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

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

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

  1. 1.  LESSON OUTLINES & PLANS for intermediate 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 intermediate 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 .................................................................................................. 107
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  5. 5. Lesson outlines and plans for intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 intermediate 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 - Imaginary world of music Lesson 2 - Try to be a tourist in your own town Lesson 3 - Back to our childhood Lesson 4 - Birthdays in the family Lesson 5 - Birthday preparations Lesson 6 - Holiday – Part 1 Lesson 7 - Holiday – Part 2 Lesson 8 - Holiday – Part 3 Lesson 9 - Eating Out
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  17. 17. Lesson outlines and plans for intermediate 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: 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/ synonyms (a list of adjectives with the opposites to match) Practical use of present simple and past simple (a list of sentences with past simple) Describing emotions/fee lings Practising short questions and answers: Do you like..?/ Did you like…? Pieces of music to listen to (according to the teacher’s choice) * 5 pieces of music chosen by the teacher Sentences to practise present and past simple Take-home task: write the sentences using present simple (likes/ dislikes)
  18. 18. Lesson outlines and plans for intermediate 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: 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
  19. 19. Lesson outlines and plans for intermediate 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: 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/games/ 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/ games/ activities, practising present continuous based on the picture Children’s Games by Pieter Bruegel the Elder - - - Sentences to practise present continuous Take-home task: write the sentences using present continuous
  20. 20. Lesson outlines and plans for intermediate 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: Birthdays in the family LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Past simple Words related to birthday celebrations Revision of irregular verb forms Lyrics of a song Talking about events in the past Practising forming statements, questions and answers (focusing on past simple) “Silent movie” Songs and their lyrics Sentences to practise past simple Take-home task: Grammar practice: Past Simple. Printed sentences are handed out and students have to use the correct form of the verbs in brackets
  21. 21. Lesson outlines and plans for intermediate 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: Birthday preparations LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Simple past - practising forming questions (past and present tenses) Words and expressions related to the topic Worksheets on recipes “A story of an object” - telling stories in the past - describing pictures -practising forming statements, questions and answers in the past - - - Recipes: ordering instructions Take-home task: write a recipe for a dessert
  22. 22. Lesson outlines and plans for intermediate 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: Holiday – Part 1 LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Past Simple Travel and tourism Vocabulary Bank The founder of mass tourism - - - Songs and their lyrics Summer nights from Grease “The best holiday of my life” Exercise: Fill in the gaps Take-home tasks: Questions about the text (written) / True/False about the text (written)/ Presentation: different ways of travelling (oral)
  23. 23. Lesson outlines and plans for intermediate 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: Holiday – Part 2 LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Question formation “A soup of words – English stew” - - - Presentation: different ways of travelling” - - - - - - Take-home task: Question formation
  24. 24. Lesson outlines and plans for intermediate 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: Holiday – Part 3 LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING - - - Problems on holiday “The worst holiday ever” “Speed date: a terrible holiday” Role play: Complaining - - - Composition: “My holiday nightmare” Take-home tasks: questions about the reading material
  25. 25. Lesson outlines and plans for intermediate 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: Eating Out LANGUAGE INPUT SKILLS DEVELOPMENT Check your progress GRAMMAR VOCABULARY READING SPEAKING LISTENING WRITING Present simple Past simple Giving descriptions Words related to the topic “A soup of words – English stew” A text to elicit information Describing pictures -practising forming statements, questions and answers Text and comprehensi on questions - identifying opinions Sentences to practise present simple and to describe places Take-home task: prepare a short presentation on a restaurant
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  27. 27. Lesson outlines and plans for intermediate 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 - Imaginary world of music Lesson 2 - Try to be a tourist in your own town Lesson 3 - Back to our childhood Lesson 4 - Birthdays in the family Lesson 5 - Birthday preparations Lesson 6 - Holiday – Part 1 Lesson 7 - Holiday – Part 2 Lesson 8 - Holiday – Part 3 Lesson 9 - Eating Out
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  29. 29. Lesson outlines and plans for intermediate 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: Music and feelings Lesson Title: Imaginary world of music Level: Intermediate 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, feelings  to revise/learn/practise present and past 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 5 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 the 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. INTRODUCTION (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. 3. SPEAKING ACTIVITY(5-10 min) Put on the board a question “Do you like music?” and elicit short answers “Yes, I do./ No, I don’t”. Then elaborate on it: “What is your favourite type of music?/Do you play any musical instrument? /Do you often go to concerts?/ When was the last time heard music live?” Make it a whole class activity. Each student can speak for maximum 1 minute. 4. VOCABULARY (5-10 min) Give students cards with adjectives
  30. 30. Lesson outlines and plans for intermediate 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. and their opposites. In pairs get them to try to work out the meaning of first 10 of them. Explain the meaning of the 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 (picture, clothes, film, etc.) 5. VOCABULARY ACTIVITY (5-10 min) Focus on the list of adjectives and ask students to match them with their opposites. Explain the meaning of the words that students found new/difficult. Model and drill pronunciation of the adjectives given. Check the matches with the whole class. 6. LISTENING – MUSIC (10-15 min) Explain to students they are going to relax and listen to five different pieces of music (approx. 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. If they wish to describe feelings/moods it evokes, they can do this as well. 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. SPEAKING(5-10 min) Write on the board question “Did you like the music we were listening to?” again and elicit which of the previously-heard pieces each student likes best by asking “Which piece of music did you like best?” Elicit answers to a question “What did you feel when listening to piece 1/piece2, etc.?” Elicit answers in past simple and emotions “I felt happy/excited/bored, etc.” Give students a list of likes/dislikes from their childhood and ask them to mark them True/False. 8. GRAMMAR – PAST SIMPLE (10 min) Explain (if needed) /remind that we use the past simple tense to talk about actions in the past. Using the sentences on the board “I liked piece no 1 best” and “She disliked sports” explain (if needed)/remind the grammar rules ( verb in the past form: regular by adding “-d/-ed” to the infinitive , irregular from the list of irregular verbs). Analyse with students the sentences given to understand/practise the rule.
