Lesson Pack for Intermediate-Level Speakers
This lesson pack is a guide for teaching intermediate-level speakers in upper-elementary grades and higher. You can easily modify these lessons for
younger students by omitting the more mature content and incorporating songs, chants, and lots of movement into the lessons. As their attention
spans are short, you’ll want to change up activities often. Don’t introduce too much vocabulary in one lesson for little ones.
Many of these lesson topics will need to be taught over the course of several days or weeks. These lessons are intended to give you a model of
how to introduce content and different activities to engage students.
Lesson Plan Key:
S = student
T = teacher
S-S = students interact
T-S = teacher and students interact
PPT = PowerPoint Presentation
Drill chorally = teacher says the term/expression and the entire class repeats it
Drill individually = teacher says the term/expression and one student repeats it
Pics = pictures
Vocab = vocabulary
N/A = not applicable
1
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Lesson Topics for Intermediates:
Intro/Icebreaker Lesson 1
Making Complaints + Expressing Apologies
Intro/Icebreaker Lesson 2
Hotel
Hobbies and Interests
Airport & Train Station
Personality Traits
On Vacation
Description (5 senses)
Making Plans with Friends/Asking Someone on a Date
Expressing Opinions
Cooking
Comparatives
Shopping
Superlatives
Holidays - Halloween
Idioms
Holidays – Thanksgiving
Advice
Holidays – Valentine’s Day
Making Appointments + Reservations
Holidays – New Year’s Eve
Food Description
Movies
At a Restaurant
Music
2
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Sample Intro/Icebreaker Lesson 1: What do we have in common?
Grade (Level): Upper elementary and higher
Objectives:
- Students will ask “wh-” (what, where, when, why) and “how” questions
- Students will introduce a classmate and state facts they learned about that classmate
Key Expressions:
- What is your favorite movie? / When is your birthday? / What brand is your mobile phone? / How many brothers and sisters do you have?
- Who is your favorite band? / What is your favorite food? / This is…
Time
Stage
Procedure
Interaction Materials
5 min
Warm-up
2 min
Intro
8 min
Guided
Practice
15
min
10
min
10
min
Production
Assessmen
t
Wrap-up
1. Welcome Ss and introduce yourself (write your name on the board)
2. Pass out paper and markers and ask Ss to create name tags
Tell Ss that the objective of today’s lesson is to get to know each other better by finding
classmates who have things in common (review phrase “in common”)
What do we have in common?
1. Place Ss in pairs and pass out the worksheet with different topics/items (such as, “What is
your favorite movie?”) with fields “Same” (for classmates who share that same affinity or
characteristic) and “Other” (for classmates w/ different answer)
2. Show PPT of worksheet and explain that Ss are to ask their partner the various questions on
the sheet and record their answers. After a few minutes, you’ll have Ss rotate to talk to a new
partner. At the end, Ss will introduce one of the other Ss they spoke with and share the info
they learned. (Ex: “This is Vladimir. His favorite movie is Harry Potter and his birthday is July
2nd.”)
3. Go over the first question together as a class by telling Ss your favorite movie and then ask
one S their favorite movie. Show on PPT how to fill out the worksheet
4. Ask Ss what they have to do (to gauge comprehension)
* Let Ss know you will be walking around to listen and answer any questions
What do we have in common?
Ss interview their partner and record answers, switching partners when the T says
What do we have in common?
T calls on each S to introduce one of his/her classmates and share info learned
About Me
1. So Ss can get to know you better - place random facts about yourself on the board/PPT and
have Ss guess what these facts mean (Ex: list your best friend’s name & ask Ss to guess who this
person is in relation to you) OR show pics of you and family
2. Wrap-up the class by asking Ss if they have questions and let them know what to expect in
the coming semester/year (topics and skills you will cover)
T-S
T-S
Paper,
markers
N/A
T-S
PPT,
Worksheet
S-S
Worksheet
T-S
Worksheet
T-S
PPT
3
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Sample Intro/Icebreaker Lesson 2: Class Rules/Who am I?
Grade (Level): Upper elementary and higher
Objectives:
- Students will ask “wh-” (what, where, when, why) and “how” questions
Key Vocabulary/Expressions:
What is…Where are you…When did you…How did you…Why did you…
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
1. Welcome Ss and ask Question of the Day to each S: What is your favorite food and why?
T-S
Chalkboard
10 min
Intro
Class Rules
It’s important early on to establish class rules so Ss know what’s expected of them.
1. Ask class what rules they think are important for the class (write on board)
2. Introduce your rules if they weren’t already suggested by a S (write on board)
3. Can ask Ss to vote on some rules if not everyone agrees on them
T-S
Chalkboard
5-8 min
Guided
Practice
Who am I?
(Before the game starts, cover the board with info about yourself & label each piece of info
with a #. The type and amount you write will depend on the Ss’ level)
1. Tell Ss that info on board is about you and that you’ll be playing a game. Objective of
game is for Ss to choose a # and ask the correct question to match the piece of info
(Example: if “blue” is labeled “2” and a team selects “2”, they must ask the appropriate Q –
“What is your favorite color?”) If they ask, “What color are your eyes?” they don’t win a
point. If it’s the correct Q, they get a point. Ss take turns asking Qs so everyone has a
chance to speak
2. Elicit a volunteer to try and guess the correct Q for one piece of info to show how game
is played
T-S, S-S
Chalkboard
20 min
Production
Who am I? (Game)
1. Divide Ss in two teams, flip a coin to decide which team guesses first
2. Play until all the correct Qs have been asked; team with most points wins
T-S, S-S
N/A
5 min
Wrap-up
Ask Ss if they have any questions and tell them what they will do in next lesson
T-S
N/A
4
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Sample Lesson: Hobbies & Interests
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to talk about their hobbies and interests and explain the difference between a hobby and an interest
Key Vocabulary/Expressions:
- Hobby, interest (and a variety of hobbies and interests, such as: cooking, yoga, photography etc.)
- Do you have any hobbies? / What are your interests? / What are you into? / Are you into ____? / I’m into ______ because…
- I’m obsessed with ____because… / When did you discover [hobby]? / How did you discover [hobby]?
