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Lesson Plans Vol 2

Lesson plan

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100% found this document useful (3 votes)

622 views

Lesson Plans Vol 2

Lesson plan

Uploaded by

Viktoriia

Available Formats

Download as PDF, TXT or read online on Scribd

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RRP

19.95

vol2

30 Lesson Plans
Suitable for elementary to advanced level English learners
Teacher notes and student hand-outs included

These30LessonPlanswerecompiledbyourHeadOnlineTutor,TimWest.Tim
hasmanyyearsexperienceteachingEnglishandtrainingandhasbeenliving
andworkinginSpainforthepast20years.

Thelessonplanscoverarangeoflevelsandaimtogiveyouavarietyofaims
andtargetlanguage.

Youwillseetenses,functionallanguage,topicbasedlessonsandskillslessons
suchaswriting,reading,speakingandlistening.Givingyousucharangeof
plansandhelpingyoutodeviseyourown.

Eachlessonplanhasateachersheetandastudentsheet.Theteachersheet
givesyoutheaimsandmethodologywhilethestudentsheetscanbeusedas
handouts.Thelessonplanscontainmanydifferentactivitieswhichcanbe
adaptedandusedforotherlessons.

CONTENTS

Beginner

Adverbs...........................................................4
Adverbsoffrequency......................................10
Presentcontinuous..........................................17
Buyingacoffee................................................25
Travel...............................................................32

Elementary

Filmandcinema..............................................39
Usingthetelephone........................................44
Reading............................................................51
Haveto.............................................................56

Preintermediate

Emailwriting(askingforinformation)..............63
Pastcontinuous.................................................68
Presentperfect..................................................72
Listening.............................................................81
Senses.................................................................86

Intermediate

Agreeinganddisagreeing....................................91
Colours.................................................................98
Pastmodals..........................................................104
Listening...............................................................109
Prepositions..........................................................112
Reading.................................................................118
Writing..................................................................123
Travel.....................................................................128

Upperintermediate

Futuretensereview...............................................134
Arrangingmeetings................................................141
Phrasalverbs..........................................................151
Reading...................................................................157

Advanced

Writing....................................................................162
Businessidioms.......................................................173
Buying......................................................................182
Ellipsis.......................................................................189

Student
TEFL Scotland 2011

Beginner: Adverbs
1.

Warmer:

Tell your classmates the following.

What was your worst school report?
What was your best one?

Reading:

Read the conversation and fill in the spaces with words from the box.

SCHOOL REPORT
Name: Ewan McGregor
SUBJECT

GRADE

English

COMMENTS

Ewan is a very good 1 ________. He writes very clearly and his

imagination is wonderful.

German

BEwan doesnt 2 ________ German very well. However, he tries

hard in the lessons.

Mathematics B+
Im pleased with Ewans grades this year. The 3 ________ are
often difficult, but he thinks carefully.

History

C
This year was terrible! He doesnt do homework properly and
often 4 ________ mistakes.

MAKES

SPEAK

STUDENT

LESSONS

Student
TEFL Scotland 2011

3.Language check #1:

Look at the language table and complete the exercise below. Use the words below the task.
1) Bill drives very ________. Hell have an accident one day!

2) Steve doesnt write ________. I cant read his handwriting.

3) Cyril speaks too ________ on the phone. I cant hear him!

4) Snails move very ________.

5) Jack works really ________. He often stays in the office all night!

6) Janice speaks Spanish ________ because she lived in Avila for three years.

FLUENTLY

SLOWLY
QUIETLY

DANGEROUSLY

HARD

NEATLY

4.Language check #2:

Say the opposite, using adverbs...
1)
2)
3)
4)
5)
6)

Jean is playing a CD very loudly. ___________________________________

Harold types quite slowly. _________________________________________
Amelia speaks Russian well. _______________________________________
Angus entered the data carefully. ___________________________________
Clinton drives really dangerously. __________________________________
Sarah spoke to me rather politely. __________________________________

Student
TEFL Scotland 2011

5. Language check #3:

Choose the correct form.
1)
2)
3)
4)
5)
6)

Luis cooks really good/well. He makes wonderful/wonderfully pasta!

Johnny is a bad/badly driver. He drives too quick/quickly.
Jimmy tried very hardly/hard in all his lessons.
Your flat is really nice/nicely.
DVDs are expensive/expensively, but you can buy them online cheap/cheaply.
I always listen careful/carefully to my teachers advice.

6. Speaking:
Choose one of the phrases below and say a sentence using an adverb.

What can you cook well?

Do you drive dangerously?
Do you work hard in the lessons?
Do you write clearly?
Do you always do your English homework properly?
How well do you sing?
Can you type quickly?
What do you do badly?

7. Homework:
Write a minimum of 7 sentences about a member of your family or a friend using adverbs.
Then tell your classmates in the next lesson.

Teacher
TEFL Scotland 2011

Beginner: Adverbs
1. Warmer: (5 mins)
Encourage sts to talk and note take for sts to correct errors after this task.

2. Reading: (5 mins)
Pre-teach any vocabulary you think they may have difficulty with. Then ask sts to read
the school report quietly and quickly. Then elicit answers to gaps.
ANSWERS:
1. STUDENT
2. SPEAK
3. LESSONS
4. MAKES

3.Language Check #1 (10 mins)

Follow the instructions and elicit answers from sts. Then drill the sentences for
pronunciation and intonation.
ANSWERS:
1) Bill drives very DANGEROUSLY. Hell have an accident one day!

2) Steve doesnt write NEATLY. I cant read his handwriting.

3) Cyril speaks too QUIETLY on the phone. I cant hear him!

4) Snails move very SLOWLY.

5) Jack works really HARD. He often stays in the office all night!

6) Janice speaks Spanish FLUENTLY because she lived in Avila for three years.

Teacher
TEFL Scotland 2011

4. Language Check #2 (10 mins)

Follow the instructions and elicit the answers.
ANSWERS:
1) Jean is playing a CD very loudly. VERY QUIETLY

2) Harold types quite slowly. FAST/QUICKLY

3) Amelia speaks Russian well. BADLY

4) Angus entered the data carefully. CARELESSLY

5) Clinton drives really dangerously. SAFELY

6) Sarah spoke to me rather politely. RUDELY

5. Language Check #3 (10 mins)

Follow the instructions and elicit the answers.
ANSWERS:
1) Luis cooks really good/well. He makes wonderful/wonderfully pasta!

2) Johnny is a bad/badly driver. He drives too quick/quickly.

3) Jimmy tried very hardly/hard in all his lessons.

4) Your flat is really nice/nicely.

5) DVD's are expensive/expensively, but you can buy them online cheap/cheaply.

6) I always listen careful/carefully to my teachers advice.

Teacher
TEFL Scotland 2011

6. Speaking (10 mins)

Follow the instructions and get sts to use as many questions as you have time for. This
is where they get to speak the target language freely. Note take and ask sts to correct
mistakes after this task.
*Ask sts what they have done in class today. (3 mins)

7. Homework: (2 mins)
Write a minimum of 7 sentences about a member of your family or a friend using
adverbs. Then tell your classmates in the next lesson.

Student
TEFL Scotland 2011

Beginner: Adverbs of frequency

1. Lead in:
Work with a partner/your teacher and discuss the following:

Do you know any of these films?

Which ones did you like/dislike?
Whats your favourite/least favourite film of all time?
What was the last film you saw?

2. Presentation 1:
Practice with a partner/your teacher.
Scene: Pat and Margaret are talking about films.

Student
TEFL Scotland 2011

Pat:

Do you go to the cinema often?

Margaret:

I go to the cinema once or twice a week, and you?

Pat:

I rarely watch films in the cinema. I prefer to watch films at home.

Margaret:

Ive got the new George Clooney film on my PC. Do you want to watch
it with me?

Pat:

Yeah!

3. Check
Ask and answer these questions with a partner/your teacher.
1) How often does Margaret go to the cinema?
2) Does Pat watch films at the cinema very often?
3) How does Pat usually watch films?

4. Presentation 2:
100%
Always
__________
__________
__________
__________
__________
__________
__________
__________
never
0%

never

sometimes

hardly ever

always

occasionally

often

usually

almost never

Student
TEFL Scotland 2011

Frequency Adverbs - ALWAYS / USUALLY / OFTEN

Frequency Adverbs come BEFORE other verbs.
Other Verbs
I always help the other students.
(play, do, study, work, etc.) My brother usually comes late to school.
Jenny and Susan often study in the library after class.
Frequency Adverbs come AFTER a BE verb.
BE Verb
I am always a good student.
(am, is, are, was, were, etc.) My brother is usually late to school.
Jenny and Susan are often in the library after class.

5.Practice (controlled):
Instructions: Insert an adverb of frequency into each sentence. Choose from always, almost
always, usually, often, sometimes, seldom, rarely, almost never or never.

Example:

often
My father ^ goes on business trips.

1. Our teacher teaches on Tuesday.

2. Our teacher goes swimming at the university pool.
3. Our teacher is absent.
4. Our teacher gives homework for the weekend.
5. Our teacher is impatient with students who don't pay attention.
6. Our teacher is energetic in class.
7. Our teacher tells funny stories.
8. Our teacher gives exercise pages to students.
9. Our teacher comes to class on time.
10. I am late for class.
11. I do the homework on Sunday.
12. Our teacher is in class before six o'clock.

Student
TEFL Scotland 2011

13. I don't want to do the homework.

14. I go on trips on the weekend.
15. My classmates are interested in what the teacher says.
16. I buy lottery tickets.
17. I am tired at the end of class.
18. My street is noisy.
19. I give money to people who beg on the street.

6.Production: ask your partner

Ask follow-up questions, where appropriate.
How often?

Extra Information

Get your hair cut

Go to the beach
Take the train
Do English homework
Go dancing
Eat fruit
Clean the house
Open your email
Exercise

7.Homework:
Write a short text about a famous person and say things he/she does:
i.e. she usually sings on the telly.
Use as many of the adverbs of frequency as possible. Then in the next lesson tell your
classmates/teacher (without saying who the famous person is) who has to guess the
famous person.

Teacher
TEFL Scotland 2011

Beginner: Adverbs of frequency

Pre-plan info:
Objective: Using adverbs of frequency in speaking and writing.
Target Language: always, usually, often, sometimes, occasionally, seldom,
rarely, hardly ever, almost never & never.
Assumed Knowledge: How often do you.? Basic questions forms.
Anticipated Problems: Positioning of adverbs in a sentence.
Possible solution: Peer correction and/or revise rules box in the sentence.
Sts settle down and get sts into the classroom arrangement. (2 mins)
*Check homework and ask some questions to revise last days lesson.
(5 mins)
Follow the instructions and ask sts to do in pairs. (11 mins)

1. Warm Up: (5 mins)

Ask sts to look at the photo and discuss in pairs/with you the questions:

Do you know any of these films?

Which ones did you like/dislike?
Whats your favourite/least favourite film of all time?
What was the last film you saw?

2. Presentation 1: (5 mins)
Teach any vocabulary that you think they will have problems with. Then ask sts to
quietly read the dialogue. Then drill the sentences for intonation and ask pairs to say it
out loud.
Practice with a partner/your teacher.

Teacher
TEFL Scotland 2011

3. Check! (2 mins)
ANSWERS:
Ask sts to ask and answer each other the questions.
1) Once or twice a week.
2) Rarely.
3) At home.

4. Presentation 2: (7 mins)
Again, ask them to read the box quietly and then elicit the answers for the grid.
ANSWERS:
100%

always
usually
often
sometimes
occasionally
seldom
rarely
hardly ever
almost never
never

You may have to explain meaning to some. Remember to elicit any corrections/answers
from sts first.
Asks one or more sts to read the box information out loud.

5. Practice: (12 mins)

Ask sts to do this in pairs/small groups. Elicit from sts the corrections and appropriate
answers for the sentences. This also provides practise of the positioning of the adverbs.

Teacher
TEFL Scotland 2011

6. Interview your partner: (15 mins)

Ask sts in pairs to interview each other. Note take for mistakes and error correction after
this task. Remember, ask sts to correct any errors. Encourage them to ask follow up
questions. If one pair are asking the question while the others listen, throw follow-up
questions open to all so no one gets bored.
Encourage them to use the target language adverbs of frequency from this lesson.
*Ask sts what they have done in class today.

(5 mins)

7. Homework: (2 mins)
Write a short text about a famous person and say things he/she does:
i.e. she usually sings on the telly.
Use as many of the adverbs of frequency as possible. Then in the next lesson tell your
classmates/teacher (without saying who the famous person is) who has to guess the
famous person.

Student
TEFL Scotland 2011

Beginner: Present Continuous

1. Lead in:
a) Do you like sports?
b) What sports do you like?

Look at the pictures. Which sports do you prefer? Why?

Student
TEFL Scotland 2011

2. Presentation
Scene:

Jack is at the sports centre with his friends. Grace is calling him on his mobile.

Jack:

Hello?

Grace:

Hi, Jack. Its Grace here. Are you at work?

Jack:

No ... at the sports centre in the town.

Grace:

Really? Are your with you?

Jack:

Yes, though Carla and Paul are buying some water

. .

Grace:

Youre so lucky because I am . in the office!

What are you doing right now?

Jack:

Well I am playing squash and Thomas is . a

coffee in the canteen

Now put the words below in the correct spaces:

at the moment

friends

working

3. Presentation
Present continuous
Tell your teacher when we use the present continuous.

having

Student
TEFL Scotland 2011

i.e. We use the present continuous to talk about habits and things that we always do (this is
not the correct answer).

Why is it different to the present simple?

4. Practice (controlled):
Practice:
a)
b)
c)
d)

What are you doing right now?

What are you wearing?
What are you holding at the moment?
Are you having fun?

Eddie went on a trip around the world. Look at the pictures:

3
2

4
6
5

What is Eddie doing in each picture? Say a sentence for each picture, using words from the boxes A and B.

Student
TEFL Scotland 2011

sunbathe
eat
go around
drink
fly
check in

a cappuccino
on the beach
economy class
at the hotel
a museum
a pizza

5.Practice (controlled)
Tick the correct sentences and tell your teacher why:

I am having a shower every morning / I have a shower every morning

Where are you usually going at the weekend? / Where do you usually go at the weekend?
I am looking for Dee / I look for Dee
What a wonderful day, the sun is shining! / What a wonderful day, the sun shines!
Sorry, I am not understanding. / Sorry, I dont understand

6.Production
In pairs, students have 3 minutes to complete and write as many things that are going on
in the classroom or out the window. The winner is the pair who have the most correct
examples.
In pairs, students mime whole Present Continuous sentences until the other students say
the whole correct sentence. It is important they dont stop until people guess to give the
idea of an action in progress.

7. Homework
Close your eyes and imagine you are in a wonderful place. In writing, describe the place and
write all the things you are doing right now. Write at least 15 sentences.

Teacher
TEFL Scotland 2011

Beginner: Present Continuous

Pre-plan info:
Objective: Things happening right now.
Target Language: Present continuous.
Assumed Knowledge: Present simple tense.
Anticipated Problems: Confusing of meaning with present simple tense.
Possible solution: Peer correction and/or repeat rules.

Class settle and tell them their seating arrangements. (3 mins)

*Check homework and ask some questions to revise last days lesson.

(10 mins)

1. Lead In (5 mins):
Ask sts the two questions and then the questions from the picture. Try to elicit
more from the picture so they are engaged in the language. If you have more
than one sts then get them to ask each other.

2. Presentation (5 mins):
Ask the sts to read this quietly. Give them about 30 seconds for this. Then ask
them to fill in the gaps. Best to do this speaking so things dont get too quiet.
Check answers, drill and then ask sts to read out loud to focus on intonation.

Teacher
TEFL Scotland 2011

Jack:

Hello?

Grace:

Hi, Jack. Its Grace here. Are you at work?

Jack:

No Im at the sports centre in the town.

Grace:

Really? Are your friends with you?

Jack:

Yes, though Carla and Paul are buying some water

at the moment .

Grace:

Youre so lucky because I am working in the office!

What are you doing right now?

Jack:

Well I am playing squash and Thomas is having a

coffee in the canteen.

3. Presentation (5 mins)
Ask sts to tell you the answer.
Answer: When we are talking about temporary things we are doing right now.

4. Practice (controlled) (10 mins)

Possible answers:
1. Eddie is drinking a cappuccino.
2. He is flying economy class.
3. He is sunbathing on the beach.
4. He is checking-in at the hotel.
5. He is eating a pizza.
6. He is going around a museum.

Teacher
TEFL Scotland 2011

5. Practice (controlled) (5 mins)

Tick the correct sentences and tell your teacher why:
You could pin sets of these on the wall and sts have to run up and take the right
ones back to their desks.

I am having a shower every morning / I have a shower every morning

b) Where are you usually going at the weekend? / Where do you usually go at
the weekend?
c)

I am looking for Dee / I look for Dee

d) What a wonderful day, the sun is shining! / What a wonderful day, the sun
shines!

Sorry, I am not understanding / Sorry, I dont understand

6. Production (13 mins)

In pairs, students have 3 minutes to complete and write as many things that are
going on in the classroom or out the window. The winner is the pair who have the
most correct examples.

In pairs, students mime whole Present Continuous sentences until the other
students say the whole correct sentence. It is important they dont stop until people
guess to give the idea of an action in progress.