  31. 31. Lesson outlines and plans for intermediate 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 9. GRAMMAR ACTIVITY (5-10 min) Explain (if needed) / remind how to make a question using past simple tense – write on the board 2 example sentences of the tense (“I liked books’ and “He felt embarrassed”) and make questions (write on the board “Did you like books?” “Did he feel embarrassed?”). Study/explain the rule. Using a list of statements in past simple tense, practice making questions by changing the statements into questions. 10. GRAMMAR – SHORT ANSWERS (5-10min) Explain (if needed) /remind the rule of giving short answers (write on the board “Yes, I did./ No, I didn’t. “Yes, he did. / No, he didn’t.”). Students practise in pairs asking each other and giving short answers using a list of True/False statements in past simple tense. 11.SUMMING UP (5 min) Ask each student how she/he feels after the lesson. 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 in the past Take-home Tasks: Write a story in the past simple tense connected with the chosen piece of music heard during the lesson. 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 materials 1 - list of suggested adjectives: see photocopiable materials 2 - list of suggested verbs : see photocopiable materials 3 -selection of pieces of music for SS to listen to: either teacher’s own choice or see photocopiable materials 4 (found on https://www.youtube.com/)
  32. 32. Lesson outlines and plans for intermediate 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 - Imaginary world of music Examples of pictures with moods HAPPY SAD ANGRY RELAXED WORRIED EMBARASSED SHOCKED OVERJOYED UNMOVED EXCITED
  33. 33. Lesson outlines and plans for intermediate 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 - Imaginary world of music A list of adjectives with opposites to match. Match these adjectives with their opposites. 1. warm A. slow 2. pleasant B. chilly 3. exciting C. awful 4. great D. boring 5. fast E. classical 6. modern F. ugly 7. shocking G. unpleasant 8. beautiful H. calming 9. funny I. undignified 10. dignified J. seriouse
  34. 34. Lesson outlines and plans for intermediate 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 - Imaginary world of music A list of True/False statements in past simple tense. When I was a child…  …I liked sports. T/F  ….I disliked school. T/F  ….I loved reading books. T/F  …I hated travelling. T/F  …I felt strange in the presence of adults. T/F
  35. 35. Lesson outlines and plans for intermediate 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 - Imaginary world of music Chart with suggested pieces of music Name: Listening to music and describing it and what feelings it evoked in the listener. 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 I felt happy when listening to it beautiful, fast I felt surprised. nice, happy I felt great! exciting, modern I felt interested in it great, slow I felt relaxed *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
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  37. 37. Lesson outlines and plans for intermediate 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: Tourism/asking the way Lesson Title: Try to be a tourist in your own town Level: intermediate 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 a group, 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 try to explain in English the meaning of words (“Greengrocer's? It's a shop where you can buy fruit and vegetables.” ”Newsagent's? It's a shop that sells newspapers and magazines” etc.).
  38. 38. Lesson outlines and plans for intermediate 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. Now, following the list of places, ask students to answer a question “Can you see a hairdresser's?” ”Yes, I can.” “No, I can't.”; “Can you see a market?” “Yes, I can.” ”No, I can't.” etc. 2.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. Focus on the list of prepositions and ask students to try to describe location of the chosen objects that they can see, give them as much support as they need. 3. VOCABULARY PRACTICE(5-10 min) Give students the list of expressions with the map (photocopiable material 3) and go through the vocabulary with them. Elicit/teach/revise 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.STREET GAME (45-60 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 places that have to be found by the other group (here the University, Bishop's Palace, Town Hall and the Juliusza Słowackiego Theatre, Florian Gate). 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.
  39. 39. Lesson outlines and plans for intermediate 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 After finding/locating the places, students have to think of 5 words to describe the object (big, small, beautiful, old, green, etc), describe it in 5-10 sentences (“It's a very beautiful building with many windows..” etc.). After set time (here 20-25 minutes) 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.SPEAKING, SUMMING UP (10-15 min) Students look at the pictures taken on their way. Ask students what they think it is. Students ask questions: “Excuse me. How do I get to (this hotel, this restaurant etc…?)” “Excuse me. Is there a … (hotel, restaurant etc..) near here?” “Excuse me. Could you tell me the way to ...(hotel, restaurant etc..)?” “Excuse me. Can you tell me where … (this hotel, restaurant etc.) is, please? Students practise giving directions. 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.
  40. 40. Lesson outlines and plans for intermediate 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 - Try to be a tourist in your own town Places in a town  a hairdresser’s  a pedestrian crossing  a newsagent’s  public toilets  a theatre  a bakery  a library  a greengrocer’s  a butcher’s  a toy shop
  41. 41. Lesson outlines and plans for intermediate 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 - 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.  on the corner (of)  between  next to  opposite  at the end (of)  behind  in front of  under
  42. 42. Lesson outlines and plans for intermediate 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 - 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.
  43. 43. Lesson outlines and plans for intermediate 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 - 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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  45. 45. Lesson outlines and plans for intermediate 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: Children’s games Lesson Title: Back to our childhood Level: intermediate 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 the 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 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 a few objects on the board. 2. INTRODUCTION (5 min) Write on the board the word “games” – put students into pairs , give students a few moments to think of three games that they know. Get feedback and write students’ ideas on the board. 3. INTRODUCTION – THE PICTURE (5-10 min) Present the 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.
