READING ACTIVITY

Name: read & create.

Skill: reading, speaking.
Level: all levels (can be adapted).
Time: about 18 minutes (can be changed).
Materials: printed version of stories, printed version of short answer questions, prize (optional).

Steps:
1. T brings printed version of stories depending on the level of students.
2. T divides ss to small groups and gives each group different story to read.
3. Each group should read the story (abt 4), discuss and prepare to act the story out (abt 6). During the
preparation time, ss also do short answer reading comprehension questions based on the story they
are given. It checks their understanding of the content (abt 3).
4. Once the students are ready, groups start acting (abt 5). T, if he/she wants, can offer prize for the best
act.

Benefits:
1. Ss try to read and prepare well, as they know they will act it out in front of the class.
2. It can be interesting for students to watch their friends acting and this activity can create small theatre
inside the classroom.
3. Ss sure remember the content of all stories for a long time (not only one story they read, all stories).

Important points to take into account:

1. If T wants his/her students to figure out the plot on their own for a story name, he/she should make sure
to have students with different English levels in each group. In this way, the groups he/she create do not
include only strong students and students with high levels can help others to succeed.
2. For better quality, T can make the room dark and ask students to use their phones to bring light to the
performance. In this way, ss can have the atmosphere of theatre for real.

Anticipated problem: Ss may use their L1.

Solution: T can make the student who use L1 to pay or display slide with the phrase: “Use English” written
three times.
READING LESSON PLAN

Topic: Family.
Level: Elementary.
Age: 15+
Skill: Reading.
Time: 40 minutes.
Target language: Vocabulary related to family and relationships.

Objectives:
1. Content: By the end of the lesson, SWAT understand and discuss the concept of family and family
members.
2. Language: By the end of the lesson, SWAT improve their reading comprehension skills and learn 10
words related to the topic.

Materials:
 Handouts with a short reading passage about a family;
 Vocabulary list;
 Family tree diagram;
 Whiteboard and markers;
 Flashcards with family members;

Procedure:

Warm-up (5 minutes): T greets students and introduce the topic. T asks students to brainstorm family-
related words. T writes the words on the whiteboard.

Pre (10 minutes): T introduces key vocabulary using flashcards: mother, father, brother, sister,
grandmother, grandfather, uncle, aunt, cousin. T shows the family tree diagram and explains the
relationships. T distributes the vocabulary list and go over each word with students.

While (15 minutes): T distributes the reading passage about a family. Students read the passage
individually. After reading, students answer comprehension questions related to the text.

Post (5 minutes): T discusses the answers to the comprehension questions with the class. T clarifies any
misunderstandings and provide additional explanations if needed.

Wrap-up (5 minutes): T summarizes the lesson. T asks students to share something they learned about
families. T assigns a short homework task: Write a few sentences about their own family, using the new
vocabulary.
Appendix 1: flashcards about family members
https://quizlet.com/926978511/family-members-flash-cards/?i=5vy65v&x=1jqt

Appendix 2: family tree diagram

Appendix 3: reading passage with comprehension questions

https://drive.google.com/file/d/1PZ5y09orWLL5DZMqAIse0KE6QhRQ7trc/view?usp=drive_link
LISTENING ACTIVITY

Name: audio-book report.

Skill: listening, writing.
Level: B2.
Time: about 20 minutes.
Materials: speaker, A4 papers.

Steps:
1. T plays 15 minutes of audio book and asks students to listen carefully telling them that they write a
report based on the audio.
2. T has students write a report based on what they heard or give a summary of the audio to the class orally.

Benefits:
1. Ss try to listen carefully if they know that they should write a report.
2. Ss can practice report writing or talking in public (speaking).

Important points to take into account:

1. T also can give some listening comprehension questions that ss should complete while listening to the
audio that keeps students’ focus on the audio.
2. T should check the audio before the class starts.

Anticipated problem: T can have problems with the sound.

Solution: T can bring the printed version of the audio beforehand and read it out by himself/herself.
LISTENING LESSON PLAN

Topic: Culture Shock.

Level: Intermediate.
Age: 12+
Skills: Listening, Speaking.
Time: 50 minutes.
Target language: Vocabulary related to Culture Shock, its effects and ways to copy with it.

