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InMete 55+ lesson outlines and plans for elementary senior courses with examples

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InMete 55+ lesson outlines and plans for elementary senior courses - with examples

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InMete 55+ lesson outlines and plans for elementary senior courses with examples

  1. 1.  LESSON OUTLINES & PLANS for elementary senior courses Published by the partners of the “Innovative methods for increasing effectiveness of teaching English of 55+ learners” Project Erasmus+ Project, Key Action 2 – Strategic Partnerships with examples and didactic materials for teachers
  2. 2.  Contributing authors: Teresa Anelli (Italy), Beatrix Bajnóczi (Hungary), Agnieszka Baran (Poland), Gyöngyi Bódiné Gál (Hungary), Andrea Ciantar (Italy), Loredana Golob (Italy), Manuela Gazzano (Italy), Kirsi Haavisto (Hungary), Barbara Kaszkur-Niechwiej (Poland), Anna Payne (Poland), Malwina Szeliga (Poland), adult learners taking part in the project. Project logo designer: Andrea Sinka (Hungary) Kraków (Poland), Rome (Italy), Szeged (Hungary), 2014-2016
  3. 3. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3 Table of contents Introduction – The InMETE 55+ Project ................................................... 5 The Project Partners ................................................................................... 7 General Tips for Teachers .......................................................................... 9 Teacher’s Guide – lesson outlines and plans description .................... 13 Lesson Outlines …………………………………………………………......... 15 Lesson Plans …………………………………………………………….......... 27 Summary .................................................................................................. 103
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  5. 5. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5 Introduction – The InMETE 55+ Project Teaching foreign languages, especially English, to seniors, is becoming one of the most crucial elements of education in later-life in Europe. Existing analysis concerns mainly the needs and current state, but there are not enough didactic materials which would support teachers in their daily work with learners 55+. This concerns in particular those materials that go beyond the traditional language course, and include such elements that are emotionally engaging, motivating, and provide new incentives: mental, physical and sensory - so essential in later-life pedagogy. To address this deficiency a partnership was formed which consists of 3 organizations from Poland, Hungary and Italy, possessing considerable experience in senior education, especially in language teaching and represent a complementary approach, including academic. This has enabled the partners to identify the most urgent needs and gaps in language teaching (especially English) to older learners and to propose innovative solutions to address them. The Fullness-of-Life Academy Association from Krakow, the Courses Educational and Cultural Association from Szeged and the Italian Federation for Continuing Education from Rome gathered together to realize the Erasmus + Project “Innovative methods for increasing effectiveness of teaching English of 55+ learners” (InMETE 55+). The project has a form of “Strategic Partnership”, done under the Key Action 2 from September 2014 to August 2016. The project goal is to develop tangible propositions of innovative methods for increasing effectiveness of teaching English to 55+ learners. Through well-structured cooperation, researches, discussions, international meetings, three tangible intellectual outputs of the project be prepared:
  6. 6. Lesson outlines and plans for elementary senior courses 6 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. a. resource pack of possible resources: materials, ideas and guidelines which could be used during the English lessons to increase cognitive functions of elderly learners, in particular, their attention, motivation, emotional involvement, memory functioning, senses and body involvement, communication sensitivity and capability, and also their well-being; b. nine detailed lesson outlines together with teaching/learning materials for teachers and students (each for two levels: elementary (A2-B1) and intermediate (B2) including innovative elements taken from external sources like art, historical heritage of our countries, memory rules and methods, music, poetry, body expression and para-theatrical forms, etc.; c. two curricula for a one-year (60 hrs) course for learners 55+, two levels - elementary (A2-B1) and intermediate (B2). These three products will be available free of charge for seniors’ educators from the non-profit sector. At the end of the project, during dissemination events, all of them will be promoted. In this publication we present the project's second product – nine lesson plans and outlines for elementary courses for seniors. Lesson plans contain general information about lesson elements – the grammar structures and vocabulary that are going to be presented as well as the skills that are going to be developed. Lesson outlines include a detailed description of each lesson, complete with aims, ways of leading exercises, information about necessary materials, suggested homework, and photocopiable materials for teachers.
  7. 7. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 7 The Project Partners The partnership consists of 3 partners from Poland, Hungary and Italy, who possess considerable experience in senior education, especially in language teaching and represent a complementary approach, including academic. Poland: Stowarzyszenie Akademia Pełni Życia im. Joanny Boehnert The Fullness-Of-Life Academy Association has been working since 2001 with seniors from the Malopolska region of Poland - both from big cities and small towns. The goal has been to improve the quality of older people's life by creating a wide range of educational opportunities for them. Special emphasis is put on giving seniors access to modern computer technology, language learning and the achievements of contemporary science and culture. The Association organises computer courses, language classes, lectures, seminars, memory training, art workshops, and discussion and hobby groups. It also develops teaching/study materials tailored to older people. It carries out innovative educational projects for older people, both locally and internationally. Web page: www.apz.org.pl
  8. 8. Lesson outlines and plans for elementary senior courses 8 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Hungary: Tan-Folyam Oktatási és Kulturális Egyesület The Courses Educational and Cultural Association was founded by adult learners. Its main aims are to promote formal, non-formal and informal lifelong learning and to achieve and maintain mental, physical and social well-being through active learning. It organises and conducts various training workshops and projects related to lifelong learning, for example in language and ICT. The majority of members of the Association are older people and the development of teaching and learning techniques and applications appropriate to the age group is a central interest. Web page: www.tan-folyam.eu Italy: Unione Italiana di Educazione Deglt Adulti (UNIEDA) The Italian Federation for Continuing Education is a national umbrella organisation of 65 Italian adult education organisations. It is a national focal point for the development of an inter-generational pedagogy aimed at different generations and cultures in the name of their common educational needs. As a research and experimentation centre for adult education activities and methodologies, UNIEDA is particularly active in the promotion and dissemination of autobiographical and biographical narrative methodologies and explores their relationship with the memory and learning of older people. It participates in the implementation and dissemination of European Grundtvig projects at national and transnational level and, in 2010, developed for use a model bill on Lifelong Learning, which was regarded as strategic for the achievement of Lisbon objectives and aims. Web page: www.unieda.it
  9. 9. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 9 General Tips for Teachers At the beginning of a course the learners can fill in a questionnaire about the most common problems in learning English. Typical problems which will emerge are: speaking, oral comprehension, irregular verbs, present perfect/past simple, present perfect simple/continuous, future, phrasal verbs, idioms. The result of the questionnaire is important for teachers because they can develop the course by taking into account their students’ necessities. Teachers shouldn’t correct 100% of their students’ mistakes especially during conversation activities and at low levels. Excessive correction could result in the students’ refusal to speak. A good option is to write down the students’ mistakes without interrupting them and to correct them only at the end of the activity. Don’t forget to praise your students for their progress. Some students in particular are very shy and they need to be encouraged. A good way to correct compositions and essays written by students is the “collective correction”: the teacher selects (among the students’ texts) the sentences with the worst (and most interesting!) mistakes and writes them on the board without mentioning the author. In turn the students have to spot the mistake and correct it. Encourage students to use traditional dictionaries and not digital ones. The “effort” of looking up a word helps students fix it in their memory more than a simple click on their pc.
  10. 10. Lesson outlines and plans for elementary senior courses 10 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Adult-students are not just people who are learning a language; the teacher should valorise their personal experiences and background. If they want to share and compare their personal experiences, the teachers should encourage them. Make sure that the material is presented in a suitable way: for example well printed, in fonts which are not too small. Make sure the equipment works properly. For example if you play a song, the quality of the sound must be perfect and the room must not be noisy. If students do not understand a song or a listening exercise, they could be discouraged even if it’s not totally their fault. Don’t use materials (readings, listening, grammar exercises) too difficult for the students’ level. It could result in a general lack of confidence in the class. In general the teacher should motivate the students not to use their mother tongue in class, or to do this to the smallest degree possible. Anyway, at elementary levels, use the students’ language if necessary to make them feel comfortable, especially during the very first lessons when they don’t know the teacher and the other students, and their tension could compromise their understanding.
