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


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


Contributing authors: Teresa Anelli (Italy), Beatrix Bajnóczi (Hungary),
Agnieszka Baran (Poland), Gyöngyi Bódiné Gál (Hungary), Andrea Ciantar
(Italy), Loredana Golob (Italy), Manuela Gazzano (Italy), Kirsi Haavisto
(Hungary), Barbara Kaszkur-Niechwiej (Poland), Anna Payne (Poland),
Malwina Szeliga (Poland), adult learners taking part in the project.
Project logo designer: Andrea Sinka (Hungary)
Kraków (Poland), Rome (Italy), Szeged (Hungary), 2014-2016

Lesson outlines and plans for 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

5
Introduction – The InMETE 55+ Project
Teaching foreign languages, especially English, to seniors, is becoming one of the
most crucial elements of education in later-life in Europe. Existing analysis concerns
mainly the needs and current state, but there are not enough didactic materials which
would support teachers in their daily work with learners 55+. This concerns in
particular those materials that go beyond the traditional language course, and include
such elements that are emotionally engaging, motivating, and provide new incentives:
mental, physical and sensory - so essential in later-life pedagogy. To address this
deficiency a partnership was formed which consists of 3 organizations from Poland,
Hungary and Italy, possessing considerable experience in senior education,
especially in language teaching and represent a complementary approach, including
academic. This has enabled the partners to identify the most urgent needs and gaps
in language teaching (especially English) to older learners and to propose innovative
solutions to address them.
The Fullness-of-Life Academy Association from Krakow, the Courses Educational
and Cultural Association from Szeged and the Italian Federation for Continuing
Education from Rome gathered together to realize the Erasmus + Project “Innovative
methods for increasing effectiveness of teaching English of 55+ learners” (InMETE
55+). The project has a form of “Strategic Partnership”, done under the Key Action 2
from September 2014 to August 2016.
The project goal is to develop tangible propositions of innovative methods for
increasing effectiveness of teaching English to 55+ learners. Through well-structured
cooperation, researches, discussions, international meetings, three tangible
intellectual outputs of the project be prepared:

6
cannot be held responsible for any use which may be made of the information
contained therein.
a. resource pack of possible resources: materials, ideas and guidelines which
could be used during the English lessons to increase cognitive functions of elderly
learners, in particular, their attention, motivation, emotional involvement, memory
functioning, senses and body involvement, communication sensitivity and capability,
and also their well-being;
b. nine detailed lesson outlines together with teaching/learning materials for
teachers and students (each for two levels: elementary (A2-B1) and intermediate (B2)
including innovative elements taken from external sources like art, historical heritage
of our countries, memory rules and methods, music, poetry, body expression and
para-theatrical forms, etc.;
c. two curricula for a one-year (60 hrs) course for learners 55+, two levels -
elementary (A2-B1) and intermediate (B2).
These three products will be available free of charge for seniors’ educators from the
non-profit sector. At the end of the project, during dissemination events, all of them
will be promoted.
In this publication we present the project's second product – nine lesson plans and
outlines for 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
The Project Partners
The partnership consists of 3 partners from Poland, Hungary and Italy, who possess
considerable experience in senior education, especially in language teaching and
represent a complementary approach, including academic.
Poland: Stowarzyszenie Akademia Pełni Życia
im. Joanny Boehnert
The Fullness-Of-Life Academy Association has been working since 2001 with seniors
from the Malopolska region of Poland - both from big cities and small towns. The goal
has been to improve the quality of older people's life by creating a wide range of
educational opportunities for them. Special emphasis is put on giving seniors access
to modern computer technology, language learning and the achievements of
contemporary science and culture.
The Association organises computer courses, language classes, lectures, seminars,
memory training, art workshops, and discussion and hobby groups. It also develops
teaching/study materials tailored to older people. It carries out innovative educational
projects for older people, both locally and internationally.
Web page: www.apz.org.pl

