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


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


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

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

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
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
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
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
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
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
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.

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
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
LESSON OUTLINES
Lesson 1 - Try to be a tourist in your own town
Lesson 2 - Sport – Part 1
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

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
contained therein.
Lesson Outline 2
Lesson title: Sport – Part 1
your
progress
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
Lesson Outline 3
Lesson title: Sport – Part 2
your
progress
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
contained therein.
Lesson Outline 4
Lesson title: Imaginary world of music
your
progress
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
Lesson Outline 5
Lesson title: Food
your
progress
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
contained therein.
Lesson Outline 6
Lesson title: Eating out
your
progress
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
Lesson Outline 7
Lesson title: Back to our childhood
your
progress
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
contained therein.
Lesson Outline 8
Lesson title: Birthdays in the family
your
progress
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
Lesson Outline 9
Lesson title: Birthday preparations
your
progress
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

27
LESSON PLANS
Lesson 5 - Food

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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
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.

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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
contained therein.
Photocopiable material 1
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

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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
contained therein.
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
A map of the Old Town
Source: http://www.krakow-info.com/planKrak.htm

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
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)
Students are given a list of pictures related to the parts of the
body. This vocabulary will be essential for the following activity.
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
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
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
contained therein.
Source: Oxford Advanced Learner’s Dictionary, new 8th
edition pag: V36-V37

41
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
contained therein.
Source: Oxford Advanced Learner’s Dictionary, new 8th
edition pag: V48

43
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 _________________

45
Lesson Plan 3
Topic: Sports
Lesson Title: Sport – Part 2
Level: Elementary
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:
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
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.
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.

46
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.
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
6. SONG (20 min)
Listen to the song We are the champions.
7. TAKE-HOME TASKS (5 min)
Reading-comprehension (questions, true/false statements)
3. CD player
Take-home Tasks: Reading comprehension
Questions and True/False statements about the text (written).
Methodological and
classroom
management remarks
and guidelines
Eliciting
Interaction

48
contained therein.
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
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
contained therein.
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
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
contained therein.
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
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.

55
Lesson Plan 4
Topic: Music and feelings
Lesson Title: Imaginary world of music
Level: Elementary
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...’
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
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
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
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
Examples of pictures with moods
HAPPY SAD ANGRY RELAXED WORRIED

60
contained therein.
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
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
contained therein.
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
Lesson Plan 5
Topic: Food and meals
Lesson Title: Food
Level: Elementary
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
The students read the statements about English people and they
have to guess if they are true or false.
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
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?.....
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?
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.
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
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.
Take-home Tasks: Fill in the gaps
Methodological and
classroom
management remarks
and guidelines
Eliciting
Interaction
Presentations

66
contained therein.
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
Source: http://it.dreamstime.com/
Source: http://it.dreamstime.com/

68
contained therein.
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
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
contained therein.
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
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.

73
Lesson Plan 6
Topic: Food and drinks
Lesson Title: Eating out
Level: Elementary
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,
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.
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.
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.)

Resource-pack of materials, ideas and guidelines for English teachers
74
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.
7) 7. SPEAKING (10-15 min)
Students act out mini dialogues using the menu printed to them.
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.
Comments:

75
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
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
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
contained therein.
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
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
contained therein.
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
Lesson Plan 7
Topic: Children's games
Lesson Title: Back to our childhood
Level: elementary
Aim:  to revise/learn colours
 to revise/learn antonyms
 to revise/learn verbs - actions/games/activities
 to revise/learn/practise present continuous (statements,
 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).
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
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
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
contained therein.
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
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
contained therein.
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
Lesson Plan 8
Topic: Celebrations
Lesson Title: Birthdays in the family
Level: elementary
 to revise/learn/practise present simple tense vs present
continuous tense (statements, questions, short answers)
Summary of
Tasks/Actions:
Show students some pictures on the topic. Discuss which one is
the best to describe the topic. Why?
2. VOCABULARY (10-15 min)
Ask students to find words (nouns, adjectives, verbs) related to the
topic. They can work in pairs.
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)
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
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.
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
Group work increases cooperation and problem solving skills.
Comments: A list of birthday songs:
http://top40.about.com/od/specialoccasions/tp/Birthday-Songs.htm

89
Source: http://getaldic.org/p/2015/10/chocolate-birthday-cake-jbrua7nm.jpg
Source:https://www.ftdimg.com/pics/products/zoom/FW89BDAY_600x600.jpg

90
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
Categories
nouns adjectives verbs
e.g. CAKE e.g. HAPPY e.g. BAKE

92
contained therein.
Source: http://hancs.hu/image/szulinap1.jpg

93
How are birthdays celebrated in your family?
Sample sentences with adverbs of frequency:
I never feel bored at birthday parties.
We always invite our neighbours to my birthday party.
We sometimes go to a restaurant to celebrate birthdays in the family.
I often bake a cake for birthday celebrations.
I rarely prepare birthday presents.
We usually celebrate birthdays on Saturdays.