Objectives:
1. Content: By the end of the lesson, SWAT understand the concept of culture shock, its effects, and learn
several coping strategies.
2. Language: By the end of the lesson, SWAT enhance their listening comprehension skills along with their
Speaking, learn 20 key terms related to the topic and 5 most common signs of culture shock.

Materials:
 Audio recording of a personal story about culture shock;
 Transcripts of the audio recording;
 Vocabulary list;
 Whiteboard and markers;
 Worksheet with listening comprehension and discussion questions;
 Speakers or headphones for audio playback;
 Video clip illustrating culture shock (optional);

Procedure:

Warm-up (5 minutes): T greets students and introduces the topic. T shows a short video clip illustrating
culture shock. T asks students if they have ever felt out of place in a new situation and how they dealt with
it. T writes key phrases from their responses on the whiteboard.

Pre (10 minutes): T introduces key vocabulary related to culture shock. T discusses common signs and
effects of culture shock. T provides students with the vocabulary list and goes over each word, including
pronunciation and examples.

While (20 minutes): T plays the self-made audio recording of a personal story about culture shock.
Students listen to the recording once for general understanding. T distributes the worksheet with listening
comprehension questions. Students answer the questions while listening to the audio a second time.
Post (10 minutes): T discusses the answers to the comprehension questions as a class. T engages students
in a discussion about the coping strategies mentioned in the audio. T asks students to share their own
experiences with adjusting to new environments and how they overcame challenges.
Wrap-up (5 minutes): T summarizes the lesson. T asks students to reflect on what they learned about
culture shock and share one new thing they discovered. T assigns a short homework task: Write a diary
entry as if they were experiencing culture shock in a new country, using the new vocabulary.

Appendix 1: short video on culture shock

https://youtu.be/EkZyvDZFC8Q?si=97KAAdOmaCmRVHH7

Appendix 2: flashcards for key terms and signs of culture shock

https://quizlet.com/927276929/culture-shock-vocab-flash-cards/?i=5vy65v&x=1jqt
https://quizlet.com/927284430/signs-of-culture-shock-along-with-their-effects-flash-cards/?i=5vy65v&x=1jqt

Appendix 3: vocabulary list handout

https://drive.google.com/file/d/1a90ZZOFOOVaiXdvv1g8noj0w076vndF6/view?usp=drive_link

Appendix 2: audio recording transcript

Hello, everyone. Today, I want to share my experience of culture shock when I moved to a new country.
My name is Sam, and I recently moved from the United States to Japan for work. When I first arrived in
Japan, everything felt so different. The first thing I noticed was the language. Even though I had studied
some Japanese before moving, it was still difficult to understand and communicate. People spoke very
quickly, and I often felt lost in conversations. Another big difference was the food. In the United States, I
was used to eating sandwiches, burgers, and pizza. But in Japan, the food was very different. I tried sushi,
ramen, and many other traditional dishes. At first, I didn’t like the taste, but after a while, I started to enjoy
the new flavors. The way people interact in Japan is also different. In the United States, people are very
direct and expressive. They use a lot of hand gestures and speak loudly. But in Japan, people are more
reserved and polite. They bow when they greet each other and speak more softly. It took some time for
me to get used to this new way of communicating. One of the hardest things for me was getting used to
the transportation system. In the United States, I always drove my car everywhere. But in Japan, most
people use trains and buses. The train stations are very busy, and there are so many different lines and
schedules to remember. I got lost several times before I finally learned how to navigate the system.
Despite these challenges, I also found many things that I love about Japan. The people are very kind and
helpful. When I looked lost, strangers would come up to me and offer assistance. The culture is rich and
fascinating, with beautiful temples, festivals, and traditions. Over time, I started to adapt. I made new
friends, learned more of the language, and grew to appreciate the differences. Experiencing culture shock
was difficult, but it also helped me grow and learn. It taught me to be more open-minded and
understanding of different ways of life.
Thank you for listening to my story. I hope it helps you understand what culture shock is like and how it can
be a valuable experience.

Appendix 3: listening comprehension questions worksheet

https://drive.google.com/file/d/1stKSJGlsUCWjhl-k8O67tgI7uvPEV_KC/view?usp=drive_link
SPEAKING ACTIVITY

Name: show & tell.

Skill: speaking.
Level: all levels (can be adapted).
Time: 5-10 minutes.
Materials: any object that ss bring with them.