*Ask sts what they have done in class today. (3 mins)

Teacher
TEFL Scotland 2011

7. Homework (1 min)
Close your eyes and imagine you are in a wonderful place. In writing, describe the
place and write all the things you are doing right now. Write at least 15 sentences.

Student
TEFL Scotland 2011

Beginner: Relaxing

1. Warm Up:
Look at the picture below and discuss what it is.

Now discuss these questions:

Do you like coffee? Why/not?

Do you like to have coffee in a coffee shop? Why/not?

2. Conversation #1
Scene: Colin is ordering at a coffee shop.

Student
TEFL Scotland 2011

3) you size what like would?

4. Language check:
Practice the conversation again, using the cues below.

Role Play Card 1

Role Play Card 2

A white coffee (s)

A slice of apple pie
Six pounds and fifty pence.

A white coffee (s) and a

cappuccino (l)
A muffin
8 pounds and ninety pence.

Student
TEFL Scotland 2011

Role Play Card 4

Role Play Card 3

An espresso (double)
A caramel slice
5 pounds and ninety nine pence

An iced coffee (l)

A cinnamon role
Eight pounds and ten pence.

5. Conversation #2
How well do you remember? Fill in the spaces.

Trish:

Good morning! _________________________?

Colin:

Yes. _________________________ a white coffee please?

Trish:

Of course. _________________________?

Colin:

Erra large one please. _______________ chocolate muffin too,

please.

Trish:

Ok. __________ 6 pounds and fifty pence please.

Colin:

__________ten pounds.

Trish:

And _______ your change. You can pick up your order over there.

Student
TEFL Scotland 2011

6. Speaking:
Role play with a partner/your teacher.

Coffee Express Menu

Beverages

Double Food

Iced coffee

3.40

4.00

4.60

Apple Pie 3.50

White coffee

3.40

4.00

4.60

Muffin 2.20

Black coffee

3.50

4.10

4.70

Cinnamon role 3.50

Cappuccino

3.60

4.20

4.80

Chocolate slice 3.90

Espresso

2.40

3.00

3.90

Caramel slice 3.90

Tea

3.10

3.50

3.90

Orange Juice

2.40

3.10

3.60

Use this menu to make your order

Take turns playing the customer and waiter/waitress
Try not to look at the worksheet when speaking

7. Discussion:
How often do you drink coffee?
Do you drink at a chain coffee shop or caf? Which ones do you go to, and why?
Has coffee become more or less popular in your country?
Do you drink coffee at home?
Do you have a coffee making machine at home?
Now, ask your own questions!

8. Homework:
Write a dialogue using the menu in stage 6. Then send it to your teacher.

Teacher
TEFL Scotland 2011

Beginner: Buying a coffee

*Check homework and ask some questions to revise last days lesson. (5 mins)

1. Warm Up:
Get sts engaged in the language straight away and get them all talking. Dont
spend too much time here as there is plenty of talking at the end of this lesson.
You could monitor and note take for sts to correct mistakes after this task. But
dont spend too much time on this.

2. Conversation #1 (10 mins)

Pre-teach any vocab you think they will have difficulty with. Then ask sts to read
the text quietly and as quickly as possible.
Then get them to speak it out loud in pairs. Focus on intonation and the musical
sound of English. Correct when they say it flat. Then ask them to swap roles.
Elicit the different ways to ask for things in the text.

3. Language work (5 mins)

Follow the instructions and elicit the answers. Get them all to take part.
ANSWERS:
1.
2.
3.

Can I take your order?

Could I have a white coffee please? OR Please.?
What size would you like?

Elicit other ways to ask for things politely. Tell sts to note them into their note
books.

Teacher
TEFL Scotland 2011

4. Language check (10 mins)

Follow the instructions. Ask sts to read the role cards. Then encourage sts to
speak the role plays. Monitor and note take. Sts correct mistakes after this task.
Remember, ask them to use as much of the language from this lesson as
possible.
(s) = small
(l) = large

5. Conversation #2 (8 mins)
Sts should cover the conversation in ex 2. Then follow the instructions. Elicit the
answers.

Trish:

Good morning! Can I take your order?

Student
TEFL Scotland 2011

Beginner: Travel
1. Warmer:
a)
b)

What do you like doing on holiday?

Where do you like to go?
Look at the pictures. Which holiday do you prefer? Why?

2. Read this dialogue with your teacher:

Scene: Jack is on holiday with his family. Grace is calling him on his mobile.
Put the words below in the correct spaces:

kids

family

shining

week

Student
TEFL Scotland 2011

Jack:

Hello?

Grace:

Hi, Jack. Its Grace here. Are you at work?

Jack:

No, Im on holiday this in Scotland.

Grace:

Really? Is your with you?

Jack:

Yes, Carla is buying some souvenirs with the .

at the moment.

Grace:

Youre so lucky! The weather here is terrible. Are you

at the hotel now?

Jack:

Yes, Im sitting by the pool. Its wonderful! The sun is

............... and I'm having a cold drink. How are you?

3. Language Check:
Present continuous
Tell your teacher when we use the present continuous.
i.e. We use the present continuous to talk about habits and things that we always do (this is
not the correct answer).
Practice:
a)
b)
c)
d)

What colour of shirt or skirt are you wearing?

Are you sitting or standing?
What are you holding at the moment?
Are you enjoying this lesson?

Student
TEFL Scotland 2011

Eddie went on a trip around the world. Look at the pictures:

3
2

4
6
5
What is Eddie doing in each picture? Say a sentence for each picture, using words from the boxes A and B.

sunbathe

a cappuccino

eat

on the beach

go around

economy class

drink

at the hotel

fly

a museum

check in

a pizza

Student
TEFL Scotland 2011

4. Preposition Check:
Fill in the blanks using a word from the list below. Some words are used more than once.

Jack:

Hello?

Grace:

Hi, Jack. Its Grace here. Are you .

work?

Jack:

No, Im . holiday this week .

Scotland.

Grace:

Really? Is your family . you?

Jack:

Yes, Carla is buying some souvenirs .

the kids . the moment.

Grace:

Youre so lucky! The weather here is

terrible. Are you . the hotel now?

Jack:

Yes, Im sitting . the pool. Its

wonderful! The sun is shining and I'm
having a cold drink. How are you?

with

Student
TEFL Scotland 2011

5.Role Play:
Student A

Student B

You are on holiday with your

family or some friends.

You are at home. You are going

to call Student A for a chat.

Student B is going to call you.

Talk about what you and your
family or friends are doing.

Ask him/her lots of questions

about what they are doing now!

6.Homework:
Close your eyes and imagine you are in a wonderful place. In writing, describe the place and
say all the things you are doing right now. Then send your work to your teacher by email.

Teacher
TEFL Scotland 2011

Beginner: Travel
Warmer: (5 mins)
Check homework: (5 mins)
*Spend a few minutes asking them about their holidays and what they remember most from the
last term of English classes. (5 mins)

1. (10 mins)
Ask sts the two questions and then the questions from the picture. Try to elicit more from
the picture so they are engaged in the language. If you have more than one sts then get
them to ask each other.

2. (5 mins)
Ask the sts to read this quietly. Give them about 30 seconds for this. Then ask them to fill in
the gaps. Best to do this speaking so things dont get too quiet. Check answers, drill and
then ask sts to read out loud to focus on intonation.

Jack:

Hello?

Grace:

Hi, Jack. Its Grace here. Are you at work?

Jack:

No, Im on holiday this in Scotland.

Grace:

Really? Is your with you?

Jack:

Yes, Carla is buying some souvenirs with the .

at the moment.

Grace:

Youre so lucky! The weather here is terrible. Are you

at the hotel now?

Jack:

Yes, Im sitting by the pool. Its wonderful! The sun is

............... and I'm having a cold drink. How are you?

Teacher
TEFL Scotland 2011

3. Language Check (5 mins)

Ask sts to tell you the answer.
Answer: When we are talking about temporary things we are doing right now.
Possible answers:
1. Eddie is drinking a cappuccino
2. He is flying economy class.
3. He is sunbathing on the beach.
4. He is checking-in at the hotel.
5. He is eating a pizza.
6. He is going around a museum.

4. Preposition Check:
Ask sts to fill in the prepositions below without looking at the text before - for the
answers. Then drill the lines to them and again ask them to say them out loud and focus on
intonation.

5.Role Play (17 mins)

Get the sts to do this role play in pairs and swap roles. You could take part as well. Provide
error correction after the first wave of role plays and get them to do them again and focus
on mistakes. Change roles for this. Tell them to focus on the language you have covered so
far in this lesson. Remember intonation.
Ask sts what they have learned today and give them the homework.

6.Homework (3 mins)
Close your eyes and imagine you are in a wonderful place. In writing, describe the place and
say all the things you are doing right now. Then send your work to your teacher by email.

Student
TEFL Scotland 2011

Elementary: Film and Cinema

People in the film industry:

Match the people in A with what they do in B.

A
directors

producers

actors cameramen/women

B
1. They provide the money to make films.
2. They make films. They tell the actors what to do.
3. They control the camera.
4. They pretend they are other people.
Who is your favourite film actor & actress? Tell your teacher about
them. Describe him/her to your partner. Can your partner guess who it is?

Types of films:
Match the types of film below with the titles.
Who done it
horror
animated
sci-fi film
comedy
drama
western
musical

Star Wars
Dracula
The Sound of Music
The Good the Bad and the Ugly
Beauty and the Beast
Great Expectations
Police Academy
Murder on the Orient Express

3. A Visit to the Cinema:

Read the story. Complete the spaces with the words below.

Student
TEFL Scotland 2011

Last week, we went to see the new Pedro Almodovar. It was _____________
at the new cinema near my house. We bought tickets at the
______________,
and ________________ from the sweet shop.
We sat in the ______________. There were a lot
of advertisements and _____________ for other films before the film started.
The film was really good though not many _____________ because the film
was not created by
Computers. So there were no dangerous _____________, like people falling
out of
buildings. This cinema has a very big _______________, so we could see ok.

special effects
cinema

popcorn
trailers

showing stunts
back row

screen

4. Film vocabulary
Look at the words in italics. In each sentence which one is correct?

1. I would love to make/do a film.

2. Last Saturday, I saw/looked a film at the cinema.
3. Daniel Craig is starring in/playing in a new film next month.
4. They have opened a theatre/cinema near my
house.

5. Likes and dislikes:

Ask your teacher the following questions
1. When did you last go to the cinema?
2. What did you see?
3. What type of film was it?
4. Who directed it? Which film stars were in it?
5. What was it about?
6. Did you enjoy it? Why?

box office

Student
TEFL Scotland 2011

6. Make a TV advertisement for your favourite film:

In small groups make a 1 minute TV advertisement for your favourite film. You need to
use as many of the new words you have learned as possible. So, write the words and
then play it out in front of the class. Vote for the best one!
If you are shy, you can make a poster for your film!

7. Homework:
Think of a film, and explain why you like/dislike it. Please write about 15 words.

Teacher
TEFL Scotland 2011

Elementary: Film and Cinema

Warmer (5 mins)
Check Homework (7 mins)
1. People in the film industry (10 mins)
Follow instructions and sts do this in pairs.
ANSWERS:
Match the people in A with what they do in B.
A
directors (2)
producers (1) actors (4)
cameramen/women (3)

Follow these instructions:

Who is your favourite film actor & actress? Tell your teacher about
them. Describe him/her to your partner. Can your partner guess who it is?
Elicit if anyone guessed the actor/actress.

2. Types of films (5 mins)

In pairs, match the types of film below with the titles. You could make these
into coloured card sets for sts to match. Or, to get them moving, pin them on
the wall so sts have to get up.

3. A visit to the cinema (7 mins)

Get sts to read the story. Complete the spaces with the words below.
Last week, we went to see the new Pedro Almodovar. It was SHOWING
at the new cinema near my house. We bought tickets at the BOX OFFICE
and POPCORN from the sweet shop.
We sat in the BACK ROW There were a lot
of advertisements and TRAILERS for other films before the film started.

Teacher
TEFL Scotland 2011

The film was really good though not many SPECIAL EFFECTS because the film
was not created by Computers. So there were no dangerous STUNTS like people
falling out of buildings. This cinema has a very big SCREEN so we could see ok.

4. Film vocabulary (5 mins)

Look at the words in italics. In each sentence which one is correct?
ANSWERS:
1. I would love to make a film.
2. Last Saturday, I saw a film at the cinema.
3. Daniel Craig is starring in a new film next month.
4. They have opened a cinema near my house.

5. Likes and dislikes (5 mins)

In pairs ask your partner the following questions
1. When did you last go to the cinema?
2. What did you see?
3. What type of film was it?
4. Who directed it? Which film stars were in it?
5. What was it about?
6. Did you enjoy it? Why?

6. Make an advertisement for your favourite film (14

mins)
In small groups make a 1 minute TV advertisement for your favourite film. You
need to use as many of the new words you have learned as possible. Write the
words and then play it out in front of the class. Vote for the best one!
If you are shy, you can make a poster for your film!

7. Homework (2 mins)
Think of a film, and explain why you like/dislike it. Please write about 15 words.

Student
TEFL Scotland 2011

Elementary: Getting to know you

Briefly intro yourself to students

2. Ask your teacher these questions 1 to 8 and then make

two of your own:

Getting to Know your Teacher

1. Where / from?
________________________________________________?
2. married?
________________________________________________?
3. children?
________________________________________________?
4. (job)?
________________________________________________?
5. hobbies?
________________________________________________?
6. ambitions / goals?
________________________________________________?
7. last holiday?
________________________________________________?
8. most exciting thing?
________________________________________________?

Now the teacher will ask you the same questions.

Student
TEFL Scotland 2011

3. Telephoning Expressions:
Tell your teacher what you would say in the following situations.

1.
You phone a company and ask to be connected to Mr Smith. What do
you say?
2.
say?

Someone calls you mistaking your number for the bank. What do you

What do you say when you answer the phone?

What do you call the prefix you need for an area or country?

Someone phones you. Ask for their name.

Ask if you can return your callers call.

7.
If you phone someone and they are already connected to a call, what do
you say?

4. The teacher will ask you:

1. Can you please spell your name?
2. Can you spell the vowels in English?
3. What is your date of birth?
4. What is your phone number?

5. The teacher will dictate some numbers to you. Write them then say them back to the
teacher to check:

Student
TEFL Scotland 2011

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

6. Now you dictate these to your teacher:

1. 2nd March 1999
2. 2003
3. 1920
4. 91 379 0639
5. 70
6. 13
7. 1.015
8.
9. $100,000
10. Euros 10.99

7. Your teacher will dictate some words to you. Write them

below and then read them back to the teacher to check:
1.
2.
3.
4.
5.
6.
7.

Student
TEFL Scotland 2011

8. Speaking:
Booking a room
You telephone the Grosvenor Hotel in London to book a double room for two nights.
Read through the following information and then roleplay the situation with your
teacher.

NAME: Sebastian Cruff

ADDRESS: 87 Leceister Street, Brighton,
POST CODE: BH3 7DR
PHONE NUMBER: 0191 876 3029
CREDIT CARD NUMBER: 3459 3110 5920 7376
EXPIRY DATE: 08/2005
DATE OF STAY: 13th and 14th February

Remember to use the telephone expressions from task 3.

9. Homework
Try to remember the dialogue between you and the Grosvenor Hotel and write it!

Teacher
TEFL Scotland 2011

Elementary: Getting to know you

1. Introduce yourself to your sts making a little small talk. Spell your name and ask
sts to spell their name and surnames. (5 mins)

2. The student has to ask you 8 questions. Using the prompts given below, s/he
has to form 6 questions (written in bold).
Questions 9 and 10 are open for him to invent. (10 mins)

3. Telephoning expressions (10 mins)

Ask your student to tell you what s/he would say, or what telephone
expressions s/he would use in the following situations. Read out the example.
(Remind sts that they dont have to write anything, only the phrases they did
not know, or have problems with. They have a copy of these expressions in
their Student Reference.)
Example:
You need to interrupt your telephone conversation for a moment.
Can you hold for just a moment?
1.

You phone a company and ask to be connected to Mr Smith. What do you say?
Can you put me through to Mr Smith, please?

Someone calls you mistaking your number for the bank. What do you say?
Im sorry, you must have the wrong number.

What do you say when you answer the phone?

This is---/--- speaking.

What do you call the prefix you need for an area or country?
A country or area code.

Someone phones you. Ask for their name.

Whos calling?

Ask if you can return your callers call.

Can I call you back later?

If you phone someone and they are already connected to a call, what do you say?
The lines busy.

Teacher
TEFL Scotland 2011

4. Ask your students the following questions: (5 mins)

Elementary: Reading
Class settle down & warmer (5 min)
Check homework (5 mins)

1. Warmer (5 mins)
Get sts in pairs and tell them to follow the instructions. Monitor and ask class to
correct any mistakes after the task.

2. Pre-teach vocab (5 mins)

Use pictures and ask sts to match the vocab. Ask them to do this in pairs.

3. Ask sts to read the texts and elicit question answers. As this is gist reading give
them 4 mins only. (8 mins)

4. Ask sts to read again but for detail. Give them more time. Then answer the
detailed questions. (10 mins)

5. Speaking (10 mins)

Change partners here. Monitor and ask sts to correct mistakes after the task.
After that you could even get them to swap roles to focus on improving on any
mistakes.

