Teach International STARTER LESSON PLANS

STARTER LESSON PLANS: Elementary - Pre-intermediate| STARTER LESSON PLANS: Pre-Intermediate| STARTER LESSON PLANS:Intermediate| STARTER LESSON PLANS: Upper-Intermediate|

These starter lesson plans are designed to start you off. Use them just for the first two or three lessons. Also change the dialogues to another topic and/or vary the dialogues, but without losing the underlined target language. Actually, you can change the words of the underlined target language, but just be sure to keep the same grammar/linguistic point.
They may not be suitable if you are in an assistant teaching role, but in that case discuss ideas you have with your mentor teacher.
We just ask you to make these adjustments to the Starter Lesson plans because otherwise the students, in the case of regular community classes would be getting the same dialogues coming up regularly and also it is good for you to build confidence in manipulating and adjusting language.

STARTER LESSON PLANS: Elementary - Pre-intermediate

Back to top

Back to PART 4: STARTERLESSON PLANS
Don’t choose the top one first. Look through them all and choose one, two or three that you like. Don’t forget to adjust them. After that devise your own based on the instruction in PART 2 Procedure to prepare a lesson plan from a course book unit or part unit.

Lesson Plan
Teacher: Date:
Time: Room:
/ Level: Elementary - Pre-intermediate
Age: Teens/Young Adults/Adults
Topic/Theme: Introductions
Communicative aim: Confidently introduce yourself with a social/work setting
Linguistic/Grammar aim: Verb to be; 'What's his/her/your name. 'Where are you from? etc; countries, nationalities.
Stages / Activities and notes / Resources
Warmer
5 minutes
Review / If you haven’t had the students before:
Make up an activity to lead into the Target Language section below. Either:
a) a pronunciation activity based on the methods in part 3 of this document and as covered in the in-class sessions.
b) Or, cover phrases (functional or idiomatic) in the dialogue below, but not anything that is defined in the Linguistic/Grammar aim.
Target Language
(Drill-work)
15 minutes
Note on grammar: Because we can presume our students have already studied this grammar in a passive way and grammar work should be done quickly/in a review mode. / Pre-teach vocab: …, …, …, …., …., ….
Dialogue to board:
Niamh: Hello, my name’s Niamh, I’m from Ireland.
Akoun: Nice to meet you, Niamh. I’m Akoun.
Niamh: Where are you from, Akoun?
Akoun: I’m from France.
Niamh: Oh really, which part?
Akoun: The south, near Nice.
Jimmy: Hi, my name’s Jimmy, I’m from Ireland, and you?
Taki: Oh, hi Jimmy, my name’s Taki.
Jimmy: And where are you from Taki? Greece?
Taki: Yes, that’s right.
Anita: Good morning everyone, my name’s Anita, I’m from Italy.
Teresa: Hello Anita, I’m Teresa, I’m from England and this is Yoshida, he’s from Japan.
Yoshida: Hello, nice to meet you.
Teresa: And this is Kelly, she’s from America.
Kelly: Hi everyone.
Zita: Hi, I’m Zita.
Shaun: Nice to meet you, I’m Shaun. Where are you from, Zita?
Zita: I’m Irish, and you?
Shaun: I’m from Australia.
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities
(Controlled)
10 minutes / NOTE; Take the text above and turn it into either:
a) a gap fill activity using a handout.
b) a jigsaw with a student A and student B sheet, completed by back to back talking.
c) Cut up the dialogue into strips so pairs have one speaker each, then ask them to match up the dialogue by reading them out (number the first two lines to get them going.
d) Cut up the dialogue and distribute. Get the class to make up the dialogue, with the teachers guidance.
e) A running dictation, where the dialogue, or the A or B part is on a wall at the back of the class.
Activity
(Free) / NOTE: This will reflect the Communicative aim. Set up some kind of role play to do that. Sometimes it will work to make role cards, where some participants have information or instructions but not the exact language. If when you do this activity the Target Language is still up on the board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for the Hotel Industry. CUP

