10 Lesson

Plans

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10 lesson plans

YoumayhaveseenoneortwoofthesefromyourweekendTEFLcourse,thelessonplanswillhelpyouthink
aboutyourlessonstructureandthekindofactivitiesyoucanincludeinyourlessons.

Thelessonsarealsosetupsoyoucanchangethemesoractivities.

TopTips

1. Dontforgettofeedbackafteractivities,sometimesthiswillhelpshowunderstandingandsometimes
itisjusttoroundoffanactivity
2. Whensettingupanactivitytrytogiveanexampletoreducetheamountofinstruction.
3. Itcanhelpyourlessonsflowifyouaddconsistencybylettingathemerunthroughthelesson.Dont
dothisforthesakeofitthough,ifthethemehasntgotthelegsitcouldgetboring.
4. Forsomefreepracticesyoumightneedyoutoleadinandgiveanexamplefirsttohelpgenerate
someideas.
5. Alwaysmonitoractivitieseithertocorrectincontrolledpracticesorjudgepaceinafreepractice.

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:Offersandrequests

Level:Elementary

TargetLanguage:
Wouldyoulikea/some...,Idlike,CanIhave...
Yes,please.No,thanks.

Analysis:Somenounsarecountable,theycanappearinsingularorpluralformse.g.apple,
apples.Othersarenotsosimplee.g.coffee,bread,currypowder.Thesearemassnounsand
wecantnormallysayabreadoracurrypowder.
Unfortunately for teachers, you can say a coffee but this is a different meaning from
some coffee (i.e. a cup of). To get around this it can be a good idea to teach
accompanyingphrasessuchasaloafof...acupof...etc.

Leadin
1. Startbyselectingabout12itemsoffood/drink,6countableand6mass.
2. Usepictures,realia,mimeetctoelicittheseitems
3. Useboardorothercuestoallowstudentstosortoutcountableandmassnouns.
4. Elicitmeasuresofmassnounse.g.loaf/loavesof
Presentation
5. Elicit:Idlikea/some,CanIhave...?
6. Modelanddrillthis,atfirstfromteachersmodel,thenpointingatitemsonboard,e.g.
Idlikeapizza,please...somecoffee,please...someapplesplease
7. Elicit:Wouldyoulikea.../some...Yes,please/No,thanks
8. Drill
Controlledpractice
9. TeachercontrolledQ&A.Getnamedstudentstoofferandaccept/refuse
10. Writeagapfillofbetween5and10sentences,studentsneedtoplacethetarget
languageintothegaps.
11. Dontforgettofeedback
Freepractice
12. Tellstudentsthatyouwanttocookyourfavouriterecipethiseveningandelicitthe
ingredients.Pretendtobetheshopkeeperandgetstudentstoaskfortheingredients.
ThenputstudentsintopairsSSandgetthemtodiscussafavouriterecipeforeachof
themandtheingredientsinvolved.Pairsthentakeitinturnstobecustomerandshop
keeperaskingforingredientsfortheirrecipe.
13. Dontforgettofeedback.

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:Presentcontinuous

Level:Elementary

TargetLanguage:
Iaming,Whatareyou...ing(now/atthemoment)

Analysis:Assumethelearnersknowtheverb'tobe'.Thestructureisthereforesimple,but
therearealimitednumberof'real'situations,i.e.limitedto'now',inwhichthisstructure
canbepractised.Somakesureyouchoosesomepracticesituations,e.g.Aroleplay
telephoneconversation,alargepicturewithpeopledoingthings,animaginationgamee.g.
lookingoutofthewindow,amiminggame,amemorygame.Somearecontrolledandsome
ofthesearefreer.

Leadin
1. Elicitsomeactionsusingmime,orpicturesorquestions
2. Putsomeupontheboard
Presentation
3. Elicitthestructure(notforgettingthequestionform),andmodelanddrillit,
Getthestudentstouseexamplesyouhaveontheboardtodrillfurther.Writesome
examplesontheboardtohighlighttheform.Underliningtheauxiliaryverbandtheing
Controlledpractice
4. InopenpairsdoamimeorholdupapictureofanactivityandgetstudentstoaskWhat
ishedoing?Andanotherstudentgivestheresponse.
5. Correctwherenecessary.Dontforgetgivestudentsachancetoselfcorrect/peer
correctfirst.
Freepractice
6. Setupafreerpracticeactivity,perhapssomeclosedpairwork.Therearesomeideas
aboveoruseyourown.Whynottryaconversationinpairs,studentspretendtheyare
onholidayandtheyhavetodescribetotheirfriendwhateveryoneelseisdoingright
now.
7. Monitorandfeedback.