8
contained therein.
Hungary: Tan-Folyam Oktatási és Kulturális
Egyesület
The Courses Educational and Cultural Association was founded by adult learners. Its
main aims are to promote formal, non-formal and informal lifelong learning and to
achieve and maintain mental, physical and social well-being through active learning.
It organises and conducts various training workshops and projects related to lifelong
learning, for example in language and ICT. The majority of members of the
Association are older people and the development of teaching and learning
techniques and applications appropriate to the age group is a central interest.
Web page: www.tan-folyam.eu
Italy: Unione Italiana di Educazione Deglt Adulti
(UNIEDA)
The Italian Federation for Continuing Education is a national umbrella organisation of
65 Italian adult education organisations. It is a national focal point for the
development of an inter-generational pedagogy aimed at different generations and
cultures in the name of their common educational needs. As a research and
experimentation centre for adult education activities and methodologies, UNIEDA is
particularly active in the promotion and dissemination of autobiographical and
biographical narrative methodologies and explores their relationship with the memory
and learning of older people. It participates in the implementation and dissemination
of European Grundtvig projects at national and transnational level and, in 2010,
developed for use a model bill on Lifelong Learning, which was regarded as strategic
for the achievement of Lisbon objectives and aims.
Web page: www.unieda.it

9
General Tips for Teachers
At the beginning of a course the learners can fill in a questionnaire about the
most common problems in learning English. Typical problems which will
emerge are: speaking, oral comprehension, irregular verbs, present
perfect/past simple, present perfect simple/continuous, future, phrasal verbs,
idioms. The result of the questionnaire is important for teachers because they
can develop the course by taking into account their students’ necessities.
Teachers shouldn’t correct 100% of their students’ mistakes especially during
conversation activities and at low levels. Excessive correction could result in
the students’ refusal to speak. A good option is to write down the students’
mistakes without interrupting them and to correct them only at the end of the
activity.
Don’t forget to praise your students for their
progress. Some students in particular are very shy
and they need to be encouraged.
A good way to correct compositions and essays written by students is the
“collective correction”: the teacher selects (among the students’ texts) the
sentences with the worst (and most interesting!) mistakes and writes them on
the board without mentioning the author. In turn the students have to spot the
mistake and correct it.
Encourage students to use traditional dictionaries and not digital ones. The
“effort” of looking up a word helps students fix it in their memory more than
a simple click on their pc.

10
contained therein.
Adult-students are not just people who are learning a language; the teacher
should valorise their personal experiences and background. If they want to
share and compare their personal experiences, the teachers should encourage
them.
Make sure that the material is presented in a suitable way: for example well
printed, in fonts which are not too small.
Make sure the equipment works properly. For example if you play a song, the
quality of the sound must be perfect and the room must not be noisy.
If students do not understand a song or a listening exercise, they could be
discouraged even if it’s not totally their fault.
Don’t use materials (readings, listening, grammar exercises) too difficult for the
students’ level. It could result in a general lack of confidence in the class.
In general the teacher should motivate the students not to use their mother
tongue in class, or to do this to the smallest degree possible. Anyway, at
elementary levels, use the students’ language if necessary to make them feel
comfortable, especially during the very first lessons when they don’t know the
teacher and the other students, and their tension could compromise their
understanding.

11
In the case of oral activities where every student has to describe something (a
holiday, a story, a film) encourage the others to ask their classmate at least one
question on the presentation s/he has just given. It will oblige everybody to
listen carefully to the presentations.
Create an informal relaxed atmosphere. If possible, put the tables in
a circle so that everybody can look at each other. Enjoying ourselves is the
best way to learn.
Sometimes divide the students in teams and organize contests. They increase
motivation and let learners socialize.