6. Get them to choose a famous person but keep it secret. They write it on a slip of paper
to show you first. That way you can check they dont repeat the same person and it is a
famous person. Tell them they have to ask at least 12 questions before they can guess
the person.
(10 mins)

Teacher
TEFL Scotland 2011

7. Homework (2 mins)
Write your own personal story giving information such as: where you were
born, how old you are etc. Make it into a small poster with pictures. Your
teacher will pin it on the classroom wall.

Student
TEFL Scotland 2011

Elementary: Work
1. Warm up:
Work with a partner (student/teacher) and answer the following questions:

What time do you have to get up for work?

What time do you get to work?
What time do you get home from work?
Do you like your work?

2. Conversation
Work with a partner/your teacher:
Angela and Paul have both just started new jobs. They are talking while having a coffee.

Angela:

So, hows your new job going?

Paul:

Well, its ok, I suppose. But Im really busy.

Angela:

Yeah?

Paul:

Yeah. I have to start work really 1. __________ . And I have

to go to endless meetings. How about you?

Angela:

Well, its not so bad. I dont have to go to many meetings. But I have
to use a 2. __________all day and I never talk to anyone.
Well, why dont we go for a 3. __________ this Sunday? We can talk

Paul:

all day!
Angela:

COMPUTER

Sunday? Id 4. __________ to, but I cant. I have to work overtime!

LOVE

EARLY

DRINK

Student
TEFL Scotland 2011

3.Language practice
What does Bill have to do? Say sentences:

give presentations

X go on business trips

attend meetings

work overtime

X serve coffee

1) Bill has to _______________________________________________

2) ________________________________________________________

3) ________________________________________________________

4) ________________________________________________________

5) ________________________________________________________

4. Speaking
Look at the sentences and say questions.

1) Mary has to meet someone tomorrow.

Who__________________?

2) Today, Sean has to do overtime.

Why __________________?

3) Tomorrow, Rob has to start work early.

What time _____________?

4) Irene has to go on business trips.

How often _____________?

5) Jean doesnt have to work tomorrow.

Why __________________?

Student
TEFL Scotland 2011

5.About you
Say sentences about yourself, using have to and dont have to.
1) Work on Sundays

___________________________________

2) Get to work early in the morning___________________________________

3) Do a lot of overtime

___________________________________

4) Travel abroad on business

___________________________________

5) Meet clients socially

___________________________________

6) Go to endless meetings

___________________________________

6.Conversation
Work with a partner/your teacher.
Think about your job. What things do/dont you have to do?
Interview your partner/teacher, and find out about his/her job.
Then tell your group/teacher about your partners/teachers job.

7. Homework
Think about your dream job and make a list of things you have to/don't have to do. Tell your
groups/teacher in the next class.

But I have to use a 2. COMPUTER all day and I never talk

to anyone.
Well, why dont we go for a 3. DRINK this Sunday? We

Paul:

can talk all day!

Sunday? Id 4. LOVE to, but I cant. I have to work

Angela:

overtime!

3. Language practice (15 mins)

Ask sts to look at the pictures and in pairs/with teacher say sentences using the
first clue below.
ANSWERS:
1)

Bill has to give presentations.

Bill doesnt have to go on business trips.

Teacher
TEFL Scotland 2011

Bill has to attend meetings.

Bill has to work overtime.

Bill doesn't have to serve coffee.

Now drill the sentences with intonation focus and get them to say them alone
with intonation focus. Elicit the meaning of have to and the negative dont
have to to check they understand it ok.

4. Speaking (10 mins)

Ask sts to read the sentences quietly. Then ask sts to read them out loud. Check
pronunciation.
Ask sts to tell you the questions using the available clues. If anyone makes a
mistake, ask the other sts to correct it.
ANSWERS:
1) Mary has to meet someone tomorrow. Who does Mary have to meet
tomorrow?

2) Today, Sean has to do overtime.

Why does Sean have to do overtime?

3) Tomorrow, Rob has to start work early. What time does Rob have to start work
tomorrow?

4) Irene has to go on business trips.

How often does Irene have to go on

business trips?

5) Jean doesnt have to work tomorrow.

tomorrow?

Why doesnt Jean have to work

Teacher
TEFL Scotland 2011

5. About You (15 mins)

Ask sts to say true sentences about themselves using have to/dont have to. Help
them if they have difficulties here.

6. Conversation (15 mins)

This stage gives your sts the opportunity to use everything they have learned
today and expand on that. Ask sts the first question and then get them to ask
each other the second one. Remember to note errors and ask sts to correct
them after this task. Best not to correct on the spot as you dont want to break
fluency.
*Ask sts what they have done in class today. (5 mins)

7. Homework (3 mins)
Tell them the homework:
Think about your dream job and make a list of things you have to/don't have to
do. Tell your groups/teacher in the next class.

Student
TEFL Scotland 2011

Pre-intermediate: Email writing

1. In pairs, brainstorm as many ways as possible of
referring to contact with an indirect or polite question:
Example: I was given your name by Johnny Reed (referring to contact), who believes you
may be able to help us. We would like to know if you have any tickets to Munich left. (polite
question)

2. With a partner read the following questions and

complete the unfinished sentences
Asking indirect or polite questions for information.

1a). Where can I find the British Airways check in?

1b). Could you tell me ____________________

2a). What time is the connection flight to Perth?

2b). Do you know ________________________

3a). Does the boarding pass look alright?

3b). Could you tell me ____________________

Student
TEFL Scotland 2011

3. Look at questions 1 to 3 and answer the questions below

Which questions are more polite, a or b?
What happens to the verb be in sentence 1b?
What happens to the auxiliary does in 3b?
Which word do you have to add to the yes/no question in 3b?

4. Now rewrite these questions in the correct order

could / is / me / next / tell / the / flight / when / you?

to / centre / the / is / there / transport / you / if / do / know?

hotel / do / is / know / nearest / the / where / you?

document / you / to / tell / could / me / if / this / head office / goes?

5. Some other phrases we often use for indirect or polite

questions are:

We would like to know..........

Could you let me know..........?

We need to know..........

You wouldnt happen to know..........

I am not sure.........

Student
TEFL Scotland 2011

I wonder..........

I have no idea..........

Try to finish off the sentences with your partner.

Can you and your partner think of any more?

6. In pairs, read these e-mails and follow the instructions

These e-mails are rather direct. Identify the direct questions and make them
more indirect/polite.

Underline phrases referring to referred contact.

Check the thanking and discuss if it is appropriate or too

informal/neutral/formal.

1. In response to your promotion18 April about two seats on Concorde; London NY

London 8 May 2003. I want to know the closing date. Please tell me what the price is?
Thank you very much for your assistance.

2. Robert Baxter in our Barcelona office suggested I contact you about my trip to New
York next month. Tell me the best form of transport to the city centre, please.
I would like to take this opportunity to thank you for your efforts.

3. I am contacting you in connection with your new travel card visa. I want you to send
me some information as soon as possible.
Looking forward to hearing from you,

Student
TEFL Scotland 2011

I very much appreciate your help in this matter.

4. Your manager Sandra White has informed us of your facilities and prices. I would like
a discount.
Many thanks,

5. We were given your name by George Black from Burns & Co, who said you may be
able to help us. We are having problems with our new electronic travel ticket and
George said you had the same problem two weeks ago. Can you help us?
I look forward to receiving your comments,

6. We are writing to inquire about your travel brochure for autumn 2011. Is it out yet?
Thank you in advance for your prompt attention

7.In pairs, read the following situations and write

appropriate e-mails

You want to know about flight details (flight number, date and time of arrival).

2.
You want to travel from London to Paris by the Channel. Send an email to the railway
information website and ask for the following information;

The time of the first train to Paris.

The arrival time in Paris.

If it is necessary to reserve a seat.

The station the train leaves from.

The station the train arrives at.

Send an email to the London Tourist Board and ask for the following information;

Transport from Heathrow to Prince Richard Hotel, Curzon Street, Mayfair.

Student
TEFL Scotland 2011

Best and most economical way to travel around the city for a week.

Excursions.

Now swap and answer.

8. Homework: write the email and the answer

Send an email to the London Tourist Board and ask for the following information;

Transport from Heathrow to Prince Richard Hotel, Curzon Street, Mayfair.

Best and most economical way to travel around the city for a week.

Excursions.

Student
TEFL Scotland 2011

Pre-Intermediate: Past Continuous

Warmer:
Try to say sentences in the past, using the pictures below using the past continuous
tense.

10.00 am

11.00 pm

6.30 pm

5:15 pm

hoover the living room

have a bath

make dinner

working on the
computer

Presentation:
Tell your teacher the difference between the past simple & the past continuous.
Whats the form of the past continuous?

3. Practice:
Underline the present continuous forms:
1. It was raining when they called.
2. The phone rang when I was having a bath.
3. I was reading the report when the boss arrived.
4. My shop was doing well till the crisis.
5. My teacher was happy when he passed the test.
6. We were waiting for the bus when the storm came.

Student
TEFL Scotland 2011

7. They were dancing when the music stopped.

8. When you were sleeping, I was working.

Discuss the meanings of these sentences.

4. Semi-controlled practice:
Say a sentence using the Past Continuous and Past Simple. Use your imagination!

You found something. e.g. When I was shopping, I found ten euros.

You hurt yourself.

_______________________________________

You won something.

_______________________________________

You stole something.

You bought something. _______________________________________

You saw someone.

_______________________________________

If you have more time make up some sentences of your own.

5. Production:
Make up a chain story with your groups. The first student starts with:
I was travelling by bus when
Use a mix of the past simple and past continuous. Your teacher will help you.

6. Homework:
Write a short adventure starting with:
They were running to the airport when
Then tell your classmates in the next class.

Teacher
TEFL Scotland 2011

Pre-Intermediate: Past Continuous

Pre-plan info:
Objective: Speaking about past actions.
Target Language: Past continuous.
Assumed Knowledge: Present simple/continuous, Past simple and maybe present perfect.
Anticipated Problems: Confusing of when and verb form. Confusion with past simple.
Possible solution: Peer correction and/or repeat rules.
Class settle and tell them their seating arrangements. (3 mins)

*Check homework and ask some questions to revise last days lesson. (10 mins)

1. Warmer (5 mins)
Follow the instructions and encourage sts to make sentences. Correct as you go
along.

2. Presentation (5 mins)
Ask sts to brainstorm in small groups and elicit meaning and write answers on
the board. Highlight the time line and explain:
Elicit the answers.
ANSWERS: The past simple is a single event that happened in the past and is
now finished. It is more permanent. The past continuous is a temporary event
that happened for a period in the past. We often use it together with the past
simple when we talk about two past events, one interrupting the other.

3. Practice (controlled) (7 mins)

Ask sts to do this in pairs, then correct as a class and ask why to reinforce the
meaning of the tense and the difference to past simple.

Teacher
TEFL Scotland 2011

4. Semi-controlled practice (12 mins)

Change pairs. Sts to say and/or write these. Monitor and take notes for whole
class correction on the board after the task. Also, elicit correct answers as well.

5. Production (freer) (14 mins)

Follow the instructions and encourage them to use the grammar from this
lesson. Note take and ask sts to correct errors afterwards. You could provide
pictures as visual prompts so they dont run out of ideas.
*Ask sts what they have done in class today.

6. Homework (1 min)
Write a short adventure starting with:
They were running to the airport when
Then tell your classmates in the next class.

Student
TEFL Scotland 2011

Pre-intermediate: Present Perfect

Speak for yourself!

Find out if these statements are true or false by doing a class survey. If they are false,
change them so that they are true.
a) Some of us have sent a fax recently.
b) A few of us have written an e-mail this week.
c) Most of us write letters regularly.
d) We all send birthday cards to family & friends.
e) One of us has received a postcard recently.
f) Nobody has ever used a videophone.
g) A lot of us made more than ten calls last week.

Look at these sentences:

This week weve had three sunny days.

Sorry I havent been in touch this week.
Have you ever been to Rome?

My computer crashed last week.

Yesterday wasnt very nice.
In January I went to Brazil.

What tense is used in the sentences in A?

What tense is used in the sentences in B?

Student
TEFL Scotland 2011

3. Complete this rule and the table:

We make the present perfect with h__________ or h__________ & a
__________ participle.

Ive seen Paul today.

I ___________ Paul

__________ you

today.

__________ Paul

today?

Hes been to Madrid.

He __________ to

_______ he
_________

Madrid.
to Madrid?

In pairs, discuss and note the rules of the present perfect, & compare with the rules
of the past simple.

Student
TEFL Scotland 2011

4. In pairs. Correct the mistakes in these sentences. (There

may be more than one possible correction)
Ive written two letters yesterday.

Do you have been to Holland?

She phoned me four times this week.

He havent lived here for long.

Theyve been to France ten years ago.

Never I havent broke my leg.

Weve had breakfast two hours age.

Ive worked there until 1997.

5. Pronunciation: what happens to have and has? What

happens to been?
Johns gone on holiday.
Works been terrible.
I havent seen you for ages.
Have you ever been to the States?
How many books have you read?
Copy the stress & intonation & try to sound exactly the same.

Student
TEFL Scotland 2011

6. What are the past participles of these verbs?

Ride

write

meet

break

See

sing

speak

live

eat

Understand give

win

forget

buy

Come

make

ring

send

teach

7. Match verbs in exercise 6 with these things:

Example: forget your mothers birthday.

your mothers birthday

in an expensive restaurant
a sunrise from a mountaintop
your leg
abroad
a politician
a motorbike
to a newspaper
in public
dinner for more than ten people

8. Imagine you meet a friend that you havent seen for 6

months. Tell him/her what youve done and ask questions
about what he/shes done.
Think about these things:

Student
TEFL Scotland 2011

Start the conversation like this:

A: Hello! I havent seen you for ages! How are you?
B: Im fine. Its been a busy few months.
A: Why? Whats happened?
B: Well .

9. Homework
In the next class, you are going to interview a famous person and ask about his/her
past experiences. Prepare 15 questions: i.e. have you ever worked in a fast food
restaurant? etc

Teacher
TEFL Scotland 2011

Pre-intermediate: Present perfect

Warmer (5 mins)
Check Homework (5 mins)
1. Speak for yourself! (5 mins)
Ask sts to mingle and do a class survey and follow instructions.
a)
b)
c)
d)
e)
f)
g)

Some of us have sent a fax recently.

A few of us have written an e-mail this week.
Most of us write letters regularly.
We all send birthday cards to family & friends.
One of us has received a postcard recently.
Nobody has ever used a videophone.
A lot of us mad more than ten calls last week.

2. Look at these sentences (5 mins)

Get sts to do this in pairs
A:

This week weve had three sunny days.

Sorry I havent been in touch this week.
Have you ever been to Rome?

My computer crashed last week.

Yesterday wasnt very nice.
In January I went to Brazil.

What tense is used in the sentences in A? Present perfect

What tense is used in the sentences in B? Past simple

3. Complete this rule and the table (3 mins)

We make the present perfect with have or has & a past participle.
Get sts to do this in pairs.

Teacher
TEFL Scotland 2011

Ive seen Paul today.

I havent seen Paul

Have you

today.

seen Paul

today?

Hes been to Madrid.

He has been to

Has he been

Madrid.

to Madrid?

In same pairs, discuss and note the rules of the present perfect, & compare with
the rules of the past simple.

4. In pairs. Correct the mistakes in these sentences.

(There may be more than one possible correction).
(5 Mins)
a) Ive written two letters yesterday.
b) Do you have been to Holland?
c) She phoned me four times this week.

Teacher
TEFL Scotland 2011

d)
e)
f)
g)
h)

He havent lived here for long.

Theyve been to France ten years ago.
Never I havent broke my leg.
Weve had breakfast two hours age.
Ive worked there until 1997.

5. Drill these with sts and follow instructions. What

happens to have & has? What happens to been?
ANSWER: contraction. (5 mins)

Johns gone on holiday.

Works been terrible.
I havent seen you for ages.
Have you ever been to the States?
How many books have you read?
Copy the stress & intonation & try to sound exactly the same.

Ride

write

See

sing

Understand give

Come

teach

meet

break

speak

live

eat

win

forget

buy

make

ring

send

Ridden, written, been, met, broken, seen, sung, spoken, lived, eaten,
understood, given, won, forgotten, bought, come, taught, made, rung &
sent.

Teacher
TEFL Scotland 2011

6. Match verbs in exercise six with these things (8 mins)

Using the verbs, sts have to make sentences. They have to speak them
while you monitor and correct for accuracy.
Example: forget your mothers birthday.

your mothers birthday

in an expensive restaurant
a sunrise from a mountaintop
your leg
abroad
a politician
a motorbike
to a newspaper
in public
dinner for more than ten people

7. Follow instructions, monitor and correct after the

task (10 mins)
Think about: work, relationships, things youve bought, holidays.
Start the conversation like this:
A: Hello! I havent seen you for ages! How are you?
B: Im fine. Its been a busy few months.
A: Why? Whats happened?
B: Well .

8. Homework (1 min)
In the next class, you are going to interview a famous person and ask about
his/her past experiences. Prepare 15 questions: i.e. have you ever worked in a
fast food restaurant? etc

Student
TEFL Scotland 2011

Pre-intermediate: Listening
Topic: United Europe
1.

Warmer:
Your teacher will ask you the following questions.
1. Do you agree with a united Europe?
2. What do you think are the advantages and disadvantages (of a united Europe)?
3. Do you think countries are at risk of losing their identity?

Listen to the text and tell your teacher whether you

agree or not:
Also, do you think every town/city looks the same in your country?