Assumptions: Ss already know noun and pronoun grammar, adverbs of frequency, and how to express likes/dislikes
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Welcome Ss and ask Question of the Day to each S: What is your favorite sport? Why?
(Write the question on the board)
T-S
Chalkboard
10 min
Intro
Hobbies and Interests
1. Show pictures of people engaging in hobbies/interests and elicit Ss to guess today’s
topic. Introduce the terms “hobbies” and “interests” and elicit Ss to define the terms
and tell you the difference.
2. Pass out vocab sheet and go over each term/expression with PPT visual. Before you
show the label of the term in PPT, elicit Ss to name the hobby/interest.
T-S
PPT &
Vocabulary
Sheet
5-8 min
Guided
Practice
What are you into?
1. Ask for volunteers to tell you what s/he is “into” and when and how they discovered
the hobby or interest
2. Place Ss in pairs, pass out worksheet, and instruct Ss to interview each other about
hobbies and interests. Have a sample on the worksheet and go over this sample.
T-S
Interview
Worksheet
25 min
Production
What are you into? Survey
1. Ss interview each other. After a few minutes have Ss rotate so that they speak to as
many classmates as possible.
2. After all Ss have talked (or after several rotations), call on Ss to tell you what they
learned about two or more classmates using the key expressions.
S-S, T-S
Interview
Worksheet
5 min
Wrap-up
Ask Ss if they have any questions and tell them what they will do in next lesson
T-S
N/A
5
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Sample Lesson: Personality Traits
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to identify personality traits and describe their family members and friends
Key Vocabulary/Expressions:
- Personality, trait, considerate, rude, sensitive, hard-working, responsible, careless, selfish, generous, friendly, athletic, studious
- What is [friend/family member’s name] like? / S/he is…
Assumptions:
- Ss know noun and pronoun grammar, names of family members, basic physical descriptions, and basic personality descriptions (nice, mean, smart, etc.)
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Welcome Ss and ask Question of the Day to each S: Describe your best friend (write the
question on the board also). Elicit Ss to give you physical and personality descriptions.
T-S
Chalkboard
10 min
Intro
Personality Traits
1. Pass out vocabulary sheet and go over each term with a PPT visual
2. Show new images illustrating the terms (without a label) and elicit Ss to tell you the
personality trait
T-S
PPT &
Vocabulary
Sheet
5 min
Guided
Practice
Family Tree Personality
1. Draw a family tree on the board and write out a complete sentence next to one
member describing their personality. Say it aloud as you point to sentence.
2. Pass out paper and markers and instruct Ss to create their own family tree and to
record personality traits and if they can, examples of how the person behaves (Ex: “My
sister is selfish; she never shares her food with me.”)
T-S
Paper &
Markers
20 min
Production
Family Tree Personality
1. Give Ss 10-15 min to create their family tree
2. Place Ss in groups and instruct them to share what they worked on. Walk around to
listen for correct use of key vocabulary
S, S-Ss
Paper &
Markers
5 min
Wrap-up
Call on Ss to describe a classmate.
T-S
N/A
6
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Sample Lesson: Description (The Five Senses)
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to express the way something feels, tastes, looks, smells, and sounds
Key Vocabulary/Expressions:
- Taste, soft, hard, smooth, rough, wet, dry, cold, hot, sour, sweet, salty, rotten, stinky, sweet-smelling, loud, quiet, rattle, creak
- It smells like…It tastes like…It looks like…It feels like…It tastes like…
Assumptions:
- Ss know noun and pronoun grammar and basic vocabulary of several items (food/objects etc.)
Time
Stage
Procedure
5 min
Warm-up
10 min
Intro /
Guided
Practice
Divide Ss into two teams and go over how to play “Hot Seat” then start the game
using vocabulary from a previous lesson
The Five Senses
1. Place an object in a bag and walk around to random Ss and ask them to feel the
object in the bag and elicit them to describe what it feels like. Do this for the other
senses using different objects
2. Go over terms with a PPT visual
3. Place Ss in five groups and pass out a “Sense” worksheet to each group (one group
will have “taste,” one will have “touch” and so on). Hold up each sheet and say a term
that could be used to describe that sense.
10 min
Production
/ Activity 1
20 min
Production
/ Activity 2
5 min
Wrap-up
Brainstorming
Give each group two minutes to brainstorm as much vocabulary as they can for their
“sense.” Then change worksheets, so each group has a new sense. Do the same thing
for each sheet until the groups have brainstormed for each sense.
Tell Me All About It
1. Keep Ss in same groups and pass out new worksheet; have one S from each group
come up to the front of the class and touch an object in the bag. They must go back to
their group and describe what they touched. Then have another S from each group
come up and “listen” to the next object. They must then go back to their group and
describe what they heard. Do this for “smell” and “taste.”
2. Ask each group what they think the object was for each round.
Ask Ss if they have any questions; review lesson content – ask Ss to describe various
classroom objects
Interactio
n
T-S
Materials
T-S
PPT &
Worksheets
S-S
Brainstorming
Worksheets
T-S, S-S
Worksheet,
blindfold, water,
coffee pouch and
spoon, a rock,
jelly beans, and
seaweed
T-S
N/A
PPT
7
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Sample Lesson: Expressing Opinions
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to express their opinions about a variety of basic topics and give a brief explanation why they feel the way they do
Key Vocabulary/Expressions:
- Opinions, boring, exciting, funny, fun, interesting, What is your opinion of…?/I like…because…/I think…because…/I feel…because…
Assumptions:
- Ss know noun and pronoun grammar, basic vocabulary of several items (food/clothes etc.), basic descriptive adjectives (for personality and physical
appearance), and the expressions “Do you like…” / “I like/don’t like” / “I love/hate”
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show pictures of objects (clothes, food, etc) and celebrities and ask Ss if they
like/dislike/love/hate the item or person.