13
Teacher’s Guide – lesson plans and outlines description
Presented lesson plans and outlines were specifically designed to be easily used by
English language teachers who work with seniors.
Lesson outline is a short summary of general competences in both knowledge and
skills that are going to be developed during each lesson. It should give the teacher
clear information about the grammar structures and vocabulary that are going to be
covered/revised during each lesson, what skills (reading, writing, speaking, listening)
are going to be worked on/developed. It also contains suggested exercise designed
to check the knowledge and skills of the student.
Lesson plan is a detailed programme of each lesson. It gives the teacher a ready-to-
follow guide on how each lesson could be run. Of course it is only a suggestion and
can be modified and augmented depending on the particular needs of each group of
students. It is good to bear in mind that flexibility of the teacher, suitable speed and
way of running the lesson that is tailored to the students’ needs are crucial in teaching
seniors. Activities for students-seniors should be first of all designed to make them
comfortable, motivated and should be focused on reaching even a small success in
teaching – learning process, while meritorical aims come second.
Each of the lesson plans contains the topic, information about aims and the duration
of each meeting. Included are also detailed descriptions of all mentioned
exercises/activities with information about time needed, materials, and also ready to
copy materials for teachers or information about sources where certain materials
could be found. There are also some methodological guidance available (included)
necessary for successful running of the lesson.

14
contained therein.
Photos by UNIEDA © 2015
Lessons that are presented were designed and described by teachers with wide
experience in teaching seniors, and they are based on the Resource Pack which is
also one of the project's products (see: “The Resource Pack of materials, ideas and
guidelines”). The proposed lessons were tested by the teachers and students-seniors
in partner organizations. Seniors that have taken part in the lessons were highly
satisfied with them, both with the materials and exercise. All remarks and suggestions
collected as feedback were taken into account in the creation of the final version of
the product that has been handed to you.
Photos by APZ © 2015

15
LESSON OUTLINES
Lesson 1 - 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 9 - Eating Out

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
contained therein.
Lesson Outline 2
Lesson title: Try to be a tourist in your own town
your
progress
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
Lesson Outline 3
Lesson title: Back to our childhood
your
progress
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
contained therein.
Lesson Outline 4
Lesson title: Birthdays in the family
your
progress
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
Lesson Outline 5
Lesson title: Birthday preparations
your
progress
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
contained therein.
Lesson Outline 6
Lesson title: Holiday – Part 1
your
progress
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
Lesson Outline 7
your
progress
Question
formation
“A soup of
words – English
stew”
- - - Presentation:
different
ways of
travelling”
- - - - - - Take-home
task:
Question
formation

24
contained therein.
Lesson Outline 8
your
progress
- - - 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
Lesson Outline 9
Lesson title: Eating Out
your
progress
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

27
LESSON PLANS
Lesson 5 - Birthday preparations
Lesson 9 - Eating Out

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
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
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
contained therein.
Photocopiable material 1
Examples of pictures with moods
HAPPY SAD ANGRY RELAXED WORRIED
EMBARASSED SHOCKED OVERJOYED UNMOVED EXCITED

33
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
contained therein.
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
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

37
Lesson Plan 2
Topic: Tourism/asking the way
Lesson Title: Try to be a tourist in your own town
Level: intermediate
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
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
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
contained therein.
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
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
contained therein.
Giving directions
Match the letters from the map with the expressions.
__________ It’s on the left.
__________ It’s on the right.
__________ Go past …
__________ Turn left.
__________ Turn right.
__________ Go straight on.
__________ Take the first turning on the right.

43
A map of the Old Town
Source: http://www.krakow-info.com/planKrak.htm

45
Lesson Plan 3
Topic: Children’s games
Lesson Title: Back to our childhood
Level: intermediate
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
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
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
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
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
contained therein.
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
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.

53
Lesson Plan 4
Topic: Celebrations
Lesson Title: Birthdays in the family
Level: intermediate
Aim:  to revise/learn vocabulary related to the topic
 to revise/learn how to describe pictures
 to revise/learn/practise past simple tense (statements,
 to revise/learn/practise irregular verb forms
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
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
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.
Comments: A list of birthday songs:
http://top40.about.com/od/specialoccasions/tp/Birthday-Songs.htm

56
contained therein.
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
Lesson Plan 5
Topic: Celebrations
Lesson Title: Birthday preparations
Level: intermediate
Aim:  to practise asking questions (past and present tenses)
 to revise/learn vocabulary related to the topic
 to revise/learn/practise simple past tense (statements,
 to revise/learn/practise giving instructions (recipes)
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
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
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.
Comments: Students must be asked to bring a birthday present they got to this
class.