Lesson Plan
Teacher: Date:
Time: Room:
/ Level: Elementary - Pre-intermediate
Age: Teens/Young Adults/Adults
Topic/Theme: The check-in
Communicative aim: Students will be able tomake and receive bookings
Linguistic/Grammar aim: Days, months, dates.
Stages / Activities and notes / Resources
Warmer
5 minutes
Review / If you haven’t had the students before:
Make up an activity to lead into the Target Language section below. Either:
a) a pronunciation activity based on the methods in part 3 of this document and as covered in the in-class sessions.
b) Or, cover phrases (functional or idiomatic) in the dialogue below, but not anything that is defined in the Linguistic/Grammar aim.
Target Language
(Drill-work)
15 minutes
Note on grammar: Because we can presume our students have already studied this grammar in a passive way and grammar work should be done quickly/in a review mode. / Pre-teach vocab: …, …, …, …., …., ….
Dialogue to board:
Receptionist: Hello, Globe Hotel, can I help you?
Mr Bouvier: Yes, I have a reservation from the18th to the 21st July* for a double room with bath and balcony.
Receptionist: And your name please, sir?
Mr Bouvier: Bouvier.
Receptionist: Could you spell that for me please?
Mr Bouvier: Yes, that’s B-O-U-V-I-E-R, I would like to change the dates, if possible, from the 19th to the 22nd July.**
Receptionist: Hold the line a moment and I’ll just check Mr Bouvier, but I think that’s possible … from the 19th to the 22nd did you say?
Mr Bouvier: Yes, that’s right.
Receptionist: I’m just checking … the 19th to the 22nd … Yes, that’s fine Mr Bouvier, a double with bath and balcony for three nights, from the 19th to the 22nd.
Mr Bouvier: Thank you, so that’s fixed up then?
Receptionist: Yes, it’s done, Mr Bouvier. We look forward to welcoming you on the 19th. Goodbye.
Mr Bouvier: Thank you. Goodbye.
Receptionist: Goodbye.
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities
(Controlled)
10 minutes / NOTE; Take the text above and turn it into either:
a) a gap fill activity using a handout.
b) a jigsaw with a student A and student B sheet, completed by back to back talking.
c) Cut up the dialogue into strips so pairs have one speaker each, then ask them to match up the dialogue by reading them out (number the first two lines to get them going.
d) Cut up the dialogue and distribute. Get the class to make up the dialogue, with the teachers guidance.
e) A running dictation, where the dialogue, or the A or B part is on a wall at the back of the class.
Activity
(Free) / NOTE: This will reflect the Communicative aim. Set up some kind of role play to do that. Sometimes it will work to make role cards, where some participants have information or instructions but not the exact language. If when you do this activity the Target Language is still up on the board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for the Hotel Industry. CUP

Lesson Plan
Teacher: Date:
Time: Room:
/ Level: Elementary - Pre-intermediate
Age: Teens/Young Adults/Adults
Topic/Theme: The Hotel Bedroom
Communicative aim: Describing hotel room facilities
Linguistic/Grammar aim: There is/isn’t
Stages / Activities and notes / Resources
Warmer
5 minutes
Review / If you haven’t had the students before:
Make up an activity to lead into the Target Language section below. Either:
a) a pronunciation activity based on the methods in part 3 of this document and as covered in the in-class sessions.
b) Or, cover phrases (functional or idiomatic) in the dialogue below, but not anything that is defined in the Linguistic/Grammar aim.
Target Language
(Drill-work)
15 minutes
Note on grammar: Because we can presume our students have already studied this grammar in a passive way and grammar work should be done quickly/in a review mode. / Pre-teach vocab: …, …, …, …., …., ….
Dialogue to board:
Guest: Can you describe the room to me, please?
Employee: Certainly madam, let’s see, first there’s a big double bed, and of course there’s a telephone by the bed, and you have the radio alarm next to that. Then there’s a TV of course, with remote control…
Guest: Is there a CD player in the room?
Employee: I’m afraid there isn’t a CD player in the room, madam.
Guest: Oh well, perhaps it’s not very important. But the bed sheets, are they changed every day?
Employee: Yes, they’re changed every day. And in fact the pillows are filled with a special non-allergenic material. And let’s see, what else? There’s a large wardrobe, and there are plenty of coat hangers. Then there’s a desk by the window, with two very comfortable chairs.
Guest: Well, that seems to be just fine. OK, I’ll take it.
. General CCQs for the context:
. Meaning and Form to the board:
Include pronunciation of 1st – 31st
Include meaning difference between * and ** since the second phase is to just change one day.
. Specific CCQs:
. Drill part of the target language, or all if low level:
. Pair’s practice of the dialogue.
Activities
(Controlled)
10 minutes / NOTE; Take the text above and turn it into either:
a) a gap fill activity using a handout.
b) a jigsaw with a student A and student B sheet, completed by back to back talking.
c) Cut up the dialogue into strips so pairs have one speaker each, then ask them to match up the dialogue by reading them out (number the first two lines to get them going.
d) Cut up the dialogue and distribute. Get the class to make up the dialogue, with the teachers guidance.
e) A running dictation, where the dialogue, or the A or B part is on a wall at the back of the class.
Activity
(Free) / NOTE: This will reflect the Communicative aim. Set up some kind of role play to do that. Sometimes it will work to make role cards, where some participants have information or instructions but not the exact language. If when you do this activity the Target Language is still up on the board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for the Hotel Industry. CUP