3. In pairs listen again, tick the sentences below, and match

them to the name of the tense used:
1. I study international trade at university
PRESENT SIMPLE
2. Im being difficult
PRESENT CONTINUOUS
3. Ive been here for three months now.
PRESENT PERFECT
4. I absolutely detest this!
PRESENT SIMPLE

Student
TEFL Scotland 2011

5. Even in my home town they have built a burger bar where my favourite restaurant
was.
PAST SIMPLE
4. In pairs say when we use each tense. What are the rules:
PRESENT SIMPLE
PRESENT CONTINUOUS
PAST SIMPLE
PRESENT PERFECT

4. In pairs/small groups ask each other the following

questions to practise the tenses. Use as much detail as
possible.
Tell me about your daily routine. (For example I get up at 7 am everyday, etc)
What are you doing at the moment?
What are you wearing?
Where did you live when you were a child?
What did you used to do at weekends?
What have you done today?
Which countries have you visited?

5. Speaking: In pairs/small groups discuss what you think

about a united Europe. You must discuss the advantages
and disadvantages and put them onto a poster. Then you
must collectively present the poster to the rest of the
class. Vote for the most interesting one!
6. Homework:
Look at task 4, and write a profile of yourself based on the questions. You must write at
least 100 words.

Teacher
TEFL Scotland 2011

Pre-intermediate: Listening
Topic: United Europe
Class settle down: (3 mins)
Check Homework: (5 mins)
1. Warmer (3 mins)
Ask your students the following questions.
1. Do you agree with a united Europe?
2. What do you think are the advantages and disadvantages (of a united
Europe)?
3. Do you think countries are at risk of losing their identity?

2. GIST: Get someone to say this on a tape/cd so your

The five senses

A) Sense + Adjective

B) Sense + noun

It looks great

It looks like Robert

It feels nice

It feels like silk

It sounds exciting

It sounds like a party

It smells fabulous

It smells like cinnamon

It tastes awful

It tastes off

4. Practice (controlled)
Fill in the spaces using suitable language from exercise 3.
1) Charles _______________ his dad.
2) This food _______________ awful!
3) My new expensive towels _______________ really soft.
4) The noise upstairs _______________ a party!
5) You _______________ terrible, have you got a hangover?
6) I _______________ dirty, Im going for a shower.

5. Practice (controlled):
Now you will see the phrases from 4 pinned around the classroom in. In your groups,
go to each one and write at least two examples on the poster at each station.

Student
TEFL Scotland 2011

6. Discussion:
Discuss the following.
Using the language in conversation
1) Who do you look like most in your family?
2) What is the strangest place you have ever been to? What did it look like?
3) How do you feel at the moment?
Questions based on the conversation topic
1) Which shops do you like/dislike? Why?
2) Do you like all styles? Why/not?
3) Who is the most famous designer in your country? Why?

7. Homework:
Think of something or someone and write some sentences (using the new language
from this lesson), and say them to your classmates in the next lesson. They have to
guess what/who it is.

Teacher
TEFL Scotland 2011

Pre-intermediate: Senses
Pre-plan info:
Objective: Talking about senses.
Target Language: sense + adjective & sense + noun
Assumed Knowledge: A range of nouns and adjectives.
Anticipated Problems: May confuse looks like and looks etc.
Possible solution: Peer correction and/or brief explanation from the teacher.
Class settle down and arrange groups etc. (2 mins)
*Check homework and ask some questions to revise last days lesson. (10 mins)

1. Warm up (3 mins)
Follow the stages and encourage sts to talk. Note take and ask sts to correct
errors after this task.

2. Lead in (3 mins)
Pre-teach any vocabulary you think they will have difficulties with. Then ask
them to read quietly for a few seconds. Ask a gist question: What are they
talking about? Elicit an answer.
Drill for intonation/pronunciation, and ask sts in pairs to read the dialogue outloud. Correct any inappropriate pronunciation or intonation.

3. Presentation (2 mins)
Ask sts to read this quietly for a few seconds. Deal with any questions.

4. Practice (controlled) (5 mins)

Follow the instructions and elicit the answers.

Teacher
TEFL Scotland 2011

ANSWERS:

Charles LOOKS LIKE his dad.

This food TASTES awful!

My new expensive towels FEEL really soft.

The noise upstairs SOUNDS LIKE a party!

You LOOK terrible, have you got a hangover?

I FEEL dirty, Im going for a shower.

5. Practice (controlled) (15 mins)

Puts sts into pairs of groups of 3. Pin the target language in stations around the
room with A4 paper for sts to write examples on. Follow the instructions and
elicit sts own examples, which they write on the A4. Note take and ask sts to
correct mistakes. After, whole class feedback to check answers.

6. Discussion (15 mins)

This is where sts get to talk as much as possible. Get them to do this in
pairs/small groups while you monitor. Remember to prompt them to use the
target language when possible. Note take and ask sts to correct any mistakes.
*Ask sts what they have done in class today. (3 mins)

7. Homework (2 mins)
Think of something or someone and write some sentences (using the new
language from this lesson), and say them to your classmates in the next lesson.
They have to guess what/who it is.

Student
TEFL Scotland 2011

Intermediate: Agreeing and disagreeing

1.
o
o

Compare: syllable timed language and stress timed language

Sentence stress

English is a stress timed language and Spanish is a syllable timed language. A stress
timed language sounds very musical and has lots of rhythm. Should a Spaniard talk English
as a syllable timed language then he/she will sound boring and drone. The real meaning of
the sentence may even change.

o
The schwa: / / is the shortest phoneme in English. It is never stressed. Remember to
stress the sounds around it so that it has unstressed!

o
Word stress: to mark the most important words in the sentence, this can even
change the meaning.

SCHWA:
Say these examples out loud to each other:
a) It seems to me that you are on the wrong track.

b) As far as Im concerned thats too expensive.

c) Do you have any good ideas?

Mark where the schwa is in each of the examples above.

Sentence Stress:

Look at the following:

Could you tell me your views about the global recession?

Student
TEFL Scotland 2011

Could you tell me your views about the global recession?

Mark sentence stress.

Now say sentence pairs out loud to other pairs and see if they can work out the difference in
meanings.

In pairs, read the following extract from a meeting and mark the schwa and sentence stress.

RICARDO: Im sorry I had to call this meeting at short

notice. Did you all get a copy of the latest
sales figures?
KENNETH: Yes, thank you.
RICARDO: Good, so youll have seen from my memo that
there are two areas Id like to look at here
today.
KENNETH: I think we should also take a look at last years
figures.

3. Homework:
Choose 5 more examples from the language list below and mark the schwa and stress.

Student
TEFL Scotland 2011

USEFUL LANGUAGE TO CHOOSE FROM

ASKING FOR AN OPINION

Whats your opinion about?
What do you think of/about?
Whats your position about?
Are you in favour of?
Do you agree with?
Could you tell me your views on/about?
Tell me your opinion.
Do you have any (good) ideas

GIVING OPINIONS
I firmly believe that
Im absolutely convinced that
Its my belief that
Theres no doubt in my mind that
Its quite clear that.
Im certain that...
Its my considered opinion that
I think that
In my opinion

Student
TEFL Scotland 2011

Its my opinion that

As I see it
As far as Im concerned
From my point of view
It seems to me that
I would say that
As far as Im able to judge
I think it would be fair to say that
I couldnt care less.
I think you could be right but

Teacher
TEFL Scotland 2011

Intermediate: Agreeing and Disagreeing

Warmer (5 mins)
Check Homework (7 mins)
1.
o Compare: syllable timed language and stress timed language
o Sentence stress

Write on w/b Hello, how are you?

Elicit how we say this. Some sts may get this right but focus on sts saying this as a
syllable timed language. Elicit why it is inappropriate.

Now TCH say it and elicit difference.

Explain difference between stress timed language and syllable timed language and
why the difference is important. Talk about sounding boring and droning, sometimes
even change of meaning. Talk about the following features of connected speech.

o Explain what the schwa is.

o Word stress to mark the most important words in the sentence, which
can even change the meaning.
SCHWA:

OHP these examples and ask pairs to say these out loud to each other:

a) It seems to me that you are on the wrong track.

b) As far as Im concerned thats too expensive.
c) Do you have any good ideas?

Elicit where the schwa is.

Drill.
(20 mins)

Teacher
TEFL Scotland 2011

2. Sentence Stress (25 mins)

Write the following on the w/b:

Could you tell me your views about the global recession?

Could you tell me your views about the global recession

Ask pairs to think about how to change the meaning of these sentences
without changing the sentences.

Elicit sentence stress, and mark where appropriate.

Hand out a language sheet of all the language for asking for opinion & giving
opinion, and ask pairs to choose two sentences and experiment with the sentence
stress.

Now say sentence pairs out loud to other pairs and see if they can work out
the difference in meanings.

In pairs, read the following extract from a meeting and mark the schwa and
sentence stress.

RICARDO: Im sorry I had to call this meeting at short

notice. Did you all get a copy of the latest
sales figures?
KENNETH: Yes, thank you.
RICARDO: Good, so youll have seen from my memo that
there are two areas Id like to look at here today.
KENNETH: I think we should also take a look at last years
figures.

Teacher
TEFL Scotland 2011

3. Homework (3 mins)
Choose 5 more examples from the language list and mark the schwa and
stress.

Student
TEFL Scotland 2011

Intermediate: Colours

Im feeling blue. What does it mean?

Idioms and colours:

In English, there are many idiomatic phrases associated with colours.
Match the phrases in italics with their definitions below:
a. Nowadays with the global crisis, many people are often in the red as they have had
to borrow a lot of money from the bank.
b. Emma has been feeling blue since her boyfriend friend left her.
c. Youre dating George Clooney! Youre so lucky. Im green with envy.
d. After falling down the stairs, Rosie was black and blue all over. She looked
awful.
e. You dont believe me! There it is in black and white. It says here in the newspaper
that the government is decreasing taxes by 10%!
f. The dog just appeared out of the blue. We dont know where he came from.
g. Well, Carlos just saw red. He started shouting at the rude waiter..
Sad / depressed
Suddenly get very angry
Very clear you cant doubt it
Unexpectedly

Covered in bruises / badly hurt

Owe money to the bank
Jealous

Student
TEFL Scotland 2011

Guess the colour:

Read the descriptions and decide which colours they are describing:

a. In advertising, they use this colour to catch peoples attention. If

somebodys face is this colour, then they are angry, embarrassed or
possibly exhausted. People with this hair colour are considered fiery and
emotional. It often means danger or a warning. We use it to tell people to
stop or watch out.

b. Its the colour of a cloudy, rainy day, the colour of an industrial town, the
colour of a boring life. Its a sad colour. It makes you feel miserable and
depressed.

c. Its a feminine colour. Little girls are often dressed in this colour, and the
walls of their bedroom are painted this colour. Its also a healthy colour.
People from cold countries go this colour on the first day of their summer
holidays.

d. Its a clean, calm, natural colour. It can be deep and rich, suggesting
wealth, heat and sensuality. Or it can be light, pure and bright. People
often paint their kitchens and bathrooms this colour because it makes
them feel bright and clean. It is also the colour of cowardice in some
cultures.

Write a short description to describe either green or blue. What does blue
(or green) mean to you?

Student
TEFL Scotland 2011

3. Black or white:
Complete the phrases with the words black or white:

a ___________ look

a ___________ lie

___________ hot

a ___________ eye

the ___________ market

the ___________ sheep of the family

a ___________ wedding

Practice: Now complete the sentences with the phrases above:

a You cant buy valium legally. Youll have to get
it on the _______________.
b I must have said something stupid because my husband gave me a
________________.
c Iron needs to be ______________ before you can bend it.
d I walked into the glass door and got a ________________.
e We didnt want to upset him by telling the truth, so we told him a ________________.
f All his family are married with kids and have a mortgage. But he travels around the
world doing odd jobs with lots of different partners. Hes the _________________ of
the family.
g I am going to get married in a church because Id like to have a _____________.

4. Story
Use all the new language learned today. In groups order the cards the way you think
best. Then make up a story using this order. Tell another group your story.

Student
TEFL Scotland 2011

5. Homework: Newspaper article

As a follow up, your group have to tell your friend some gossip in a letter.

Teacher
TEFL Scotland 2011

Intermediate: Colours
Warmer (5 mins)
Check Homework (7 mins)
1. Lead in (3 mins)
Ask students in pairs to guess this idiomatic expression (before looking at
sheet). Then elicit answers. Compare answers with the correct answer when
they do the relevant task

2. Ask the students to match phrases in italics with

their definitions (3 mins)
a.
b.
c.
d.
e.
f.
g.

in the red - owe money to the bank

feeling blue - sad/depressed
green with envy - jealous
black and blue - covered in bruises/badly hurt
in black and white - very clear you cant doubt it
out of the blue - unexpectedly
saw red - suddenly get very angry

3. Ask students to read the descriptions and decide

which colours they are describing (5 mins)
a. red b. grey c. pink d. yellow
Ask the student to write a short description to describe either green or blue.
This could be set for homework.

4. Ask the student to complete the phrases with the

words black or white (10 mins)

Teacher
TEFL Scotland 2011

Answers:
a black look - a white lie - white hot
a black eye - the black market - the black sheep of the family
a white wedding
Then ask the student to complete the sentences with the phrases.
Answers:
a. You cant buy valium legally. Youll have to get it on the black market.
b. I must have said something stupid because my husband gave me a black look.
c. Iron needs to be white hot before you can bend it. (also common to say red
hot)
d. I walked into the glass door and got a black eye.
e. We didnt want to upset him by telling the truth, so we told him a white lie.
f. All his family are married with kids and have a mortgage. But he travels
around the world doing odd jobs with lots of different partners. He is the black
sheep of the family.
g. I am going to get married in a church because Id like to have a white
wedding.

5. (20 mins)
Tch hands out all the new language on separate cards. One set per groups of 3.
Ask sts to negotiate an order and make a relevant story, using all the new
language. They can take notes and each group tells another group their story,
collectively. The tch monitors and takes note for errors after the task.
Write errors on the board and ask sts in their groups to correct them, then elicit
corrections.

6. Homework (2 mins)
Ask the student to write a letter to their friend. Tell him/her some work/school
gossip using all the new language from this lesson.

Student
TEFL Scotland 2011

Intermediate: Deduction
1.

Warm up:
Look at the picture and discuss the questions with a partner/your teacher:

Who are these people in the pictures?

Approximately what year are they from?
Do you know any other famous detectives?

Lead in:
Practice the below conversation with a partner/your teacher.
Scene: Two police officers arrive at the scene of a crime. They are investigating the
murder of Timothy West, a local bingo hall owner.
Inspector McKay:

Well, what do you think happened?

Sergeant Burns:

Hmmnone of the doors are broken. I think he might

have known the killer.

Inspector McKay:

Hmmlook at these two empty tea cups. He might have

had a cup of tea with his killer. Hey, and look at that cup!
Its got lipstick on it. The killer must have been a woman!

Student
TEFL Scotland 2011

1. What do you think is happening here? What is the case?

3. Presentation:
Tell your teacher the correct position of the phrases in the line.
MAY HAVE

COULD HAVE

MUST HAVE

MIGHT HAVE

MIGHT EVEN HAVE

MAY WELL HAVE

High chance
chance

Low

4. Practice (controlled):
Say these sentences using the word in brackets.

1) He was not liked by the local people. (might) _________________________

2) A painting was stolen. (could) _______________________________

3) He knew the killer. (may)

___________________________________

4) There was lipstick on the cup (must)_____________________________

5. Production (freer):
What might have happened? Look at the evidence below and say some suggestions.

Student
TEFL Scotland 2011

There's a painting missing.

Mr. Wests nose is broken.
Theres a strange smell from one of the tea cups.
Theres an engagement ring on the floor.

6. Production (freer):
Your teacher will give you details of a famous crime. Using the grammar from task 3,
with your group try to see if you can guess what happened. Then your teacher will give
you the solution.

7. Homework:
Check out the internet for a famous unsolved crime and write as many sentences as
you can about it, using the grammar from task 3. Then in the next class tell your
partners and see if they can guess the crime.

Teacher
TEFL Scotland 2011

Intermediate: Deduction
Pre-plan info:
Objective: Solving a crime
Target Language: Modal verbs (past)
Assumed Knowledge: Knowledge of modal verbs and tenses.
Anticipated Problems: Confusion of grading of the modal verbs.
Possible solution: Peer correction/point to graph in task 3

Class settle and tell them their seating arrangements. (3 mins)

*Check homework and ask some questions to revise last days lesson. (10 mins)

1. Warm up (6 mins)
In pairs/with the teacher, ask sts to look at the pictures and discuss the
questions. The teacher monitors and take notes for sts to correct errors after
this task.

2. Lead in (6 mins)
Pre-teach any vocabulary from the text they may have difficulty with: i.e.
murderer. You can elicit the answers first.
Then ask sts to quietly read the text, then you drill for intonation and ask sts to
read in pairs. (focus on intonation)
Ask sts to ask each other questions about the text and elicit appropriate
answers.

Teacher
TEFL Scotland 2011

ANSWERS:
High chance

MUST HAVE

Low chance

MAY WELL HAVE

MAY HAVE/MIGHT HAVE

MIGHT EVEN HAVE

COULDNT HAVE

3. Practice (controlled) (5 mins)

Elicit the answers and ask sts to say the correct sentences below using the
language in brackets. Ask sts to correct each others sentences.