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:Prepositionsofplace

Level:Beginner

TargetLanguage:
in,on,under,nextto,whereis..?

Analysis:Aprepositionusuallygoesbeforeanounoftentoshowwherethingsarein
relationtoeachother.Youwillneedtomakesureyoushowthestudentswhereinthe
sentencetheprepositiongoes.Carefultokeepyourteachertalkingtimedownandmake
sureyouonlyuselanguagethatstudentswillunderstand.

Leadin
1.Showtwocommonclassroomitemsandaskwhattheyare(Pen,chair,bagetc.).Get
studentstothinkupandlistasmanyclassroomitemsaspossiblewithin1minute.
2.Feedback(onlywriteuptheitemsthatcanbemovedon,inorunder,nexttoeachother)
Presentation
3.PutapencilontopofachairandelicitthetargetstructurebyaskingWhereisthe
(pencil)?Continueusingotheritemsandprepositions.
4.Drillthestructureonceyouhaveelicitedand/ormodelledit.Elicitthequestionformand
drillthis.
5.Dontforgettowritethetargetlanguageontheboard.
Controlledpractice
5.Setuppairwork.Studentsuseapen,chairetc.topositiontheitemsandaskandanswer
questions.Demonstratebydoingitwithastudentfirstorgetapairtodemonstrate.
6.Feedbackandwriteupsomeoftheexamples.
Freepractice
7.Itwillbequitedifficultforyoutodoafreepracticeatthislevel,butyoucouldtrytoget
studentstodescribewherecertainthings(TV,chair,etc)areintheirlivingroomathome.
Youwouldneedtogeneratesomeideasfirst,perhapsdoyourownlivingroomfirstand
studentsaskWhereistheTV?etc
8.Feedbackfromyouractivitybyaskingwhattheyfoundoutabouttheirpartnersliving
room.

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:goingtotoexpressfutureplans

Level:Preintermediate

TargetLanguage:
Iamgoingto+verb
Areyougoingto?

Analysis:NottobeconfusedwithIamgoingtothecinema.goingtohasaverbafterit
notanoun.Itisusedtoexpressintentionsorplansinthefuture(nearorfar),andisperhaps
alessfirmplanthanIamgoingtoSriLankanextweek.Youwillalsoneedtofocusonthe
form,tomakesureitdoesntgetconfusedwiththepresentcontinuous(Iamgoingtothe
cinema).Assumestudentsknowtheverbtobeandhowitconjugates.

Leadin
1.Tellthestudentsyouhavesomeexcitingplanstonight,studentsneedtoguesswhatthey
are.Elicitthe2or3thatyouhaveplannedandwritetheverbsup,e.g.visitafriend,watcha
movie.
Presentation
2.Elicittargetstructurelikethis:HowdoIsaywhatmyplansarethisevening?Tonight,
I....(pointtooneoftheactivitiesontheboard).Youmaygetavarietyofresponsesbefore
goingtoremember,ifthestudentsdontknowgoingto,youwillhavetotellthem.
3.Drillthestructureonceyouhaveelicitedit.Elicitquestionformanddrillthis.
4.Writeexamplesofthegoingtoandthequestionformontheboardtohighlightform.
Perhapsuseastructuretable?
Controlledpractice
5.Setupopenpairactivity,throwateddybeararound.Studentstakeitinturnstousetheir
ownideasoronesfromtheboardtoaskandanswerquestions.Demonstratebydoingit
withastudentfirst.
6.Correctwherenecessary.
Freepractice
7.Giveeachstudentadestinationfornextyearsholiday.Givethemafewmomentsto
thinkofactivitiestheywouldliketodo.Inpairs,theyintervieweachotherontheirplansfor
nextyearsholiday,sightseeing,activitiesetc.Again,itwouldbeagoodideatodothisasa
classfirstwithyoubeingaskedbythestudents,thisgivesstudentsideastotalkaboutand
alsoshowswhatthestudentshavetodo.