94
contained therein.
Some sample sentences to practice present simple and present
continuous.
Complete the sentences using the appropriate form of the verbs given in brackets.
It’s Sunday morning. Peter ____________ (read) a newspaper. He usually
_____________ (read) his newspapers in the kitchen on Sunday mornings.
Mary _______________ (watch) TV now because she _______________ (like)
comedies.
The children ____________ (go) to school on Saturdays.
Every Friday we ____________ (play) tennis.
Janet _______ (have) a shower at the moment.
Luke _________ (not/work) at the moment. He is on holiday.

95
Lesson Plan 9
Topic: Celebrations
Lesson Title: Birthday preparations
Level: Elementary
 to revise/learn/practise simple past tense (statements,
 to revise/learn/practise countable/uncountable nouns
 to revise/learn/practise giving instructions (recipes)
Summary of
Tasks/Actions:
1. WARMER (5 min)
The teacher writes the 4 seasons on the board. Each student
writes their birthday under the appropriate heading on the board.
2. VOCABULARY PRACTICE (10-15 min)
“What are some typical birthday presents?”
Students work in pairs and try to collect as many ideas as possible.
Then the teacher writes the collected ideas on the board.
3. PRESENTATIONS (20-25 min)
“A story of an object”: Students introduce their object (a birthday
present they brought to class) and share its story with the other
members of the group. Students practice forming sentences in the
past tense. Listeners are encouraged to ask questions from the
presenter.
Topic: birthday cakes
The teacher gives birthday cake pictures to pairs of students.
(photocopiable material 1) Students discuss what cakes they can
be, what their ingredients can be, how complicated it can be to
prepare them, etc. It is advised to give only one or two pictures to
a pair. To help students, it is possible to ask them to fill in a chart
about the cakes. This way the teacher can help the students to
focus on certain issues. Once the pairs have discussed their
picture(s), students introduce their picture(s) to the others and
finally they vote for the best cake.

96
contained therein.
5. READING ACTIVITY (10-15 min)
The teacher gives a worksheet on a simple chocolate cake recipe
to every student. Students first determine the ingredients with the
help of pictures. Then they have to put the instructions into the
correct order to get the recipe. (They can be cut up for the
students, too). (photocopiable material 2)
6. GRAMMAR PRACTICE (15-20 min)
Topic: countable/uncountable nouns
Students get a worksheet with pictures. (photocopiable material 3)
Students first label the pictures and say which nouns are countable
and which are uncountable, then fill in a/an or some. The teacher
gives explanations if necessary. Students are given sentences and
they have to correct the mistakes. Sample sentences are provided.
(photocopiable material 4)
7. LISTENING PRACTICE (15-20 min)
Students get the shopping list of Jane who is organising a birthday
party. They listen and tick the things she needs and cross out the
things she does not need. Finally, students ask and answer
questions, as in the example provided.
(photocopiable material 5)
Materials/Equipment: 1. Pictures of birthday cakes (+ chart to fill in)
2. Chocolate cake recipe worksheet
3. Listening material with exercises
4. Worksheet on countable and uncountable nouns
5. Picture sheet to practise countable and uncountable nouns
Take-home Tasks: Write a recipe for a dessert you like.
Methodological and
classroom
management remarks
and guidelines
Talking about a birthday present in front of the others improves
presentation skills.
Worksheets to be prepared using appropriate fonts.
Comments: For the presentations, students must be asked in advance to bring
a birthday present they got to this class.