  46. 46. Lesson outlines and plans for intermediate 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.VOCABULARY (5 -10 min) Give students cards with adjectives and their opposites (photocopiable materials 2). In pairs get them to try to work out the meaning of the first 10 of them. Explain the meaning of the 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 ACTIVITY(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 the adjectives given. Ask students to find in the picture elements/objects/games that can be described by the adjectives. Get feedback. 6. SPEAKING ACTIVITY(5-10 min) Ask students to test their partner by asking questions like “What’s the opposite of boring?”, “Interesting. What’s the...” 7. PRE - GRAMMAR ACTIVITY (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. GARMMAR (5-10 min) Explain (if needed) /remind that we use the present continuous to say what is happening now. Using the sentence on the board (“She is playing with dolls”) explain (if needed) /remind the grammar rules (be + -ing form of the verb). Analyse with students the sentences given to understand/practise the rule. 9. GAME (5-10 min) Play a game: “Find somebody who is ...” . Ask students to prepare 10 sentences describing different actions in the picture. (e.g. “He
  47. 47. Lesson outlines and plans for intermediate 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 is playing with sand”). Get students to work in pairs. Students ask their partner to find the person doing the action (“Find somebody who is playing with sand etc.”). 10. GARMMAR ACTIVITY(5-10 min) Explain (if needed) /remind how to make a question using 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 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. 11. GRAMMAR – SHORT ANSWERS(5 min) Remind the students of 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. 12.SUMMING UP GAME (10 min) Ask students to choose an action from the list/think of on action 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! ”; “Are you playing football? No, I'm not.”; “Are you reading a magazine? Yes, I am!”). 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 10 sentences describing Bruegel’s picture (“In the picture I can see...”) 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 overhead projector. If using the overhead projector take care to correctly position the tables.
  48. 48. Lesson outlines and plans for intermediate 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. 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 - when using overhead projector place the desks so that all the students can see the picture
  49. 49. Lesson outlines and plans for intermediate 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 1 Lesson 3 - 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
  50. 50. Lesson outlines and plans for intermediate 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 2 Lesson 3 - Back to our childhood A list of adjectives with opposites to match. Match these adjectives with their opposites. 1. wide A. organised 2. serious B. narrow 3. chaotic C. quiet 4. scary D. unkind 5. kind E. relaxed 6. lovely F. interesting 7. worried G. awful 8. boring H. silly 9. noisy I. sad 10. cheerful J. reassuring
  51. 51. Lesson outlines and plans for intermediate 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 3 Lesson 3 - Back to our childhood A list of sentences with present continuous. 1) They are playing marbles. 2) He is climbing a fence. 3) They are riding a fence. 4) She is stirring extrements with a stick. 5) They are playing hide-and-seek. 6) He is walking on stilts. 7) They are playing leapfrog. 8) He is riding a hobby horse. 9) She is shouting into a barrel (from a hole). 10) He is wearing a mask.
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  53. 53. Lesson outlines and plans for intermediate 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 Lesson Plan 4 Topic: Celebrations Lesson Title: Birthdays in the family Level: intermediate Lesson duration: 90 min Aim:  to revise/learn vocabulary related to the topic  to revise/learn how to describe pictures  to revise/learn/practise past simple tense (statements, questions, short answers)  to revise/learn/practise irregular verb forms  to work in pairs/in a group Summary of Tasks/Actions: 1.WARMER (10 min) The teacher shows a photo of a birthday celebration and gives some introductory sentences, for example, “This is my family. We celebrated my cousin’s 5th birthday last week”. Then the teacher invites students to ask questions.  Where was the party?  Did you invite some guests?  When was it?  What did you eat?  Who is the man on the left? etc. To encourage shy students, it is possible to hand out some word cards (e.g. GUEST; CHAMPAGNE; SURPRISE; INVITE, etc.). Students are asked to form questions using the word on the card. 2. PRESENTATION (15-20 min) Students work in pairs. They talk about the photos that they brought to class. Those who want to can talk about their photos in front of the whole group. 3. VOCABULARY (5- 10 min) Students work in pairs and are asked to collect verbs related to the topic and determine their past forms. e.g. cook – cooked bake – baked drink – drank
  54. 54. Lesson outlines and plans for intermediate senior courses 54 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. eat – ate get – got feel – felt Pairs compare their answers. 4. GRAMMAR PRACTICE (10-15 min) Students form sentences using the verbs collected in the previous task. The sentences can be either true or false. Students discuss the statements with their partners. The teacher gives some examples. (Students are encouraged to use Past Simple Tense.) E.g. Once I got a parrot and it was pink. 5. VIDEO ACTIVITY (10-15 min) Silent movie: A short (2-3 min) excerpt from a video is shown. Students have to summarise what happened. Some silent clips can be found here: http://www.nfsa.gov.au/blog/2013/10/17/childrens-party-time- capsule/?play_video=flowplayer62239 6. SPEAKING (10-15 min) Students are asked to speak about their childhood memories related to birthdays. 7. LISTENING (10-15 min) Song: Ellie Goulding: Your song (Photocopiable material 1) Students listen and read the gapped lyrics. They try to understand the missing words. Then students listen again. Students can sing the song. Materials/Equipment: - pictures of birthdays - recording and gapped lyrics of the song “Your song” - a short video excerpt - a list of sentences (past simple)