60
contained therein.
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
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
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
Birthday cakes
A chart to fill in about the cakes:
WEAKNESSESSTRENGTHS
DESIGN/
ORIGINALITY
DIFFICULTY
LEVEL
DECORATIONINGREDIENTS

64
contained therein.
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
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
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
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.

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
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.
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

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.
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.
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).
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)
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)

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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
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
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
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
contained therein.
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

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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.

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contained therein.
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.

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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?
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
Was it love at first sight?
Did she put up a fight?

80
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
'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
How much dough did he spend?
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

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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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Lesson Plan 7
Topic: Holidays/ Ways of Travelling
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
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.
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.

85
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
contained therein.
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
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
contained therein.
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
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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Lesson Plan 8
Topic: Problems on holiday
Level: Intermediate
Lesson duration: 90 inutes
Aim: - to revise vocabulary related to holidays
- to complain
- to socialize
- to know about other people’s holidays
Summary of
Tasks/Actions:
1. WARMER (5 min)
Brainstorming activity. Students elicit all the possible problems they
can have when they are on holiday. The teacher writes the
expressions on the board. Possible answers: wallet or documents
stolen/mosquitoes/jet-lag/sunburnt/lost
luggage/food/flight/accommodation/heavy bags/language/boring
company/bad weather/illnesses
2. PRE-READING ACTIVITY (10-15 min)
Before reading the text, the students look at the photos and the title
and guess what the text could be about. The students try to guess
the places/cities of the pictures. They will match the photos with the
right descriptions only after reading the text.
3. READING AND ANALYSIS (15-20 min)
The worst holiday ever. Students read in turn and the teacher
explains the new vocabulary and asks simple questions. These are
some words that the students might not understand:
Engagement: the moment of a relationship when the partners
decide to get married.
Strike: a form of protest where employees stop working in order to
have their rights recognized.
Affordable: something that doesn’t cost too much.
The students have to underline all the verbs in the past simple and
to repeat the forms of the irregular ones.

92
4. ONE-TO-ONE CONVERSATION (20 min: 5 min of preparation
and 15 min of activity)
Students are asked to speak about their personal experience: “a
time they had some problems on holiday”. This activity can be
performed as a “Speed Date”. The students are divided into
couples. Each couple sits at a table for a "short date" (usually three
minutes). During this little time they have to exchange as much
information as possible about the topic given. When the bell rings
the couples rotate and people change partner so they move on for
a new date.
5. GENERAL CONVERSATION (10 min)
When all the dates have finished, the students and teacher speak
together and try to remember as much as possible about every
single participant. What can you remember about every student’s
experience?
6. ROLE PLAY (25 min: 15 for preparation+ 10 for performing)
Complaining: Students are divided in groups and are given
instructions and role-cards. They have to complain about different
situations that might occur on holiday or in everyday life.
Questions about the reading/ Composition: My holiday nightmare
(Photocopiable materials 3&4)
Materials/Equipment: 1. Blackboard
2. Photocopiable material
3. Role cards
Take-home Tasks: Questions about the reading/ Composition: My holiday nightmare
Methodological and
classroom
management remarks
and guidelines
Brainstorming
Pair work
Group work
Role plays

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THE WORST HOLIDAY EVER!
Sometimes the holiday of your dreams can turn into a nightmare. This is
what happened to three unlucky travellers...
When I was 15 my parents obliged me to go on holiday with them to Sardinia,
a beautiful island in Italy. I was very annoyed because my sister, who was only
three years older than me, was allowed to go on holiday alone with her friends in
Ibiza. During my holiday in Sardinia the weather was great, the sea fantastic and
the food delicious. But I didn’t care! I was very bored and wanted my friends. In
our village there were only middle-aged couples and I was the only young boy. On
the final evening it was my birthday and the staff of the animation organized a
show: they made me dance a traditional Sardinian dance with an old lady. It was a
nightmare.
Tim, 25 from Liverpool
Source: http://www.tanienurkowanie.pl/nurkowe/wyjazd-grupowy-na-sardynie