Steps:
1. T asks ss to come to the board and tell any specific information or a story about the object they brought.
2. T asks some questions about their speech and gives feedback on their mistakes.

Benefit:
1. Ss bring their favourite object for sure and they surely have interesting story related to it. So, it can be
very interesting for them to talk about their favourite object to others.

Important points to take into account:

1. Ss should be instructed to bring the object at the previous class.
2. T should correct ss’ mistakes after they are done with their speech. Otherwise, ss feel demotivated.

Anticipated problem: Some ss may forget to bring their favourite objects.

Solution: T can give any object in the classroom and ask ss to talk about its usage.
SPEAKING LESSON PLAN

Topic: Complimenting on People.

Level: Intermediate.
Age: 18+
Skill: Speaking.
Time: 40 minutes.
Target language: Vocabulary related to complimenting and polite expressions.

Objectives:
1. Content: By the end of the lesson, SWAT learn how to give and respond to compliments in various social
contexts.
2. Language: By the end of the lesson, SWAT improve their speaking skills; By the end of the lesson, SWAT
learn 20 key phrases for giving compliments along with 20 responses; By the end of the lesson, SWAT learn
20 terms that include adjective and nouns commonly used in complimenting.

Materials:
 Handouts with phrases for giving and receiving compliments;
 Role-play scenarios;
 Whiteboard and markers;
 Flashcards with adjectives and nouns commonly used in compliments;

Procedure:

Warm-up (5 minutes): T greets students and introduces the topic. T asks students if they remember the
last time they gave or received a compliment. What was it about? T writes a few student responses on the
whiteboard to set the context.

Pre: Activity 1 (10 minutes): T discusses the importance of compliments in social interactions. T introduces
key phrases for giving compliments and responding to compliments. T distributes handouts with these
phrases and goes over pronunciation and intonation.

Activity 2 (5 minutes): T uses flashcards to introduce adjectives and nouns commonly used in compliments.
T plays a quick matching game where students match adjectives with appropriate nouns.

While (15 minutes): T divides students into pairs and give each pair a role-play scenario involving giving
and receiving compliments. T encourages students to use the phrases and vocabulary from the handouts. T
after practicing, has a few pairs perform their role-plays in front of the class.
Post (5 minutes): T asks the class to share what they found easy or challenging about giving and receiving
compliments. T provides constructive feedback and additional examples if necessary.

Wrap-up (5 minutes): T summarizes the lesson and reinforce the key phrases and vocabulary. T encourages
students to give at least one compliment to someone outside of class before the next lesson. T assigns a
short homework task: Write a short dialogue involving giving and receiving compliments, using the new
vocabulary and phrases.

Appendix 1: handout with phrases for giving and responding to compliments

https://drive.google.com/file/d/10znICGiiKPgPMbom1DUQ9GMvy-i_7a51/view?usp=drive_link

Appendix 2: flashcards to introduce adjectives and nouns commonly used in compliments

https://quizlet.com/927082400/adjectives-and-nouns-commonly-used-in-compliments-flash-cards/?i=5vy65v&x=1jqt

Appendix 3: matching game for the adjectives and nouns above

https://www.educaplay.com/learning-resources/19631274-positive_traits_matching_game.html

Appendix 4: role play scenarios

At a Party: One student compliments the other on their outfit.
After a Presentation: One student compliments the other on their presentation skills.
Meeting a Friend: One student compliments the other on a recent achievement.
Writing Activity

Name: opposite writing.

Skill: writing, critical thinking.
Level: B2.
Time: about 15 minutes.
Materials: A4 papers.

Steps:
1. T asks ss to think about any topic that they strongly believe. For ex: “People should learn a second
language.”
2. T asks ss to write about the topic they thought from the opposite point of view. For ex: “Why people
should not learn a second language?”

Benefits:
1. It can teach ss to think outside the box.
2. It can foster ss critical thinking too.

Important points to take into account:

1. T should give clear instructions for ss to understand clearly.
2. T should make sure that each student has different topic. Because ss may cheat by choosing the same
topic and say they believe in it.

Anticipated problem: The activity may take more time than expected.
Solution: T can provide scaffolding on the ideas while monitoring ss.
Writing Lesson Plan

Topic: Climate Change.

Level: Pre-Intermediate.
Age: 13+
Skills: Writing, Reading.
Time: 50 minutes.
Target language: Vocabulary related to climate change and its effects.