  55. 55. Lesson outlines and plans for intermediate 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 Take-home Tasks: Handout on past simple tense. Printed sentences are handed out and students have to use the correct form of the verbs in brackets. 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
  56. 56. Lesson outlines and plans for intermediate 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. Photocopiable material 1 Lesson 5 - Birthdays in the family Ellie Goulding: Your Song lyrics (underlined words can be omitted in the gapped version of the text) Songwriters: Bernie Taupin; Elton John It's a little bit funny, this feeling inside I'm not one of those who can easily hide I don't have much money, but boy if I did I'd buy a big house where we both could live So excuse me forgetting, but these things I do See I've forgotten if they're green or they're blue Anyway the thing is what I really mean Yours are the sweetest eyes I've ever seen And you can tell everybody this is your song It may be quite simple, but now that it's done I hope you don't mind, I hope you don't mind that I put down in words How wonderful life is now you're in the world If I was a sculptor, but then again no Or a girl who makes potions in a travelling show I know it's not much, but it's the best I can do My gift is my song, and this one's for you And you can tell everybody this is your song It may be quite simple, but now that it's done I hope you don't mind, I hope you don't mind that I put down in words How wonderful life is now you're in the world
  57. 57. Lesson outlines and plans for intermediate 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 Lesson Plan 5 Topic: Celebrations Lesson Title: Birthday preparations Level: intermediate Lesson duration: 90 min Aim:  to practise asking questions (past and present tenses)  to revise/learn vocabulary related to the topic  to revise/learn how to describe pictures  to revise/learn/practise simple past tense (statements, questions, short answers)  to revise/learn/practise giving instructions (recipes)  to work in pairs/in a group Summary of Tasks/Actions: 1.WARMER (10-15 min) Guess who game. The teacher asks one of the students (possibly a volunteer) to pick one of the cards featuring some famous people. Students start with asking yes/no questions and try to guess who this person is. It is best if the famous person can be related to the day when the lesson is. E.g. 23 September is the birthday of Bruce Springsteen, Julio Iglesias, Baroness Emma Orczy, Gedeon Richter, etc. The teacher knows who the students may have heard of and can guess. Some prompts may be printed on the card too, and the group can ask for hints. If the group cannot name the person, showing the photo of the person may help. It can be played as a competition game if the group is divided into two teams. Some ideas can be found on http://www.famousbirthdays.com/ (Photocopiable material 1) 2. VOCABULARY PRACTICE (5-10 min) What are some typical birthday presents? Students work in pairs and try to collect as many ideas as possible. 3. SPEAKING ACTIVITY (15-20 min) “A story of an object”: Students introduce their object (a birthday present they brought to class) and share its story with the other
  58. 58. Lesson outlines and plans for intermediate 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. members of the group. Students practice forming sentences in the past tense. Listeners are encouraged to ask questions from the presenter. 4. SPEAKING ACTIVITY (15-20 min) Discussion on birthday cakes. The teacher gives birthday-cake pictures to pairs of students. (Photocopiable material 2) 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. (Photocopiable material 3) Once the pairs discussed their picture(s), students introduce their picture(s) to the others and finally they vote for the best cake. 5. VOCABULARY PRACTICE (15 min) Worksheet: Recipes (photocopiable material 4) Students first have to identify the ingredients of the two recipes that got mixed up. Then they have to put the instructions into the correct order to get the recipes. (They can be cut up for the students). (Photocopiable material 5) The teacher should pre-teach words if he/she finds them difficult to understand through the context. 6. DISCUSSION (15-20 min) How to plan a birthday party? Students work in groups and plan an imaginary birthday party. They plan the steps of preparation. They may consider the following points:  Where are you going to have the party?  Determine a date and time for your party.  Plan your guest list.  How to invite the guests? (by phone, sending out invitations, etc.)  Food and drinks  Decoration  Gifts Each group summarises their plan.
  59. 59. Lesson outlines and plans for intermediate 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 Materials/Equipment: 1. Pictures of famous people whose birthday is when the class is held 2. Pictures of birthday cakes (+ chart to fill in) 3. “Recipes” worksheet 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. Discussions improve fluency and encourage cooperation. Speaking activities engage students with the material which keeps them interested and focused. Worksheets to be prepared using appropriate fonts. Working in pairs is encouraged to increase confidence for those who are a bit shy in front of others. Use pictures and inscriptions of appropriate size for elderly people. Comments: Students must be asked to bring a birthday present they got to this class.
  60. 60. Lesson outlines and plans for intermediate 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 1 Lesson 5 – Birthday preparations Famous People Cards Example: Julio Iglesias 1. Born September 23, 1943 2. Spanish 3. Singer and songwriter 4. In the earliest years of his young adulthood, he was a goalkeeper for Real Madrid Castilla. His professional football career ended when he had a serious car accident, due to which he was unable to walk for two years. 5. He represented Spain in the 1970 Eurovision Song Contest, finishing in fourth place. 6. One of his children, Enrique, is an internationally well-known Spanish singer-songwriter, actor, and record producer. Baroness Emma Orczy 1. Born 23 September 1865 2. Died 12 November 1947 3. A Hungarian-born British novelist, playwright, and artist of noble origin 4. Some of her paintings were exhibited at the Royal Academy in London. 5. She is most known for her series of novels featuring the Scarlet Pimpernel. 6. Her work was so successful that she was able to buy an estate in Monte Carlo. 7. John Montague Orczy-Barstow, her only child, was born on 25 February 1899.