T-S
PPT or Pics
10 min
Intro
Expressing Opinions
1. Introduce today’s topic and go over terms/expressions with PPT visuals
2. Show another set of visuals in which you elicit Ss to use the key
expressions/vocabulary
T-S
PPT
10 min
Guided
Practice
Four Corners
1. Place “like”/ “dislike” / “love” / “hate” labels in each corner of the room (one label
per corner)
2. Show a visual of an item/topic and instruct Ss to go to the corner that matches their
opinion of the item. Call on Ss in each corner to state their opinion about the item and
ask them to explain their reasons, if possible
T-S
Labels
20 min
Production
What is your opinion?
1. Place Ss in pairs and instruct them to come up with a list of items/topics they’d like
to ask their classmates’ opinions on [5-8 min]
2. Group two sets of pairs together and instruct them to ask each other their opinions
on their item list. Ss should answer in complete sentences using the key expressions.
After a few minutes, rotate pairs so Ss talk to as many classmates as possible.
* T should walk around and listen to gauge Ss mastering of the objectives
3. Reserve a few minutes at the end of the activity for pairs to share what they learned
S-S
Paper
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
8
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Sample Lesson: Comparatives
Grade (Level): Middle school and higher
Objectives:
- Students will be able to compare things and use the correct adjective forms
Key Vocabulary/Expressions:
- Comparative, compare, than, more, -er and –ier adjective forms
Assumptions:
- Ss know noun and pronoun grammar, basic adjectives, and basic vocabulary on a variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show pictures of objects (clothes, food, etc) and celebrities and ask Ss if they
like/dislike/love/hate the item being shown.
T-S
PPT or Pics
10 min
Intro
Comparatives
1. Introduce today’s topic, pass out vocabulary sheet, and go over each term with a
visual on PPT
2. Show another set of visuals and a term (such as “tall”) and elicit Ss to tell you the
correct comparative
T-S
PPT &
Vocabulary
Sheet
10 min
Guided
Practice
Practice with Comparatives
1. Show a term with the question “What is the comparative?” and 3-4 different answer
choices. Circle or point to correct answer and show it in a sentence.
2. Place Ss in pairs and give them a worksheet and instruct them to work together to
select the correct comparatives and create two sentences comparing two items.
T-S, S-S
PPT &
Worksheet
20 min
Production
Compare
1. Place Ss in groups and give each group a set of pictures (people, food, activities), a
poster board, and a glue stick
2. Instruct Ss to compare the items and create comparatives. They should glue the
items to the poster and write the comparative underneath the images.
3. Ask groups to share what they created
S-S
Pictures,
poster
boards,
glue sticks
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
9
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Sample Lesson: Superlatives
Grade (Level): Middle school and higher
Objectives:
- Students will be able to define superlative and use the correct adjective form to make statements about the uniqueness of something
Key Vocabulary/Expressions:
- Superlative, most, -st and –est and –iest adjective forms
Assumptions:
- Ss know noun and pronoun grammar, basic adjectives, basic vocabulary on a variety of topics, and comparatives
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Review comparatives by showing two images and asking Ss to compare them
T-S
PPT or Pics
10 min
Intro
Superlatives
1. Explain today’s topic, pass out vocabulary sheet, and go over each term with a visual
on PPT
2. Show another set of visuals and a term (such as “tall”) and elicit Ss to tell you the
correct superlative
T-S
PPT &
Vocabulary
Sheet
10 min
Guided
Practice
Practice with Superlatives
1. Show a term with the question “Which is the superlative?” and 3-4 different answer
choices. Circle or point to correct answer and show it in a sentence.
2. Place Ss in pairs and give them a worksheet and instruct them to work together to
select the correct superlatives and create two sentences using the superlative.
T-S, S-S
PPT &
Worksheet
20 min
Production
Compare
S-S
1. Place Ss in groups and give each group a set of pictures (people, food, activities), a
poster board, and a glue stick
2. Instruct Ss to compare the items and create superlatives. They should tape the items
to the poster and write the superlative underneath the images.
3. Ask groups to share what they created
Alternative: If Ss know each other well enough, create “class superlatives.” Discuss
the categories in advance (and ensure they are all kind) and instruct each group to
nominate someone in the class for each category. Groups should write classmates’
names beneath each category and provide a reason for why they were nominated.
Pictures,
poster
boards,
glue sticks
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
N/A
T-S
10
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Sample Lesson: Idioms
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to identify the meaning of some English idioms and properly apply them to a given situation
Key Vocabulary/Expressions:
- Idiom / Ace a test / bomb a test / cram for a test / pull an all-nighter / feeling lost / feeling down / in the zone / cliques
Assumptions:
- Ss know noun and pronoun grammar, basic vocabulary of several items, and simple past tense
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Before Ss arrive, write a variety of vocabulary on the board that Ss have learned so far.
When Ss come, divide them into two teams. Hand one team member a flyswatter and
instruct Ss to run to the board when you show a visual on the PPT and that s/he must
“swat” the correct term. First S to do this wins a point for his/her team.
T-S
PPT,
Chalkboard
&
Flyswatters
10 min
Intro
English Idioms
1. Ask Ss if they know what an “idiom” is then introduce a few and elicit Ss to guess
what they mean.
2. Pass out vocabulary and go over each expression with PPT
T-S
PPT &
Vocabulary
Sheet
10 min
Guided
Practice /
Production
Identify the Idioms
1. Place Ss in pairs and pass out the worksheet. Instruct Ss that they must identify the
idiom the picture illustrates. Go over the first one together as a class.
2. After about 5 min, place two sets of pairs together to form a group so they can share
their answers
3. Go over the sheet as a class
T-S, S-S
Worksheet
20 min
Assessmen
t
Idiom Pictionary
1. Keeps Ss in their groups from the last activity and explain that you are going to hand
one member of each group a slip of paper with an idiom on it. That S must draw or act
out the idiom and the group must guess the correct expression.
2. After the group guesses the correct idiom, hand a new idiom slip to a different S
S-S
Paper slips
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
11
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Sample Lesson: Advice
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to ask for and give advice
Key Vocabulary/Expressions:
- Advice / recommendation / What should I do? / What do you recommend? / Where do you recommend? / Do you have any advice?