97
Birthday cake pictures
Source: http://www.conversationsforabetterworld.com/wp-content/uploads/2015/08/happy-birthday-
cakes-with-name-2.jpg
Source: http://i0.wp.com/www.cakefu.com/wp-
content/uploads/2013/02/545734_570066039670290_1546262047_n.png

98
contained therein.
Source:
http://orig07.deviantart.net/fe6c/f/2007/189/1/2/topsy_turvey_birthday_cake_by_pinkcakebox.jpg
Source:
https://upload.wikimedia.org/wikipedia/commons/thumb/b/b5/Birthday_cake%2C_Downpatrick%2C_
April_2010_%2802%29.JPG/400px-
Birthday_cake%2C_Downpatrick%2C_April_2010_%2802%29.JPG

99
Birthday cakes
A chart to fill in about the cakes:
ingredients
decoration
difficulty level
design/originality
strengths
weaknesses

100
contained therein.
Chocolate Cake Recipe Worksheet
Ingredients:
1 cup _ _ _ _ _
125 g _ _ _ _ _ _
2 -_ _ _ _
1 cup _ _ _ _ _
½ cup _ _ _ _
2 tablespoons _ _ _ _ _ _ _ _ _ _ _

101
The teacher cuts up the sentences and students put the sentences into
the correct order to get the original recipe.
Pour the cake mixture into the tin.
Bake for about 45 minutes.
Preheat the oven to 180°C.
Add all the ingredients in a bowl.
When you remove the cake from the oven, let it cool in the pan for about 5 minutes.
Line a 20cm round cake tin with baking paper.
Mix with electric mixer for about 2-3 minutes or until the mixture is smooth.

102
contained therein.
Worksheet on countable/uncountable nouns

103
Summary
In our publication we are presenting some materials for English language teachers
working with seniors. They are several products that are the result of the cooperation
of three organisations from Poland, Italy and Hungary over the past two years.
The materials we are handing in are a joined effort of very experienced educators
who have been taking part in senior and adult education for years and decided to
share their experience and knowledge through preparing materials that can be useful
for other educators and teachers.
Photos by Agnieszka Baran © 2014
Cooperation in our project In Mete55+ was for all of us a very rewarding experience.
In the work on our products not only English language teachers who are experts in
the field of adult education but also our senior students were involved. They took part
in the lessons based on materials that we are presenting. They gave us their
feedback, and shared their opinions, suggestions and ideas. The involvement of
direct receivers of our publications in the process of creating them is a guarantee of
the high quality of the materials and their attractiveness. Finally, we would like to
share with you the reflections on the project and publications that our senior learners
and the most involved teachers have had.

104
contained therein.
“I liked the discussion
activities where we could
practise both words and
expressions, and
grammatical structures too.
The context was really
interesting too.” Hungary
“The lessons were all
really interesting
though sometimes
even a big challenge
for me. I like acting
out situations, so I
especially liked the
tasks where I had to
be creative and
improvise. “ Hungary
“I am a teacher
myself and I can
see how important
your project is. It is
good to find out
about new ideas
and new materials,
well done!!” Poland
“I had the
chance to
know better
my class-
mates.” Italy
“Seniors have a lot of
experience and a lot of
passion to learn. I
wanted to learn English
all my life, but I never
had an opportunity.
Now I travel a lot and I
need English more than
before. I support all
ideas that are making
English more
achievable to seniors.”
Poland
“After this activity I learned
an incredible number of
words and verbs. We should
repeat it with other topics.
You learn while you play,
and I think that when you are
relaxed and without stress
you learn better.” Italy
“I like that teachers and
educators from different
countries exchange
experience in the project
- I think that in many
other areas a policy like
that would be very
fruitful. It's good to talk,
discuss and share
opinions, and I see that
you do a lot of that in the
project. I like it a lot.”
Poland
“It was very funny to
work in teams like in a
competition. At the
beginning I thought I
didn't know any words
but then I discovered I
knew many of them!”
Italy
“Most of the tasks were quite new to me and I enjoyed
them very much. The topics were inspiring and made
everybody actively participate in the discussions.” Hungary
“I think that it is fantastic that
learning English became an
international issue, and that
different teachers from
different countries work
together to improve teaching
that language. I can't wait for
the final products.” Poland
“I found your project
very inspiring - your
work looks very
creative. I have my
fingers crossed for
the final result.”
Poland
“It was very original. I couldn't
imagine that we could do that
during our English lesson.” Italy
“English language is so
important nowadays, I can
find it everywhere I go. In
shops, at the station, at the
airport, in my computer -
everywhere! So I need to
learn, and I need teachers
that know how to teach me.”
Poland

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