4. Production (freer) (6 mins)

This is where they get to use the target language in a freer practice.
Remember to ask sts to use the target language of modal verbs from above.
They can do this in pairs/small groups and elicit answers afterwards.
Here are possible answers:

The murderer may well have been a woman, because there was lipstick on
the cup.
There must have been a fight, because his nose was broken.
He might have been poisoned because theres a strange smell from one of
the cups.
The motive might have been jealousy because there is a ring on the floor.

5. Production (freer) (12 mins)

The tch gives out some details to each group of, say, 3 or pairs. Then give the
solution after this task. Feedback to see who was closest to the solution. Then
whole class correct any mistakes made during the task.
*Ask sts what they have done in class today. (3 mins)

6. Homework (2 mins)
Hand out homework.

Student
TEFL Scotland 2011

Intermediate: Listening
Topic: The Year 2030
1.

Introduction:
Work in pairs and discuss what you think youll see in the future. Here are some ideas:

communication traffic/transport

food

medical science technology

homes

Listening:

You are going to listen to an article about Bill Gates. Before you start what ideas for the
future do you think he has?
With a partner, make a list of all Gatess ideas for the future.
Discuss the following with your partner:
a. Which of Bill Gatess ideas do you think will become reality? (focus on will/wont be
able to).
b. Do you agree with Gatess ideas?
c.

With reference to the article, what do you think Bill Gates is like?

In pairs ask sts to make a poster about what our lives will be like in 20 years.
Then present this to the class who vote for the best one!

Homework:
Write an 200 word article for your work/school newspaper about what cities will be
like in 2100. Remember to:

Give your article a catchy headline

Make sure the first paragraph catches the reader
Divide the article into clear topics and paragraphs.
Dont be afraid to use dramatic and emphatic vocabulary to make the article more
interesting.

Teacher
TEFL Scotland 2011

Intermediate: Listening
Topic: The year 2030
Check Homework (7 mins)
1.
Warmer i.e. sts in pairs brainstorm what they did in the last class. Elicit and
write on board. (8 Mins)
Check homework (10 Mins)
Encourage sts to interact. Tch monitor and encourage them to talk.

2. Listening (20 mins)

PRE-TEACH any vocab you think your sts will find difficult.
PREDICTION: Ask sts to discuss in pairs: What ideas for the future do they have?
Then elicit answers and write some on the board.
GIST: Now play the listening and when finished ask sts to compare their ideas
with it. See how many they got right.
*(you can get someone to record this for you and play it to sts)
THE ROAD AHEAD:

Staying ahead for Bill Gates means looking ahead, craning further and further
into the unknown. He is bored by the temporal; he spends his life in the future,
and he cant wait to get there, racing through his questions, talking over the
slow responses of people around him.
He details the miracles of the future in his book: the wonder of the walletsized PC that will make cash redundant; of telecommuters and videoconferencing; of hiring entertainment, ordering shopping, making friends,

Teacher
TEFL Scotland 2011

playing games without meeting other people; of pen-based computers that

recognise handwriting and software that can remember like an assistant.
I think this is a wonderful time to be alive, says Gates. There have never
been so many opportunities to do the impossible. It is the best time ever to
start new companies and advance sciences.
The most dramatic change of our lives will be the wallet PC, a combination of
wallet, credit card, universal entry ticket and best friend. We will not need to
carry keys, cash, cameras, concert tickets or a mobile phone.
This new technology will eliminate queues at airports or indeed anywhere
where one is expected to show a ticket.
Information taken from Gates book The Road Ahead.

DETAILED LISTENING: Play for second time and ask sts to answer the following
detailed questions:
a. Which of Bill Gates ideas do you think will become reality? (focus on
will/wont be able to).
b. Do you agree with Gates ideas?
c. With reference to the article, what do you think Bill Gates is like?
FEEDBACK: Elicit answers and correct.

In pairs ask sts to make a poster/presentation about what our lives will be
like in 20 years.
Then present this to the class who vote for the best one! (20 Mins)

4. Homework (2 mins)
Write a 200 word article for your work/school newspaper abou what cities
will be like in 2100. Remember to:

Give your article a catchy headline

Make sure the first paragraph catches the readers attention
Divide the article into clear topics and paragraphs.
Dont be afraid to use dramatic and emphatic vocabulary to make the article
more interesting.

Student
TEFL Scotland 2011

Intermediate: Prepositions
1.

Prepositions:
Put these adjectives into the appropriate column of the table below. Some adjectives
can go in more than one column.

Qualified

good

experienced

Responsible

aware

typical

Expert

sensitive

hopeless

Keen

afraid

interested

with

for

Student
TEFL Scotland 2011

Pronunciation:
In English we normally stress the important grammar words (nouns, verbs and
adjectives) but sometimes we put extra stress on words or syllables to express
emphasis. E.g. Id love to go but Im shattered.
In the following sentences put the correct preposition in the space then underline the
stressed words and syllables:
a. Im absolutely fed up __________ my boss.
b. Im tired __________ studying every night.
c. Hes mad __________ the girl.
d. Im not very keen __________ football.
e. Hes very fond __________ his cat.
f. They were fascinated __________ the film.
g. Hes very interested __________ gardening.
h. My wifes obsessed __________ her new diet.
i. Im completely hooked __________ cigarettes.
j. Hes addicted __________ coca cola.
Now repeat the words after the teacher, then in pairs make your own chants for each
one. Then say your chants to other pairs and the class vote for the best one!

3. Preposition bingo:
Your teacher will hand out bingo cards with the above sentences, then call out
prepositions. Put the prepositions in the correct space. When you have a full house,
shout BINGO!

Student
TEFL Scotland 2011

4. Speaking: snap
Your teacher will give each pair a set of cards each. One student has prepositions and
the other words. Then play snap and shout snap when you have a matching pair!
When you do that, take all the cards used in that game. The winner is the student who
has the most cards at the end of the time!

5. Homework:
You have to write a story using as many of the words + prepositions above as possible.
In class you will present your work to each other in groups and vote for the best one.

Teacher
TEFL Scotland 2011

Intermediate: Prepositions
Warmer (5 mins)
Check Homework (7 mins)
Prepositions (9 mins)
1. Sts follow the instructions and monitor and support. Check answers with the
whole class when finished.
Put these adjectives into the appropriate column of the table below. Some
adjectives can go in more than one column. Here are the most common
example answers.
in
Qualified
Expert
Experienced
Typical
interested

of
Aware
afraid
typical

to
Qualified
Keen
afraid
experienced

at
Qualified
Responsible
Expert
Good
Experienced
Hopeless

with

for

Expert
Good
Sensitive
Experienced
Typical
Hopeless

Qualified
Responsible
Good
afraid
typical

2. Pronunciation (20 mins)

In English we normally stress the important grammar words (nouns, verbs
and adjectives) but sometimes we put extra stress on words or syllables to
express emphasis. E.g. Id love to go but Im shattered.
In the following sentences put the correct preposition in the space then
underline the stressed words and syllables:

Teacher
TEFL Scotland 2011

The words in black are the most common ways to stress these sentences. But of
course it depends on meaning and mood.
a. Im absolutely fed up _____with_____ my boss.
b. Im tired _____of_____ studying every night.
c. Hes mad ____at/for______ the girl.
d. Im not very keen ____on______ football.
e. Hes very fond _____of_____ his cat.
f. They were fascinated _____at/with_____ the film.
g. Hes very interested ____in______ gardening.
h. My wifes obsessed _____with_____ her new diet.
i. Im completely hooked ____on______ on cigarettes.
j. Hes addicted _____to_____ coca cola.
Now drill this with sts and ask them in pairs to make their own chants. They then
have to say them to groups and vote for the best one!

3. Preposition bingo (10 mins)

Hand out bingo cards with the above sentences, then call out prepositions. Sts
put the prepositions in the correct space. When you have a full house, shout
BINGO!

4. Speaking (10 mins)

play snap. Give each pair a set of cards each. One student has prepositions and
the other words. Then play and shout snap when you have a matching pair!
When you do that, take all the cards used in that game. The winner is the
student who has the most cards at the end of the time!

Teacher
TEFL Scotland 2011

5. Homework (1 mins)
You have to write a story using as many of the words + prepositions above as possible.
In class you will present your work to each other in groups and vote for the best one
per group.

Student
TEFL Scotland 2011

Intermediate: Reading
Topic: Who is?

Introduction:
Why do you think children often work in the same jobs or professions as their parents?
Would you like to do the same job as either of your parents? Why? Why not?

Reading:
The teacher will show you some family names. Try to guess why you think they are
famous.
Now read the texts to check your answers:

The Greer family, father Joseph, daughter Paula and son Stephen is one of
the few family acting dynasties in the British film industry. Joseph Greer, who died in
1984, had a long and distinguished acting career, making over 90 screen appearances. In
1983, he won La Palme dOr for best actor for his performance in Sleepy Willow.
His daughter Paula, was once as well known for her outspoken views in animal rights
issues as for her films. She has received three Oscars for best actress, one in 1974 for
The Iron Flute, another in 1976 for Forever, and a third for Get off in 1980. That
same year she published her own books and videos on aerobics and exercising, which
have been very successful.
Her twin brother Stephen Greer is still best known for his performance in the cult sixties
film Ride Easy, which he also directed and produced. His son Paul appeared in his first
play in 1995 in the Apollo Theatre, London.

The Burns Family achieved a prominence which was unique in Australian

politics. Robert Burns, whose Grandparents were poor Scottish immigrants, was head of
the Burns clan. Although he never ran for election himself, he and his wife Mo had great
political ambitions for their sons.
In 1961 their first son, Richard James Burns, was elected President of Australia therefore
becoming the youngest person to hold that office. However, his achievement was short
lived. On 23 December 1962 he was killed in a boating accident off the coast of
Tasmania. Five years later while campaigning for the presidency, his brother Edward
was robbed and murdered in a shopping Mall in Melbourne. In 1964 Ian burns was
elected to the senate. In 1978 he was forced to withdraw as a presidential candidate,

Student
TEFL Scotland 2011

following a plane crash in which his personal hairdresser was drowned. Although he was
still influential, his involvement in this scandal was the reason why his political
ambitions were never fulfilled.

3. Detailed questions:
Make 5 detailed questions and ask your partner them.

4. Feedback and speaking

Do you know any Spanish families like these? Who are they?
Do you think its good for parents to be ambitious for their children?
Discuss these questions with a partner.
Did your parents have ambitions for you? Have you achieved them? Has this affected
your relationship with them?

5. Speaking:
You are going to role-play an interview between one of the characters in the reading
and a television interviewer.
a. Work in pairs to prepare the role-play. First read the articles again and make a note of
the important points.
b. Choose a character and who will be the interviewer. Now write a dialogue. Try not to
use the exact words and sentences of the article.
As this is a T.V. show, you will be videoed by your teacher for a group discussion
afterwards.

6. Homework:
You are going to write an article for your class magazine.
Investigate on the internet and find the history of a famous family/person. Then write
it in 250 words. You can add picture cut outs if you like.

Teacher
TEFL Scotland 2011

Intermediate: Reading
Topic: Who is?

Warmer (5 mins)
Check Homework (5 mins)
1. Introduction (10 mins)
Elicit these from the class and get the sts engaging in the language as much as
possible.
Why do you think children often work in the same jobs or professions as their
parents?
Would you like to do the same job as either of your parents? Why? Why not?

2. Reading (8 mins)
Ask sts to do this in small groups. Lots of STT and get them predicting. This is a
sub-skill of reading. Write any ideas on the board so when they read you can
compare these with the real info.
Now read the texts to check your answers:

The Greer family, father Joseph, daughter Paula and son Stephen is
one of the few family acting dynasties in the British film industry. Joseph Greer,
who died in 1984, had a long and distinguished acting career, making over 90
screen appearances. In 1983, he won La Palme dOr for best actor for his
performance in Sleepy Willow.
His daughter Paula, was once as well known for her outspoken views in animal
rights issues as for her films. She has received three Oscars for best actress, one
in 1974 for The Iron Flute, another in 1976 for Forever, and a third for Get
off in 1980. That same year she published her own books and videos on
aerobics and exercising, which have been very successful.
Her twin brother Stephen Greer is still best known for his performance in the
cult sixties film Ride Easy, which he also directed and produced. His son Paul
appeared in his first play in 1995 in the Apollo Theatre, London.

Teacher
TEFL Scotland 2011

The Burns Family achieved a prominence which was unique in

Australian politics. Robert Burns, whose Grandparents were poor Scottish
immigrants, was head of the Burns clan. Although he never ran for election
himself, he and his wife Mo had great political ambitions for their sons.
In 1961 their first son, Richard James Burns, was elected President of Australia
therefore becoming the youngest person to hold that office. However, his
achievement was short lived. On 23 December 1962 he was killed in a boating
accident off the coast of Tasmania. Five years later while campaigning for the
presidency, his brother Edward was robbed and murdered in a shopping Mall in
Melbourne. In 1964 Ian burns was elected to the senate. In 1978 he was forced
to withdraw as a presidential candidate, following a plane crash in which his
personal hairdresser was drowned. Although he was still influential, his
involvement in this scandal was the reason why his political ambitions were
never fulfilled.

3. Detailed Questions (13 mins)

Ask sts to read again and do this while you monitor and help. Get sts to ask and
answer each other.

4. Feedback and Speaking (12 mins)

Get sts to speak about these in pairs and then elicit answers:
Do you know any Spanish families like these? Who are they?
Do you think its good for parents to be ambitious for their children?
Discuss these questions with a partner.
Did your parents have ambitions for you? Have you achieved them? Has this
affected your relationship with them.

Teacher
TEFL Scotland 2011

5. Speaking (10 mins)

Follow the instructions:
You are going to role-play an interview between one of the characters in the
reading and a television interviewer.

a. Work in pairs to prepare the role-play. First read the articles again and make a
note of the important points.
b. Choose a character and who will be the interviewer. Now write a dialogue. Try
not to use the exact words and sentences of the article.
As this is a T.V. show, you will be videoed by your teacher for a group discussion
afterwards.

6. Homework (2mins)
You are going to write an article for your class magazine.
Investigate on the internet and find the history of a famous family/person. Then
write it in 250 words. You can add picture cut outs if you like.

Student
TEFL Scotland 2011

Writing: Omitting subject pronouns

1. When we refer to a previous communication the correct
use of pronouns is important

Do we always need to use a pronoun?

What happens when we remove pronouns from these sentences?
Do they still make sense?
Do the sentences sound more formal or less formal?

We usually write: As agreed in your e-mail not As we agreed ..

As requested in your letter.. not As you requested ..
This is more formal and impersonal. It refers to the communication not the individual.

2. Discuss how the following sentences can be changed in

the same way.

I'm enclosing the figures (that) you requested in your letter.

Here is the report (that) you requested.
As we agreed at our meeting of 31 June, we have reviewed the schedules.
As you required in your instructions, I enclose the draft audit report.

3. Discuss how the following e-mails can be changed in the

same way
Dear Sonia,
Re your e-mail this morning. Just to confirm that the invoice was sent to you last week.
I hope that you will receive it soon as Id like you to settle this situation ASAP.
Regards,
Charles.

Student
TEFL Scotland 2011

Dear Charles,
Thanks for your memo re the missing invoice 003. Sorry that I havent received it yet.
Perhaps you could send me a copy. I would be grateful if you could tell when you are
going to send it, so we can keep a look out for it.
Best wishes,
Sonia.

Dear Sonia,
Thanks for your e-mail at 5pm re Invoice 003. I have called the finance department and
they will send you a copy tomorrow. I will send it by messenger and you should get it at
1.30pm. If you have any difficulties with this, please let me know soonest.
Kind regards,
Charles.

4. Emailing:
Use slips of paper as if they were emails. Each email is written on a slip of paper. Then
put it on the desk for your partner to see it. Then put the response under it and so on,
till you have a chain list.
Heres the situation:
Student A
Write an email to a colleague. You need the end of the year account one week before
the deadline.
Student B
You are really busy and have a tight schedule. There is not much room for any changes.
*So make sure you bounce emails back and forth so there is communication. Also,
remember to focus on cutting out the unneeded pronouns.

Student
TEFL Scotland 2011

5. Homework:
Think of a problem/email at work and respond to it in English for homework.

Teacher
TEFL Scotland 2011

Writing: Omitting subject pronouns

Warmer (5 mins)
Check Homework (7 mins)
1. Get sts to discuss this in pairs/small groups for a few
mins. Then elicit answers. Remember to discuss
formality and use of pronouns
2. Get them to do this in pairs and elicit answers
afterwards. Write correct ideas on the board. Then
provide these answers: (8 mins)

I enclose the figures requested in your letter.

Here is the report as requested.
As agreed at our meeting of 31 June, we have reviewed the schedules.
As required in your instructions, I enclose the draft audit report.

3. Change pairs and follow the instructions. Elicit from

sts and correct. Then provide these possible answers
on hand outs for sts to read and check. (17 mins)
POSSIBLE ANSWERS:
Dear Sonia,
Re your e-mail this morning. Just to confirm the
invoice was sent last week. Hope it arrives soon as Id
like this situation settled ASAP.
Regards,
Charles.

Teacher
TEFL Scotland 2011

Dear Charles,
Thanks for memo re missing invoice 003. Sorry,
havent received it yet. Please send another copy and
let me know when you are going to send it, so we can
keep a look out for it.
Best wishes,
Sonia.