- You should… / Why don’t you… / Maybe you could…
Assumptions:
- Ss know noun and pronoun grammar, basic vocabulary of several items, and the terms “should” and “maybe”
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Review English idioms by showing visuals illustrating the expression on PPT; elicit Ss to
identify the idiom
T-S
PPT
10 min
Intro
Giving Advice
1. Tell Ss the topic and elicit Ss to tell you what “advice” means
2. Pass out the vocabulary sheet and go over each term with PPT visual
T-S
PPT &
Vocabulary
Sheet
10 min
Guided
Practice
What Advice Would You Give?
Show a variety of problems (include some of the idioms Ss already learned) and elicit
Ss to tell you the problem and what advice they’d give. Do the first one for them and
then ask for volunteers.
T-S
PPT
20 min
Production
Asking for & Giving Advice
1. Place Ss in pairs and pass out the worksheet. Student A will ask his/her partner their
questions and student B will give advice. Then, student B will ask his/her partner their
questions and student A will give advice.
2. Elicit each pair to tell you the question and advice they’d give for 1-2 of the
problems
S-S
Worksheet
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
12
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Sample Lesson: Making Appointments and Reservations
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to make various appointments and reservations (restaurant), respond to an appointment, and cancel an appointment
Key Vocabulary/Expressions:
- Appointment, doctor’s appointment, dentist appointment, reservation, restaurant, receptionist, hostess
- Dr. [name]’s office / I’d like to make an appointment for…/ I’d like to make a reservation for…
- Are you available on…? / What about…? / What time? / How many people are in your party?
Assumptions:
- Ss know noun and pronoun grammar, dates, numbers, basic telephone etiquette, and the vocabulary “dentist” and “doctor”
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Play a game to review previous lesson content (flyswatter game in which S in each team
must swat the correct vocabulary term on the board as you show a visual of it or “hot
seat”)
T-S
PPT &
Flyswatters
10 min
Intro /
Guided
Practice
Making Appointments and Reservations
1. Introduce the topic, pass out the vocab sheet, and go over each term with PPT visual
2. Show sample dialogues of people making appointments and reservations and ask for
volunteers to read them aloud.
3. Show similar sample dialogues with terms/expressions missing and go over them
together as a class, eliciting volunteers to fill in the missing terms and calling on individual
Ss.
T-S
PPT &
Vocabulary
Sheet
25 min
Production
I’d Like to Make a Reservation/Appointment
1. Divide the class into two groups – the first group of Ss work at doctor’s offices &
restaurants and the second group of Ss are patients/customers. Pass out office/restaurant
labels and appointment/reservation sheets to the first group and appointment books to
the second group. Instruct “restaurants” to make up a name for their establishment.
2. Pair up Ss so a patient/customer is with a doctor’s office/restaurant and instruct Ss to
make and book appointments/reservations and record them in their respective sheets
3. Switch up the groups, so Ss taking appointments/reservations are now patients and
customers
* Walk around to ensure Ss are using the key terms/expressions correctly
S-S
Labels,
Appointment /
Reservation
Sheets
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
13
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Sample Lesson: Food Description
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to describe the taste and texture of a variety of food
Key Vocabulary/Expressions:
- Taste, texture, bland, sweet, sour, spicy, salt, salty, delicious, creamy, crunchy, fluffy, chewy, disgusting, hot, cold
- How does it taste? / It tastes [insert adjective] / It’s [insert adjective]
Assumptions:
- Ss know noun and pronoun grammar, numbers, basic food vocabulary, and can express likes/dislikes
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Give each S a piece of candy or small piece of food and ask if they like/dislike it. Try to
elicit why they either like it or dislike it. Elicit Ss to tell you what it tastes like.
T-S
Candy/foo
d
10 min
Intro /
Guided
Practice
Food Description
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual
2. Pass out a worksheet with images of food in the left-hand column. The next two
columns are where Ss will fill in the taste and texture of the item. Go over the first one
together as a class, writing the answers in complete sentences on the board. Then
instruct Ss to work together.
3. Go over as a class
T-S
PPT,
Vocabulary
Sheet, &
Worksheet
30 min
Production
Famous dishes
1. Divide Ss into pairs and give each pair a worksheet in which they must list as many
dishes as they can think of that are popular in their home country and in the US (or
another country). They should also describe the flavor and texture. [10-15 min]
2. Then form groups from two sets of pairs; Ss should share what they came up with
3. Ask each group to share two-three dishes they came up with
S-S
Paper
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
14
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Sample Lesson: At a Restaurant
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to use basic restaurant vocabulary, order a meal and beverage, and make common requests at a restaurant
Key Vocabulary/Expressions:
- Menu, drink, beverage, appetizer, main course, entrée, dessert, waiter, waitress, check, tip
- Table for [insert number] / Would you like something to drink? / May I take your order? / Are you ready to order? / I’ll have…/ I’ll take…
- How is everything? / Can I get you anything else? / Check please! / We’ll take the check, please
Assumptions:
- Ss know noun and pronoun grammar, basic food vocabulary, and expressions to get someone’s attention (Ex: “Excuse me”)
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show various restaurant-related visuals and elicit Ss to identify each item/person
(good way to gauge what Ss already know).
T-S
PPT
10 min
Intro /
Guided
Practice
At a Restaurant: Ordering Food and Taking Orders
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual
2. Show a sample restaurant dialogue between a customer and a waiter and ask for
two volunteers to read it. Then show another sample dialogue with gaps and elicit Ss
to identify the missing terms/expressions
T-S
PPT &
Vocabulary
Sheet
20 min
Production
Make a Menu & Dialogue
Place Ss in groups of three, pass out a sample restaurant dialogue, and blank piece of
paper. Instruct Ss to create a menu [10 min] and then a short restaurant roleplay/dialogue [10 min]. One S in the group must be the waiter/waitress and the other
two Ss are diners.
S-S
Sample
Dialogue &
Paper
15 min
Assessment
Restaurant Role-plays
Have each group perform their role-play/dialogue for the class.
S-S
N/A
15
©2015 InterExchange, Inc.
Sample Lesson: Making Complaints at a Restaurant & Expressing Apologies
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to make basic complaints about food and service at a restaurant and how to express apologies
Key Vocabulary/Expressions:
- To complain / complaint / May I speak to the manager? / This is not cooked / There is a hair in my food / There is a bug in my soup
- I’m sorry about that / I’m very sorry / It’s on the house / Can I get you something else?