  11. 11. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 11 In the case of oral activities where every student has to describe something (a holiday, a story, a film) encourage the others to ask their classmate at least one question on the presentation s/he has just given. It will oblige everybody to listen carefully to the presentations. Create an informal relaxed atmosphere. If possible, put the tables in a circle so that everybody can look at each other. Enjoying ourselves is the best way to learn. Sometimes divide the students in teams and organize contests. They increase motivation and let learners socialize.
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  13. 13. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 13 Teacher’s Guide – lesson plans and outlines description Presented lesson plans and outlines were specifically designed to be easily used by English language teachers who work with seniors. Lesson outline is a short summary of general competences in both knowledge and skills that are going to be developed during each lesson. It should give the teacher clear information about the grammar structures and vocabulary that are going to be covered/revised during each lesson, what skills (reading, writing, speaking, listening) are going to be worked on/developed. It also contains suggested exercise designed to check the knowledge and skills of the student. Lesson plan is a detailed programme of each lesson. It gives the teacher a ready-to- follow guide on how each lesson could be run. Of course it is only a suggestion and can be modified and augmented depending on the particular needs of each group of students. It is good to bear in mind that flexibility of the teacher, suitable speed and way of running the lesson that is tailored to the students’ needs are crucial in teaching seniors. Activities for students-seniors should be first of all designed to make them comfortable, motivated and should be focused on reaching even a small success in teaching – learning process, while meritorical aims come second. Each of the lesson plans contains the topic, information about aims and the duration of each meeting. Included are also detailed descriptions of all mentioned exercises/activities with information about time needed, materials, and also ready to copy materials for teachers or information about sources where certain materials could be found. There are also some methodological guidance available (included) necessary for successful running of the lesson.
  14. 14. Lesson outlines and plans for elementary senior courses 14 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photos by UNIEDA © 2015 Lessons that are presented were designed and described by teachers with wide experience in teaching seniors, and they are based on the Resource Pack which is also one of the project's products (see: “The Resource Pack of materials, ideas and guidelines”). The proposed lessons were tested by the teachers and students-seniors in partner organizations. Seniors that have taken part in the lessons were highly satisfied with them, both with the materials and exercise. All remarks and suggestions collected as feedback were taken into account in the creation of the final version of the product that has been handed to you. Photos by APZ © 2015
  15. 15. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 15 LESSON OUTLINES Lesson 1 - Try to be a tourist in your own town Lesson 2 - Sport – Part 1 Lesson 3 - Sport – Part 2 Lesson 4 - Imaginary world of music Lesson 5 - Food Lesson 6 - Eating out Lesson 7 - Back to our childhood Lesson 8 - Birthdays in the family Lesson 9 - Birthday preparations
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  17. 17. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 17 Lesson Outline 1 Lesson title: Try to be a tourist in your own town LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Prepositions Imperatives Present simple: statements, questions, short answers Tourist language Tourist expressions A list of places in town A list of prepositions A map with expressions Practical use of present simple Giving directions A map with expressions Describing location of objects (map of the Old Town) Describing how to get to places Practising present simple A street game: Try to be a tourist in your own town Following directions (map of the Old Town) Take-home task: a riddle with directions Take-home task: a riddle with directions
  18. 18. Lesson outlines and plans for elementary senior courses 18 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lesson Outline 2 Lesson title: Sport – Part 1 LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Use of the verbs play, go and do with sports Sport Parts of the body The rules of the game Talking about sports Stretching - - - Definitions Fill in the gaps Anagrams
  19. 19. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 19 Lesson Outline 3 Lesson title: Sport – Part 2 LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Present Simple: forms and uses Contracted forms: is/has Possessives Sport English Stew English people - - - TPR Song: We are the champions Reading comprehen sion True/false Questions
  20. 20. Lesson outlines and plans for elementary senior courses 20 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lesson Outline 4 Lesson title: Imaginary world of music LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Verbs Adjectives Nouns Present simple statements, questions, short answers Likes/dislikes Adjectives (feelings, emotions) Antonyms/syn onyms (a list of adjectives with the opposites to match) Practical use of present continuous (a list of sentences with present simple) Describing emotions and feelings Practising short questions and answers: Do you like..? Pieces of music to listen (according to the teacher’s choice) Sentences to practise present simple Take-home task : write the sentences using present simple (likes/dislik es)
  21. 21. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 21 Lesson Outline 5 Lesson title: Food LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Use of imperative Words related to food and meals Find words related to the topic Eating habits in the UK The Mediterran ean diet Talking about eating habits in your country Talking about the Mediterran ean diet Recipes - - - Fill in the gaps with the correct imperative
  22. 22. Lesson outlines and plans for elementary senior courses 22 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lesson Outline 6 Lesson title: Eating out LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Present simple Giving descriptions Words related to the topic Expressions how to order a meal Hangman Short texts to elicit information Describing pictures Practising forming statements, questions and answers (focusing on present simple and present continuous) - - - Sentences to practise present simple and to describe places Take-home task: write 5-6 sentences about a bad restaurant you know
  23. 23. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 23 Lesson Outline 7 Lesson title: Back to our childhood LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Verbs Adjectives Nouns Present continuous statements, questions, short answers Actions/game s/activities Antonyms (a list of adjectives with the opposites to match) Colours Practical use of present continuous (a list of sentences with present continuous) Describing actions/ga mes/activiti es, practising present continuous based on a picture Children's Games by Pieter Bruegel the Elder - - - Sentences to practise present continuous Take-home task: write the sentences using present continuous
  24. 24. Lesson outlines and plans for elementary senior courses 24 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Lesson Outline 8 Lesson title: Birthdays in the family LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Present simple vs Present Continuous Adverbs of frequency Words related to birthday celebrations Practical use of present simple and present continuous (a list of sentences) Lyrics of a birthday song Describing pictures Practising forming statements, questions and answers (focusing on present simple and present continuous) Songs and their lyrics Sentences to practise present simple vs present continuous Take-home task: write 5 statements using present continuous using a photo
  25. 25. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 25 Lesson Outline 9 Lesson title: Birthday preparations LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Simple past Countable/un countable nouns Words related to the topic Worksheets on the grammar topics A story of an object Telling stories in the past Describing pictures Practising forming statements, questions and answers in the past Practising using a/an, some A short dialogue on countable/ uncountabl e nouns (a shopping list) Sentences to practise countable and uncountable nouns Recipes: ordering instructions Take-home task: write a recipe for a dessert
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  27. 27. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 27 LESSON PLANS Lesson 1 - Try to be a tourist in your own town Lesson 2 - Sport – Part 1 Lesson 3 - Sport – Part 2 Lesson 4 - Imaginary world of music Lesson 5 - Food Lesson 6 - Eating out Lesson 7 - Back to our childhood Lesson 8 - Birthdays in the family Lesson 9 - Birthday preparations
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  29. 29. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 29 Lesson Plan 1 Topic: Tourism/asking the way Lesson Title: Try to be a tourist in your own town Level: Elementary Lesson duration: 90 min Aim:  to learn/practice prepositions (next to, behind, opposite, etc.), imperatives (turn left, turn right, go straight on, etc.), present simple statements, questions, short answers (Can you see the hotel?, Yes I can, No I can't, etc.)  to learn/practice getting/giving information  to work in pairs/in groups, sharing information to complete tasks Summary of Tasks/Actions: This activity is designed to take place outside the classroom, in the town/city centre, using maps and/or plans. Its aim is to learn/practice/revise vocabulary and grammar structures connected with asking for/giving directions, asking for/giving information, describing places/objects/buildings. Students learn/revise/practise prepositions, imperatives, and present simple (statements, questions and short answers). Students learn/revise/practise tourist language, and tourist expressions. You start your lesson in the town/city centre – ask students to meet up in a particular place in your town, ideally in a place where you can sit. In Kraków, I meet my students on the Main Square. 1. WARMER (5-10 min) Ask students to look around and name as many places/buildings as they can. Give students a list of places in the town (photocopiable material 1) and make sure they understand all the words, explain the meaning if necessary, model and drill pronunciation if necessary. Ask them to answer questions according to the list, e. g. “Can you see a park?””Yes”,”No”. 2. GRAMMAR/VOCABULARY (5-10 min) Give students a list of prepositions (photocopiable material 2), go through vocabulary, explain the meaning if necessary, model and drill pronunciation if necessary.