Dear Sonia,
Thanks for your e-mail at 5pm re Invoice 003. Finance
department will send copy tomorrow by messenger.
Should arrive at 1.30pm. If you have any difficulties
please let me know soonest.
Kind regards,
Charles.

4. Sts in pairs follow the instructions. Check

understanding before they begin. Monitor and
correct. (17 mins)
5. Homework (3 mins)
Hand out homework.

Teacher
TEFLScotland2011

Intermediate:Travel

*Spendafewminutesaskingthemabouttheirholidaysandwhattheyremembermostfrom
thelasttermofEnglishclasses.

1. Talkaboutit!
Askthemwhattheythinkthepictureisabout.Seeiftheycanusetheirimaginationalittle
here.Theyneedtoengageinthelanguage.
Theninthequestions,getthemtoengageagainandaskeachotherandanswer.Youcould
monitorandnotetakeforerrors.Remembertohaveanerrorcorrectfocusafterthistask.
Youcouldmentionthemistakesandseewhocancorrectthem.
Youmayevenwanttodevelopthesequestionsandgetthemtalkingasmuchasyoucan.

Askststoreadthisoutloud(takingturns)andstopatthegap.Elicitthemissingwordfrom
thests.Helpifnecessarybygivingthemaletteratatime.Thengetthemtoreaditoutloud
againbutthistimeaskingthemtofocusonintonationandtherhythmandmusicalsoundof
English.Giveanexamplebysayingaphraseortwofromthetextoutloud.
ANSWERS:
Atanairport,departingPASSENGERSgototheCHECKindesktogetaseatnumberand
BOARDINGpass.TheyleaveanyBAGGAGEthattheywillnottakeintothecabin.Theycan
thengothroughSECURITY.Usually,thereisaMETALdetectorthateveryonemustwalk
through.Fromthere,theyproceedtoPASSPORTcontrolandonintotheDEPARTURE
loungeandboardingGATEfortheirflight.PassengersoninternationalflightscanvisitDUTY
FREEshopsbeforedeparture.
Atthedestination,passengersentertheterminalbuildingandgotoIMMIGRATIONwhere
theyshowtheirpassports.TheycollecttheirbaggagefromthebaggageRECLAIMand
proceedtoCUSTOMS,wherepassengerscanhavetheirbaggagesearchedforillegalgoods.
Finally,theycangothroughtotheARRIVALShallwherefriends,relativesorcolleaguesmay
bewaitingforthem.

Teacher
TEFLScotland2011

Encourageststospeakasmuchaspossiblehereandaskthemtousethevocabularyfrom4.
Brainstormasmuchlanguageaspossible.
Thenaskthemtodothegapfilloutloud.Thenchecktheanswersanddrillforintonation
andpoliteness.Youcouldprovideacoupleofwayswhereintonationmakesthingssound
polite/impolite.
ANSWERS:
a)
b)
c)
d)

DidyouPACKthesebagsyourself?
HasanyoneaskedyoutoKEEP/PACKanythingforthem?
HaveyouleftthebagsUNATTENDEDatanytime?
ArethereanyELECTRONICALLYoperateddevicesinside?

4.
Asktheminpairs/withyoutodotheroleplay.Maybegiveademofirst.Makesureyouask
themtousethelanguageabove.Takenotesofmistakesandprovideanerrorcorrection
afterthisfirstwaveofroleplays.Askthemtocorrecttheerrors.

Thenswaprolesandaskthemtodoitagainfocusingonpreviouserrors.

5.
Beforestartingthis,getthemtoreadthelanguageonthetablequietlyanddealwith
questions.Thenyoucoulddrillthephrasesforpronunciation.Againtheaimhereisto
engageinthelanguageandusethewords/phrasesfromthislessonandthetable.You
couldgetthemtoaskeachotherwhileyoumonitorandcorrect.Thatwaytheyarealso
practisingquestionforms.
Tofinishoff:askthemwhattheyhavelearnedtoday.

Teacher
TEFLScotland2011

6.Homework:
Inventafunnyordisasterstoryaboutyouorafriendattheairportandtellitinyournext
lesson.Trytousenewphrasesyouhavelearnedfromthislesson.

Student
TEFLScotland2011

Intermediate:Travel

1. Talkaboutit!
Lookatthepicturebelowanddiscusswhatyouthinkhashappened.

Discussthefollowingquestionswithyourpartner.
Whatisthenameofyournearestinternationalairport?
Whatdoyouthinkaboutit?
Whatisthebest/worstinternationalairportyouhavevisited?
Wherehaveyouflownto?
Wherewouldyouliketoflyto?

Student
TEFLScotland2011

2.
Readthefollowingandcompletethesentences
explainingproceduresatanairport,usingthecluesprovided:

Atanairport,departingp_________gotothec____indesktogetaseatnumber
andb_______pass.Theyleaveanyb______thattheywillnottakeintothecabin.
Theycanthengothroughs_______.Usually,thereisam____detectorthat
everyonemustwalkthrough.Fromthere,theyproceedtop_______controlandon
intothed________loungeandboardingg___fortheirflight.Passengerson
internationalflightscanvisitd___f___shopsbeforedeparture.
Atthedestination,passengersentertheterminalbuildingandgotoi__________
wheretheyshowtheirpassports.Theycollecttheirbaggagefromthebaggager______
andproceedtoc______,wherepassengerscanhavetheirbaggagesearchedforillegal
goods.Finally,theycangothroughtothea_______hallwherefriends,relativesor
colleaguesmaybewaitingforthem.

3.Fromyourownexperience.Whatquestionsdoessecurity
frequentlyask?

Herearesomeexampleswhichyouneedtocomplete:
a)
b)
c)
d)

Didyou__________thesebagsyourself?
Hasanyoneaskedyouto__________anythingforthem?
Haveyouleftthebags__________atanytime?
Arethereany__________operateddevicesinside?

4.Fromtheinformationaboveandfromthecluesbelow,role
playacheckin.Takeitinturnstobethepassengerandthe
checkinagent.Remembertobeaspoliteaspossible.

AISLE/
WINDOW
SEAT

SMOKING/
NON
SMOKING

AIRMILES
POINTS

ONTIME/
DELAYED

Student
TEFLScotland2011

5.Talkaboutyourworstand/orbestexperienceswhenflying.
Askyourteacherabouttheirstoo.
Beforeyoustart,lookattheseusefulphrasesbelowandusethemwhenyoutellyourstory.
Startthestory

Examplesituation

Areallyfunnythinghappenedto
metheotherday...

IsawMichaelJacksonina
restaurant.

You'llneverguesswhat'sjust
happenedtome...

Acompletestrangeraskedmefor
myautograph.

Somethingvery,verystrangeand Iwenttotheparkanditwasfullof
unexpectedhappenedyesterday... clownsonbicycles.
Howtotellthestory
Well,Iwas...

Whathappenedwas...

Example

inarestaurantwithmyfriend.
Ilookedovermyfriend's
shoulderandsawMichael
Jacksonsittingthere.

Addacommentattheendofthestory
Itwasreallyunexpected,justareallyoddexperience.
Canyoubelieveit?

6.Homework:
Inventafunnyordisasterstoryaboutyouorafriendattheairportandtellitinyournext
lesson.Trytousenewphrasesyouhavelearnedfromthislesson.

Student
TEFL Scotland 2011

Upper Intermediate: Futures

1. Go round the posters on the wall and make as many

future examples as possible.

Match the sentences in the box to its function.

Then write a sentence for each of the following.
1.
2.
3.
4.
5.

A plan they have for the future (it may or may not happen).
An arrangement for the future.
An activity that will be in progress at some point in the future.
Something that will have been done by sometime in the future.
A prediction.

1. Im going to stop smoking

2. Were meeting next week to discuss the launch.

3. This time next week I will be lying on the beach.

4. By summer I will have finished my English course and I will have

passed my exams.

Student
TEFL Scotland 2011

5. Real Madrid will win the cup.

6. The plane leaves at 3 pm on Saturday.

a. Something that will be in progress at a definite time in the future.

b. Something that will be completed by a specific time in the futures.

c. An arrangement.

d. A plan or intention.

e. A programme or timetable in the future.

f. A prediction.

3. With a partner complete the following conversation using

one of the future forms you have seen.

Student
TEFL Scotland 2011

Jane

Where ____ you and John _____ (go for your holidays?

Helen

Greece. We __________ (Spend) 2 weeks in Crete.

Jane

______________ (forget) my holiday.

Jane

Have a good time!

There may be more than one possibility for some.

Student
TEFL Scotland 2011

4. The teacher will ask you:

1. Can you please spell your name?
2. Can you spell the vowels in English?
3. What is your date of birth?
4. What is your phone number?

5. Future chairs:
Put four chairs at the front of the class and label them will/shall, present continuous,
present simple and to be going to. Your teacher will give you a piece of paper with a
use of the future written on it, e.g. to make an arrangement. You write a sentence to
illustrate that use on a piece of paper. You can make it funny if you like. When
everyone has written one sentence, the teacher will collect the pieces of paper, shuffle
them and leave them on the desk face down. You then take turns to pick up a piece of
paper. Sit on the chair which represents the future form used in the sentence, e.g.
present continuous for future arrangements, and say the sentence, e.g. Im meeting a
blind date tonight! The others must guess who wrote the sentence.
Now do it again but this time with music and an extra sentence. When the music
finishes everyone rushes to sit down on the right chair. Anyone still standing or on the
wrong chair is out. Take a chair away each time a new game starts. The winner is the
last student.

6. Homework:
You have to make a dialogue using all the 5 functions of future. They could do this
using speech bubbles and cutting out the characters from magazines and gluing them
on to a sheet with the bubbles.
Vote for the funniest one!

Teacher
TEFL Scotland 2011

Upper Intermediate: Futures

Warmer (5 mins)
Check homework (5 mins)
1. (15 mins)
Take 5 poster size sheets of paper. Title each one with one of the 5 futures in 2.
One for each sheet. Then pin them on the wall round the classroom. Groups sts
into groups of three. Tell each group to go to a poster and write (on the poster)
as many sentences as possible focus on the title of the poster: i.e. If the poster
is A prediction they can write examples like - It will rain tomorrow. Tell them
they have to write as many as possible and time them for say 1 min. When the
time is up you shout change and they move clockwise to the next poster, read
the last groups examples and add to them in the time given, and so on till they
have visited all the posters.
Ask the sts to correct any incorrect ones. They have to explain to you why they
are wrong. Help when needed.

2. (6 mins)
Cut up the sentences in the box and ask sts to match each sentence to its
function.
Discuss tenses, forms and usage.
Then ask sts to write sentences for each of the following
1.
2.
3.
4.
5.

(8 mins)
Ask sts in pairs to complete the following conversation using one of the future
forms you have seen.

Teacher
TEFL Scotland 2011

Jane

Where are you and John going for your holidays?

Helen

Jane

Our holiday isnt until next month. Were going to

tour Scotland by car. The weather wont be as good
as in Greece but it will be fun.

Helen

How long are you going for?

Jane

Ten days.

Helen

Are you taking your caravan?

Jane

No we will find hotels as we go.

Helen

We will be back from Greece before you go, and I will

have forgotten my holiday.

Jane

Have a good time!

Teacher
TEFL Scotland 2011

4. (20 mins)
Put four chairs at the front of the class and label them will/shall, present
continuous, present simple and to be going to. Your teacher will give you a
piece of paper with a use of the future written on it, e.g. to make an
arrangement. You write a sentence to illustrate that use on a piece of paper.
You can make it funny if you like. When everyone has written one sentence, the
teacher will collect the pieces of paper, shuffle them and leave them on the
desk face down. You then take turns to pick up a piece of paper. Sit on the chair
which represents the future form used in the sentence, e.g. present continuous
for future arrangements, and say the sentence, e.g. Im meeting a blind date
tonight! The others must guess who wrote the sentence.
Now do it again but this time with music and an extra sentence. When the
music finishes everyone rushes to sit down on the right chair. Anyone still
standing or on the wrong chair is out. Take a chair away each time a new game
starts. The winner is the last student.

5. Homework (1 min)
Sts have to make a dialogue using all the 5 functions of future. They could do
this using speech bubbles and cutting out the characters from magazines and
gluing them on to a sheet with the bubbles.
The class vote for the funniest one!

Student
TEFL Scotland 2011

Upper Intermediate: Arranging Meetings

Read the telephone conversation and underline the functional language used for
making arrangements. Put the phrases into the table below according to function and
formality. One has been done for you.

Good morning. John Peterson speaking.

Good morning Mr Peterson. This is Ms Shaw calling from Falcon

Communications Manchester. Im calling to organise the initial project
meeting with Mr Johnson. Is he free on the 16th? Would that be
convenient for him?

Well, actually he cant make it that day Im afraid hes got a prior
engagement. How about the 17th?

The 17th would be fine. Would 4 oclock be suitable?

Im not sure. I would need to check with Mr Johnson. Can I get back to
you?

Fine, no problem.

Ok, then. Ill be in touch soon.

Thanks. Goodbye.

Bye.

Student
TEFL Scotland 2011

Informal

Neutral

Arranging & Suggesting

alternatives

Agreeing to times/dates

I am afraid I cant make it for

10.00 as . . . .

Declining

Your teacher will give some cards containing similar phrases. In pairs add the
language to the table above.

John Peterson leaves a message for his boss, Mr Johnson. Read the telephone
message and fill the gaps.

TELEPHONE MESSAGE
To:

Frank Johnson

Taken by:

John Peterson

From:
Company:

Date: 5 May

Fiona Shaw
KPMG Manchester

Telephone: +44 (0)161 873 9365

[email protected]

E-mail:

MESSAGE:
Ive confirmed the date of the meeting in Manchester for 17 May.
Please e-mail him, confirming and giving your preferred time.

Student
TEFL Scotland 2011

From:

Frank Johnson

[email protected]

To:
At:
Re:

Fiona Shaw
6 May
Proposed meeting

[email protected]

Dear Sarah,
My assistant John Peterson informed me of the arrangements for 17 May. I am afraid
as my flight does not arrive until 7p.m.
18 May at 10.00 a.m.?
Please let me know as soon as possible.
Regards,
Frank Johnson

4. In pairs write Fionas reply to Frank:

5. Focus on the future:
Look at the information about the annual general meeting (AGM) and the memo, and
answer the questions below.

Falcon AGM

3rd May 10.00 am

Falcon Crest Hotel

10.00 a.m.

Opening address

Rees Powell

Partner

10.30 a.m.

Financial report

Paul Greer

Senior Manager

11.00 a.m.

Appointment of Partners

Rees Powell

Partner

11.15 a.m.

Open forum

Dennis Mitchell

Senior Manager

Student
TEFL Scotland 2011

MEMORANDUM
To:

From: Dennis Mitchell

Rees Powell

Date: 15 April 19...

Rees,
Just to keep you up to date on plans for the AGM. We think there will be about 200 senior
managers attending, but of course there might be more. Unfortunately, Paul Greer is flying to
Paris on the 2nd May, and he thinks he's going to be late getting back because he's got a lot of
business to attend to while he's there, so I'm going to ask Karen Faulkner to take his place. I think
we should include a short report on international developments. Shall I invite Bob Yule to prepare
something?

On a slightly different note, I'm meeting Nigel Hall from JPB tomorrow, so I'll give him our latest
fees then.
See you on Thursday.

1. When does the meeting start?

2. Who is giving the opening address?
3. How many shareholders will there be?
4. Where is Paul Greer flying to on the 2nd?
5. Does Paul think he is going to be back in time?
6. Who is Dennis going to ask?
7. What does Dennis offer to do?
8. What is Dennis doing tomorrow?

Dennis

Student
TEFL Scotland 2011

Find examples of different future forms from Exercise 5. The first one is already done for
you.

FUNCTION

FORMS USED

Talking about time-tabled Present Simple

events

Talking about plans and

arrangements

Talking about intentions

EXAMPLE
The meeting starts at 10.00
a.m.

Student
TEFL Scotland 2011

Predicting

Reacting
(offering,
deciding, promising etc.)

7.Homework: Writing Task

A colleague from Germany is visiting your office in two weeks time. You are going to
introduce her to the director of the Spanish branch of an important international client in
order to discuss an important company policy. You will need to timetable the meeting.
Since she will be spending two days in Spain, you should also make arrangements for dinner
with her. The deadline is in two weeks from today.

Write an email to your colleagues outlining the proposed timetable for their visit and
stressing the importance of the reporting deadlines. Use appropriate time expressions to
make your message as clear as possible.

Teacher
TEFL Scotland 2011

Upper Intermediate: Arranging Meetings

Warmer (5 min)
Check homework (5 mins)

1. Sts do the exercise individually then check in pairs.

2. Pairs / small groups.

(8 mins)

Tch uses OHP (if have one) to make checking answers

easier. (10 mins)

Informal

Neutral

Arranging or suggesting Would you be able to make it Would Monday 10 November

at 10.00?
be suitable / convenient for
alternatives
How would 10.00 suit you?
Luca Gmez has suggested
that we meet to discuss . . . .

you ?
Would you be able to attend a
meeting . . . .
Mr. Smith would like to know if
10.00 would suit you / be
convenient.

Would it be possible to
arrange the meeting for 5.00?

Agreeing to times/dates

Monday at 10.00 in your I would / will be able to attend

offices would suit me / be fine. the meeting at 5.00

Declining

I am afraid I cant make it for I am afraid I will not be able to

10.00 as . . . .
attend the meeting at 10.00
due to a prior engagement

Teacher
TEFL Scotland 2011

Do and check. Accept any reasonable answers. (5 mins)

Ask sts to read again but for detail. Give them more time. Then answer the
detailed questions. (10 mins) Sts write short e-mail individually. Encourage
pairs to correct each other. Tch monitor and correct (10 mins).