Assumptions:
- Ss know noun and pronoun grammar, basic food vocabulary, how to order at a restaurant, and expressions to get someone’s attention (Ex: “Excuse me”)
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show funny pictures of customers complaining at a restaurant and elicit Ss to guess
today’s topic
T-S
PPT
15 min
Intro /
Guided
Practice
Making a Complaint & Expressing Apologies
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual
2. Show a sample restaurant dialogue of a customer making a complaint about his/her
food to the waiter. Ask for two volunteers to read it aloud.
3. Show another dialogue with missing terms/expressions and elicit Ss to fill in the gaps
T-S
PPT &
Vocabulary
Sheet
25 min
Production
I Have a Complaint! Role-play
1. Divide Ss into groups of three. Two Ss are customers and one is a waiter/waitress or
manager. Groups must come up with a short role-play in which both customers make
at least one complaint and the server expresses apologies.
2. Call up each group to perform their role-play in front of the class
S-S
Sample
Dialogue &
Paper
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
16
©2015 InterExchange, Inc.
Sample Lesson: Hotel
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to make a hotel reservation and distinguish between the types of rooms
Key Vocabulary/Expressions:
- Hotel, lobby, concierge, front desk, single, double, queen, king, suite, wake-up call, room service, pool, check-in, check-out
- I’d like to book a [room type] please / Do you have any [room types]? / Do you have a pool? / What time is check-in/checkout?
- What kind of room would you like? / How many nights? / Would you like room service/a wake-up call? / We have no vacancies
Assumptions:
- Ss know noun and pronoun grammar, numbers, how to tell time, and dates
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show pictures of hotels and elicit Ss to tell you today’s topic
T-S
PPT
10 min
Intro /
Guided
Practice
Hotel
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visuals
2. Show a sample dialogue of a hotel guest making a reservation and ask for two
volunteers to read aloud
3. Show another dialogue with missing terms/expressions and elicit Ss to fill in the gaps
T-S
PPT &
Vocabulary
Sheet
30 min
Production
Making a Reservation
1. Divide Ss into two groups – the first are hotel workers and the second are guests.
Give the hotel workers a list of room types and vacancies and a booking sheet. Give
the guests a list of requirements for their reservation (Ex: only “suite rooms”). Pair up a
guest and hotel worker and instruct the guest to try and make a reservation. If the
hotel has a vacancy for the type of room the guest wants, the hotel worker must
“book” the room (write guest’s name down) and the guest must record their
reservation. Rotate Ss so a new guest and hotel are paired
2. After about 10-12 min, switch S roles so that guests are now hotel workers
3. Ask Ss to state the number and type of rooms they reserved/booked
S-S, T-S
Hotel
Reservation
Sheets &
Guest Sheets
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
17
©2015 InterExchange, Inc.
Sample Lesson: Airport & Train Station
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to identify common airport and train station vocabulary and be able to book a flight/train ticket
Key Vocabulary/Expressions:
- Airport, check-in, luggage, boarding pass, ticket agent, passenger, pilot, flight attendant, window-seat, aisle-seat, first class, economy class, baggage claim
- Where is your destination? / One-way or round-trip? / I’m flying to… / What kind of seat would you like? / I’d like a window-seat / I’d like an aisle seat
- Train station, platform, conductor, dining car, sleeping car
Assumptions:
- Ss know noun and pronoun grammar, numbers, dates, and basic transportation vocabulary (airplane, train, etc.)
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show a picture of an airport and elicit Ss to tell you today’s topic
T-S
PPT
15 min
Intro /
Guided
Practice
At the Airport/Train Station
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT
visuals 2. Drill chorally and individually.
3. Show a sample dialogue of a passenger and a ticket agent. Ask for two volunteers
to read it aloud.
4. Show another dialogue with missing terms/expressions and elicit Ss to fill in the
gaps
T-S
PPT &
Vocabulary
Sheets
15 min
Production
Label it & Fill in the Gap
1. Place Ss in pairs and give them worksheet with pictures of airport and train station
items and instruct them to label as many items as they can.
2. Then give Ss a dialogue between a ticket agent and passenger with missing
terms/expressions – they must fill in the gaps
3. Go over both items together as a class
S-S, T-S
Worksheet
& Travel
Dialogue
10 min
Assessment
Play audio or read aloud a conversation between a passenger and ticket agent. Play or T-S
read it twice and then ask Ss questions (Ex: “Where is the passenger’s destination?”)
to gauge comprehension
Dialogue
(written or
audio)
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
N/A
T-S
18
©2015 InterExchange, Inc.
Sample Lesson: On Vacation
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to express where they’ve gone on vacation, what they did on vacation, and how they traveled there, and where they stayed
Key Vocabulary/Expressions:
- Trip, travel, travel to another country, travel to the beach, travel to the countryside, pack, camera
- Sightsee, swim/sunbathe/surf, visit museums/monuments, buy souvenirs, go on a tour, tour guide
- Where did you go on vacation? / Where did you travel? / What did you do on vacation? / What did you pack?
Assumptions:
- Ss know noun and pronoun grammar, transportation & accommodation vocabulary (airplane, train, hotel etc.), and simple past tense
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Play “Hot Seat” with vocabulary students have learned in a previous lesson
T-S
PPT
10 min
Intro
On Vacation
1. Tell Ss the topic and pass out the vocab sheet, going over each term with PPT visual.
Drill chorally and individually.
2. Show a picture of people on vacation and elicit Ss to tell you where they are
(seaside, countryside, etc.) and what they’re doing
T-S
PPT &
Vocabulary
Sheet
5-8 min
Guided
Practice
Fill in the Gap
1. Place Ss in pairs and give them a fill-in-the-gap worksheet of two friends talking
about their vacations. Go over the first blank together and then let Ss work together.
2. Go over as a class.
T-S, S-S
Worksheet
25 min
Production
Where did they go? What did they do?
1. Place Ss in new pairs and give each pair a picture of someone on vacation (magazine
picture). Instruct Ss to come up with a short paragraph providing as much detail as
possible about the person’s vacation.