  30. 30. Lesson outlines and plans for elementary senior courses 30 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Focus on the list of prepositions and ask students to try to describe the location of the chosen objects that they can see, give them as much support as they need. 3. VOCABULARY(5-10 min) Give students the list of expressions with the map (photocopiable material 3) and go through the vocabulary with them. Elicit/teach expressions, explain the meaning if necessary, model and drill pronunciation if necessary. Ask students to work in pairs and to match the letters from the map with the expressions. 4. ACTIVITY (50-60 min) Put students into two groups. Give students the map of the Old Town (photocopiable material 4). Explain that on their maps there is a cross that shows the place where they start the game (here the Main Square) and there is another cross that shows the place that has to be found by the other group (here the University and Juliusza Słowackiego Theatre). Students explain the way to the marked places to the other group (e.g. “In order to get to that place you must turn right, go past the Cloth Hall, go straight on Wiślna Street” etc.). Ask each group of students to take 3 pictures (using their mobile phones) of some characteristic objects on their way. (Preferably objects that are on the list of places in town.) Both groups take a walk and, following the directions given, look for the places. After finding/locating the place, students have to think of 5 words to describe the object (big, small, beautiful, old, green, etc.) in 5-10 sentences (“It's big” etc.). After set time (here 15-20 min) they have to come back with their findings and descriptions. Students share findings and descriptions. The winner is the group which found all the places correctly. 5. DISCUSSION/VOCABULARY PRACTICE (10-15 min) Students look at the pictures taken on their way. Ask students what they think is in the pictures. Students ask a question “Excuse me. How do I get to (this hotel, this restaurant etc.”)? Students practise giving directions.
  31. 31. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 31 6.TAKE-HOME TASK Using maps/plans of the city/town where the activity takes place prepare a riddle for your friends. Start on the Main Square and write the directions to any place you choose. Materials/Equipment: 1. Maps/plans of the city/town where the activity takes place 2. A list of places in the town 3. A list of prepositions 4. A map with the expressions Take-home Tasks: Using maps/plans of the city/town where the activity takes place prepare a riddle for your friends. Start on the Main Square and write the directions to any place you choose. Methodological and classroom management remarks and guidelines Planning your lesson in advance make sure that you have a good weather forecast for the day you plan your lesson. Make sure that area of the lesson is not too large – remember that long walks may be too tiring for students. Make sure that there are places where you can sit and have a rest/discuss and explain if necessary.
  32. 32. Lesson outlines and plans for elementary senior courses 32 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 1 Lesson 1 - Try to be a tourist in your own town Places in a town  a park  a market  a hospital  a station  a car park  a street  a bus stop  a post office  a church  a chemist's
  33. 33. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 33 Photocopiable material 2 Lesson 1 - Try to be a tourist in your own town Prepositions Look at the list of prepositions and try to describe location of the objects that you can see. 1) on the corner (of) 2) between 3) next to 4) opposite
  34. 34. Lesson outlines and plans for elementary senior courses 34 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 1 - Try to be a tourist in your own town Giving directions Match the letters from the map with the expressions: __________ It's on the left. __________ It's on the right. __________ Go past … __________ Turn left. __________ Turn right. __________ Go straight on. __________ Take the first turning on the right.
  35. 35. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 35 Photocopiable material 4 Lesson 1 - Try to be a tourist in your own town A map of the Old Town Source: http://www.krakow-info.com/planKrak.htm
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  37. 37. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 37 Lesson Plan 2 Topic: Sports Lesson Title: Sport – Part 1 Level: Elementary Lesson duration: 90 minutes Aim: - to introduce the different verbs used with sports - to introduce vocabulary related to sport - to introduce rules of different games - to do some stretching during the lesson Summary of Tasks/Actions: 1. WARMER (10 min) Write the word sport on the board and ask students to think of all the sports they know in English. Possible answers related to this topic: baseball, basketball, cricket, judo, karate, gymnastics, athletics, swimming, skiing, volleyball, tennis, golf, cycling, football, rugby, aerobics, table tennis, ice- skating, hockey, squash 2. VOCABULARY (5 min) Students can check their answers by comparing them to the pictures of a visual vocabulary bank (e.g. pictures collected by the teacher). 3. SPEAKING (10 min) The teacher asks students general questions about sport. Possible questions: Do you do any sports? Which ones? How often? Which sports do you enjoy watching? Which sports do you hate watching? Which sports are the most dangerous in your opinion? Which sports are very expensive to practice in your country? Are you (or anyone in your family) a fan of a sports team? Do you watch their matches? When? 4. GRAMMAR ACTIVITY (10 min) Write three different columns on the blackboard containing the verbs: play/do/go. Ask the students to guess which verbs they would use with the sports mentioned in the previous activity. The right answers should be: PLAY (baseball, basketball,
  38. 38. Lesson outlines and plans for elementary senior courses 38 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. cricket, volleyball, tennis, football, rugby, golf, hockey, squash, table tennis) GO (cycling, ice-skating, swimming, skiing) DO (judo, karate, gymnastics, athletics, aerobics) 5. GRAMMAR EXPLANATION (10 min) The teacher explains the uses of the verbs “play” “go” and “do” depending on the sport mentioned. (Photocopiable material 1) 6. PRE- READING ACTIVITY (10 min) Students are going to read a passage where different sports are described. They have to guess which sports the passage is talking about. It might be useful to introduce some vocabulary: the modals “have to” and “mustn’t”; the prepositions “through”, “into”, “over”; the verbs “hit”, “kick”, “throw”. To avoid using the students’ mother tongue the teacher can mime these meanings. 7. READING AND ANALYSIS (10 min) The rules of the game. Students read in turn and the teacher explains the new vocabulary and asks simple questions. At the end of every paragraph the students have to guess the sport described and they have to justify their answer. (Photocopiable material 2) 8. VOCABULARY (5 min) Students are given a list of pictures related to the parts of the body. This vocabulary will be essential for the following activity. (Photocopiable material 3) 9. ACTIVITY: STRETCHING (15 min) The teacher at some point of the lesson can introduce some stretching exercises. The exercises can vary according to the location (a park, a classroom) and the possibility of sitting on the floor. Before the activity the teacher introduces some verbs that will be essential for this activity: “step”, “breathe”, “clasp”, “bend”, “interlace”, “lift”. Here are some examples:  Step your right foot forward and place your hands on the right knee. Breathe in and exhale. Return to the first position. Step your left foot forward and place your hands on the left knee. Breathe in and exhale. Repeat four times.  Stand with your feet together and your arms up over your
  39. 39. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 39 head. Clasp your hands together and breathe in as you reach upward. Move your back and shoulders on the right and breathe out. Repeat on the left side.  Bend your knees slightly. Put your hands behind your back. Interlace your fingers. Straighten your arms and stretch them upwards.  Sit on the floor with your legs straight. Bend your right knee and put your right foot behind your left leg. Put your right hand on the floor. Bend your left elbow and put it against your right knee. With the left elbow push the right knee left. Switch sides.  Bend your knees and put the soles of your feet together. Push the knee toward the ground.  Lift your right arm and put the right hand behind the neck. Put your left hand on the waist and move it up until it meets the right hand. Interlace the left hand with the right hand. Breathe in and out. 10.TAKE-HOME TASKS (Photocopiable material 4) Materials/Equipment: 1. Blackboard 2. Photocopiable materials Take-home Tasks: Definitions Fill in the gaps Anagrams Methodological and classroom management remarks and guidelines Ice-breaking activities Brainstorming activities Eliciting Interaction Multisensory stimulation