  61. 61. Lesson outlines and plans for intermediate 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 2 Lesson 5 – Birthday preparations Birthday cake pictures Source: http://getaldic.org/p/2015/10/chocolate-birthday-cake-jbrua7nm.jpg Source: http://www.conversationsforabetterworld.com/wp-content/uploads/2015/08/happy-birthday-cakes-with- name-2.jpg
  62. 62. Lesson outlines and plans for intermediate 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. Source: http://i0.wp.com/www.cakefu.com/wp- content/uploads/2013/02/545734_570066039670290_1546262047_n.png 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
  63. 63. Lesson outlines and plans for intermediate 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 Photocopiable material 3 Lesson 5 – Birthday preparations Birthday cakes A chart to fill in about the cakes: WEAKNESSESSTRENGTHS DESIGN/ ORIGINALITY DIFFICULTY LEVEL DECORATIONINGREDIENTS
  64. 64. Lesson outlines and plans for intermediate 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. Photocopiable material 4 Lesson 5 – Birthday preparations Mixed Recipes Worksheet The ingredients of two recipes got mixed up. Try to find the ingredients for “Chocolate doughnuts” and “Banana Cake”. Chocolate doughnuts Banana Cake  1 cup brown sugar  1 egg (lightly whisked)  1 teaspoon baking powder  1 teaspoon baking soda  1 teaspoon ground cinnamon  1/2 teaspoon salt  100 g dark chocolate (finely chopped)  125 g butter (melted)  125 ml thickened cream  150g plain flour  2 and ½ cups all-purpose flour  2 eggs  3 very ripe bananas  50 g caster sugar  50 g melted butter  60 ml milk  70 g walnut pieces  grated zest of 1 orange
  65. 65. Lesson outlines and plans for intermediate 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 Put the sentences into the correct order to get the recipes. Chocolate doughnuts Banana Cake Bake for 18-20 minutes. Combine flour, sugar and baking powder in a bowl. Cut one corner to make a hole. Dip light-side of doughnuts into the chocolate mixture. Make a well. Pipe among 12 doughnut pans. Place, glaze-side up, on a tray to set. Preheat oven 180°C (160 °C fan forced). Set aside for 20 minutes to thicken slightly. Spoon into a plastic bag. Stir in milk, butter and egg until smooth. While the doughnuts are in the oven, stir chocolate and cream in a saucepan over medium heat for 5 minutes or until smooth. Add flour, baking soda, sugar, cinnamon, grated orange zest to the bananas. Add the crushed walnuts. Allow to cool in the pan for 20 minutes Cook for 40 ‐45 minutes. Crack eggs into a separate jug. Cut up and serve with butter or chocolate cream. Cut up bananas, and with a fork, mash them in a mixing bowl. Grease a loaf tin. Melt the butter, let it cool, and add it to the eggs. Mix the eggs and butter together. Mix thoroughly. Pour in the mixture. Pour the egg and butter mixture into the mixing bowl. Put into a preheated oven at 180°C Then take out and leave on a cooling rack for about 10 minutes. Whisk the eggs.
  66. 66. Lesson outlines and plans for intermediate 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. Original Recipes: Chocolate doughnuts Ingredients:  150g plain flour  50 g caster sugar  1 teaspoon baking powder  60 ml milk  50 g melted butter  1 egg (lightly whisked)  100 g dark chocolate (finely chopped)  125 ml thickened cream Method: Preheat oven 180°C (160 °C fan forced). Combine flour, sugar and baking powder in a bowl. Make a well. Stir in milk, butter and egg until smooth. Spoon into a plastic bag. Cut one corner to make a hole. Pipe among 12 doughnut pans. Bake for 18-20 minutes. While the doughnuts are in the oven, stir chocolate and cream in a saucepan over medium heat for 5 minutes or until smooth. Set aside for 20 minutes to thicken slightly. Dip light-side of doughnuts into the chocolate mixture. Place, glaze-side up, on a tray to set.
  67. 67. Lesson outlines and plans for intermediate 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 Banana Cake Ingredients:  3 very ripe bananas  2 and ½ cups all-purpose flour  70 g walnut pieces  1 cup brown sugar  125 g butter (melted)  1 teaspoon ground cinnamon  2 eggs  Grated zest of 1 orange  1 teaspoon baking soda  1/2 teaspoon salt Method: Cut up the bananas, and with a fork, mash them in a mixing bowl. Add flour, baking soda, sugar, cinnamon, grated orange zest to the bananas. Crack eggs into a separate jug. Whisk the eggs. Melt the butter, let it cool, and add it to the eggs. Mix the eggs and butter together. Pour the egg and butter mixture into the mixing bowl. Add the crushed walnuts. Mix thoroughly. Grease a loaf tin. Pour in the mixture. Put into a preheated oven at 180°C. Cook for 40 ‐45 minutes. Allow to cool in the pan for 20 minutes. Then take out and leave on a cooling rack for about 10 minutes. Cut up and serve with butter or chocolate cream.
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  69. 69. Lesson outlines and plans for intermediate 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 Lesson Plan 6 Topic: Holiday/ History of mass tourism Lesson Title: Holiday – Part 1 Level: Intermediate Lesson duration: 90 inutes Aim: - to revise Past Simple regular and irregular - to revise question formation - to introduce vocabulary related to holidays and tourism - to introduce the life of Thomas Cook and the history of mass tourism - to socialize with the other students - to work in pairs and groups Summary of Tasks/Actions: 1. WARMER (10 min) Write the word “holidays” (or “vacation” or “travelling”) on the blackboard and ask 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: Airport; Backpack; Beach; Bicycle; Boat; Cab; Camera; Camping; Camper; Car; Cruise; Currency; Custom; Departure; Destination; Excursion; Explore; Ferry; Flight; Foreigner; Guide; Hitchhike; Hostel; Hotel; Highway; Inn; Island; Itinerary; Journey; Jet; Keepsake; Knapsack; Lake; Landing; Luggage; Map; Motel; Mountains; Museum; National park; Ocean; Overnight bag; Pack; Passport; Photos; Pictures; Plane; Postcard; Relax; Resort; Restaurant; Room; Safari; Sail; Scenery; Sea; Ship; Sightseeing; Souvenir; Subway; Swimsuit; Take off; Taxi; Tent; Ticket; Tip; Tour; Tourist; Train; Translate; Travel agent; Umbrella; Unpack; Vacation; Video camera; Visa; Voyage; Walk; Waterfall; Weekend; Yacht; Zoo 2. PRE-READING ACTIVITY (5-10 min) Students are given some photocopiable material. The teacher encourages students to comment the picture which accompanies the reading. This is designed not only to help them gain access to the heart of the passage but also to help them revise any difficult words. Possible questions are: What do you think the theme of the lesson is?