2. Have pairs come to the front of the class and elicit rest of Ss to ask questions about
the presenters’ vacation
S-S
Pictures
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
19
©2015 InterExchange, Inc.
Sample Lesson: Making Plans with Friends/Asking Someone on a Date
Grade (Level): Middle school and higher
Objectives:
- Students will be able to make plans with friends, ask someone on a date, and use American slang
Key Vocabulary/Expressions:
- Hangout / get together / Do you want to hangout? / Do you want to get together? / Do you want to go...? / Can I take you out?
- What do you want to do? / Let’s go shopping/to the movies/out to dinner/to the park/to the beach / Where should we meet? / Let’s meet at…
Assumptions:
- Ss know noun and pronoun grammar, dates, how to tell time, and basic vocabulary about a variety of everyday topics (food, places, etc.)
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Write a variety of expressions/American slang used to ask friends to hangout/ask
someone on a date. Elicit Ss to tell you the meanings.
T-S
Chalkboard
10 min
Intro
Making Plans with Friends/Asking Someone on a Date
1. Tell Ss the topic and pass out the vocab sheet, going over each term with a PPT
visual.
2. Drill chorally and individually.
T-S
PPT &
Vocabulary
Sheet
5-8 min
Guided
Practice
Fill in the Gap
1. Place Ss in pairs and give them a fill-in-the-gap worksheet of two friends making
plans. Go over the first blank together and then let Ss work together.
2. Go over as a class.
T-S, S-S
Worksheet
25 min
Production
Make Plans
1. Place Ss in pairs and give each pair a slip of paper with an activity/destination (Ex:
beach or movies). Instruct Ss to create a dialogue in which they make plans to do that
activity/to go to that place. They should include as many details as possible, such as
what time to meet and where.
2. Have Ss present their dialogue to the class and ask class to recap details, such as
“Where are they hanging out?” / “What time?” / “Where are they meeting?”
S-S
Slips of
Paper
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
20
©2015 InterExchange, Inc.
Sample Lesson: Cooking
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to identify different cooking methods, cooking utensils, and recipe procedures
Key Vocabulary/Expressions:
- To cook, cooking, recipe, bake, fry, boil, grill, stir, pour, chop, mix, add, roll, rolling pin, bowl, spatula, knife
- Oven, pot, pan, measuring cup, ingredients, first, next, then, finally
Assumptions:
- Ss know noun and pronoun grammar, numbers, and basic food vocabulary
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Ask question of the day: What is your favorite food?
* Write it on the board
T-S
Chalkboard
10 min
Intro
Cooking & Recipes
1. Pass out a recipe with key vocabulary terms underlined or boldfaced and the lesson’s key
terms and expressions on the back. Elicit Ss to tell you what it is.
2. Go over each underlined term in the recipe with a PPT visual. Then go over the other
items as well. Drill chorally and individually.
T-S
PPT &
Recipe /
Vocabulary
Sheet
5-8 min
Guided
Practice
Put It In Order
Place Ss in pairs and give them the same recipe from intro, but this time cut each step into
strips, which they must put in order. Walk around to check how each pair is doing.
S-S
Recipe
strips
25 min
Production
Make a Recipe
1. Place Ss in groups and instruct them to think of a recipe they all like and know how to
make. Instruct them to write the recipe. (If Ss don’t know any, they can make it up)
2. Have each group present their recipe to the class and elicit the rest of the Ss to name the
dish that the recipe is for
S-S
Slips of
paper
5 min
Wrap-up
Race to the Board
Play a game to review content: divide Ss into two teams facing the board. Show a picture of
one of the vocabulary terms. The first S in line must race to the board and correctly write
the term, without help from his/her team. First S to do so wins a point for his/her team.
T-S
Chalkboard
21
©2015 InterExchange, Inc.
Sample Lesson: Shopping
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to bargain for items, use and identify common shopping terms and expressions, and places to shop
Key Vocabulary/Expressions:
- To shop / shopping / store / grocery store / shopping mall / market / online shopping / sale / price / bargain / merchant / customer / That’s a bargain!
- Do you sell [insert item]? / Yes, we sell that / No, we don’t sell that / I’ll take… / I’ll give you…
Assumptions:
- Ss know noun and pronoun grammar, numbers, U.S. currency quantities, payment methods, and terms such as “How much?” / “How much does it cost?”
Time
Stage
Procedure
Interaction
Materials
5 min
10 min
Warm-up
Intro
T-S
T-S
Chalkboard
PPT &
Vocabulary
Sheet
5-8 min
Guided
Practice
T-S, S-S
Shopping
Dialogue
25 min
Production
Show a picture of people shopping and elicit Ss to tell you today’s topic
Shopping
1. Pass out the vocabulary sheet and go over each term with a PPT visual
2. Drill chorally and individually
3. Show more visuals of different places to shop and items with prices and ask Ss to tell
you type of shopping place (mall, online, etc.), the item, and the cost. Then ask if it’s a
bargain.
Shopping Dialogue
1. Place Ss in pairs and give them a shopping dialogue between a merchant and a
customer with terms/expressions missing. Go over the first gap together and then
instruct Ss to work together to fill-in the remaining gaps.
2. Go over as a class
Going Shopping
1. Divide Ss into two groups – the first are shopkeepers and the second are customers.
Give the shopkeepers an envelope of paper cutouts of different items. Instruct these
Ss to come up with a name for their store, make a store label, and come up with prices
for their items.
2. Give the customers money. Instruct them to count their money and keep track of
how much they spend and what they buy.
3. Instruct customers to try and bargain with shopkeepers. The object is for customers
to get the most items for the least amount of money and for shopkeepers to make as
much money as possible.
* Let Ss be creative and compete for customers/bargain for goods
S-S
Paper CutOuts, &
Fake
Money
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
22
©2015 InterExchange, Inc.