  40. 40. Lesson outlines and plans for elementary senior courses 40 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 1 Lesson 2 - Sport – Part 1 Source: Oxford Advanced Learner’s Dictionary, new 8th edition pag: V36-V37
  41. 41. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 41 Photocopiable material 2 Lesson 2 - Sport – Part 1 THE RULES OF THE GAME 1) You usually do this sport indoors but you can also do it outdoors or in the sea. You move your arms and legs to move through water. There are different styles. _____________________________ 2) You can play this sport outdoors or indoors with two or four players. You have to hit the ball over a net and the ball mustn’t “go” out. _____________________________ 3) In this sport there are two teams. You play it outside. You have to pass the ball to other players of your team until you can kick it in a goal and score a point. You mustn’t touch the ball with your hands, only with your feet. _____________________________ 4) You have to be very tall for this sport. You have to throw the ball over a high net until it touches the opponent’s court. In this case you score. There are six players in each team. It can be also played on the beach. _____________________________ 5) You do this sport outdoors. You have to go round a country using a particular kind of transport moved by the energy of your legs. The fastest person wears a pink t-shirt. _____________________________
  42. 42. Lesson outlines and plans for elementary senior courses 42 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 2 - Sport – Part 1 Source: Oxford Advanced Learner’s Dictionary, new 8th edition pag: V48
  43. 43. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 43 Photocopiable material 4 Lesson 2 - Sport – Part 1 Read the definitions and write the words. 1) The contrary of win L________________ 2) The person who controls a football match RE_______________ 3) The sport where you move in the water S________________ 4) It is used to play tennis R________________ 5) What professional sport people do every day TRA______________ 6) The place where they play football ST_______________ 7) The sport where you use a bicycle C________________ 8) The leader of a team CAP______________ Complete the sentences with the right form of play, do or go. 1) My parents ______________ skiing every winter. 2) I can’t ______________ basketball because I’m too short. 3) Susan usually______________ swimming on Saturday morning. 4) My sister ______________ judo twice a week. 5) Mark ______________ football with the local team. 6) My colleagues ______________ yoga to relax after work. 7) If you want to keep fit, ______________ gymnastics every day. 8) I often ______________ cycling in the countryside. Put the letters in the right order to obtain the name of the sport. OTLLBAOF _________________ BEASLBLA _________________ WMIGSNIM _________________ FLOG _________________ SITENN _________________ KISING _________________
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  45. 45. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 45 Lesson Plan 3 Topic: Sports Lesson Title: Sport – Part 2 Level: Elementary Lesson duration: 90 minutes Aim: - To learn vocabulary related to sport - To revise the different uses of ‘s: is/has/possessive - To introduce Present Simple - To understand simple sentences - To sing with the class Summary of Tasks/Actions: 1. WARMER (10-15 min) English Stew: Students have to elicit as many words as possible related to the word “sport” (if this lesson is the sequel of lesson “Sport - Part 1” students can try to remember words from the previous lesson). The teacher draws a pot on the board with the word “SPORT” inside and the students have to add words connected with the topic in the pot. When the pot is full, the teacher asks the students to write sentences with these words. Possible words with different initials related to this topic: athletics; athlete; baseball; basketball; bat; beat; bowling; car- racing; circuit; court; cup; cycling; draw; driver; football; goal; golf; gymnastics; hit; hockey; horse racing; jogging; kick; lose; match; medal; net; pitch; polo; racket; referee; ring; rugby; saddle; skates; skis; skiing; squash; stadium; swimming; table tennis; team; tennis; track ; train; volleyball; whistle 2. VOCABULARY (10 min) Students are given a list of words related to the topic and they are invited to add all the words they can remember from the warm-up activity. (Photocopiable material 1) 3. READING AND ANALYSIS (15 min) English People. A student is chosen to read the first passage about English people. During the reading the student has to put the right verbs in the gaps. Another student is chosen to read the second passage. (Photocopiable material 2)
  46. 46. Lesson outlines and plans for elementary senior courses 46 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4. GRAMMAR EXPLANATION (15 min) The teacher asks the students to underline all the examples of Present Simple. Then the teacher explains the different forms of Present Simple. (Photocopiable material 3) 5. ACTIVITY (15 min) Total Physical Response: This method is based on the coordination of language and physical movement. The teacher gives simple sentences (Today is Monday./There are 10 people in the class., etc.) and students have to take one step right if the sentence is true and left if the sentence is false. The sentences used by the teacher are structured according to the students’ level and the topic treated. In particular the sentences of this lesson will contain the Present Tenses and the possessive ‘s. Possible examples of sentences:  Today is Monday.  The teacher wears glasses.  XXXXXX (a student) is wearing a red sweater.  The sky is blue.  The grass is green.  The sun is cold.  XXXXXX (a student) is a doctor.  Mona Lisa is Michelangelo’s masterpiece.  Glasgow is the capital of Scotland.  The teacher’s bag is on the table.  A shop assistant works in a bank.  Christmas is on 24th December.  Muslims go to the mosque on Saturday.  XXXXXX (a student) is not at school today.  Madonna is an English singer.  We have two eyes.  We have a mouth.  We have 10 fingers.  Tomorrow is the 20th March.  The teacher is wearing a watch.  XXXXXX (a student) is from XXXXX (a city).  Vegetarians don’t eat meat.  Mr Obama’s wife is called Hilary.  There is a television in our class.
  47. 47. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 47 6. SONG (20 min) Listen to the song We are the champions. (Photocopiable material 4) 7. TAKE-HOME TASKS (5 min) Reading-comprehension (questions, true/false statements) (Photocopiable material 5) Materials/Equipment: 1. Blackboard 2. Photocopiable materials 3. CD player Take-home Tasks: Reading comprehension Questions and True/False statements about the text (written). Methodological and classroom management remarks and guidelines Ice-breaking activities Brainstorming activities Eliciting Interaction Multisensory stimulation
  48. 48. Lesson outlines and plans for elementary senior courses 48 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 1 Lesson 3 - Sport – Part 2 WHERE SPORTS ARE PLAYED  The area that is specially marked for playing a sport can be called pitch or court.  PITCH is for outdoor ball sports, like rugby, football, hockey.  COURT is for racket sports and indoor ball sports, like basketball, squash, tennis.  Some sports are played in a stadium.  STADIUM the plural is stadiums or stadia. NAME OF SPORTS TEAMS  Names of American sports teams always start with “the” (for example, The Chicago Bulls).  Names of English sports teams don’t (for example Manchester United, Aston Villa). PEOPLE WHO TAKE PART IN SPORTS 1. A person who plays a particular sport is usually called a football/tennis/basketball player. 2. Some sports have a special name for the player which ends in –er (footballer, runner, boxer, swimmer). 3. Other sports do not follow any rule (athlete, cyclist, gymnast). PEOPLE IN SPORTS  PLAYERS – people who play a sport  CAPTAIN – the head of a team  REFEREE – the person who controls a match  COACH – a person who trains a team or a player  SPECTATOR –a person who watches a sport  GOALKEEPER – the player who defends the goal, for example, in football.
  49. 49. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 49 Photocopiable material 2 Lesson 3 - Sport – Part 2 ENGLISH PEOPLE My name’s Tracy Linnell. I live in a flat in Liverpool. I w_______ in a bank. I r_______ the Guardian and I don’t w_______ TV. I g_______ to the cinema very often. I don’t e_______ meat because I am vegetarian. I s_______ cigars. I don’t s_______ any foreign languages, only English. I p_______ volleyball on Mondays. I d_______ tea at five every day. I l_______ animals and I h_______ two dogs. This is Gordon Singleton. He lives in a house in York. He _______s in a hotel. He _______s the Times and he _______es TV in the evening. He _______es to the theatre once a month. He doesn’t e_______ a lot of sweets because he is diabetic. He _______s the pipe. He _______s French very well because his mother is Canadian. He _______s tennis every day. He _______s beer and red wine. He _______s animals but he doesn’t h_______ any pets because he is allergic.