  70. 70. Lesson outlines and plans for intermediate 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. Where does this picture come from? Is it an illustration for a book, an advertisement, or a painting in a gallery? Do you know who Thomas Cook was? 3. PRE-READING ACTIVITY (5 min) Students comment the title of the reading and deduce what it could be about. This is an opportunity for the teacher to pre-teach some important words from the reading passage. The teacher might like to give the students the definitions below: Mass tourism: in the past only the rich travelled for pleasure and education. Most people didn’t have the money or the desire to visit foreign countries. But recently travel has become less expensive. These days more and more people go on holiday, so we talk about the age of mass tourism. Package tour: a visit, usually to a foreign country, in which the travel arrangements and the accommodation are all organized for the tourist by a travel agency. (Photocopiable material 1) 4. READING AND ANALYSIS (vocabulary) (20 min) The founder of mass tourism. Students read in turn and the teacher explains the new vocabulary and asks simple questions. In this section the teacher might introduce the explanation of the questions in the past simple that will be discussed further in the lesson. Possible questions: What was Cook’s job? Where was he from? When did he organize the first package tour? What did he publish in 1851? Where did he open the office? Who was John Mason? 5. VOCABULARY BANK (5 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 and the reading (Photocopiable material 2)
  71. 71. Lesson outlines and plans for intermediate 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 6. READING AND ANALYSIS (grammar) (5 min) Students underline all the examples of Past Simple they find in the reading. Then they have to divide them into regular and irregular verbs. For the irregular ones they have to write all the three forms of the paradigms. 7. GRAMMAR (15 min) Past Simple revision and examples. Uses, forms, time markers. Common mistakes are: the use of the Past Simple and not the Infinitive after did in the questions (What did you saw there?); the inversion of the noun or pronoun and the Infinitive: What did see you there?; the omission of the auxiliary did (What saw you there?). As soon as anyone makes one of these mistakes, write the sentence on the board and cross it out. Then each time a student makes a similar error, you can point to the sentence and draw attention to the general pattern. (Photocopiable material 3) 8. PAST SIMPLE PRACTICE (5 min) Students are given a short summary of the text and have to put the words in brackets in the right form of past simple. (Photocopiable material 4) 9. SONG (15 min) Summer nights by John Travolta & Olivia Newton John. Listening, singing, exercise. First listening: fill in the gaps choosing from the words given (all the verbs are in the past simple). (Photocopiable material 5) 10. TAKE-HOME TASKS (5 min) The teacher introduces and explains the homework. 1. Questions about the text (written); 2. True/False about the text (written); Presentation: different ways of travelling (oral) (Photocopiable material 6) Materials/Equipment: 1. Blackboard 2. CD player 3. Photocopiable material: Text The founder of mass tourism /Vocabulary Bank/ Summary of the text/ Song “Summer nights”/ Questions and T/F about the text. Take-home Tasks: Questions about the text (written)
  72. 72. Lesson outlines and plans for intermediate senior courses 72 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. True/False statements about the text (written) Presentation: different ways of travelling (oral) Methodological and classroom management remarks and guidelines Ice-breaking activities Brainstorming activities Eliciting Interaction
  73. 73. Lesson outlines and plans for intermediate 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 Photocopiable material 1 Lesson 6 - Holiday – Part 1 THE FOUNDER OF MASS TOURISM In the past travelling for pleasure was very rare and only very rich people could travel abroad. The man who introduced the age of package tours was Thomas Cook. Thomas Cook was born on November 22nd 1808 in a small English town Melbourne. He lost his father early and started working as printer in Leicester. He obtained church education and in 1828 he became a Baptist preacher. His interest for missionary activity, and his passion for travel, made him actively move around the country. Source: http://www.elle.pl/s/elle-deco-wnetrza/najpiekniejsze-plaze-z-lotu-ptak/photo/najpiekniejsze-plaze-z- lotu-ptaka-fot-gray-malin
  74. 74. Lesson outlines and plans for intermediate senior courses 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. On July 5th 1841 to the sound of the orchestra and the cheers of the crowd, 570 people left for Loughborough. This day is considered the date of the first tour. He arranged this trip of twenty-two miles for the people of his church. “I had the honour of leading the first public railway tour in the history of England," Cook wrote in his diary. After this first successful tour Thomas organized several tours that cost a shilling for adults and 6 pence for a child. These prices were cheap even for the English poor. For example in 1845 he advertised a package tour to Liverpool, then one to London for the “Great Exhibition”. In 1854 gave up his work as a printer because he already had over a million clients. He opened an office in London where he worked with his son, John Mason. In 1855 he organized a package tour to Paris and then others to Belgium, Germany, Italy and Switzerland. In 1866 he organized a tour of New York and the Civil War battlefields of Virginia. His success was also influenced by a new form of transportation ‒ railways ‒ which was actively developing. The trains were in desperate need of passengers. Cook signed a contract with the railways for "regular delivery of passengers." So he could receive discounts and his customers could travel at very cheap prices. Cook organized his voyages in every detail. He tried out every route, organized the accommodation with hotels and taverns, learned everything about points of interest and local life, and later described them in detail in his guide books (in 1851 he published the world’s first travel magazine). Cook is also considered the inventor of hotel coupons that guarantee a certain room at a fixed price, as well as traveller’s cheques (very useful because in that period it was dangerous to carry large amounts of cash).