5. Do and check (8 mins)

Answers
1.
2.
3.
4.
5.
6.
7.
8.

The meeting starts at 10.00 a.m.

Dr Rees Powell is giving the opening address.
They think about 200 shareholders will come.
Hes flying to Paris.
No. He thinks hes going to be late.
Hes going to ask Karen Faulkner.
Hell invite Bob Yule to prepare something.
Hes meeting Nigel Hall.

6. Correct and elicit why different futures are used. (8

mins)

Looking at the future

In English we can use different forms and functions of the future to show that we
are looking at the same event in different ways.
e.g. The meeting starts at 3.00 p.m. (timetable event)
Mr Fujita is coming to the meeting. (fixed arrangement)
Im going to ask Mr Fujita about the contract during the meeting. (intention)
Look at this agenda! Were going to be in this meeting for hours! (prediction
with immediate evidence)
I expect about ten people will come to the meeting. (prediction)
Ill come to the meeting tomorrow. (deciding/offering/promising).

Tch elicits one or two answers orally from the class before Sts write the answers in
the table. Tch then checks Sts answers. Answers:

Teacher
TEFL Scotland 2011

FUNCTION

Talking about timetabled

FORMS USED

EXAMPLE

Present Simple

The meeting starts at

10.00 a.m.

Present Continuous

Dr Rees Powell is giving

the opening address.

events
Talking about plans and
arrangements

Paul Greer is flying to

Paris on the 2nd May.
Im meeting Nigel Hall
from JPB tomorrow.
Talking about
intentions

going to

Im going to ask Karen

Faulkner to take his
place.

Predicting

going to

He thinks hes going to

be late getting back.

will
We think there will be
about 200 shareholders
attending.
Reacting (offering,
deciding, promising,
etc.)

will

Ill give him our latest

prices then.

shall

T refers Sts to intranet for practice exercises.

Shall I invite Bob Yule to

prepare something ?

Teacher
TEFL Scotland 2011

7. Homework (1 min)
Students write an e-mail to consolidate functional language. The sts sheet is an
example, but you can change this depending on the sts work/needs. (1 mins)

RESOURCES:

Cards for Exercise 2

Would you be able to make it at 10.00?

How would 10.00 suit you?

Would Monday 10 November be suitable /

convenient for you ?

Luca Gmez has suggested that we Would you be able to attend a Mr. Smith would like to know if 10.00 would suit
meet to discuss . . . .
meeting . . . .
you / be convenient.

Monday at 10.00 in your offices would I would / will be able to attend the I am afraid I cant make it for 10.00 as . . . .
suit me / be fine.
meeting at 5.00.

I am afraid I will not be able to attend

the meeting at 10.00 due to a prior
engagement.

Would it be possible to arrange the meeting for

5.00?

Student
TEFL Scotland 2011

Upper-intermediate: Phrasal verbs

Verbs and prepositions:

Make up as many phrasal verbs as possible, by using a verb from the first box and a
preposition from the second box.

be
turn

make
VERBS

look

get

off
into

out

PREPOSITIONS
for

through

down

away

Now make up some example sentences.

Student
TEFL Scotland 2011

Separable or inseparable:
Decide which of these sentences are correct (c) or incorrect (i).
Example:We brought the meeting forward.
We brought forward the meeting.
We brought forward it.

Discuss with your partner which of the following sentences need an object. If it
does, choose an appropriate sentence ending from the right.
1. Neither of the parties would give in

a. a lot of abuse.

2. Our policy is never to turn away

b. a new name for the

company.

3. Shes thought up

c. a customer.

4. A number of reasons account for

d. a meeting with the

director.

5. She came in for

6. I was completely taken in

e. the change

7. I wonder when it will turn up

8. I dont understand what youre getting at
9. Crowds of people were turned away
10. Try to fix up

4. Now play phrasal verb snap!

5. Homework:
Write a telephone dialogue and use at least 10 of the phrasal verbs from this lesson.

Teacher
TEFL Scotland 2011

Upper-intermediate: Phrasal verbs

Warmer (6 mins)
Check Homework (6 mins)
1. Verbs and prepositions (15 mins)
Put sts into pairs and ask them to follow the instructions.

be
turn

make
look

VERBS
get

off
into

out

PREPOSITIONS
for

through

down

away

Monitor and support. Make sure you check their examples and write down any
major mistakes on the board and encourage the pairs to correct them. Then
elicit corrections.

Teacher
TEFL Scotland 2011

2. Separable or inseparable(10 mins)

Change pairs and ask sts to follow the instructions:
Example:We brought the meeting forward.
We brought forward the meeting.
We brought forward it.

C
C
I

1. Weve sent off the catalogue to the printers.

2. Weve sent it off to the printers.

3. Weve sent off it to the printers.

4. She wants to put off the meeting until next week.

5. She wants to put it off until next week.

6. She wants to put the meeting off until next week.

7. Could you go over the report again for me?

8. Could you go the report over for me?

9. Could you go it over for me?

10. Were trying to break into a new market.

11. Were trying to break a new market into.

12. Were trying to break it into.

13. Were going to phase out the old model.

14. Were going to phase the old model out.

15. Were going to phase it out.

Teacher
TEFL Scotland 2011

3. With or without an object (11 mins)

Follow the instructions:
Discuss with your partner which of the following sentences needs an
object. If it does, choose an appropriate sentence ending from the right.
1. Neither of the parties would give in

a. a lot of abuse.

2. Our policy is never to turn away

b. a new name for the

company.

3. Shes thought up

c. a customer.

4. A number of reasons account for

d. a meeting with the

director.

5. She came in for

3. Homework:
Think of a real adventure you had in another country or make one up. Then write your
story for a local newspaper.

Teacher
TEFL Scotland 2011

Upper Intermediate: Reading

Topic: Great achievements!
Warmer (5 mins)
Check Homework (7 mins)

1. Introduction (10 mins)

Follow the sts instructions and make sure the sts participate. Monitor and
support when needed.

2. Reading
Discussion: get sts in pairs/small groups to discuss. (5 Mins)
GIST READING
Then write the gist question on the board. Give 4 mins to read for gist and after
elicit the answer. (7 Mins)
DETAILED READING
Now give sts 15 mins to read and answer questions in pairs. Sts write answers in
note books. Elicit answers from whole class after task (15 Mins)
FOLLOW UP (10 mins)
Sts in pairs or small groups discuss the questions while tch monitors. Take notes
for error correction after task. Ask sts to correct mistakes.
Make sure all sts interact: Then ask groups to present their best one to the class.
Whole class vote for the best one.

Teacher
TEFL Scotland 2011

Discuss these questions:

Have you ever suffered from culture shock?

How did you feel?
What aspects of culture shock would someone from the Indian jungle have
when coming to Madrid?
What aspects of culture shock would you suffer from if you went to the Indian
jungle?
Tell your partner about an achievement you are proud of.

3. Homework (1 min)
Give out homework

Student
TEFL Scotland 2011

Upper Intermediate/Advanced: Writing

Giving good or bad news
1. Read the letter below. What is the function of each of
the three paragraphs? Which phrase is used to introduce bad
news?
Mr. Steve Coolios

Your ref: 889 8580

22 Bush Drive

Our ref: 8910

Surrey

Contact: P. Von Trapp

14 January 2011
Dear Pete,
We regret to inform you that we will not be able to send the schedules by the deadline,
tomorrow, as we are pending receipt of the breakdown of trade debtors. This listing
has not yet been provided by the Company due to a fault in their computer system.
We will send you the schedules as soon as we receive the necessary information,
hopefully before the end of the week.
We apologise for any inconvenience this may cause, although I am sure you will
appreciate that the delay is due to circumstances beyond our control.
Regards,

2. How would you present the good and bad news in the
following situations?
A. You are unable to attend an important meeting due to a previous engagement. You
will, however, be able to send your assistant who has been fully briefed on the agenda.
B. A new Financial Manager has been appointed.

Student
TEFL Scotland 2011

3.
When delivering bad news, it is usual to give a reason and apologise. Look back to the
introductory e-mail. Which 2 words or phrases are used to present the reason?

Your teacher will give you some cards. Sort these into three groups reasons, results
and contrasting ideas.

4. Match the two parts of the sentences below. More than

one answer is possible for some of the sentences.

As certain details do not comply

with legal requirements,

we have returned the document

to the client.

The text contains a number of

errors

and consequently they have not

achieved their targets.

Since the information is

inaccurate,

they have decided to withdraw

this product.

Because of discrepancies in the

balance sheet,

it must be adjusted accordingly.

Due to the delay in producing the

advertising material,

and therefore it must be

corrected.

Demand has been much lower

than anticipated

progress has been slower than

expected.

As a result of changes in market

strategy,

the product did not reach the

shops on time.

Owing to a series of problems in

distribution,

they will have to re-write the

proposal.

Student
TEFL Scotland 2011

5. Using one of the words or expressions from the cards, fill

the gaps in the following sentences
1. Thank you for your instructions of 14/1/11. Unfortunately, _______________ the
level of funds in your account, this transaction is not possible and _______________
the transfer has not been carried out.

_______________, as soon as adequate funds are made available, we will gladly

proceed with your request.

2. _______________ our efforts to keep changes to a minimum, a certain number of

changes will be effective from January 2012. _______________ increases in costs,
annual charges will be increased accordingly. Please refer to the enclosed guide for
details.

3. _______________ a computer error, there has been a disruption in our normal

services. _______________, you may have experienced a short delay concerning
certain transactions and we apologise for any inconvenience caused.
_______________, normal services should now be resumed.

4. _______________ changes in tax regulations, your investment policy will not be

affected. _______________, we need to submit certain information regarding your
account and _______________ we request that you complete the attached form and
return it to us as soon as possible.

5. _______________ there have been a number of significant changes in the exchange

rate recently, we are pleased to note relatively few fluctuations in last months figures.
_______________, the overall position has weakened and we should monitor the
situation carefully.

Student
TEFL Scotland 2011

Practice
You are a manager at Robledo Network PLC writing to your client to give them a
progress report. Write a letter based on the following notes, using linking words where
appropriate.
Notes

Nearing completion of fieldwork

Experiencing delays
Pending receipt of statement of profit and loss
Hope to complete by deadline
Meeting to discuss findings so far?

Student
TEFL Scotland 2011

SIGNPOSTING - HANDOUT

SINCE

Since they could not agree on the terms of the contract,

they did not sign.

OWING TO

Owing to the delay in receiving the necessary

information, we were not able to meet the deadline.

As the terms of the contract were very attractive,

we signed immediately.

AS A RESULT

We have not been provided with all the necessary

documents. As a result, we are unable to progress further.

AS A RESULT

Sales in the luxury car sector have increased dramatically

as a result of growing national optimism.

HENCE

Share prices have fallen, hence the lack of confidence

Student
TEFL Scotland 2011

NEVERTHELESS Sales have been disappointing. Nevertheless, we believe they

will pick up in the next quarter.

THEREFORE

The value of the pound has fallen. Therefore, our suppliers in

England have been having problems.

HOWEVER

The conference was a success overall. However, there

were a number of complaints.

BECAUSE OF

The packaging material should be changed because of

the growing trend for green products.

CONSEQUENTLY The results show that this product no longer corresponds to

clients needs. Consequently, it will be withdrawn next month.

DUE TO

The decrease in sales has arisen due to the number

of new competitors.

ALTHOUGH

Although the takeover was friendly, many of the

shareholders were opposed to the deal.

DESPITE

Despite the results of the marketing survey, he decided

to go ahead with the product trials.

Teacher
TEFL Scotland 2011

Upper Intermediate/Advanced: Writing

Warmer (5 mins)
Check Homework (7 mins)
1. Suggested answers (10 mins)
Para 1 Introducing bad news and giving reason
Para 2 Suggesting / promising action
Para 3 Apologizing

2. Whole group. T could put correct suggestions on

board (5 mins)
3. In pairs, Sts sort cards into three groups. There are
three heading cards (5 mins)
Reasons, Results and Contrasting ideas. In feedback emphasise again the
importance of using these words to hold together parts of a text.

Answers
Reasons: as, since, because (of), as a result of, due to, owing to
Results: consequently, therefore, as a result, thus, hence
Contrasting ideas: however, nevertheless, although, in spite of, despite

T will need to make clear the use of each connector, particularly in spite of,
despite:
In spite of the problems / despite the problems (followed by a noun)
In spite of losing the contract / despite losing the contract (verb ending in -ing)

Teacher
TEFL Scotland 2011

In spite of the fact that we lost the contract / Despite the fact that we lost the
contract (the fact that + verb)

4. Sts do the matching exercise individually then

feedback. Some of the sentences have numerous
possibilities, which could lead to some discussion (5
mins)
Suggested answers
1. c/d 2. e 3. a/h 4. a/h 5. f 6. b 7. c 8. g

T elicits alternative answers and discusses whether other connectors can be

used in the same way.

5. Sts do the exercise individually then feed back to

compare answers (10 mins)
Suggested answers
1.

due to

despite

due to

despite

although

therefore

however

therefore

however

due to

however
nevertheless

therefore

Teacher
TEFL Scotland 2011

Practice (15 mins)

Students can do the exercise in class and provide another one (depending on
their business) for homework
Give handout.

Teacher
TEFL Scotland 2011
RESOURCES TO HAND OUT to 3:

REASONS

CONTRASTING IDEAS

RESULTS

Since they could not agree on the terms of the contract,

they did not sign.

Owing to the delay in receiving the necessary

information, we were not able to meet the deadline.

In spite of the delay, we were still able to present the report

on time.

As the terms of the contract were very attractive, we

signed immediately.

We have not been provided with all the necessary

documents. As a result, we are unable to progress further

Sales in the luxury car sector have increased

dramatically as a result of growing national
optimism.

Share prices have fallen, hence the lack of confidence.

Teacher
TEFL Scotland 2011

Sales have been disappointing. Nevertheless, we

believe they will pick up in the next quarter.

The value of the pound has fallen. Therefore, our suppliers

in England have been having problems.

The conference was a success overall. However,

there were a number of complaints.

We plan to reduce waste and thus cuts costs.

The packaging material should be changed because

of the growing trend for green products.

The results show that this product no longer corresponds

to clients needs. Consequently, it will be withdrawn next
month.

The decrease in sales has arisen due to the number

of new competitors.

Although the takeover was friendly, many of the

shareholders were opposed to the deal.

Despite the results of the marketing survey, he

decided to go ahead with the product trials.

Student
TEFL Scotland 2011

Advanced: Business Idioms

Power and influence:

Literal meanings:
Here is some information to help you understand some of the idioms in this unit:

a) A puppet is a kind of doll with strings. When you pull the strings the puppet moves.
b) People with a lot of influence are often called the movers & shakers. They are the
people who make decisions and have new ideas.
c) Beck is an old word meaning a silent signal. Today we only use it in the expression
to be at someones beck and call at their command, ready to do anything they
wish.

Movers and shakers:

Fill in the following words and expressions in the dialogues below:

a)
b)
c)
d)
e)
f)
g)
h)

friends in high places

put in a good word for you
twist my arm
movers and shakers
get the upper hand
throw his weight around
at your beck and call
lay down the law

1. Youve met John before, havent you?

#Yes, youre one of the ____________________ in English teaching arent you?
Well, Im not so sure about that more like a big fish in a small pond!

2. Theres no way well get visas with only four weeks to go before we leave.
#Dont worry. Ill speak to my friend Jill in the Foreign Office. Shes got
__________________.

Student
TEFL Scotland 2011

3. Go on, have another chocolate.

#All right then, if you ____________________.

4. When youve done the washing up, could you go down to the shops. We need
milk.
#Do this, do that. Im not ____________________ you know. Im not your servant
5. I see your company are advertising for more staff. Im thinking of applying.
#Good idea. If you do, Ill ____________________.

6. Davids just arrived late again.

#Has he? Thats the third time this week. Im going to have to __________________
and give him a final warning.

7. What are you watching? Football? Whos winning?

#Nobody. Its nil nil but Glasgow Rangers are starting to __________________.
They nearly scored a minute ago.

8. I wish Bob would stop upsetting people in the office.

#Yes, I wish he wouldnt __________________ so much.

In pairs, choose four of the idioms above and discuss a situation for them, then make
example sentences.

Student
TEFL Scotland 2011

3. Hold the fort:

In small groups complete the following idiomatic expressions with these verbs:

hold

take

eat

pass

carry

call

pull

a. _______ the shots

f. _______ the fort

b. _______ a lot of weight

g. _______ out of the palm of my hand.

c. _______ the buck

h. _______ a tough line

d. _______ a few strings

i. _______ someone around your little finger.

e. _______ the trousers

j. _______ advantage of someone

Work with a partner & try to guess the meanings of the above idiomatic expressions.

Now use them in their correct form in the following sentences:

1. Im just leaving the office for a couple of hours. Can you

_______________ till I get back?

2. Everyone in my office is terrified of the caretaker, Mr Simkins, but I get on with him like a
house on fire. I have him ________________!

Student
TEFL Scotland 2011

3. One piece of advice arrive on time in the mornings. The company _______________ on
people who are late.

4. If youre interested in that job at Plesseys, I know the Managing Director. Maybe I could
_______________ and get you an interview.