  50. 50. Lesson outlines and plans for elementary senior courses 50 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 3 - Sport – Part 2 PRESENT SIMPLE + _ ? Short Answers I work I don’t work Do I work? Yes, you do. No, you don’t. you work you don’t work Do you work? Yes, I do. No, I don’t. he, she, it works he/she/it doesn’t work Does he/she/it work? Yes, he/she/it does. No, he/she/it doesn’t. we work we don’t work Do we work? Yes, you do. No, you don’t. you work you don’t work Do you work? Yes, we do. No, we don’t. they work they don’t work Do they work? Yes, they do. No, they don’t. positive form: he/she/it + s (there are some exceptions: if the verb finishes in x, ch, sh, ss, o, z add -es; if the verb finishes in consonant+ y, drop the y and add -ies) negative form: subject + don’t/doesn’t+ base form (without s) question: auxiliary do/does + subject + base form (without s)
  51. 51. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 51 Photocopiable material 4 Lesson 3 - Sport – Part 2 SONG  First listening: circle the word you hear  Second listening: check with the teacher  Third listening: sing along with the other students “WE ARE THE CHAMPIONS”, The Queen I've paid my dues / clues Time after time I've done my sentence But committed no pride / crime And bad mistakes I've made /played a few I've had my share of sand Kicked in my face But I've come through And I need to go on and on and on and on CHORUS We are the champions - my friends And we'll keep on fighting/smiling till the end We are the champions We are the champions No time for losers 'Cause we are the champions of the world I've taken/missed my bows And my curtain calls You've brought me money/fame and fortune And everything that goes with it I thank/love you all But it's been no bed of roses no pleasure/treasure cruise I consider it a challenge before the whole human race/space And I ain't gonna lose And I need to go on and on and on and on CHORUS x2
  52. 52. Lesson outlines and plans for elementary senior courses 52 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 5 Lesson 3 - Sport – Part 2 TAKE-HOME TASKS  SPAIN, THE COUNTRY THAT NEVER SPLEEPS Spain is famous for the original and unusual lifestyle. Spanish people usually have lunch very late, at 2.30 in the afternoon. They have dinner at 10.00 pm. People don’t go to bed before midnight. Spanish people like walking and they often go to the cinema. On Friday and Saturday nights they go to bars and discos. Spanish night-life starts at midnight. Discos close at 6.00 in the morning. In Barcelona some discos open at 10.00 on Sunday morning! Only 21% of the population go to the church. Spanish people love dancing, especially flamenco. They eat paella and they often drink sangria. QUESTIONS 1) What time do Spanish people have lunch? ………………………………………………………………………………………………… 2) When do they go to bed? …………………………………………………………………………………………………
  53. 53. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 53 3) Do they go to the cinema? ………………………………………………………………………………………………… 4) When do they go to bars and discos? ………………………………………………………………………………………………… 5) What time does Spanish night-life start? ………………………………………………………………………………………………… 6) Where do some discos open at 10 am? ………………………………………………………………………………………………… 7) Are Spanish people very religious? ………………………………………………………………………………………………… 8) What’s the national dish? ………………………………………………………………………………………………… 9) What do they often drink? ………………………………………………………………………………………………… TRUE OR FALSE STATEMENTS 1) Spain’s lifestyle is strange. 2) Spanish people have lunch at 10 am. 3) They go to bed late. 4) Discos close at 6 pm. 5) Spanish people always go to the church. 6) They dance samba. The national drink is vodka.
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  55. 55. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 55 Lesson Plan 4 Topic: Music and feelings Lesson Title: Imaginary world of music Level: Elementary Lesson duration: 90 min Aim:  to revise/learn expressions in connection with feelings/emotions  to revise/learn antonyms/synonyms  to revise/learn verbs – likes and dislikes  to revise/learn/practise present simple tense (statements, questions, short answers)  to work in pairs/in a group Summary of Tasks/Actions: This lesson is based on five pieces of music, selected and prepared by the teacher, preferably of different types/genres/moods. Students learn/revise/practise adjectives (with opposites and synonyms), verbs – feelings/emotions/likes/dislikes and present simple tense (statements, questions, short answers) 1. WARMER (10 min) Give students 6 faces (cut out form a magazine or printed out) showing different moods with adjectives written on slips of paper, describing them. Put students into pairs and ask them to match the photos/pictures with the different descriptions. Check answers with the whole class. Make sure students pronounce words correctly. Model and drill pronunciation if necessary. Write the new items of vocabulary on the board. Ask each student how she/he feels now and elicit answers: ‘I feel...’ (Photocopiable material 1) 2. ACTIVITY(5 min) Write on the board the word “music” and try to elicit any ideas that come to students’ minds (names, types, titles, songs) . Put some of the examples on the board.
  56. 56. Lesson outlines and plans for elementary senior courses 56 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 3. GRAMMAR PRACTICE(5-10 min) Put on the board a question “Do you like music?” and short answers “Yes, I do./ No, I don’t”. Make students ask and answer each other this question. Extend the task by making students ask and answer the question “Do you like…” with other known objects/places/people (e.g. from the board): “Do you like Pavarotti/my dress/English..?” etc.) 4. VOCABULARY PRESENTATION(5-10 min) Give students cards with adjectives and their opposites. In pairs get them to try to work out the meaning of first 8 of them. Explain the meaning of words that students found new/difficult. Model and drill pronunciation of the adjectives given. Tell students that they can describe music. Elicit what else can be described by those adjectives (pictures, clothes, films, etc.) (Photocopiable material 2) 5. VOCABULARY PRACTICE(5-10 min) Focus on the list of adjectives and ask students to match them with their opposites. Explain the meaning of words that students found new/difficult. Model and drill the pronunciation of the adjectives given. Check the matches with the whole class. 6. LISTENING(10-15 min) Explain to students they are going to relax and listen to five different pieces of music (approximately 2 min each) and that they are going to fill in the chart with the adjectives from the list (previous exercise) which best describe those fragments of music. Play the recording and after each bit give students time to take down their impressions. Check the answers with the whole class but remember that answers may differ since each student can interpret the same piece of music in a slightly different way. It is important that students relax and use as many known/taught adjectives to describe music. 7. DISCUSSION/SPEAKING(5-10 min) Write on the board the question “Do you like music?” again and elicit which of the previously-heard pieces each student likes best by asking “Which piece of music do you like best?” Give students a list of 5 sentences with popular activities/hobbies and make them mark whether those statements are true/false about themselves and then ask each other in pairs and answer using short answers.
  57. 57. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 57 8. GRAMMAR(5-10min) Explain/remind the students that we use the present simple to talk about likes/dislikes, feelings and emotions, habits. Using the sentences on the board “I like music” and “She likes sports” explain/remind the students the grammar rules (infinitive form of the verb except for 3rd person singular with “-s”). Analyse with students the sentences given to understand/practise the rule. 9. GRAMMAR EXPLANATION/PRACTICE(5-10min) Explain how to make a question using present simple tense – write on the board 2 example sentences of the tense (“I like books’ and “He likes food”) and make a question (write on the board “Do you like books?” “Does he like food?” Study/explain the rule. Using a list of statements in present simple tense, practice making questions by changing the statements into questions. 10.GRAMMAR EXPLANATION/PRACTICE(5-10min) Explain the rule of giving short answers (write on the board “Yes, I do/ No, I don’t “Yes, he does / No, he doesn’t” ). Practise giving short answers using a list of True/False statements in present simple tense. 11.LISTENING AND SPEAKING(5 min) Ask each student how she/he feels after the lesson. 12.TAKE-HOME TASK Write 5 sentences describing your likes/dislikes in present simple tense. Materials/Equipment: 1. Pictures of different moods 2. Recordings of 5 pieces of music 3. A list of adjectives with opposites 4. A list of True/False statements describing likes and dislikes Take-home Tasks: Write 5 sentences describing your likes/dislikes in present simple tense. Methodological and classroom management remarks and guidelines Working in groups is encouraged and can be competitive if appropriate. Use pictures and inscriptions of appropriate size for elderly people. Comments: - list/examples of suggested pictures with moods: either teacher’s own choice or photocopiable material 1 - list of suggested adjectives: see photocopiable material 2
  58. 58. Lesson outlines and plans for elementary senior courses 58 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. - list of suggested verbs : see photocopiable material 3 -selection of pieces of music for students to listen to: either teacher’s own choice or see photocopiable material 4 (found on https://www.youtube.com/)
  59. 59. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 59 Photocopiable material 1 Lesson 4 - Imaginary world of music Examples of pictures with moods HAPPY SAD ANGRY RELAXED WORRIED