  75. 75. Lesson outlines and plans for intermediate 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 In December of 1868 "Cook and Son" invited the British to the Holy Land. 60 pilgrims were travelling in a caravan of horses, donkeys and mules. They had to sleep in tents because there weren’t any hotels! When in 1869 the Suez Canal opened, Cook created his fleet of luxury boats to travel up the Nile. Thomas Cook died in 1892 at the age of 84, passing the company to his son, who died 7 years later. The son helped the Europeans to discover the New World, and the Americans ‒ the Old. In 1919, for the first time in history of tourism, tour operator "Thomas Cook" used aircraft to transport tourists. Today this is one of the largest travel companies and brands in the world. Source: http://www.thetimes.co.uk/tto/business/industries/leisure/article3202267.ece
  76. 76. Lesson outlines and plans for intermediate senior courses 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. Photocopiable material 2 Lesson 6 - Holiday – Part 1 VOCABULARY BANK abroad – accommodation – advertise – arrange – boat – cash – change – check – country – fleet – foreign – holiday – hotel – journey – luxury – mass tourism – organize – package tour – tent – travel – travel magazine – traveller’s cheque – trip
  77. 77. Lesson outlines and plans for intermediate 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 3 Lesson 6 - Holiday – Part 1 PAST SIMPLE REGULAR AND IRREGULAR I you he she it we you they + worked in a bank. went to the USA. _ didn’t work in a bank. didn’t go to the USA. ? Did you work in a bank? Yes, I did. Did you go to the USA? No, I didn’t. 1) The Past Simple is used to talk about finished actions in the past. 2) The Past Simple is the same for all persons. 3) In negative forms and question use did/didn’t and infinitive. infinitive past work play like study travel worked played liked (if the verb finishes in e just add d) studied (if the verb finishes in consonant + y add ied and drop y) travelled (if the verb finishes in consonant- vowel- consonant double the final consonant) - To make the positive form of the Past Simple of regular verbs add –ed. There are some spelling rules (see chart above). - To make the positive form of the Past Simple of irregular verbs take the second form of the paradigm. For example, to go- went-gone. Went is the Past Simple form.
  78. 78. Lesson outlines and plans for intermediate senior courses 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 4 Lesson 6 - Holiday – Part 1 SUMMARY Thomas Cook ______ (be) a printer in Leicester. In 1841 he ______ (organize) the world’s first package tour for members of his church. He then ______ (start) to organize trips all over Britain. In 1854 Thomas Cook ______ (give up) his job and a year later he ______ (take) some tourists to Paris. He ______ (open) an office in London where he ______ (work) with his son. In 1868 he ______ (go) to the Holy Land with tents because there weren’t any hotels for his customers. He ______ (create) his own fleet to travel up the Nile. He ______ (invent) traveller’s cheques that tourists ______ (can) use during their holiday. He ______ (die) in 1892 at the age of 84.
  79. 79. Lesson outlines and plans for intermediate 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 5 Lesson 6 - Holiday – Part 1 SONG: SUMMER NIGHTS John Travolta and Olivia Newton-John MEN WOMEN TOGETHER Summer loving had me a blast, oh yeah Summer loving ___________ so fast, I ________ a girl crazy for me, Met a boy cute as can be, Summer days drifting away, To, uh oh, those summer nights Well-a well-a well-a huh Tell me more, tell me more Did you get very far? Tell me more, tell me more Like does he have a car? She _______ by me, she got a cramp He ________ by me, got my suit damp I saved her life, she nearly drowned He showed off, splashing around Summer sun, something's begun But, oh, oh, these summer nights Well-a well-a well-a huh Tell me more, tell me more Was it love at first sight? Tell me more, tell me more Did she put up a fight?
  80. 80. Lesson outlines and plans for intermediate senior courses 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. __________ her bowling in the Arcade We went strolling, _________ lemonade We _________ out under the dock We stayed up 'till ten o'clock Summer fling, don't mean a thing But, oh, oh, those summer nights Tell him more, tell him more But you don't gotta brag Tell me more, tell me more 'Cause he sounds like a drag Shoo-bop-bop, shoo-bop-bop, shoo-bop-bop, shoo-bop-bop shoo-bop-bop shoo-bop-bop shoo-bop-bop YEAH! He ________ friendly, holding my hand She got friendly down in the sand He was sweet just turned eighteen Well, she was good you know what I mean Summer heat, boy and girl meet But, oh, oh, the summer nights Tell me more, tell me more How much dough did he spend? Tell me more, tell me more Could she get me a friend? It turned colder, that's where it ends So I ________ her we'd still be friends Then we made our true love vow Wonder what she's doing now Summer dreams, ripped at the seams Bu-ut oh, those summer nights! Tell me more, tell me more! SWAM HAPPENED TOOK RAN MADE MET GOT TOLD DRANK
  81. 81. Lesson outlines and plans for intermediate 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 Photocopiable material 6 Lesson 6 - Holiday – Part 1 TAKE-HOME TASKS 1. Here are some answers about the passage. Write suitable questions.  A few rich people.  He was a printer.  The world’s first travel magazine.  In 1854.  New York and the battlefields of Virginia.  In tents.  In 1899. 2. Read these statements about the passage. Are they true or false?  Travel was very expensive before the middle of 19th century.  Thomas Cook was a travel agent in 1841.  The first public trip was in 1845.  The Great Exhibition was in Liverpool.  In 1866 he opened an office in London.  They stayed in hotels in the Holy Land.  Thomas Cook died in 1891. 3. Presentations. Everybody prepares a monologue of 3-5 minutes about a particular way of travelling (cruise/camping/B&B/ camper/house exchange/pilgrimage/all- inclusive resorts...). Students describe pros and cons of these kinds of holiday and their personal experience (if any).