Lesson Plan
Teacher: Date:
Time: Room:
/ Level: Elementary - Pre-intermediate
Age: Teens/Young Adults/Adults
Topic/Theme: The Hotel Porter
Communicative aim: Hotel porter - offering services
Linguistic/Grammar aim: Offering (Can I…, Shall I …, Would you like…)
Stages / Activities and notes / Resources
Warmer
5 minutes
Review / If you haven’t had the students before:
Make up an activity to lead into the Target Language section below. Either:
a) a pronunciation activity based on the methods in part 3 of this document and as covered in the in-class sessions.
b) Or, cover phrases (functional or idiomatic) in the dialogue below, but not anything that is defined in the Linguistic/Grammar aim.
Target Language
(Drill-work)
15 minutes
Note on grammar: Because we can presume our students have already studied this grammar in a passive way and grammar work should be done quickly/in a review mode. / Pre-teach vocab: …, …, …, …., …., ….
Dialogue to board:
1. We keep extra tissues and toilet paper here in the cupboard. The shaver socket is on the wall next to the mirror. The bin is here under the washbasin. There’s a hot and cold mixer tap for the shower. The bathrobe is here behind the door and the towels are on the rack over the bath. Always put plenty of soap and shampoo here, near the taps.
2. Porter: Can I help you with your luggage, madam?
Guest: Yes, please, those two red suitcases are mine.
Porter: Shall I take the small green bag too?
Guest: Oh yes, please bring it as well.
Porter: This way, please, madam, the lift is just over there … Here you are, madam, room 233. Would you like anything else?
Guest: Thank you, and here’s something for you.
Porter: Thank you very much, madam, I hope you enjoy your stay.
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities
(Controlled)
10 minutes / NOTE; Take the text above and turn it into either:
a) a gap fill activity using a handout.
b) a jigsaw with a student A and student B sheet, completed by back to back talking.
c) Cut up the dialogue into strips so pairs have one speaker each, then ask them to match up the dialogue by reading them out (number the first two lines to get them going.
d) Cut up the dialogue and distribute. Get the class to make up the dialogue, with the teachers guidance.
e) A running dictation, where the dialogue, or the A or B part is on a wall at the back of the class.
Activity
(Free) / NOTE: This will reflect the Communicative aim. Set up some kind of role play to do that. Sometimes it will work to make role cards, where some participants have information or instructions but not the exact language. If when you do this activity the Target Language is still up on the board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for the Hotel Industry. CUP

Lesson Plan
Teacher: Date:
Time: Room:
/ Level: Elementary - Pre-intermediate
Age: Teens/Young Adults/Adults
Topic/Theme: Services In The Hotel
Communicative aim: Explaining Business Centre services in a hotel
Linguistic/Grammar aim: noun phrases (fully equipped business centre, full range of secretarial services, etc)
Stages / Activities and notes / Resources
Warmer
5 minutes
Review / If you haven’t had the students before:
Make up an activity to lead into the Target Language section below. Either:
a) a pronunciation activity based on the methods in part 3 of this document and as covered in the in-class sessions.
b) Or, cover phrases (functional or idiomatic) in the dialogue below, but not anything that is defined in the Linguistic/Grammar aim.
Target Language
(Drill-work)
15 minutes / Pre-teach vocab: …, …, …, …., …., ….
Dialogue to board:
Employee: Hotel GrandBretagne, can I help you?
Guest: Yes, I phoned you earlier about the business facilities in your hotel, and you gave me some information. Can we just run through it again?
Employee: Yes, indeed, well, we have a fully equipped business centre with everything you need including a full range of secretarial services, and of course up-to-date computer services with internet access, email and so on. You can also send and receive faxes at any time, and we have full translation services. And if you wish we can even get you a bilingual tour guide for a trip around the city.
Guest: Well, I’m not sure we’ll get too much time for the city tour, but it sounds like a great idea. OK, let’s see, that’s a secretarial, and we might need translations in several languages.
Employee: That’s no problem, sir. Just let us know in advance which languages you need and we can arrange everything.
Guest: Good, well, I think that’s all. I have the price list here so I’ll get back to you in a day or two when I’ve been thought it all again.
Employee: Thank you very much, sir, we look forward to hearing from you.
Model
CCQs general
CCQs specific
USE (rule) to the board
FORM to the board
Drill – Model, Choral, individual
Pairs practice
Activities
(Controlled)
10 minutes / NOTE; Take the text above and turn it into either:
a) a gap fill activity using a handout.
b) a jigsaw with a student A and student B sheet, completed by back to back talking.
c) Cut up the dialogue into strips so pairs have one speaker each, then ask them to match up the dialogue by reading them out (number the first two lines to get them going.
d) Cut up the dialogue and distribute. Get the class to make up the dialogue, with the teachers guidance.
e) A running dictation, where the dialogue, or the A or B part is on a wall at the back of the class.
Activity
(Free) / NOTE: This will reflect the Communicative aim. Set up some kind of role play to do that. Sometimes it will work to make role cards, where some participants have information or instructions but not the exact language. If when you do this activity the Target Language is still up on the board they will likely refer to it.

NOTE: Target Language sourced/adapted from: O'Hara, F. (2008). Be my Guest: English for the Hotel Industry. CUP