  60. 60. Lesson outlines and plans for elementary senior courses 60 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 2 Lesson 4 - Imaginary world of music A list of adjectives with opposites to match. Match the adjectives with their opposites. 1. happy A. slow 2. nice B. sad 3. exciting C. awful 4. great D. boring 5. fast E. classical 6. modern F. ugly 7. new G. unpleasant 8. beautiful H. old
  61. 61. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 61 Photocopiable material 3 Lesson 4 - Imaginary world of music A list of True/False statements in present simple tense. I like sports. T/F I dislike cooking. T/F I love books. T/F I hate watching TV. T/F I really like long walks. T/F
  62. 62. Lesson outlines and plans for elementary senior courses 62 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 4 Lesson 4 - Imaginary world of music Chart with suggested pieces of music (from the Resource Pack) Name: Listening to music and describing it Example. Piece 1 Piece 2 Piece 3 Piece 4 Piece 5 Johann Sebastian Bach: Air on G String** (ca. 2.00 min) Michael Nyman:(The Piano Soundtrack ) The Heart Asks Pleasure First **(2.00- 3.00 min) Howard Shore: The Fellowship of the Ring - Concerning Hobbits** (ca.2.00 min) Astor Piazzolla: Libertango** (1.5-2.00 min) Cafe Del Mar / AR Rahman : Mumbai Theme Tune **ca.2.00-3.00 min) classical, pleasant beautiful, fast nice, happy exciting, modern great, slow *The choice of music depends on the teacher and the group. ** Source: Piece 1 : https://www.youtube.com/watch?v=GMkmQlfOJDk Piece 2 : https://www.youtube.com/watch?v=isUz2ufr5t4 Piece 3: https://www.youtube.com/watch?v=_pGaz_qN0cw&list=PLP- gS7uUIUiMDhSaXfVEhwTHAb_8Hyj5P&index=4 Piece 4: https://www.youtube.com/watch?v=vaXNdVTGT0k Piece 5: https://www.youtube.com/watch?v=dKSVGAAm07w
  63. 63. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 63 Lesson Plan 5 Topic: Food and meals Lesson Title: Food Level: Elementary Lesson duration: 90 minutes Aim: - to learn about vocabulary related to food - to talk about eating habits in different countries - to learn the Imperative - to taste new dishes and learn their recipes - to read about the Mediterranean Diet Summary of Tasks/Actions: 1. WARMER (10 min) Write the expression “food and meals” on the blackboard and ask the students to find words related to the topic of the lesson using the initials of the word given. This activity can be individual or in teams like in a competition. Possible words with different initials related to this topic: almond; anchovy; appetizer; apple; bacon; bake; banana; boil, bowl; brunch; calorie; carrot; cheese; chicken; coffee; cook; dairy; dessert; diet; dinner; dish; eat; egg; feed; fire; fish; flour; fork; fridge; fruit; fry; herbs; ham; hamburger; honey; hungry; ice; ice cream; jam; jelly; jug; juice; junk food; kebab; ketchup; kitchen; kiwi; knife; lemon; lentils; lettuce; lunch; main course; meat; menu; muffin; mug; napkin; noodles; nutrition; pancake; peach, pea; pear; picnic; plate; potato; pumpkin; quiche; raspberry; recipe; restaurant; roast; salad; salt; sandwich; scrambled; smoked; soup; spoon; steak; strawberry; sugar; take away; tea; toast; tomato; tuna; utensils; vanilla; vegetables; vinegar; wafer; water; water melon; wok; yeast; yogurt; yolk; zucchini 2. PRE- READING ACTIVITY (5 min) The students read the statements about English people and they have to guess if they are true or false. (Photocopiable material 1) 3. READING AND ANALYSIS (15 min) Eating habits in the UK. In turn the students read this passage about English people and food. The teacher explains the highlighted sentences. At the end of the reading they repeat exercise A and check if their answers were right or wrong.
  64. 64. Lesson outlines and plans for elementary senior courses 64 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4. SPEAKING (5 min) The teacher asks something about eating habits in their country:  What time do people start work?  What do they have for breakfast?  What time do they have lunch?  Do they have lunch at home?  Are there any supermarkets open at night? Where?..... 5. PRE- READING ACTIVITY (5 min) The teacher introduces a reading about the Mediterranean diet. What do students associate with this diet? What are the main ingredients/foods? In which countries do people follow this diet? What are the advantages/disadvantages? The teacher introduces the meaning of “health”, “healthy”, “hurry” 6. READING (10 min) The Mediterranean diet. In turn the students read this passage about the Mediterranean diet. At the end of the reading with the help of the teacher the students summarize the text and try to remember what people following this diet DO and DON’T DO. The teacher can also ask questions in order to encourage the students to use short answers:  Do they eat vegetables?  Do they eat a lot of meat?  Do they eat a lot of sausages?  Do they eat in company?  Do they drink white wine?  Are the meals very fast?  Is butter used for cooking?  Is the diet healthy? (Photocopiable material 2) 7. GRAMMAR (10 min) The teacher asks the students to underline all the imperatives in the reading. Then the rules of the Imperatives are introduced. (Photocopiable material 3) 8. LISTENING AND SPEAKING: (25-30 min) Recipes. In turn everybody presents a recipe of their special dish going to the teacher’s desk. This is an ideal activity to revise the
  65. 65. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 65 imperative and the vocabulary connected with food. Students can also take the dishes previously cooked at home to school to share them with their friends. Apart from the recipe, the students can give information about the history, traditions, and the origins of the dish they want to present. The students (if they have already studied the Past Simple) can also mention their personal memories connected with the dish. 9. TAKE-HOME TASK (5 min) Fill in the gaps. (Photocopiable material 4) Materials/Equipment: 1. Blackboard 2. Photocopiable materials Take-home Tasks: Fill in the gaps Methodological and classroom management remarks and guidelines Ice-breaking activities Brainstorming activities Eliciting Interaction Presentations Multisensory stimulation
  66. 66. Lesson outlines and plans for elementary senior courses 66 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 1 Lesson 5 - Food MEALS AND HABITS IN THE UK British people start work between 8.30 and 9 in the morning. They usually wake up at 7 am and have breakfast at home. The traditional full English breakfast (bacon, eggs, sausages) is not so common during the week but people sometimes have it at the weekend. Some people don’t have breakfast at home. They buy a coffee and drink it while they go to work. People usually work from Monday to Friday. They work until 5 or 5.30. There is a short lunch break of 30 minutes. They have a sandwich or a light meal for lunch. Some men go to a pub after work and have a beer alone or with friends. People have dinner at 7 and go to bed at about 11 pm. Dinner is the main meal of the day. At the weekend young people go out in the evening. They drink a lot, dance and in some cities they fancy dress for parties. Shops in the UK open at 9 am and close at 6 pm but it is not uncommon to find supermarkets open 24 hours a day. TRUE OR FALSE?  British people always have breakfast at home.  They never have a full English breakfast.  They usually don’t work at the weekend.  They have a rich lunch.  Dinner is the most important meal of the day.  Young people sometimes wear particular clothes in the evening.  People can go shopping at night.
  67. 67. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 67 Source: http://it.dreamstime.com/ Source: http://it.dreamstime.com/
  68. 68. Lesson outlines and plans for elementary senior courses 68 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 2 Lesson 5 - Food Complete the text with words from the list: alcohol – water - salt – wine - meat - fruit – vegetables - olive oil MEDITERRANEAN EATING HABITS According to experts and doctors the Mediterranean diet of some countries like Italy or Greece is one of the best in the world. Why is this diet so healthy? In these countries the diet is really varied. They don’t always eat the same things, they vary their diet a lot. They have _________and vegetables, rice, pasta, bread and olive oil. They don’t eat a lot of red _________, they prefer chicken or turkey. They don’t put too much _________ in their food because it is dangerous for blood pressure. As a consequence in these countries people live longer and better. It is common to find a lot of centenarians! These are some tips to follow the Mediterranean life style: - Eat a lot of fruit and _________ - Don’t smoke. - Don’t drink too much _________ - Drink a lot of _________ - Do physical exercise. - Don’t use butter to cook. _________ is better. - Drink a glass of red _________ at every meal. - Eat fresh food if you can. - Go shopping in street markets. - Take your time when you eat. - Enjoy the meal with other people.
  69. 69. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 69 Photocopiable material 3 Lesson 5 - Food Imperative Verbs Imperative verbs are verbs which create an imperative sentence, i.e. a sentence that gives an order. FORMS To make the imperative, use the infinitive of the verb without "to"  Come here!  Sit down! To make a negative imperative, put "do not" or "don't" before the verb:  Don't go!  Do not walk on the grass. USES We can use the imperative to give a direct order.  Take that chewing gum out of your mouth.  Give me the details. We can use the imperative to give instructions.  Open your book.  Take a left and then a right. We can use the imperative to make an invitation.  Please start without me. I'll be there shortly.  Have a piece of this cake. It's delicious. We can use the imperative on signs and notices.  Push.  Insert one dollar. We can use the imperative to give friendly informal advice.  Speak to him. Tell him how you feel.  Don't go. Stay at home and rest up. Get some sleep and recover.
