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FREE ESL Lesson Plan- Food

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The best way to start your English teaching career is to

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Topic: Food

Level: Upper-beginner

Age: 10-12 years

Length: 45 minutes

TESOL Methodology: Eclectic Approach, word groups, audio, video podcast, flashcards, song, writing, colouring, art

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: Students will recognise and associate food items with their name and suitable pronunciation to their learning level. Students will appear confident in discussing their likes and dislikes.

Resources: English Food lesson video podcast; Cards containing the written word of a fruit or vegetable; writing, drawing and colouring implements; whiteboard and whiteboard markers; Food Song via YouTube link set up; Flashcards with images of lesson foods; Information on homework activity

Pre-task:
Have lesson materials in order of teaching and video and song links prepared.

Teaching 1: Learn English video: food lesson (http://www.multimedia-english.com/videos/lesson/english-podcast-food-1322) A podcast about foods you like and dislike and about quantities – Video length: 5:37 minutes.

Task 1: The teacher reads through to the class the video transcript, which describes the study points and lesson plan of Listen, Learn, Try. The teacher then reads the transcript contents of the lesson and describes the meaning of words and expressions used to enhance understanding of the video. The children then watch the video and afterwards discuss the video as a class group and answer questions to clarify any misinterpretations.

Teaching 2: Word and picture association Game: Fruit and Vegetables

Task 2: Under each vegetable/fruit written word, draw and colour the food image. Then copy and write the associated word under your drawings. The teacher can then choose interested students to write their word/s on the whiteboard for other students to repeat three times as time permits or words are completed.

Teaching 3: Food Song (www.youtube.com/watch?v=frN3nvhIHUk)

Task 3: The students watch and listen to the food song and then sing along with the video. After the video, the students can discuss their likes and dislikes of food varieties in pairs.

Follow-up: Run to the Flashcard’s game: Flashcards of learning foods are placed on the floor around the room. The children run to the flashcard, which displays the foods covered in the lesson.

Homework: Food collage – Each student looks through magazines to find food images and cuts these out to fit into their personal art collage. This can also include words associated with foods. The students can then show and tell their art in the following lesson if they wish as a previous lesson review.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Phrasal Verbs

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Phrasal Verbs

Level: Intermediate

Age: Teenagers

Length: 45 minutes

TESOL Methodology: Eclectic Approach, Total Physical Response, cloze passage, small group work (brainstorm/worksheet), role play

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: To recognize, demonstrate and use in a sentence seven phrasal verbs

Resources: One list of the phrasal verbs used in Task 1 per student as well as each phrasal verb on a separate piece of paper; one copy per student of the close passage used in Task 2; one copy per student of the worksheet used in task 3.

Pretask (optional):
Play a game of ‘Simon Says’

Teaching 1: Give each student one strip of paper with a statement containing a phrasal verb from the list below written on it. Each student will also be given a copy of all of the phrasal verbs on the list. The teacher is to say the phrasal verb.

Task 1: The students are to listen to the teacher say the phrasal verb. When they hear the teacher say the phrasal verb they have on their slip of paper, the student is to get up and put it into action. The remaining students will copy this movement and then mark the phrasal verb off on the list. This is continued until all students have acted out their phrasal verb.

List of phrasal verbs
Take out your pencil.
Get out your books.
Make up a sentence in your book.
Put down your pencil.
Take out your novel to the table and turn to page 72.
Turn over your book and put up your hand.

Teaching 2: Hand out the following cloze passage to the students. Explain that the phrasal verbs they are to choose from are the same as those they just came across in the first activity.

Task 2: Students are to complete the following cloze passage.

Phrasal Verbs Cloze Passage

On the weekend you decide to bake a cake. Before you begin you ask your mum for some advice. This is what she says:

Now dear, before you make a cake there are a few things you should do. Firstly, you must ____________ your hair so that it does not fall in your face or in the cake mixture. You must make sure you ______________ your mobile phone or anything else that may be distracting you as your full attention must be given to making your cake. ___________all of your ingredients before you begin cooking. You should also ___________ your utensils and __________ the correct page in your recipe book so that you have everything ready before you begin. _________the page of the recipe book to see if there are any other instructions on the next page. ________the cake mixture exactly as it says in the recipe. Good luck.