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  83. 83. Lesson outlines and plans for intermediate 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 Lesson Plan 7 Topic: Holidays/ Ways of Travelling Lesson Title: Holiday – Part 2 Level: Intermediate Lesson duration: 90 minutes Aim: - to revise question formation - to introduce / revise vocabulary related to holidays and travelling - to improve self-confidence and fluency in speaking - to learn about different kinds of holidays - to get to know the other students and their experiences Summary of Tasks/Actions: 1. WARMER (15 min) English Stew: Students have to elicit as many words as possible related to the word “holiday” (if this lesson is the sequel of lesson “Holiday, part 1” students can try to remember words from the previous lesson). The teacher explains that students are going to cook an “English stew”. The teacher gives each student a few pieces of paper and asks them to write on the pieces given any words in English on the topic “holiday”. The teacher draws on the board a big pot and collects the pieces of paper with words from students and pins them with magnets to the pot – they are the spices and ingredients of the stew. The word stew is boiling. The teacher then asks students to work in pairs or groups and write short stories with the words. It is best if all of the words are used in the stories. Once ready, the pairs/groups tell their stories to the others. Possible words with different initials related to this topic: Airport; Backpack; Beach; Bicycle; Boat; Cab; Camera; Camping; Camper; Car; Cruise; Currency; Custom; Departure; Destination; Excursion; Explore; Ferry; Flight; Foreigner; Guide; Hitchhike; Hostel; Hotel; Highway; Inn; Island; Itinerary; Journey; Jet; Keepsake; Knapsack; Lake; Landing; Luggage; Map; Motel; Mountains; Museum; National park; Ocean; Overnight bag; Pack; Passport; Photos; Pictures; Plane; Postcard; Relax; Resort; Restaurant; Room; Safari; Sail; Scenery; Sea; Ship; Sightseeing; Souvenir; Subway; Swimsuit; Take off; Taxi; Tent; Ticket; Tip; Tour;
  84. 84. Lesson outlines and plans for intermediate senior courses 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. Tourist; Train; Translate; Travel agent; Umbrella; Unpack; Vacation; Video camera; Visa; Voyage; Walk; Waterfall; Weekend; Yacht; Zoo 2. ORAL PRESENTATIONS (30-35 min) Presentations: Every student describes a particular kind of holiday that he has experienced (cruise; camping; camper; B&B; All inclusive resort; Pilgrimage; home exchange ...) mentioning the pros and cons and speaking about his personal experience. The presentation can’t last more than 2 minutes (the teacher can adjust the time according to the number of students in the class). The other students have to ask at least one question each at the end of every presentation (for this reason they are obliged to listen to the presentations carefully). This activity improves the students’ self- confidence, fluency and motivation. 3. GRAMMAR- QUESTION FORMATION (10-15 min) Before the students ask questions, the teacher revises the question structure for different tenses. It might be useful to introduce the acronyms QASV (question word/auxiliary/subject/verb) and ASV (auxiliary/subject/verb). It is also important to point out that auxiliaries change depending on the verbs: do/does (present simple); did (past simple); is/am/are (present continuous); and so on. The teacher also explains that these structures are not used when the main verb is “to be” because it is already an auxiliary so for the question it is necessary to use it before the subject. (Photocopiable material 1) 4. DISCUSSION (15-20 min) When all the topics have been presented students ask questions and in turn the others answer. Depending on how much time is left the teacher can decide to select just a few questions for every presentation introduced. 5. COMPETITION (5 min) Students vote the best way of travelling among the ones presented. 6. GRAMMAR PRACTICE (10 min) Students are given an exercise where they have to write questions for the answers given. (Photocopiable material 2)
  85. 85. Lesson outlines and plans for intermediate 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 7. TAKE-HOME TASKS (5 min) Write 5 questions for people in the class. Try to use all the different tenses you know. Materials/Equipment: A blackboard Photocopiable material Take-home Tasks: Write 5 questions for people in the class Methodological and classroom management remarks and guidelines Brainstorming activity Oral presentation Interaction Competition
  86. 86. Lesson outlines and plans for intermediate senior courses 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 1 Lesson 7 - Holiday – Part 2 WORD ORDER IN QUESTIONS Questions with auxiliaries in Present and Past Simple Question Word Auxiliary Subject Infinitive (main verb without to) Where What What time do does did does do did you your sister James Mary your parents you smoke? like travelling? go to school yesterday? work? do on Sunday? wake up yesterday? In the Present Simple use the auxiliaries do/does to make questions. In the Past Simple use the auxiliary did to make questions. Respect the word order: ASI (auxiliary/subject/verb) if you ask a yes/no question. QASI (question word auxiliary/subject/verb) if you ask an open question.
  87. 87. Lesson outlines and plans for intermediate 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 Questions with auxiliaries in other tenses Question Word Auxiliary Subject Infinitive Where What What time is will would have were are Tom you your son you your parents they sleeping? help me? move to the USA? been? doing yesterday at 6pm? coming? The same structures are used with other tenses. In these cases the auxiliary is changes to: be for continuous tenses, have for perfect tenses, will for the Future, would for the conditional. The infinitive changes according to the tense as well: - ing form for the continuous tenses, past participle for the perfect tenses, infinitive without to for Future and Conditional.
  88. 88. Lesson outlines and plans for intermediate senior courses 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. Photocopiable material 2 Lesson 7 - Holiday – Part 2 GRAMMAR PRACTICE 1) ........................................................................................................................... . She lives in a flat. 2) ........................................................................................................................... . My mother is French and my father is Canadian. 3) ........................................................................................................................... . I go to the gym twice a week. 4) ........................................................................................................................... . Because I want to travel and English is very important. 5) ........................................................................................................................... .
  89. 89. Lesson outlines and plans for intermediate 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 They went on holiday in June. 6) ........................................................................................................................... . No, I wasn’t. I was ill so I didn’t go to school. 7) ........................................................................................................................... . She’s sleeping because she was very tired. 8) ........................................................................................................................... . My English class starts at 5pm.
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