TEFLScotland/TEFLEngland2009

10 lesson plans

Aims:Givingadvice

Level:Intermediate

TargetLanguage:
Youshould+verb,Whydontyou+verb,Try+ing,IfIwereyou,Id+verb

Analysis:Asyoucansee,therearemanywaysoffulfillingthisfunction,soaskingeven
intermediatelearnerstorememberthemallaccuratelywouldbetoomuch,eventhough
theywouldbefamiliarwithsomeofthestructures.Thebestthingtodoistogetthemon
theboardandprovidesituations/problemsforthelearnerstopractiseusingthem.When
teachingafunction,focusontheuseofthelanguageratherthanitsstructure.

Leadin
1. Usemime,visualsetctoexplain/elicitasituation/probleme.g.Iamgoingonholiday
toAfricaandIhavenoideawhattotakewithme.
2. Elicitadvice/ideas.
Presentation
3. Usetheideastoelicitthetargetlanguagebyaskingforphrasestoexpresstheadvice.
4. Modelanddrilleachstructureasitarises,andthenwriteitontheboard.Youmaybe
givenquiteavarietyofphrasesotherthanyourtargetlanguage,sojustaskforother
onesandwriteuponlyyourtargetlanguage,youmayneedtotellthemorgivethem
hints.
Controlledpractice
5. Handout(ordisplay)amatchingexercise.Dooneortwowiththewholeclass,then
getlearnerstoworkindividually,matchingtheproblemsandsolutions.
Freepractice
6. Givestudentsproblems!(Mycarwontstartetc)Youmaywanttokeepthesame
themeofholiday(orwhateveryourinitialproblemwas)runningthroughthelesson,
butonlyifitspracticaltodoso.Student1explainstheirproblem,Student2gives
advice,thenchangeroles.
7. Feedback.
Youcanvarytheactivitiestohaveabitmorefunbygivingstudentscharactersfromhistory
andmakingonestudentineachpairanagonyaunt.Youcanalsoswapproblemsaround
pairssotheyhavesomethingnewtotalkabout,ifyouhavetime.

TEFLScotland/TEFLEngland2009

10 lesson plans

Aims:Pastsimple(regular)

Level:Elementary

TargetLanguage:
Verb+ed.Did+subject+verb?Yes,Idid.No,Ididnt.

Analysis:Thestructureisstraightforward,buttherearealotofirregularverbs,e.g.go
went,buybought,seesaw,andsomeirregularitiesinspellingandpronunciatione.g.
visitvisited(id),likeliked(t),playplayed(d),didnt.Assumethatstudentsknowthe
verbsinthepresent.Studentswouldjusthavetolearntheregularandirregularforms,and
isbettertogiveverbsforhomeworktolearn.Herewewanttofocusonjusthowweform
sentencesandquestionsandthepronunciationofedendings.So,wewillkeeptojustthe
regularverbsinthislesson.

Leadin
1. Elicityourlistofdailyroutineregularverbs(wash,cook,work,playetc.)ontotheboard
usingmime,picturesetctheseshouldbewordsthatstudentsalreadyknow.
Presentation
2. Elicitthepasttenseformse.g.YesterdayI...,dontwritethemupyet,butdrillthem
sothatthestudentshavetorememberthem.
3. Focusonthepronunciationoftheedsounds,/d/,/id/,/t/E.g.YesterdayIplayed/d/
orYesterday,Ivisited/id/orYesterday,Iwashed/t/
4. Writeupthepastformsontheboard.
5. Elicitthequestionform,modelanddrillit.
6. Writethequestionformontheboard.
Controlledpractice
6.Inopenpairsgetstudentstoaskandanswerusingtheverbsiontheboard.Youaskthe
firstone,thefirststudentanswers.Theythenaskanotherstudentandsoon.
Freepractice
7. Youcoulddoclosedpairswhereeachhastofindoutwhattheydidyesterday,youcould
extendthiswithotherscenariosifthereistime.
8. Feedbackonwhattheyfoundoutabouttheirpartner.

TEFLScotland/TEFLEngland2009

10 lesson plans

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:Cantoexpressability

Level:Elementary

TargetLanguage:Ican+verb,Icant+verb,Canyou...?

Analysis:Themodalverb"can"iseasyforlearners,theconceptissimpleandthereareno
inflections.Pronunciation,however,cancausesomedifficulties,insomepartsoftheUK,
thepositive(indicative)andquestionforms(interrogative),thevowelsoundisunstressed
//,inthenegativethevowelislengthenedasin"car",andintheshortanswersthemodal
isstressed,asin"can"ofbeans.Youwillthereforeneedtodrillforpronunciationif
appropriatetoyouraccent.