Place the following phrasal verbs in the correct spaces above:

make up
put up
turn to
get out
turn over
put down
take out

Once you have completed the cloze passage, write down the meaning of each phrasal verb as it is used in the passage.

make up ___________________________________________________________
put up ___________________________________________________________
turn to ___________________________________________________________
get out ___________________________________________________________
turn over ___________________________________________________________
put down ___________________________________________________________
take out ___________________________________________________________

Teaching 3: The teacher will divide students into small groups of 3-4. The teacher is to hand out the worksheet titled ‘Phrasal Verbs’ (see below).

Task 3: In their groups, students are to brainstorm to come up with as many phrasal verbs using each of the verbs as possible, providing meanings and examples for each.
The students are to take notes while the teacher writes the phrasal verbs down that each group provides. The teacher should give two examples of the phrasal verb used in a sentence so that the students can hear it used in context. After the teacher gives the examples, the students are to read out their own examples and check to make sure that they have used the phrasal verbs correctly. The class are to suggest the meanings of each.

Phrasal Verbs
Instructions: In your groups and using the verbs from the list of verbs provided, attempt to come up with as many phrasal verbs as you can. You are to write down the meaning of each phrasal verb as well as providing an example for each.

List of verbs: •Take •Get •Make •Put •Turn
Phrasal Verbs                      Meaning                      Example

Follow-up: Students are to stay in their groups. One student becomes the teacher and the others act as the students. The student playing the teacher will talk the students through a task using the phrasal verbs at least once each.
During this time different scenarios can be used.

References: http://esl.about.com/od/grammarlessonplans/a/Introducing-Phrasal-Verbs-To-Esl-Students.html
http://www.onestopenglish.com/grammar/pdf-content/vocabulary-british-english/british-english-phrasal-verbs-introduction-worksheet-and-teachers-notes/147031.article

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Booking Business Accommodation

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Booking Business Accommodation

Level: Intermediate

Age: 16 years +

Length: 30 minutes

TESOL Methodology: Communicative Approach/Eclectic Approach, worksheet, vocabulary sheet, role-play in pairs

Language Skills: Reading, Listening, Speaking, Writing

Lesson Objectives: By the end of the lesson, students should be able to talk about business accommodation requirements and book hotel accommodation via telephone.

Resources: “Rooms that Work” article by Lori Lincoln, activity sheet (“email from Director”)

Pre-task (optional):
List unfamiliar vocabulary on board from “Rooms that Work” article, and discuss with the class. Provide vocabulary sheets.

Teaching 1: Students to take turns reading passages from “Rooms That Work” article out loud. Teacher to clarify any unfamiliar words from the article. Provide students with ’email from director’ worksheet outlining room requirements.

Task 1: Ask students to use the email information to identify which room would be suitable for the Directors’ requirements. Students to record which hotel is most suitable and why. The teacher will ask for a show of hands for who selected which of the 6 hotel options, and some students will be selected to tell the class why they made their particular choice.

Teaching 2: Teacher to read out a list of requirements for a hotel room booking to the class while students listen. The teacher will repeat, and students are to write down these requirements.

Task 2: Students, in pairs, role-play ‘calling’ a hotel and practice explaining the requirements they recorded, asking what facilities are available, and booking a room ‘on the phone’. One learner is the caller, and the other is hotel reception. Learners then switch roles. Each pair presents to the class.

Follow-up: Ask students to compose a reply email to the Managing Director, confirming which hotel has been booked, the check-in and out dates/times, and facilities available for the room.

Homework: Use any English language Accommodation Booking website to research hotels available for [date], in [location], with a budget of [$]. Advise that next lesson, students will discuss their findings, which hotel they would book, and why.

RESOURCE: Handout (Email from Managing Director)

From: Managing Director, John Smith
To: Secretary
Subject: Accommodation Booking

Good Morning,

I need you to arrange accommodation for myself and the three other Directors for our Technology Conference next month in New York (8th & 42nd Street, at the David Harriman Building for Commerce).

The conference is from 6 – 10 January, however, we will arrive the morning before. Our return flight on 11 January is not until late evening, so please arrange for checkout as late as possible.

We require internet services, as well as access to printing, faxing, and calls within the New York/Manhattan area. The four of us will need to meet daily to review figures. Breakfast is not provided at the conference, so please make breakfast arrangements as well.