  70. 70. Lesson outlines and plans for elementary senior courses 70 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 4 Lesson 5 - Food Put the verbs of the following sentences into the imperative form by choosing the best answer. ______________your teeth with regular toothpaste. A teacher is warning one of his pupils. (you/to stop) ______________talking, otherwise I will punish you. A mother is blaming her daughter (you/ not to be) ______________late for school again. A boy is talking to his girlfriend (we/ not to complicate) ______________ things further. A dentist is giving some advice to his patient (you/ to brush)
  71. 71. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 71 A mother is giving her son a piece of cake. (you/to take) ______________a piece of this cake. It's very delicious. Public notice Please (you/ not to pollute) A seller is explaining how to deal with the new product. Please (you/to read) ______________the instructions, before you turn on the machine. An angry father is warning his son. (you/to turn off) ______________the computer and revise your lessons. (you/ to keep) ______________all medicines out of reach of children. ______________ the water.
  72. 72.
  73. 73. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 73 Lesson Plan 6 Topic: Food and drinks Lesson Title: Eating out Level: Elementary Lesson duration: 90 min Aim:  to revise/learn vocabulary related to the topic  to revise/learn how to describe pictures  to revise/learn how to describe places  to revise/learn/practise present simple (statements, questions, short answers)  to work in pairs/in a group Summary of Tasks/Actions: 1. WARMER (5 min) Hangman: The teacher wants learners to guess the topic of the lesson: RESTAURANT 2. SPEAKING (10-15 min) Pictures on the topic; Which one is your favourite? Why? The teacher asks the students about the different restaurants in the pictures. Would you go to this place? Which one is similar to your favourite restaurant? What food do you think they serve here? etc. (Photocopiable material 1) 3. PRE-READING ACTIVITY (15-20 min) Students ask and answer questions about their favourite local restaurant. Each student gets a copy of the worksheet and they have to complete the chart with their own answers, and then they have to interview somebody in the group too. Students have to use the prompts to answer the questions about their favourite restaurant. At the end of the activity, the students are asked to report back to the class on their results. (Photocopiable material 2) 4. READING AND DISCUSSION (15-20 min) Students read the information on some people and recommend a good local restaurant to them. They should underline the words which helped them to decide. (Pair work or group work.) (Photocopiable material 3)
  74. 74. Resource-pack of materials, ideas and guidelines for English teachers 74 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 5. DISCUSSION (15-20 min) “The best restaurant you know well”. Students are asked to describe the best restaurant they know. Listeners are encouraged to ask questions from the speaker in order to get more information. 6. 6. SPEAKING (10-15 min) Ordering in a restaurant: Students are given scrambled sentences (either printed on a sheet or cut into slips) and they have to put the sentences into the correct order. The dialogue can later be used as a model to have similar conversations. (Photocopiable material 4) 7) 7. SPEAKING (10-15 min) Students act out mini dialogues using the menu printed to them. (Photocopiable material 5) 8) 8.TAKE-HOME TASK Write some sentences about a bad restaurant. Use some of the ideas below: • location • staff and service • food • furniture and decoration Materials/Equipment: 1. Pictures of restaurants 2. Interview sheet on restaurants 3. A short text on people who are planning to eat out 4. Scrambled dialogue (on a sheet or cut into slips) 5. A sample menu so that students can act out dialogues Take-home Tasks: Writing some sentences about a bad restaurant. Methodological and classroom management remarks and guidelines Working in pairs is encouraged to increase confidence for those who are a bit shy in front of others. Group work increases cooperation and problem solving skills. Use pictures and inscriptions of appropriate size for elderly people. Comments:
  75. 75. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 75 Photocopiable material 1 Lesson 6 - Eating out Source: http://www.althaeasoaps.com/wp-content/uploads/2012/10/6-10-e.jpg Source: https://www.thebyronatbyron.com.au/wp-content/uploads/2013/01/LinkClick-7.jpg
  76. 76. Resource-pack of materials, ideas and guidelines for English teachers 76 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Source: http://www.remodelista.com/files/styles/733_0s/public/fields/Beagle-restaurant-London- Remodelista1.jpg Source: http://www.naturalhealthyteam.com/wp-content/uploads/2015/03/FF_1.jpg
  77. 77. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 77 Photocopiable material 2 Lesson 6 - Eating out Restaurants Use the prompts to answer the questions about your favourite restaurant. When you have completed your answers, interview a student in your group and complete the columns below. Restaurant You Another student in the group Name? Type of food? Location? Favourite dish? How often? Go with? Restaurant questions: What's the name of your favourite restaurant? What kind of restaurant is it? (e.g. Italian, Chinese, fast food, etc.) Where is it? What's your favourite dish there? How often do you go there? Who do you go with?
  78. 78. Resource-pack of materials, ideas and guidelines for English teachers 78 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 6 - Eating out Reading material Some people are trying to decide which restaurant to eat at. Read the information about them and try to decide which local restaurant would be best for them. Underline the words which helped you to decide. Dave is a university student, so he doesn’t have much money. He isn’t keen on foreign food, and he prefers a variety of plain but tasty dishes. When he eats out, good company is more important than the surroundings. Sandra loves Greek and Italian food. She can’t afford to eat out very often, so she likes to go to places that offer good value for money and have interesting decor. Mary and her husband always try to find somewhere fun to go for dinner. They usually choose places where the food is interesting but plain and where the music is not so loud. They often take their children too, so they prefer places where the children won’t get bored. Mr and Mrs Miller are looking for somewhere special to celebrate their 30th wedding anniversary. They prefer elegant restaurants and they would love to eat at a place which offers local specialities and has a good atmosphere.
  79. 79. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 79 Photocopiable material 4 Lesson 6 - Eating out In a restaurant Scrambled dialogue Guest: Here you are. Thank you very much. Guest: I don't have my glasses. How much is the lunch? Guest: I'd like grilled salmon with pepper sauce. Guest: No thank you. Just the bill. Guest: Thank you, the same to you. Guest: Yes, I'd like a bowl of chicken soup, please. Guest: Yes, I'd like a glass of Coke, please. Guest: Yes, I'd like to have some lunch. Waiter... (After the guest has his/her lunch.): Can I bring you anything else? Waiter: And what would you like for a main course? Waiter: Certainly. Waiter: Hello. Can I help you? Waiter: That's €16.75. Waiter: Would you like a starter? Waiter: Would you like anything to drink? Waiter: You're welcome. Have a good day.
  80. 80. Resource-pack of materials, ideas and guidelines for English teachers 80 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 5 Lesson 6 - Eating out Sample Menu (must be printed in an appropriate size for elderly learners) Source: http://zenhouse.com.au/wp-content/uploads/2012/06/menuA4TA2012.jpg
  81. 81. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 81 Lesson Plan 7 Topic: Children's games Lesson Title: Back to our childhood Level: elementary Lesson duration: 90 min Aim:  to revise/learn colours  to revise/learn antonyms  to revise/learn verbs - actions/games/activities  to revise/learn/practise present continuous (statements, questions, short answers)  to work in pairs/in a group, sharing information to complete tasks Summary of Tasks/Actions: This lesson is based on a picture Children’s Games by Pieter Bruegel the Elder – it is an oil-on-panel painted in 1560 year. The picture presents children’s games. Students learn/revise/practise nouns (colours), adjectives (with opposites), verbs - actions/games/activities, and present continuous tense (statements, questions, short answers). 1. WARMER (5-10 min) Give students 10 crayons in different colours, elicit/teach colours and write them on the board. Make sure students pronounce words correctly. Model and drill pronunciation if necessary. Put students into pairs, ask students to find minimum 3 objects in the classroom in the colours presented. Get feedback. Write names of few objects on the board. 2. SPEAKING(5 min) Write on the board the word “games” – put students into pairs, give them a few moments to think of three games that they know. Get feedback and write students’ ideas on the board. 3. ACTIVITY(5-10 min) Present a picture Children’s Games by Pieter Bruegel the Elder – give students reproductions (photocopiable material 1). Focus on the picture and ask students to find in the picture any examples of the games that are written on the board and get feedback. Now ask students to find examples of colours and get feedback.