Sample Lesson: Holidays - Halloween
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to explain what Halloween is, identify activities and expressions associated with the holiday, and common costumes
Key Vocabulary/Expressions:
- Holiday, celebrate, costume, trick-or-treat/-ing, pumpkins, carve/carving, lantern, jack-o-lantern, haunted house, candy
- Happy Halloween! / What are you going to be for Halloween? / To dress-up as…(witch/vampire/ghost/werewolf/mummy/devil/monster)
Assumptions:
- Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on a variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
T-S
Audio
10 min
Intro /
Guided
Practice
T-S
PPT &
Vocabulary
Sheet
10 min
Production
/ Activity 1
T-S, S-S
Halloween
Costumes
Sheet &
Worksheet
15 min
Production
/ Activity 2
T-S, S
Plastic
Pumpkins,
Paper Slips,
and Candy
10 min
Wrap-up
Play Michael Jackson’s “Thriller” and ask Ss if they’ve heard it before. Elicit the holiday the
song is associated with.
Halloween
1. Pass out vocabulary sheet and go over each term/expression with a PPT visual.
3. Drill chorally and individually
4. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms.
What are you going to be for Halloween?
1. Give each S a Halloween Costume Sheet and worksheet to interview and record their
classmates’ names, Halloween costumes, and favorite candies. Instruct Ss to use the key
expressions: “What are you going to be for Halloween?”/”I’m going to dress up as…”
* Walk around to listen for correct usage of vocabulary
2. After a few minutes, ask Ss to share what they learned
Trick-or-Treat Dares
Instruct Ss to form a single line, the first S will come to the front and say “trick-or-treat.”
Then you will hand him/her a slip of paper from a plastic pumpkin (which s/he puts back
after reading it). The paper will instruct them to do something. Give the S a piece of candy
after s/he completes the action.
Swat It!
1. Tape pictures of Halloween vocabulary on the board (and vocab from a previous lesson),
divide Ss into two teams, and instruct them to stand in a line facing the board. Shout out
the term and swat its picture with a flyswatter to model the game for Ss. Inform them that
team members can’t help each other.
2. Then, give the first S in each line a flyswatter and shout out a term. The first S to race to
the board and swat the correct picture wins a point for his/her team.
T-S
Pics and
Flyswatters
23
©2015 InterExchange, Inc.
Sample Lesson: Holidays - Thanksgiving
Grade (Level): Upper elementary and higher
Objectives:
- Students will be able to explain what Thanksgiving is and identify activities and expressions associated with the holiday
Key Vocabulary/Expressions:
- Thanksgiving, pilgrims, Native Americans, celebration, feast, turkey, gravy, corn, mashed potatoes, cranberry sauce, stuffing, pumpkin pie
- Happy Thanksgiving! / Thanksgiving Day Parade / thankful / I’m thankful for… / What are you thankful for?
Assumptions:
- Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
T-S
10 min
Intro /
Guided
Practice
Pictures or
video clip
PPT &
Vocabulary
Sheet
10 min
Production /
Activity 1
Show pictures of the Macy’s Thanksgiving Day parade or a video clip. Elicit Ss to tell you what
is going on.
Thanksgiving
1. Introduce the topic and pass out vocabulary sheet and go over each term/expression with a
PPT visual.
2. Drill chorally and individually
3. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms.
Thankful Thoughts
1. Give each S a worksheet and instruct Ss to ask classmates “What are you thankful for?”
They should record their classmates’ names and answers. Instruct Ss to answer in complete
sentences (“I’m thankful for…”). Let Ss mingle, but walk around to ensure Ss are doing the
activity and interacting with as many classmates as possible.
2. Ask for volunteers to share what they learned
S-S
Thankful
Thoughts
Worksheet
20 min
Production /
Activity 2
Plan Your Own Thanksgiving Celebration
1. Divide Ss into groups instruct each group to design their own Thanksgiving celebration. Ss
should record whom they will invite, what food they’ll eat, and what they will do. Go over
each item to discuss so Ss understand (perhaps place more advanced Ss in a group together
and encourage them to write complete sentences)
2. Have each group present their celebration details
S-S
Worksheet
5 min
Wrap-up
Race to the Board
Divide Ss into two lines facing the board. Show a visual of one of the lesson’s key terms. The
first S in each line must race to the board and write the correct term. The first S to do this
wins a point for his/her team. Team members can’t help.
T-S, S
N/A
T-S
24
©2015 InterExchange, Inc.
Sample Lesson: Holidays - Valentine’s Day
Grade (Level): Middle school and higher
Objectives:
- Students will be able to explain what Valentine’s Day is and identify activities and expressions associated with the holiday
Key Vocabulary/Expressions:
- Valentine, Valentine’s Day, Valentine cards, love, romance, like, cupid, chocolate, roses, couple, February 14th
- Friendship / Happy Valentine’s Day! / Will you be my valentine? / I love you / I like you
Assumptions:
- Ss know noun and pronoun grammar, months and seasons, and basic vocabulary on a variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
10 min
Warm-up
Intro
Show Valentine’s Day images; elicit Ss to tell you the holiday. Ask Ss to describe “love.”
Valentine’s Day
1. Pass out the vocabulary sheet and go over each term/expression with a PPT visual.
2. Drill chorally and individually
3. Show more visuals of the terms without labels and elicit Ss to tell you the correct
terms.
T-S
T-S
Pics
PPT &
Vocabulary
Sheet
10 min
Guided
Practice
Cupid Gap Fill
1. Pass out the lyrics to Amy Winehouse’s “Cupid,” with a list of the missing words at
the top (leave list out if Ss are upper-intermediate). Tell Ss you will play a song and
they need to listen carefully and fill in the missing words. Play the song twice.
2. Go over as a class and ask for volunteers to tell you what the song is about.
T-S, S-S
Worksheet
20 min
Production
Valentine’s Day Cards
1. Pass out paper and markers and instruct Ss to create a Valentine’s Day card for a
friend, family member, or boyfriend/girlfriend using key terms and expressions from
the lesson. [10 min]
2. Place Ss in groups and instruct them to read the message inside their cards, without
revealing whom it’s for. Groups must guess the individual (family, friend, or partner)
that the S is writing to.
S-S
Paper &
Markers
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
25
©2015 InterExchange, Inc.
