐ Ss know noun and pronoun grammar and how to express likes/dislikes Time Stage Procedure Interaction Materials

5 min Warm-‐up Play music that Ss would recognize. Ask them to name the artist/group and the genre

T-‐S Music

10 min Intro Music 1. Pass out vocabulary sheet and go over each term/expression with a PPT visual and music clip of the specific music genre 2. Drill chorally and individually

T-‐S PPT, Vocabulary Sheet, & Music Clips


Name the Artist & Genre 1. Play a series of music clips, stopping after each one and eliciting Ss to guess the artist and music genre. Show the artist name and music genre in writing on a PPT slide. 2. Ask Ss if they like the artist and genre.

T-‐S Music Clips & PPT

20 min Production Music Survey 1. Pass out the worksheet and instruct Ss to ask each other their favorite musicians and music genres. (Have a sample Q&A on the top of the worksheet for reference). 2. Place Ss in pairs and have them rotate after a couple of minutes to ensure they talk to as many classmates as possible 3. Call on Ss to tell you what they learned about 1-‐2 classmates

S-‐S Music Survey

5 min Wrap-‐up Play some of your favorite music and ask Ss if they like it and if they can decipher the genre

T-‐S Music clips

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