Preparation.Thinkofwaystoelicitasentence"Ican't...".Therearesomesuggestionsin
theteacher'snotesofthetextbook,butbecarefulbecausetheauthorshavedecidedto
simplypresentthestructureupfront,withouteliciting.Wewouldlikeyoutoelicit.Next
thinkupalistofabout10everydayactivitiesthatdependonabilityorskill,togeneratelots
ofpractice.Youmightliketodrawlittlepicturestorepresentthesetherearelotsofideas
inthebook.

Leadin
1. Useyourpicturesormimetoelicitalltheactivitiese.g.swim,rideahorse,driveetc.
Assumethatthestudentsknowmostofthemfromearlierlessons.Makesuretheyare
ontheboardaswordsorpicturesforthenextstage.
Presentation
2. Elicit"Ican..."Drillthisusingsomeoftheverbs.Elicit"Ican't...".anddrillagain.
Highlightthesoundchange,usingtheboard.
3. Elicitthequestionform,anddrillthiswithshortanswers.(Yes,Ican,No,Icant)
4.Puttheformontheboardofeverythingyouhaveelicitedsofarontheboard.
Controlledpractice
4. Conductacontrolledquestionandanswerdrillaroundtheclasse.g."MaryaskGeorge"
(teacherpointstoanaction).
5. Moveintopairwork.Studentsaskandanswerquestionsfromtheboard.Get
studentstonotedowntheirpartner'sanswers.
6. Feedback
Freepractice
7. GetSStowritedownsomeunusualthingstheycando.
8. Setupmillingactivitye.g."Findsomeonewhocandosomeofthethingsonyourlist."
Thereisamplescopeforreportingbackonthisactivitye.g."Marycan'tplaytheguitar,
butshecanplaytheviolin".

TEFLScotland/TEFLEngland2009

10 lesson plans
AimsAdverbsoffrequency

LevelPreIntermediate
TargetLanguage:Never,rarely,sometimes,often,always.Howoftendoyou?

Analysis:Theconceptisverysimplehere.ForPreintermediate,frequencyisbestpractised
usingthepresentsimple(expressinghabitsandroutinesisagoodidea),andwecanassume
thattheyarealreadyfamiliarwiththis,butwillmakemistakes,forexamplewithquestions
andwiththe3rdpersonsingular.

neverrarelysometimesoftenalways

Leadin
1. Elicitusingmimeorpicturesthingsyoudoeveryweek/day,askthestudentswhatthey
do,askthemiftheydothesethingseveryday/week.Doyouplayfootballevery
Monday?Etc
Presentation
2. Startwithneverandalwaysat2endsofascaleontheboard.Elicitwhattheymean,
andwhichmeansthemost/leastfrequent.Askforexamplesfromthestudentsabout
whattheyalwaysorneverdo.
3. Puttheotheradverbsontheboardandgetpairstosorttheadverbsintoorderof
frequencyandthenfeedback.
4. Drillthewordsforpronunciationdon'tforgettomodelfirst.
5. Elicitasentencelike"IplayfootballonSaturdays"andgetstudentstosaywherethe
adverbgoes.Anddrillthesentencewiththeadverbinit.
6. ElicittheQ"Howoften...?"anddrillthis.
7. Writethequestionandanexampleresponseontheboardtoshowwheretheadverbs
areplacedinthesentence.
Controlledpractice
8. Jumbledsentences,givestudentsexercisewithsentencesjumbledupandinpairs
studentsneedtoputthesentencesintherightorder.Thiswillcheckformofadverbs
andquestionform.
9. Feedback
10. Tryafewopenpairsusingideasfromtheboard,studentsaskandansweroneatatime
acrosstheroom.
Freepractice
11. Youwillwanttocontinuewiththethemeofhabitsandroutines.Inclosedpairs,get
studentstointervieweachother.Youcouldalwaysassigncharacterstomakeitmore
interesting.

TEFLScotland/TEFLEngland2009

10 lesson plans

Aims:Pastcontinuous

Level:Intermediate

TargetLanguage:Iwas___ing,Whatwereyoudoing?

Analysis:Thepastcontinuousisusedtoexpressanactivityinprogressatagivenpointin
thepast.Theformisquitesimplebutstudentsmaygetconfusedwhentousethistense
andwhentousepastsimple(Isaw,went,visitedetc.).