You can email us the booking details directly.

Kind regards,

John Smith
Managing Director

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Idioms in a Business Situation

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Idioms in a Business Situation

Level: Intermediate

Age: 18 years +

Length: 45 minutes

TESOL Methodology: Eclectic Approach/Student-Centred approach, game, pair work, discussion, worksheets, handouts

Language Skills: Listening, Writing, Reading, Speaking

Lesson Objectives: Students will be able to understand what a set number of business idioms mean as well as be able to remember them.

Resources: Handouts (List of Idioms for International Business, List of Meanings & example sentences), whiteboard & whiteboard markers/blackboard & chalk/Butcher’s paper and textas.

Warm-up/Pre-task:
Ask the class as a group to call out any English idioms/slang/colloquialisms they already know, and tell the class what they mean. These may relate to business or leisure. If class is unsure, call out some common slang and see if students can tell you what it means.

Teaching 1: Discuss the definition of an ‘Idiom’ – a combination of words that has a figurative meaning, owing to its common usage, separate from the literal meaning. Split class into two teams.

Task 1: Students are split into two teams, and are each given 100 points. The teacher will call out business idioms from a list, and each team will bet points on how confident they are that they can identify the correct meaning of the idiom (for example, if someone in the team knows the meaning, they might bet 100 points). If you are incorrect, you lose the amount you bet. If you are correct, you win this amount of points. The teacher will keep score on board. The game ends either when one team reaches zero points, or after 25 minutes has elapsed. The winner is the team with the most points.

Teaching 2: Teacher to give students a handout containing a list of all the idioms covered in the game.

Task 2: Students will split into pairs and write down an example sentence for each of the idioms, to give the idiom context (such as “we were forced to sell the computers at a loss”). The teacher will ask pairs to swap their answers with another team, and select pairs to read out certain sentences to the class. Groups will peer-check.

Follow-up: Teacher to provide handouts with meanings of the idioms covered in the lesson, and example sentences.

Homework: Ask students to look online, watch some TV in English, or read magazines/articles, and bring in three additional examples of idioms they identify for the next class.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Phrasal Verbs

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Phrasal Verbs

Level: Advanced

Age: Adult

Length: 45 minutes

TESOL Methodology: Communicative Approach, mime games, writing, class quiz

Language Skills: Listening, Speaking, Reading, Writing

Lesson Objectives: Students will be able to identify and understand the use of phrasal verbs in different contexts.

Resources: Projector, worksheets, whiteboard, whiteboard marker and mime cards

Pre-task:
Play the game ‘Find someone who…’ Give the students the activity sheet and explain that they must mingle with the class and find a person that is going to do one of the items listed on the worksheet. When they find that person the student must write the name of the student on the sheet. The game ends when a student is the first one to complete the entire worksheet.

Teaching 1: Miming
Pre-teach the meaning of phrasal verbs.
In this miming activity students review commonly used phrasal verbs. 15 miming cards are cut from the worksheet and placed into a small box.

Task 1: Divide the class into two teams A and B. Ask a student from Team A to come to the front, pick a card from the box and mime the situation. Students from both teams then try to guess what is being mimed. The first student to guess correctly scores a point for their team. A student from Team B then does a mime. The game continues until all of the cards have been used. Before the students begin their mimes, they must read out the first sentence on the card, which tells the teams what information they are looking for.

Teaching 2: Phrasal verbs for ‘get’
Break students into pairs. Each student is given a worksheet to complete in pairs. At the end of the task, students swap their worksheet with another group and as a class, they are corrected.

Task 2: Students break into pairs and complete the worksheet by filling in the correct phrasal verb in the sentence. Students then ask each other the questions in the second part of the worksheet and record the answers.

Teaching 3: Phrasal verbs and meanings
Teacher projects the worksheet on to the whiteboard and the students complete the task as a group.

Task 3: Ask a student to the front of the class. The student selects another student to answer the first question and the student draws a line from the question to the corresponding answer. That student sits back down and the student that correctly answered the question stands up and selects another student to answer the next question and so on. This continues until all the questions have been correctly answered.