Objectives:
1. Content: By the end of the lesson, SWAT understand basic concepts of climate change and its effects.
2. Language: By the end of the lesson, SWAT improve their writing skills along with their Reading skill and
learn 27 key terms related to the topic.

Materials:
 Handouts with a short text about climate change;
 Vocabulary list;
 Writing prompts;
 Whiteboard and markers;
 Example sentences and paragraphs;

Procedure:

Warm-up (5 minutes): T greets students and introduces the topic. T shows a short video clip about climate
change (e.g., melting glaciers, deforestation). T asks students what they know about climate change and
writes key phrases on the whiteboard.

Pre: Activity 1 (10 minutes): T introduces key vocabulary related to climate change. T provides students
with a vocabulary list and goes over each word, including pronunciation and examples. T uses visual aids to
help explain the terms.

Activity 2 (10 minutes): T distributes handouts with a short text about climate change. T reads the text
aloud as a class, with students taking turns reading sentences. T discusses the main ideas of the text and
clarifies any difficult words or concepts.

While (20 minutes): T introduces writing prompts related to climate change. T asks students to choose one
of the writing prompts and start writing a short paragraph. T encourages them to use the vocabulary and
information from the reading activity. T walks around the classroom to provide support and feedback as
students write.
Post (10 minutes): T pairs students up and has them exchange their written paragraphs. Each student
reads their partner's paragraph and provides feedback, focusing on content, vocabulary use, and clarity. T
discusses as a class what they found interesting or challenging about their partner's writing.

Wrap-up (5 minutes): T summarizes the key points of the lesson. T asks a few students to share their
paragraphs with the class. T assigns a short homework task: Write a longer paragraph or essay on one of
the prompts discussed in class, using the vocabulary and concepts learned.

Appendix 1: short video about climate change

https://youtu.be/EtW2rrLHs08?si=1mDj8cy5RqtN0RpV

Appendix 2: flashcards for key vocabulary

https://quizlet.com/927089978/key-vocab-about-climate-change-flash-cards/?i=5vy65v&x=1jqt

Appendix 3: handout with key vocabulary

https://www.canva.com/design/DAGJx36jfAo/6rP4J1j6rQKv08HzAWo06Q/edit?utm_content=DAGJx36jfAo&utm_campaign=des
ignshare&utm_medium=link2&utm_source=sharebutton

Appendix 4: handout with a text about a climate change and key vocabulary
https://drive.google.com/file/d/14jJu-czFnsml_WdG0AZJviue0Xoe88c2/view?usp=drive_link

Appendix 5: writing prompts

1. Describe what climate change is and how it affects our planet. (Use key vocabularies you have learnt.)
2. Explain ways we can help reduce the effects of climate change. (Mention actions like using renewable
energy, reducing carbon footprint, and planting trees.)
3. Write a letter to a friend explaining why climate change is important and what actions they can take to
help.
VOCABULARY ACTIVITY

Name: chalkboard acronym.

Skill: vocabulary.
Level: above elementary.
Time: 5-10 minutes.
Materials: ----

Steps:
1. T writes a word on the board vertically.
2. T asks ss to come to the board, one at a time and write another word they now starting with each letter
of the word written vertically.

Benefit: creative tasks are interesting for students.

Important point to take into account: The vertically written word should not be so short.

Anticipated problem: Ss may feel bored after some time.

Solution: T can change the style of the activity slightly by adding that the words ss write should be related
to the word T writes.
VOCABULARY LESSON PLAN

Topic: Travel.
Level: Pre-Intermediate.
Age: 15+
Skill: Vocabulary, Speaking.
Time: 40 minutes.
Target language: Vocabulary commonly used in describing travel plans and experiences.

Objectives:
1. Content: By the end of the lesson, SWAT understand how to act in specific situations while travelling (e.g
hotel check-in or asking for directions).
2. Language: By the end of the lesson, SWAT practice their Speaking skill and learn 12 key terms related to
the topic.