94
Some years ago I decided to have a holiday in Sweden with my boyfriend. We
chose Stockholm because we both wanted to visit the museum dedicated to Astrid
Lindgren, the author of Pippi Longstocking. When we got there the museum was
closed and we were very disappointed. Anyway, we knew that there were many
other museums, parks and monuments to visit in the city centre. Unfortunately on
the second day of our one-week holiday a massive strike started. Strikes are very
unusual in Sweden and also the locals were surprised and disoriented. Transport
didn’t work, there were no taxis and a lot of shops were closed. We couldn’t go
anywhere because our hotel was very far from the city centre. We spent all our
time in a shopping centre near the hotel, arguing and spending money on stupid
things to kill time!
Gabriela, 37 from Bucarest
Source: http://www.bankier.pl/wiadomosc/Tam-mieszkam-Szwecja-Sztokholm-3030009.html

95
Two years ago a friend of mine who works as a travel agent recommended that I
and my boyfriend go on a cruise on the Mediterranean to celebrate our
engagement. We had never been on a cruise and we were very excited. There
were special discounts for couples so the price was affordable. Unfortunately two
days before departure my boyfriend fell off the ladder and broke his leg. He
wanted me to go anyway and my brother came with me. Those ten days were a
nightmare. My brother was very depressed because he had just broken up with his
girlfriend and he was crying all the time. The weather was awful, cold and rainy.
The sea was very rough and most of the time I was in my room feeling sick. One
day I was even trapped in the lift of the ferry boat for two hours and had a panic
attack!
Kelly, 30 from Dublin
Source: https://pixabay.com/pl/stockholm-szwecja-prom-statek-250084/

96
A goes to the tobacconist’s to buy cigarettes and some bus tickets. There’s a lot of
confusion in the shop. B is the tobacconist and gives A the wrong change.
A had a holiday in Portugal last week. The holiday was awful: transfer to hotel,
hotel and trips. A goes to the travel agency to complain. B is the owner of the
travel agency. He offers a 20% discount for a new holiday.
A had beef curry at the Grand Hotel a couple of evenings ago. That night A had
stomach ache, sickness and diarrhoea. The doctor said it was food poisoning.
Now A is feeling better and he has gone back to the hotel to complain. B is the
manager of the Grand Hotel.
A buys an expensive ticket for a famous circus show. The day of the performance
the usher shows A his seat. It’s just in front of a column and he can’t see anything.
A is furious and complains. B is the usher. He can’t give A another seat because
the show is sold out. C is the owner of the circus who wants to offer A an
appropriate compensation to avoid bad publicity.
A is a customer of a three star hotel. The central heating doesn’t work and A goes
to reception to complain. B is the receptionist. Unfortunately the hotel is full and he
can’t give A another room.
A is a customer who bought a jacket on sale in a clothes shop. Once at home A
realizes that one of the zip is broken so he goes back to the shop to complain. B is
the shop assistant. Articles on sale can be changed only with other articles on
sale.
There’s a blackout. A works in a supermarket where the refrigerators don’t work
anymore. A asks the supermarket’s owner (B) if it’s better to throw away all the
food. B categorically refuses: it would be a loss of money. C is a customer who
buys something in the supermarket, but once at home he realizes the food is
awful. So he goes back to the supermarket to complain.

97
TAKE-HOME TASKS
Answer the following questions about the passage:
READING 1
- Where did Tim go on holiday?
- What were his main problems?
- How did he celebrate his birthday?
- Why was he jealous of his sister?
READING 2
1) Why did Gabriela go to Sweden?
2) What was unusual about Stockholm?
3) How long was her holiday?
4) How did they spend their time?
READING 3
1. Who recommended this destination to Kelly?
2. Did she go on holiday with her boyfriend?
3. Why did she have a panic attack?
4. Was it a cheap holiday?

98
Composition (between 150 and 200 words)
“My holiday nightmare”

99
Lesson Plan 9
Topic: Food and drinks
Lesson Title: Eating out
Level: intermediate
Aim:  to revise/learn vocabulary related to the topic
 to revise/learn how to describe places
 to revise/learn/practise present simple (statements,
Summary of
Tasks/Actions:
1. WARMER (15-20 min)
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
“eating out”. 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.
2. ORAL ACTIVITY (15-20 min)
Pictures on the topic; Which one is your favourite? Why?
The teacher asks the students about the different restaurants in the
pictures.
Would you go to this place? Which one is similar to your favourite
restaurant? What food do you think they serve here? etc.
3. LISTENING (5-10 min)
Listen to some people talking about restaurants they have been to.
Who is satisfied? Who is not satisfied? Why?