  82. 82. Resource-pack of materials, ideas and guidelines for English teachers 82 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 4. VOCABULARY (5 -10 min) Give students cards with adjectives and their opposites (photocopiable material 2). In pairs get them to try to work out the meaning of first 10 of them. Explain the meaning of words that students found new/difficult. Model and drill pronunciation of adjectives given. Ask students to find in the picture elements/objects/games that can be described by the adjectives. Get feedback. 5. VOCABULARY PRACTICE(5-10 min) Focus on the list of adjectives and ask students to match them with their opposites. Explain the meaning of words that students found new/difficult. Model and drill pronunciation of adjectives given. Ask students to find in the picture elements/objects/games that can be described by the adjectives. Get feedback. 6. ACTIVITY (5-10 min) Ask students to test their partner by asking questions like “What's the opposite of clean?”“Dirty. What's the...” 7. GRAMMAR (5-10 min) Write on the board word “play”, and a sentence “She is playing with dolls”. Make sure students understand the sentence. Ask students to find this activity in the picture. Give students a list of sentences (photocopiable material 3) with present continuous tense, go through the sentences with them and explain the meaning if necessary. Ask students to work in pairs and find the activities from the list of sentences in the picture. Get feedback. Model and drill pronunciation if necessary. 8. GRAMMAR ANALYSIS(5-10 min) Explain/remind the students that we use the present continuous to say what is happening now. Using the sentence on the board (“She is playing with dolls.”) explain/remind the students the grammar rules (be + -ing form of the verb). Analyse with students the sentences given to understand/practise the rule. 9. GRAMMAR ANALYSIS/PRACTICE(5-10 min) Explain how to make a question using the present continuous tense – write on the board an example sentence of the tense (“He is playing with sand.”) and make a question (write on the board “Is he
  83. 83. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 83 playing with sand?”) Study/explain the rule. Using a list of sentences with present continuous tense practice making questions by changing the statements into questions. 10.GRAMMAR ANALYSIS/PRACTICE(5-10 min) Explain the rule of giving short answers (write on the board “Yes, he is. / No, he isn't.” “Yes, she is. / No, she isn't.”). Practise giving short answers using a list of sentences with present continuous tense. 11.SPEAKING(5-10 min) Ask students to choose an action from the list and mime it. Students guess the action (“Are you riding a broom? No, I'm not.”, “Are you swimming in the river? Yes, I am! ”) 12.TAKE-HOME TASK Write 5 sentences using present continuous with verbs: play, swim, learn, read, write. Materials/Equipment: 1. 10 colour crayons 2. Reproductions of Children’s Games by Pieter Bruegel the Elder 3. A list of adjectives with opposites 4. A list of sentences with present continuous tense Take-home Tasks: Write 5 sentences using present continuous with verbs: play, swim, learn, read, write. Methodological and classroom management remarks and guidelines Working in groups is encouraged and can be competitive if appropriate. Use reproductions of appropriate size for elderly people, or use a projector. If using the projector take care to correctly position the tables. Comments: - list of suggested colours: 1. black 2.blue 3.brown 4.green 5. grey 6.orange 7.pink 8.red 9.white 10.yellow - list of suggested adjectives: see photocopiable material 2 - list of suggested verbs : see photocopiable material 3 - location of various activities in Bruegel's picture see http://en.wikipedia.org/wiki/Children%27s_Games_%28Bruegel%29
  84. 84. Resource-pack of materials, ideas and guidelines for English teachers 84 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 1 Lesson 7 - Back to our childhood Children's Games by Pieter Bruegel the Elder Source: https://upload.wikimedia.org/wikipedia/commons/1/1e/Pieter_Bruegel_the_Elder_- _Children%E2%80%99s_Games_-_Google_Art_Project.jpg
  85. 85. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 85 Photocopiable material 2 Lesson 7 - Back to our childhood A list of adjectives with opposites to match. Match these adjectives with their opposites. 1. big A. slow 2. beautiful B. safe 3. difficult C. cheap 4. new D. short 5. dangerous E. small 6. fast F. old 7. expensive G. dirty 8. clean H. poor 9. rich I. ugly 10. long J. easy
  86. 86. Resource-pack of materials, ideas and guidelines for English teachers 86 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 7 - Back to our childhood A list of sentences with present continuous. 1) She is playing with dolls. 2) He is wearing a mask. 3) He is climbing a tree. 4) He is riding a hobby - horse. 5) They are playing hide-and-seek. 6) She is shouting into a barrel (through a hole). 7) They are throwing hats. 8) She is waving a ribbon on a stick. 9) They are building a well. 10) They are swimming in a river.
  87. 87. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 87 Lesson Plan 8 Topic: Celebrations Lesson Title: Birthdays in the family Level: elementary Lesson duration: 90 min Aim:  to revise/learn vocabulary related to the topic  to revise/learn how to describe pictures  to revise/learn/practise present simple tense vs present continuous tense (statements, questions, short answers)  to work in pairs/in a group Summary of Tasks/Actions: 1. WARMER (10-15 min) Show students some pictures on the topic. Discuss which one is the best to describe the topic. Why? (Photocopiable material 1) 2. VOCABULARY (10-15 min) Ask students to find words (nouns, adjectives, verbs) related to the topic. They can work in pairs. (Photocopiable material 2) 3. PRE-DISCUSSION ACTIVITY (10-15 min) Show a picture to the students: a family celebrating a birthday. (Photocopiable material 3) Ask students to form sentences which can be either true or false. They should discuss the statements with their partners. (Present continuous) 4. DISCUSSION (15-20 min) How are birthdays celebrated in your family? Give students a list of 6 sentences (Photocopiable material 3) and ask them to mark whether the statements are true/false about themselves, and then ask each other in pairs and answer using short answers. You may ask them to use adverbs of frequency: never, sometimes, rarely, usually, often, always. Students form statements on their own and discuss them with their partners. 5. READING (10-15 min) Ask students to read a text on birthdays. Ask them to find examples for Present Simple and Present Continuous. Give explanations if necessary.
  88. 88. Resource-pack of materials, ideas and guidelines for English teachers 88 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 6. GRAMMAR PRACTICE (15 min) Present Simple vs Present Continuous. Give students printed sentences and ask them to use the correct tense in the sentences. Give explanations if necessary. (Photocopiable material 5) 7. LISTENING (15-20 min) Ask students to listen and read the gapped lyrics of a birthday song. Ask them to try to understand the missing words. Students compare their lists of related words and the words that appear in the lyrics. Students listen to the song again. (They can sing too.) Materials/Equipment: 1. Pictures of birthdays 2. Recording and gapped lyrics of a birthday song 3. A short text on a birthday celebration (present simple and present continuous) 4. A list of sentences (present simple vs present continuous) 5. A list of 6 True/False statements Take-home Tasks: Bring a photo of birthday celebration and write 5 True/False statements to it. Methodological and classroom management remarks and guidelines Working in pairs is encouraged to increase confidence for those who are a bit shy in front of others. Group work increases cooperation and problem solving skills. Use pictures and inscriptions of appropriate size for elderly people. Comments: A list of birthday songs: http://top40.about.com/od/specialoccasions/tp/Birthday-Songs.htm
  89. 89. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 89 Photocopiable material 1 Lesson 8 - Birthdays in the family Source: http://getaldic.org/p/2015/10/chocolate-birthday-cake-jbrua7nm.jpg Source:https://www.ftdimg.com/pics/products/zoom/FW89BDAY_600x600.jpg
  90. 90. Resource-pack of materials, ideas and guidelines for English teachers 90 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Source:http://www.suratpdf.net/wp-content/uploads/2015/10/ideas-for-friends-birthday-gift.jpg Source:http://www.hdwallpapers.in/walls/birthday_celebrations-normal.jpg
  91. 91. Lesson outlines and plans for elementary senior courses This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 91 Photocopiable material 2 Lesson 8 - Birthdays in the family Categories nouns adjectives verbs e.g. CAKE e.g. HAPPY e.g. BAKE
  92. 92. Resource-pack of materials, ideas and guidelines for English teachers 92 This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Photocopiable material 3 Lesson 8 - Birthdays in the family Source: http://hancs.hu/image/szulinap1.jpg

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