Follow-up: Student goes around the room asking each student to give a sentence containing a phrasal word.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Idioms

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Idioms

Level: Intermediate

Age: 18 years +

Length: 45 minutes

TESOL Methodology: Eclectic Approach, video, Idioms worksheet, guessing game worksheet, Idioms in the News sheet

Language Skills: Speaking, Listening, Reading, Writing

Lesson Objectives: Student should be able to explain what an idiom is and provide one example when prompted

Resources: Worksheets, laptop, YouTube

Warm-up (optional): Engage in the “Yesterday” activity. I would say “Yesterday I went to the beach” and then prompt the student to ask me some questions such as “Was it nice?”, “Who did you go with?”. Allow 5 mins.

Pre-task (optional):
Explain the definition of an Idiom. An idiom is a speech form or an expression that is peculiar to itself grammatically or cannot be understood from the individual meanings of its elements. They are a figure of speech and are not meant to be taken literally.

Teaching 1: Play “Everyday Idioms – made easy” clip http://www.youtube.com/watch?v=WVHlVbIgUH0 (stop at 4.35). This will teach five Idioms: “Raining cats and dogs”, “Go the extra mile”, “It’s a small world”, “Apple of my eye” and “Back to square one”. Afterwards, hand student worksheet (refer Fig. 1) and ask them to select the correct answer. Afterwards, replay the video and check the student’s answers together.

Task 1: Student watches the video and then completes worksheet. Watches the video once more afterwards and checks work along with the teacher.

Teaching 2: Hand student Guessing Game worksheet (refer Fig. 2). Instruct them to read the dialogue and then guess what the idiom means. They can write their answer on the worksheet and then read out aloud once read. Check their answer and correct if necessary. Ask the student to write down another example using this idiom and then read aloud.

Task 2: Student reads the dialogue, writes what they think the idiom means and then reads their answer aloud. The student then writes another example using this idiom and reads it aloud.

Teaching 3: Hand student a mock newspaper article (refer Fig. 3). Read the first article out aloud for the student and then ask them to read the second article aloud. Ask the student to find the idiom in each article below and highlight it or underline. They then read their answer aloud. Correct if necessary then ask the student to have a guess at what these idioms mean. Give the correct answer if necessary.

Task 3: Studentsfollows text as the teacher reads the first article and then reads the second article aloud. Locates the idiom in each article and reads their answer aloud. They then have a guess at what each idiom means.

Follow-up: Ask the student “what is an idiom and can you give me one example?” Student completes this exercise and answers these questions.

Homework: Ask the student to write down the idiom “under the weather”. They need to find out what this means by researching on the internet (or asking an English speaker if they need to) and report back to me in the next lesson.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Banking

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The best way to start your English teaching career is to

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Topic: Banking

Level: Upper Intermediate

Age: 18 years +

Length: 45 minutes

TESOL Methodology: Eclectic Approach

Language Skills: Reading, Writing, Speaking, Listening

Lesson Objective: To develop banking vocabulary and develop an understanding of banking terms

Resources: Computer, Internet, Worksheet Instruction for each activity, printer

Teaching 1: Alternative Banking Reading and Writing Activity
http://www.onestopenglish.com/skills/reading/pdf-content/reading-lessons-banking-upper-intermediate-reading-text/155295.article

Banking: Reading Activity
The concept of banking may have been a good one initially but I can’t help feeling that in today’s world there are fewer people benefiting. Of course, it’s good to know that your money is safe and sound, but it does seem strange to pay an organization for having your money when they make a profit from this. The charges nowadays in some banks (and different banks in different countries vary enormously) are incredible. Some charge for an overdraft facility even if you don’t go overdrawn, some charge every time you take money out (your money!) while others charge for closing an account! If you’re not careful, it’s a way of losing money rather than keeping it safe.

Perhaps because of this there are some interesting alternative money systems. In fact, there are some banks that don’t use money at all. Time banks are an example of this. Instead of Pounds, Dollars, Euros etc., the currency is ‘time’ – issued in the form of time credits. As this is an egalitarian system, everyone’s time is valued equally so one-time credit is equivalent of one hour’s work, whatever the work. The idea is that whenever you do something to help another person you are given a time credit for this rather than cash. So, for example, if you spend an hour looking after the kids next door you’ll be given onetime credit. This you can then spend on an hour’s yoga class or having your front door painted. Time banking believes in ‘give and take’ and it helps to form a feeling of community. It’s free and you don’t have to pay tax. There are now many time banks all over the world. In the UK there are more than 100 but they can also be found in the US, Japan, Spain, New Zealand and Brazil among others.