100
4. READING EXERCISE & DISCUSSION (15-20 min)
Students read the information on an interesting restaurant and do
some related tasks. (Photocopiable material 3)
The tasks may include true/false exercises, multiple choice
exercises, open ended questions, sentence completion exercises,
grid filling; skimming/scanning activities, etc.
Individual and pair work.
5. DISCUSSION (15 -20 min)
Topic: The best restaurant you know well.
Students are asked to describe the best restaurant they know and
recommend to the others. Listeners are encouraged to ask
questions from the speaker in order to get more information.
Materials/Equipment: 1. Slips of paper and magnets (or blue tac)
2. Pictures of restaurants
3. A listening exercise
4. A text on a restaurant (with exercises)
Take-home Tasks: Students are asked to prepare a short presentation on a restaurant
(pictures are welcome).
They should consider the following points:
• location
• staff and service
• food and drinks, specialities
• furniture and decoration
• prices
• atmosphere
Methodological and
classroom
management remarks
and guidelines
The warmer sets the tone for the whole lesson, activates already
held information, and stimulates students. It creates a positive
atmosphere necessary for efficient learning.
Group work increases cooperation and problem solving skills.

101
Lesson 9 - Eating out
Source: http://www.faros.ca/images/inside-faros.jpg
Source: http://www.althaeasoaps.com/wp-content/uploads/2012/10/6-10-e.jpg

102
Source: http://www.naturalhealthyteam.com/wp-content/uploads/2015/03/FF_1.jpg
Source: http://gosamana-dominicanrepublic.com/Outside-View-of-the-Terrace-Taberna-Samana.jpg

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Listening material
Transcript
Peter: Everybody had been talking about it and in the end I decided to go and
see this place. Well, to tell you the truth, it was a big disappointment. I
mean, it cannot be that hard to grill some pork and throw some slices of
mushroom in the oven, but they even got that wrong! The pork was
tough and the mushroom was tasteless and cold. Very high prices,
unfriendly staff –
I won’t be going there again.
Joanne: I was really hungry one evening and just wasn’t in the mood to cook. As
I was coming home, I saw the sign and went in. Well, the food was
fantastic and the whole place had a very friendly atmosphere. The
furniture was a bit old-fashioned but comfortable. I felt rather odd sitting
alone, but the waitress was very nice and made me feel good. She even
asked the chef for the recipe of the main course for me! I’ll definitely go
back.
Lena: Joe and I love going out to eat – you could say it’s a hobby of ours to visit
and try out several places. So, last Friday we decided to go to that new
French restaurant on the square next to my workplace. It wasn’t great,
I have to admit. The service was rather slow and the waiters were more
interested in talking to each other than taking orders. The decor was
modern and bright, but the food was bland and tasteless. Though the
prices were reasonable, I don’t think we will go back.

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Reading material
The Fat Duck in Bray, Berkshire
Visitors to Bray will love the quiet charm of the peaceful Berkshire village on the
banks of the River Thames. It’s just 20 miles (32km) from London, but here time
stands still. There’s the 13th
century parish church, St Michael’s, there’s the village
green, and the cricket club. Also, Bray contains two of the four three-Michelin-
starred restaurants in the United Kingdom: The Fat Duck run by television chef
Heston Blumenthal, and The Waterside Inn that was founded in 1972 by the
brothers Michel and Albert Roux.
Housed in a 16th-century building that had previously been the site of The Bell
pub, The Fat Duck opened in 1995. With its wooden beams and simple décor, it is
a famous restaurant for lovers of gastronomy. The restaurant has fourteen tables,
and can seat 42 diners. It has a very high proportion of chefs working at the
restaurant, 42, equating to one chef per diner. Much of the menu is developed by
experimentation, for example, the egg and bacon ice cream came about following
Blumenthal investigating the principles of "flavour encapsulation". A research
laboratory where Blumenthal and his team develop dishes is two doors away
opposite The Hinds Head pub, which is also owned by the chef. It was where the
majority of the laboratory scenes for the television series Heston Blumenthal: In
Search of Perfection were filmed. The lab equipment includes a centrifuge which is
used to make chocolate wine, and a vacuum oven.