Leadin
1.Tellastoryofacrimebyelicitingusingpictures.
Presentation
2.Askquestionsaboutthestoryincludingsomeinthepastcontinuous(E.gwhatwasshe
doingat6pm?Whereweretheydrivingto?Etc),modelanexampleandthendrillit.Use
timelinestodisplayoneofthepastcontinuousactionsandoneofthepastsimpleactions,
e.g.Iwasdrivingalongtheroadwhenadeerranout.
3.Writeanexamplequestionandanswerontheboardtohighlightform.(E.g.Whatwere
theydoing?)
Controlledpractice
4.Preparesentencesforahandouttocheckunderstandingofthedifferencebetweenpast
simpleandpastcontinuous.E.g.At10pm,Iwaseatingmydinner/atemydinnerwhenthe
phonewasringing/phonerang..Studentshavetochoosetherightoneandjustifytheir
choice.
5.Openpairsstudentsask/answerquestions.Whatwereyoudoingat10pmlastnight?
Iwasplayingmusic.
Freepractice
5.SetupanalibigamealongthelinesofCluedo.Giveeachstudentapaperwiththeir
name,place,actionandwhotheywerewith,e.g.MissWhite,Kitchen,makingdinner,with
DrGreen).DrGreenspaperwouldbethesame,hewaswithMissWhiteintheKitchen
makingdinner.Onealibiwillnotcorrespondandthereforewillnothaveanalibi.Theonly
wayoffindingoutwhodoesnothaveanalibiisbyaskingeverystudentintheroom.
Eventually,thestudentswillworkoutthatonecharactersalibidoesntfitandhewasthe
murderer/culprit.
6.Feedbackonaboutthestudentscharactersandhowtheydiscoveredtheculprit.
7.Beforeyoudothisactivity,youwillneedtosetthescene,thecrime,theplaceandtime
etc.

TEFLScotland/TEFLEngland2009

10 lesson plans

TEFLScotland/TEFLEngland2009

10 lesson plans
Aims:PresentPerfect

Level:Intermediate

TargetLanguage:Ihavedone/visited/seen,Haveyoudone/visited/seen?

Analysis:ItisimportanttousethePRESENTPERFECT(have/has+pastparticiple)when
talkingaboutpastexperiencesingeneral.Whenwearetalkingaboutaspecifictimeinthe
past,weusethepastsimple(Yesterday/Lastweek/In1987Idid/visited/sawetc).You
shouldpresentandprovidecontrolledpracticeforthepresentperfect,althoughthepast
simplemaycomeintofreerpractice.Youcanassumethatstudentshavealreadystudied
andarefamiliarwiththepastsimple.

Preparation.Thinkupalistofpastexperiencestohelpyouelicitthetargetstructurefrom
students.Youcouldusepicturesorobjectstosuggestpastexperiences(E.g.Apairof
sunglassestosuggestaholiday)andinvolvethestudentsmoreduringpresentation.

Leadin
1.Displayvisual/flashcards/realiatoelicitsomeofyourpastexperiences.Askthestudents
abouttheirpastexperiences.
Presentation
2.Elicittheresponseanddrillforpronunciation.Ihavebeenscubadiving.
3.Elicitthequestion,Haveyoubeen...?
4.Puttheformontotheboardandunderlinetheform.
5.UsingexamplesfromtheboardaskmoreHaveyouquestionsandthenchooseone
responseandaskWhen?.Thestudentshouldchangetense,e.g.T:Haveyoubeento
Scotland?S:Yes,IhaveT:When?S:IwenttoScotlandin2003.
6.WritetheresponseontheboardandaskstudentstosaywhatthedifferencebetweenI
havebeentoScotlandandIwenttoScotlandin2003is.
7.Youneedtofocushereonwhenweusepresentperfect(timenotknownorreferredto)
andpastsimple(timeisreferredto)
Controlledpractice
5.Prepareanactivitywithsentenceswherestudentshavetochoosethepresentperfector
pastsimple,e.g.Ihaveeaten/ateoctopusin2006.
9.DothefirstasaclassanddiscusswhytheanswerisIate.Thenstudentsfinishinpairs
10.Getstudentstofeedbackanswersandjustifyanswers.
Freerpractice
8.FindsomeonewhoMillingactivityusingaHaveyouever?Askstudentstogetmore
informationaboutwhenandwithwhom.Thisshouldelicitpastsimpleandmeanthat
studentshavetousebothtenses.
9.Feedbackwhatthestudentsfoundout.

TEFLScotland/TEFLEngland2009