Another money system that guarantees that currency remains in the community – thereby benefiting people who live and work locally – is local currencies. Those who are part of the scheme (and this can be individuals or businesses) use a ‘local’ currency, for example, a Toronto Dollar rather than a Canadian Dollar, or a Kyoto Yen rather than a Japanese Yen. To get your local currency you exchange, for example, 10 Canadian Dollars for 10 Toronto Dollars. You then go shopping and spend the money as usual but in local grocery stores rather than national ones, or at local farmer markets rather than in a supermarket chain. You can also spend the currency on local services, for example, the dry cleaner’s or getting your car fixed. Some shops may even use the currency as part of an employee’s wages. The employee uses this to buy things in the community. If anyone has too much local currency they can exchange it for ‘real’ money again – although they will lose 10%. This goes towards a fund that gives local currency to volunteers in the community and encourages people to keep the money. The scheme limits people’s choices but supports the local neighbourhood, and many have really prospered from financial support.

One man who has recognized that banks don’t help the poor is Bangladeshi economist Muhammad Yunus of Chittagong University who set up the Grameen Bank (‘village’ bank). He realized that one reason that poor people were remaining poor was that they could not borrow any money from ‘normal’ banks. The people then had no choice but to borrow money from unscrupulous money lenders who charged enormous interest rates. So the professor and his colleagues lent very small amounts of money to people with very low-interest rates. They simply had to trust the people to return the money as agreed. To his surprise, he found that poorer people are much more reliable in returning money than those who are richer and borrow from a bank. Grameen Bank has a proven repayment rate of around 98% – much better than any high street bank! The money is mainly lent to women, 95% of the borrowers are female, and as a result, small businesses are booming and people have a much better opportunity of breaking out of their poverty. Professor Yunus’s bank turned against the banking principle of ‘the more you have, the more you get’ and there are now well over 1,000 branches in Bangladesh.

Meanwhile, in the UK clients are taking their banks to court. They claim that the charges for being overdrawn are unfair. Thousands of cases have already been settled out of court, costing the banks millions of pounds. A court case involving the Office of Fair Trading is taking place to clarify the situation. Perhaps the result will also turn against another banking principle: ‘the less you have, the more you lose’.

Task 1: Students are to read the activity above and to send the tutor an email highlighting the gist of the article in 100 words

Teaching 2: Internet Banking

Task 2: Student to go onto the webpage on a bank of their choice and to describe to the group the process of accessing internet banking using a short powerpoint presentation

Teaching 3: Transferring Money

Task 3:
• Students to listen three times to the audio at http://www.audioenglish.org/english-learning/english_dialogue_banking_international_transfers_3.htm without being given the written transcripts.
• They have then to write the gist of the conversation
• They are then given the transcript of the dialogue and to assess their own understanding
• Identify new vocabulary and ensure students understand the new vocabulary and if not to go on-line to the on-line dictionary.

Follow up: Questions from the students that allow discussion on banking difficulties they have encountered.

Homework: Go into a bank and ask for information on a topic of your choice and bring it back to the class

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Idioms in a Business Situation

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Idioms in a Business Situation

Level: Intermediate

Age:

Length: 45 minutes

TESOL Methodology: Eclectic Approach, idioms flashcard match

Language Skills: Listening, Reading, Speaking, Writing

Lesson Objectives: To learn the meaning of 5 idioms used in a business situation and use them in a sentence in their correct context

Resources: Short story, flashcards, picture cards, written assignment, sentence cards

Teaching 1: Short story (ask a student to read it out- to make it more personal use the names of two students as the owners of the café)

RESOURCE SAMPLE – Bob and Jane own and run a little Café near the beach
Things are not going well – they are in a tight spot at the moment. They are losing customers to other new cafes that have opened up close by. Bob is responsible for the accounts and he tells Jane they have been in the red for the past few months. They have to come up with a plan – change up their menu to food that will sell like hotcakes to draw customers from the other cafes to theirs.
If this is a success it will pay off and they will be in the black again.

Task 1: Divide the students into groups. Hand over cards with the idiom to one group. Hand over cards with the meaning of the idiom to the other group. Ask them to relate the cards to the short story and try to match them up correctly.