5. Ive just met Roberts wife. Poor man! She never stops talking. Its obvious who
_______________ in that house!

6. My daughters only four but she knows how to get what she wants. She can _______ me
_______!

7. I think we should try to get Dr Hodges to support our plan. People respect him and his name
would _______________ with the Board.

8. You may not like it, but Im the boss and I _______________ around here. So, I would like
that report on my desk before 5 oclock today.

9. Its your responsibility. Youre in charge, so stop trying to _______________.

10. Once you discover someones weakness, its up to you whether you _______________ of
them or not.

In groups of three, make up a story. The group to use the most idiomatic expressions from
this unit is the winner!

Good luck!

4. Homework
Choose 4 idioms and make a visual for each one. That is a visual memory hook for you.
It could be a drawing, cut out etc.

Teacher
TEFL Scotland 2011

Advanced: Business Idioms

Warmer (5 mins)
Check Homework (5 mins)
Power and influence:
1. Literal meanings (5 mins)
Put this on an OHP and ask sts which one they prefer and why:
a) A puppet is a kind of doll with strings. When you pull the strings the
puppet moves.
b) People with a lot of influence are often called the movers & shakers.
They are the people who make decisions and have new ideas.
c) Beck is an old word meaning a silent signal. Today we only use it in the
expression to be at someones beck and call at their command, ready
to do anything they wish.

2. Movers and shakers (20 mins)

Fill in the following words and expressions in the dialogues below:
a)
b)
c)
d)
e)
f)
g)
h)

friends in high places

put in a good word for you
twist my arm
movers and shakers
get the upper hand
throw his weight around
at your beck and call
lay down the law

1. Youve met John before, havent you?

#Yes, youre one of the ____________________ in English teaching arent you?
Well, Im not so sure about that more like a big fish in a small pond!
2. Theres no way well get visas with only four weeks to go before we leave.

Teacher
TEFL Scotland 2011

#Dont worry. Ill speak to my friend Jill in the Foreign Office. Shes got
__________________.

3. Go on, have another chocolate.

#All right then, if you ____________________.

4. When youve done the washing up, could you go down to the shops. We need
milk.
#Do this, do that. Im not ____________________ you know. Im not your
servant
5. I see your company are advertising for more staff. Im thinking of applying.
#Good idea. If you do, Ill ____________________.

6. Davids just arrived late again.

#Has he? Thats the third time this week. Im going to have to
__________________ and give him a final warning.

7. What are you watching? Football? Whos winning?

#Nobody. Its nil nil but Glasgow Rangers are starting to __________________.
They nearly scored a minute ago.

8. I wish Bob would stop upsetting people in the office.

#Yes, I wish he wouldnt __________________ so much.

In pairs, choose four of the idioms above and discuss a situation for them, then
make example sentences.

Teacher
TEFL Scotland 2011

3. Hold the fort (24 mins)

In small groups complete the following idiomatic expressions with these
verbs:

hold

take

eat

pass

carry

call

pull

a. _______ the shots

b. _______ a lot of weight

hand.

c. _______ the buck

f. _______ the fort

g. _______ out of the palm of my

h. _______ a tough line

d. _______ a few strings

little finger.

i. _______ someone around your

e. _______ the trousers

someone

j. _______ advantage of

Work with a partner & try to guess the meanings of the above idiomatic
expressions.

Now use them in their correct form in the following sentences:

Teacher
TEFL Scotland 2011

1. Im just leaving the office for a couple of hours. Can you

_______________ till I get back?

2. Everyone in my office is terrified of the caretaker, Mr Simkins, but I get on

with him like a house on fire. I have him ________________!

3. One piece of advice arrive on time in the mornings. The company

_______________ on people who are late.

4. If youre interested in that job at Plesseys, I know the Managing Director.

Maybe I could _______________ and get you an interview.

5. Ive just met Roberts wife. Poor man! She never stops talking. Its obvious
who _______________ in that house!

6. My daughters only four but she knows how to get what she wants. She can
_______ me _______!

7. I think we should try to get Dr Hodges to support our plan. People respect
him and his name would _______________ with the Board.

8. You may not like it, but Im the boss and I _______________ around here. So,
I would like that report on my desk before 5 oclock today.

9. Its your responsibility. Youre in charge, so stop trying to _______________.

10. Once you discover someones weakness, its up to you whether you
_______________ of them or not.

In groups of three, make up a story. The group to use the most idiomatic
expressions from this unit is the winner!

Good luck!

Teacher
TEFL Scotland 2011

4. Homework (1 min)
Choose 4 idioms and make a visual for each one. That is a visual memory
hook for you. It could be a drawing, cut out etc.

Student
TEFL Scotland 2011

Advanced: Buying
1. Warmer:
Discuss:
What is the main business story at the moment?

2. Reading:
Read and fill in the spaces with the words below.

Hipicorp 1. ________ today plans

to sell off its remaining 30% stake
in the Timwest Leisure Group.
A spokesperson said that the sell-off
would leave Hipicorp "leaner &
fitter" and would allow the
company to expand on its core
products.

The dollar rose sharply on Monday

against both the euro and sterling.
Despite the turmoil in the US 2.
________ markets, analysts say that
the dollar is still seen as the
currency that offers the best longterm security

Financial

Portable

Stock markets remained volatile

yesterday, with rumours that both the
German and Brazilian governments
would step in and nationalise ailing
banks.
The Dow Jones 3. ________ by 5.1% in
early morning trading, but rallied
slightly in afternoon trading.

ScotTech is set to unveil a new line-up

of sub-portable computers at the
Tokyo Technology Fair this week.
Photographs and specification leaked
in recent days suggest that ScotTech
is seeking to expand its grip on the
high-end 4. ________ PC market.

Announced

Fell

Student
TEFL Scotland 2011

3. Headlines
With your classmates, negotiate a headline for each story. Use no more than five words for
each one.

4. How well do you remember?

Are these sentences true or false?

Hipicorp is selling all its stock in the Timwest Leisure Group.

The US dollar fell against the euro and sterling.

The US dollar is currently seen as a risky investment.

Banks in Germany and Brazil may be privatised soon.

The Dow Jones rose slightly yesterday afternoon.

ScotTech wants to become the leading high-end portable PC manufactures.

5. Collocations #1:
Match the two halves of the collocations

1. stock markets remained

stake

2. the Dow Jones

a new line-up

3. a 30%

a company

4. to nationalise

rallied

5. long-term

volatile

6. to unveil

security

Student
TEFL Scotland 2011

6. Collocations #2
Say these sentences again using a collocation from exercise 5. Make grammatical changes
where necessary.
1) The Nikkei went up and down a lot in early morning trading.

2) XYZ Corp owns 65% of Manoli Tech.

3) The government is going to take over ailing financial institutions.

4) FlonkaPhone has announced a new set of mobile phones.

5) Some people think government bonds offer financial safety in the future.

6) The FTSE went up in afternoon trading.

7. Discussion:
Ask your partner/s these questions. Ask follow-up questions.
Stock Markets
Has your countrys stock market experienced volatile trading recently?

How has your stock market performed in recent years?

Do you have any stock? What advice do you have for someone wanting to invest?
Foreign Exchange Markets
Is your countrys currency in a strong or weak position at the moment?

Can you remember any particular periods of strength or weakness for your currency?

Do you think that currency union like the euro is a good idea?

Student
TEFL Scotland 2011

Government Intervention

How do governments try to influence world markets?

Has your government stepped in to rescue any ailing companies?

Do you think governments should rescue failing companies? Why / not?

8. Homework:
Write a short news item like in exercise 2 and add a headline. Then email it to your teacher.
Try to use as many of the new words as possible.

Teacher
TEFL Scotland 2011

Advanced: Buying
*Check homework and ask some questions to revise last days lesson. (5 mins)

1. Warmer (5 mins):
Encourage all sts to talk and note take for sts to correct errors after this task.

2. Reading (10 mins):

Pre-teach any difficult vocabulary. Ask one sts to read 1 out loud, then another
2, and so on. Correct inappropriate pronunciation.
Then elicit answers in spaces:
ANSWERS:
1. ANNOUNCED
2. FINANCIAL
3. FELL
4. PORTABLE
Ask each sts to ask a question about 1 of the text. The other sts answer. This is
to check their detailed understanding of the texts.

3. Headlines (10 mins)

Follow the instructions and make sure the headlines they choose are suitable.
Help them if needed.

4. How well do you remember?

Ask sts to read the first one quietly and then ask if its true or false. Then the
second one and so on.
ANSWERS:
1. TRUE

4. TRUE

2. FALSE

5. FALSE

3. FALSE

6. TRUE

Teacher
TEFL Scotland 2011

5. Collocations #1 (5 mins):
Elicit the answers.
ANSWERS:
1.
2.
3.
4.
5.
6.

stock markets remained volatile

the Dow Jones rallied
a 30% stake
to nationalise a company
long-term security
to unveil a new line-up

6. Collocations #2 (7 mins)
Ask sts one by one to say these.

ANSWERS
1) The Nikkei was volatile in early morning trading.

2) XYZ Corp owns a 65% stake Manoli Tech.

3) The government is going to nationalise ailing financial institutions.

4) FlonkaPhone has unveiled a new line-up of mobile phones.

5) Some people think government bonds offer financial safety in the future.

6) The FTSE rallied in afternoon trading.

Teacher
TEFL Scotland 2011

7. Discussion (10 mins):

This is where they get the chance to speak as much as possible. Try to get them
to use the new vocabulary. Remember to take notes and ask them to correct
their errors at intervals.
You dont have to do all the questions. Choose the ones you think are more
useful for your sts and also think about the time you have left.

*Ask sts what they have done in class today. (5 mins)

8. Homework (3 mins):
Write a short news item like in exercise 2 and add a headline. Then email it to
your teacher. Try to use as many of the new words as possible.

Student
TEFL Scotland 2011

Advanced: Ellipsis and Substitution

Read this dialogue. Look at the underlined sections. How could they be
shortened? You may have to change some words.

PAUL:

Have you finished with the magazine?

ALICE:

Hang on. Im just reading an article about a new truth drug.

Apparently you can tell someones lying because they put their hand to their
mouth.

PAUL:

Do they realise they are doing it?

ALICE

No, I dont think they realise they are doing it. Tell me, do you ever
put your hand to your mouth when you are talking to me?

PAUL:

No, of course I dont ever put my hand to my mouth when I talk to you.
Thats because I never lie to you.

ALICE:

Is that true?

PAUL:

Of course its true. I never lie to you, and you never lie to me, agreed?

ALICE:

So, why are you putting your hand to your mouth now?

L
isten & check your answers.
Who do you and they refer to in the dialogue?
Could you substitute these with any other pronouns?

Student
TEFL Scotland 2011

For your information:

Read and fill in the spaces with the words below.
A: Ellipsis:
Ellipsis means leaving out a word or words when they are obvious from
the context.
In informal speech, it is common to miss out the beginnings of certain phrases
when it is clear who or what is being referred to. This often happens with:

Imperative be: (Be) careful! (Be) quiet!

Pronouns: (we) dont think so. (you) dont know.

Pronouns + be: (Its) good to see you. (Im) sorry.

Pronouns + be + articles: (Its a) wonderful day. (Its a) shame. (Its a) good thing
I was here to help you.

Auxiliary verbs + pronouns: (Have you) got any money for me? (Are you)
leaving? (Have you) finished?
Words are often missed out after an auxiliary verb to avoid repetition.

(Are you) leaving?

(Have you) finished?

If a verb is followed by an infinitive with to, we include the to but omit the
verb.
Theres no need to go if you dont want to (go).

Student
TEFL Scotland 2011

B. Substitution:
Substitution is when a single word is used to replace a word or phrase, often to
avoid repetition.
I brought these t-shirts home from our trip. Would you like one?

Does this train go to the station? I think so.

Were going to the Canary Islands for our holidays. So are we!

Im not taking an Easter break this year. Neither/Nor am I!

3. Practice Ellipsis and Substitution:

Match a sentence from a-h with a response from 1-8, then cross out any words
or phrases which can be left out because they are obvious from the context.

a)
b)
c)
d)
e)
f)
g)
h)

1.
2.
3.
4.
5.
6.
7.
8.

Can you lock up?

Have you got a light, mate?
What time does the film finish?
Have you phoned Auntie Gracie yet?
It was lovely to see Carlos again, wasnt it?
Its very dark out here.
Here you are, sir, two pints of lager.
How many times have I told you not to leave the car door open?

No, Im just going to phone Auntie Gracie.

Yeah, its a good thing I brought a torch.
No, we only ordered one pint of lager.
I have no idea, Im sorry.
Im sorry, I dont smoke.
I have already locked up.
I didnt leave the car door open, it was Tony.
Yeah, its a shame he couldnt stay a while longer.

Student
TEFL Scotland 2011

4. Cross out the necessary words in the dialogue. The number of words to be crossed
out is shown at the end of each line. Hyphenated or contracted forms count as two
words. On some cases you may need to add a word.

JANICE:

Be careful! You nearly knocked over that poor jogger. (-1)

BOB:

Im sorry. Its not easy to look at the road and the GPS at the
same time. (-1)

JANICE:
2)

Well, I did offer to map read but you wouldnt let me map read. (-

BOB:

No, of course I dont ever put my hand to my mouth when I talk to you.
Thats because I never lie to you.

ALICE:

Is that true?

PAUL:

Of course its true. I never lie to you, and you never lie to me, agreed?

1. Follow the instructions and ask sts to do in pairs. (11 mins)

Now read it out loud and sts check their answers. Ask them:
Who do you and they refer to in the dialogue?
Could you substitute these with any other pronouns?
Ask sts if they know what Ellipsis means and try to elicit the following info. Then ask
them to read the below:

Teacher
TEFL Scotland 2011

2. (10 mins):
A: Ellipsis:
Ellipsis means leaving out a word or words when they are obvious from the
context.
In informal speech, it is common to miss out the beginnings of certain phrases when
it is clear who or what is being referred to. This often happens with:

Imperative be: (Be) careful! (Be) quiet!

Pronouns: (we) dont think so. (you) dont know.

Pronouns + be: (Its) good to see you. (Im) sorry.

Pronouns + be + articles: (Its a) wonderful day. (Its a) shame. (Its a) good

thing I was here to help you.

Auxiliary verbs + pronouns: (Have you) got any money for me? (Are you)
leaving? (Have you) finished?

Words are often missed out after an auxiliary verb to avoid repetition.
(Are you) leaving?

(Have you) finished?

If a verb is followed by an infinitive with to, we include the to but omit the verb.
Theres no need to go if you dont want to (go).
B. Substitution:
Substitution is when a single word is used to replace a word or phrase, often to avoid
repetition.
I brought these t-shirts home from our trip. Would you like one?
Does this train go to the station? I think so.
Were going to the Canary Islands for our holidays. So are we!
Im not taking an Easter break this year. Neither/Nor am I!

Teacher
TEFL Scotland 2011

3. Practice Ellipsis and Substitution (10 mins)

Sts do this in pairs and you provide a hand out with the answers:
a)
b)
c)
d)
e)
f)
g)
h)

Can you lock up?

1.
2.
3.
4.
5.
6.
7.
8.

No, Im just going to phone Auntie Gracie.

4. Sts change pairs and follow instructions: (15 mins)

Then put up an OHP or give out hand out with answers. Then do choral
drilling focusing on the pronunciation and intonation.

Teacher
TEFL Scotland 2011

JANICE:

Be careful! You nearly knocked over that poor jogger. (-1)

BOB:

Im sorry. Its not easy to look at the road and the GPS at the
same time. (-1)

JANICE:
2)

Well, I did offer to map read but you wouldnt let me map read. (-

BOB:

JANICE:

Because it means were going in the wrong direction!

Teacher
TEFL Scotland 2011

ANSWERS
Practise Ellipsis & substitution:
Match a sentence from a-h with a response from 1-8, then cross out any words
or phrases which can be left out because they are obvious from the context.

1.
2.
3.
4.
5.
6.
7.
8.

No, Im just going to phone Auntie Gracie. D

Yeah, its a good thing I brought a torch. F
No, we only ordered one pint of lager. G
I have no idea, Im sorry. C
Im sorry, I dont smoke. B
I have already locked up. A
I didnt leave the car door open, it was Tony. H
Yeah, its a shame she couldnt stay a while longer. E

Cross out the necessary words in the dialogue. The number of words to be
crossed out is shown at the end of each line. Hyphenated or contracted forms
count as two words. On some cases you may need to add a word.

JANICE:

Be careful! You nearly knocked over that poor jogger. (-1)

BOB:

Im sorry. Its not easy to look at the road and the GPS at the same
time. (-1)

JANICE:

Well, I did offer to map read but you wouldnt let me map read. (-2)

BOB:

Because you always get us lost. Or you did get us lost last time,
anyway. (-3)

JANICE:

No, I didnt get us lost! You wouldnt listen to me! (-3)

BOB:

Never mind. Is there anything else to drink? Can I have (one) a

drink? (-2)

JANICE:

No, you cant have a drink. You ate the last can of drink
an hour ago. (-6)

BOB:

Its a shame we didnt get some more cans of drinks when we stopped
for diesel. (-5)

Teacher
TEFL Scotland 2011

JANICE:

Just a minute. Did that sign say Paisley twenty miles?

BOB:

I think (so) it said Paisley twenty miles. Why? (-5)

JANICE:

Because it means were going in the wrong direction!

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