105
The restaurant takes reservations up to 2 months in advance, and in 2011 it was
receiving some 30,000 calls for reservations per day, although that figure also
included people who couldn't get through and were redialling. A meal at The Fat
Duck is a complete but expensive experience. The restaurant serves a fourteen-
course tasting menu, and the dishes include palate cleansers made of vodka and
green tea, frozen in liquid nitrogen, a snail porridge that was described by one
food critic as "infamous", salmon poached in liquorice gel served with an
artichokes vanilla mayonnaise, oyster and passion-fruit jelly on lavender, served in
an oyster shell, and ice creams of both crab, and egg and bacon, each of which
resulted in increased media attention for the restaurant.
Sources: http://www.thefatduck.co.uk/, https://en.wikipedia.org/wiki/The_Fat_Duck

107
Summary
In our publication we are presenting some materials for English language teachers
working with seniors. They are several products that are the result of the cooperation
of three organisations from Poland, Italy and Hungary over the past two years.
The materials we are handing in are a joined effort of very experienced educators
who have been taking part in senior and adult education for years and decided to
share their experience and knowledge through preparing materials that can be useful
for other educators and teachers.
Photos by Agnieszka Baran © 2014
Cooperation in our project In Mete55+ was for all of us a very rewarding experience.
In the work on our products not only English language teachers who are experts in
the field of adult education but also our senior students were involved. They took part
in the lessons based on materials that we are presenting. They gave us their
feedback, and shared their opinions, suggestions and ideas. The involvement of
direct receivers of our publications in the process of creating them is a guarantee of
the high quality of the materials and their attractiveness. Finally, we would like to
share with you the reflections on the project and publications that our senior learners
and the most involved teachers have had.

Resource-pack of materials, ideas and guidelines for English teachers
108
contained therein.
“I liked the discussion
activities where we could
practise both words and
expressions, and
grammatical structures too.
The context was really
interesting too.” Hungary
“The lessons were all
really interesting
though sometimes
even a big challenge
for me. I like acting
out situations, so I
especially liked the
tasks where I had to
be creative and
improvise. “ Hungary
“I am a teacher
myself and I can
see how important
your project is. It is
good to find out
about new ideas
and new materials,
well done!!” Poland
“I had the
chance to
know better
my class-
mates.” Italy
“Seniors have a lot of
experience and a lot of
passion to learn. I
wanted to learn English
all my life, but I never
had an opportunity.
Now I travel a lot and I
need English more than
before. I support all
ideas that are making
English more
achievable to seniors.”
Poland
“After this activity I learned
an incredible number of
words and verbs. We should
repeat it with other topics.
You learn while you play,
and I think that when you are
relaxed and without stress
you learn better.” Italy
“I like that teachers and
educators from different
countries exchange
experience in the project
- I think that in many
other areas a policy like
that would be very
fruitful. It's good to talk,
discuss and share
opinions, and I see that
you do a lot of that in the
project. I like it a lot.”
Poland
“It was very funny to
work in teams like in a
competition. At the
beginning I thought I
didn't know any words
but then I discovered I
knew many of them!”
Italy
“Most of the tasks were quite new to me and I enjoyed
them very much. The topics were inspiring and made
everybody actively participate in the discussions.” Hungary
“I think that it is fantastic that
learning English became an
international issue, and that
different teachers from
different countries work
together to improve teaching
that language. I can't wait for
the final products.” Poland
“I found your project
very inspiring - your
work looks very
creative. I have my
fingers crossed for
the final result.”
Poland
“It was very original. I couldn't
imagine that we could do that
during our English lesson.” Italy
“English language is so
important nowadays, I can
find it everywhere I go. In
shops, at the station, at the
airport, in my computer -
everywhere! So I need to
learn, and I need teachers
that know how to teach me.”
Poland

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

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