Sample Lesson: Holidays – New Year’s Eve
Grade (Level): Middle school and higher
Objectives:
- Students will be able to explain what New Year’s Eve is and identify activities and expressions associated with the holiday
Key Vocabulary/Expressions:
- New Year’s Eve, New Year’s Day, resolution, midnight, countdown, celebrate, party, December 31st, January 1st,
- Happy New Year! / What is your New Year’s resolution? / What are your New Year’s resolutions?
Assumptions:
- Ss know noun and pronoun grammar, months and seasons, time, and basic vocabulary on a variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Show video clip or picture of ball dropping in Times Square and ask Ss if they can identify the
celebration
T-S
Video Clip
or Pic
10 min
Intro
T-S
PPT &
Vocabulary
Sheet
25 min
Production /
Activity 1
New Year’s Eve
1. Pass out vocabulary sheet and go over each term/expression with a PPT visual
3. Drill chorally and individually
4. Show more visuals of the terms without labels and elicit Ss to tell you the correct terms
5. Show Ss sample resolutions
Resolutions
1. Pass out the Resolutions worksheet and instruct Ss to write at least two resolutions for each
category (might need to give sample resolutions). [10 min]
2. Place Ss in pairs to ask each other about their resolutions. Rotate Ss after a couple minutes
so that Ss talk to as many classmates as possible.
3. Ask Ss to share one of their resolutions and a classmate’s.
S-S, T-S
Resolutions
Worksheet
5 min
Production /
Activity 2
New Year’s Eve Scramble
1. Write a term on the board from a previous lesson, and ask for a volunteer to “unscramble” it.
If Ss have trouble, rearrange the letters to form the word so they understand.
2. Tell Ss to put their vocabulary sheets away, place them in pairs and give each pair a list of
scrambled vocabulary words. They must work together to correctly unscramble the letters.
When finished, Ss should run to the front of the class. The first team to run to the front wins.
(Optional: have a prize for the first 3 pairs to run to front)
(* T should walk around to ensure Ss are cheating)
S-S
Worksheet
5 min
Wrap-up
Ask Ss if they have any questions; review lesson content or preview next lesson
T-S
N/A
26
©2015 InterExchange, Inc.
Sample Lesson: Movies
Grade (Level): Middle school and higher
Objectives:
- Students will be able to identify movie genres and discuss basic aspects of a film (setting, plot, etc.)
Key Vocabulary/Expressions:
- Movie(s), film (s), movie theater, genre, comedy, horror, romance, fantasy, drama, action, sci-fi, animation, plot, setting, character, actor/actress
- What kind of movie is it? / Where does it take place? / When does it take place? / What’s it about? /
- It’s a [genre type] / It’s set in [place/time period] / It takes place in [time period/place] / It’s about…
Assumptions:
- Ss know noun and pronoun grammar and basic vocabulary on a variety of topics
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
10 min
Intro
10 min
Guided
Practice /
Activity 1
20 min
Production /
Activity 2
5 min
Wrap-up
Show images of famous movie posters (try to pick ones you think your Ss will recognize) and
elicit Ss to tell you today’s topic
Movies
1. Pass out vocabulary and go over each term/expression with a PPT visual.
2. Drill chorally and individually
3. Play a film clip and then ask Ss what type of film it is. Now play just the audio of another film
clip and ask Ss to guess the genre. Then show the same clip without sound and ask Ss if they
think it’s a different genre than what they guessed previously.
T-S
Pics
T-S
PPT,
Vocabulary
Sheet, &
Film Clips
Movie Vocabulary Practice
1. Place Ss in pairs and pass out a worksheet with questions about different movies. Go over
the example on the sheet so Ss understand what to do. If Ss haven’t seen the films on the sheet,
instruct them to draw the poster(s) for films they have seen and to answer the same questions.
2. Ask Ss to share their answers.
What’s it about?
1. Divide Ss into two groups: “listeners” and “watchers.” Send the “watchers” outside and play
the audio of a film clip. Tell “listeners” to jot down any notes/ideas they have about the film
(what genre it is, setting etc.). Then send them out of the class and have the “watchers” come in
and watch the same clip, but with no sound.
2. Pair up a “listener” with a “watcher” – they should discuss what genre they think the movie is,
the setting, and plot.
3. Ask pairs to tell you their thoughts
T-S, S-S
Movie
Practice
Worksheet
S-S
Film clip
Show the film clip from previous activity with sound and ask Ss if their opinion about what genre
it is and where it’s set has changed
T-S
Film clip
27
©2015 InterExchange, Inc.
Sample Lesson: Music
Grade (Level): Middle school and higher
Objectives:
- Students will be able to identify music genres and to name their favorite musician and genre
Key Vocabulary/Expressions:
- Music, classical, pop, rock, heavy metal, jazz, Latin, R&B/soul, rap, blues, country, song
- Musician / music group / Do you like [type of music] music? / What kind of music do you like? / Who is your favorite musician? / Who is your favorite music
group?
Assumptions:
- Ss know noun and pronoun grammar and how to express likes/dislikes
Time
Stage
Procedure
Interaction
Materials
5 min
Warm-up
Play music that Ss would recognize. Ask them to name the artist/group and the genre
T-S
Music
10 min
Intro
Music
1. Pass out vocabulary sheet and go over each term/expression with a PPT visual and
music clip of the specific music genre
2. Drill chorally and individually
T-S
PPT,
Vocabulary
Sheet, &
Music Clips
10 min
Guided
Practice
Name the Artist & Genre
1. Play a series of music clips, stopping after each one and eliciting Ss to guess the
artist and music genre. Show the artist name and music genre in writing on a PPT
slide.
2. Ask Ss if they like the artist and genre.
T-S
Music Clips
& PPT
20 min
Production
Music Survey
1. Pass out the worksheet and instruct Ss to ask each other their favorite musicians
and music genres. (Have a sample Q&A on the top of the worksheet for reference).
2. Place Ss in pairs and have them rotate after a couple of minutes to ensure they talk
to as many classmates as possible
3. Call on Ss to tell you what they learned about 1-2 classmates
S-S
Music
Survey
5 min
Wrap-up
Play some of your favorite music and ask Ss if they like it and if they can decipher the
genre
T-S
Music clips
28
©2015 InterExchange, Inc.