Teaching 2: Learning the meaning

Tight spot
In the red
Sell like hot cakes
Pay off
In the black

Discuss each idiom with the students in relation to the story. Use the picture cards Example – explaining the idiom “sell like hot cakes”. Picture card could be of an ice cream vendor on the street and kids running towards it – to show that if you sell something everyone likes they will sell very quickly. Have a similar description for each of the other idioms

Task 2: Students to match up the flashcards correctly

Teaching 3: Worksheets / make a sentence cards

Worksheet – match the idiom to its correct meaning

Sentence cards – divide students into 5 groups and ask each group to construct a sentence with the idiom.

Task 3:

Worksheet – students to correctly match the idiom with the correct meaning
Students to create a sentence using the idiom in the correct context

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Animals

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The best way to start your English teaching career is to

become a TESOL teacher with ATA TESOL Australia.

Topic: Animals

Level: Beginner

Age: Children

Length: 45 minute

TESOL Methodology: Warm-up, flashcards, worksheet, game, follow up

Learning Skills: Speaking, Listening

Lesson Objectives: Students are able to recognize the five animals and read and pronounce their name

Resources: Flashcards, worksheet

Warm-up: Play a quick game of ‘Simon Says’ with the students to focus them for the class ahead

Teaching 1: Create flashcards for each animal (Dolphin, turtle, seahorse, shark, jellyfish) along with the word of the animal on a separate piece of paper that can be attached to the picture card. Hold each card and matching word up and say it to the students 5x, then say the word and have them repeat it 5x

Task 1: Students listen and then repeat the correct word in a loud and clear voice.

Teaching 2: Hand out a worksheet to students face down. Explain to the students how to play by joining the word shark and the picture of the shark with a line.

Task 2: Students complete worksheet. Teacher marks it.

Teaching 3: Stick flashcards onto the board in front of the class with the matching words underneath the picture. By pointing one by one to the pictures, perform a movement to match the animal. Go through it once by yourself, then have the students join in. Once everyone is comfortable with the actions, have the students line up in two lines. Take the flashcards off the board now and leave the words up there. Demonstrate game by pulling a card out at random, and performing as quickly as possible the matching action. Explain to students it is a race to be the quickest. You can increase the difficulty of the game by asking students to say the matching word as well as the action. Each line is a team; encourage team enthusiasm and positive competitiveness.

Task 3: Students are to race each other one on one, to complete the matching action to the animal picture that is shown in front of them.

Follow up: With the pictures up on the board, point to one and have students say the correct name and perform the correct action for it. Go through all of them in a random order a few times, to ensure students are comfortable with the names.

Make sure to contact us to find out about TESOL courses in Australia.
Or call 1300 723 928 and email our TESOL expert at marie@ataonline.edu.au to find out more today!

FREE ESL Lesson Plan- Rooms That Work

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The best way to start your English teaching career is to

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Topic: Rooms that work

Level: Intermediate

Age: 18 years +

Length: 45 minutes

TESOL Methodology: Eclectic Approach, Communicative, Macrologue, Worksheets, Video, Roleplay

Language Skills: Speaking, Listening, Reading, Writing

Lesson Objectives: Students will be able to identify which room will be best for the group of directors.

Resources: Realia (hotel broachers), Youtube clip, Worksheets

Pre-task (optional):
The teacher creates a Macrologue on the board with the words hotel for a businessman. The teacher asks the students what will a businessman need while staying at a hotel? The students respond with objects such as fax machine, wireless internet etc.

Teaching 1: The teacher then hands out the different hotel broachers to the students along with worksheets. The teacher explains to the students that they have to read the various broachers and write down on the worksheets what they think from what’s offered in the broachers what is best for their directors.

Task 1: Students then write down what they think is required for the directors.

Teaching 2: Short video clip http://www.youtube.com/watch?v=-3UlI_jakAY In the clip it will show an example of what the kind of hotel they might be looking for.

Task 2: Students watch the video clip.

Teaching 3: Roleplay activity- Students are put in pairs in a mock phone call situation. In which they will read out what they will require and if the hotel has any other things available.

Task 3: Students then role play.

Follow-up: Discussion about the clip. What is in the video clip did you notice that would be good for the group of directors?

Homework: Worksheets are given to the students containing all the different high tech gadgets available now at different hotels. Students highlight what they deem is essential for their directors.

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