Materials:
 Handouts with travel vocabulary list and example sentences;
 Flashcards with travel-related words and pictures;
 Whiteboard and markers;
 Worksheet with matching and gap-fill exercises;

Procedure

Warm-up (5 minutes): T greets students and introduces the topic. T shows a few travel-related images and
asks students to guess the topic. Also, T writes the word "Travel" on the whiteboard and brainstorms
related words with the class.
Pre (10 minutes): T introduces key travel vocabulary using flashcards. T shows each flashcard, says the
word, and asks students to repeat it. T provides handouts with the vocabulary list and example sentences.
T goes through each word, providing definitions and usage examples.
While: Activity 1 (10 minutes): T uses a matching exercise where students match the travel words to their
definitions or pictures. After the exercise, T reviews the answers as a class and clarifies any
misunderstandings.
Activity 2 (5 minutes): T distributes worksheets with sentences that have missing words. Students fill in the
gaps with the correct travel vocabulary. T goes through the answers together, discussing why each word
fits in its context.
Post (5 minutes): T pairs students up and gives them a travel scenario. Students use the vocabulary learned
to role-play the scenario. T walks around and provides support, correcting pronunciation and usage as
needed.
Wrap-up (5 minutes): T summarizes the key vocabulary words from the lesson. T asks students to share
one new word they learned and uses it in a sentence. T assigns a short homework task: Write a short
paragraph about a trip they would like to take, using at least five new vocabulary words from the lesson.
Appendix 1: travel related photos

Appendix 2: flashcards for key vocab

https://quizlet.com/927223301/travel-key-words-flash-cards/?i=5vy65v&x=1jqt

Appendix 3: handout with vocab list, definition and example sentences

https://drive.google.com/file/d/1irGVUp-5ecfryUPfmETLI1XGvmmCrOX0/view?usp=drive_link

Appendix 4: matching exercise for new vocab

https://drive.google.com/file/d/1BsH2cpbHh2lmQv52ExiqMv8XsAY8ZDG-/view?usp=drive_link

Appendix 5: gap-filling exercise & travel scenarios

https://drive.google.com/file/d/1kCs-lzOqCU9yOSoMe68Dtv4FeqfFzem1/view?usp=drive_link

Answer key to gap-filling exercise:

1. airport
2. luggage
3. passport
4. ticket
5. hotel
6. reservation
7. tourists
8. sightseeing
9. itinerary
10. souvenirs
GRAMMAR ACTIVITY

Name: bingo grammar.

Skill: grammar, listening.
Level: all levels (can be adapted).
Time: 5-10 minutes.
Materials: ready-made bingo cards, prizes (optional).

Steps:
1. T brings ready-made bingo cards depending on the topic of lesson.
2. T reads instructions like “find a sentence written in active voice” or “find a sentence with model verb
written correctly”.
3. Ss have to cross the correct option. Student who crosses one row (either vertically or horizontally)
should say “bingo!” and wins!

Benefit: ss can practice their listening skill along with their grammar.
Important point to take into account: t can give prize for the winner student to make ss more interested.

Anticipated problem: ss may not understand the instructions clearly and cannot participate in the activity
to the fullest.
Solution: T should ask ICQ questions before starting the activity.
GRAMMAR LESSON PLAN

Topic: Present Perfect Continues.

Level: Intermediate.
Age: 18+
Skills: Grammar, Listening, Speaking.
Time: 50 minutes.
Target language: time expressions of Present Perfect Continues and the ability to use this tense correctly.

Objectives:
1. Content: By the end of the lesson, SWAT understand the structure and usage of the Present Perfect
Continuous tense.
2. Language: By the end of the lesson, SWAT practice their Listening skills along with their Speaking and
construct sentences using the Present Perfect Continuous tense.

Materials:
 Whiteboard and markers;
 Handouts with grammar rules and exercises;
 PowerPoint presentation;
 Audio clips, short video or a music video demonstrating usage;
 Worksheets for individual and group activities;

Stage Aim Procedure Interaction

Warm-up (10 minutes) Activate prior T starts with a brief discussion about activities T to Ss
knowledge and set the students have been doing recently. T encourages
context for the lesson. students to share examples using the Present
Perfect Continuous tense, e.g., "I have been
studying for my exams."

Activity 1 (10 minutes) Provide a clear T uses a PowerPoint presentation to explain the T to Ss
explanation and visual structure and usage of the Present Perfect
representation of the Continuous tense.
grammar point.

Activity 2 (7 minutes) Reinforce T hands out worksheets with fill-in-the-blank T to Ss

Guided practice understanding sentences and multiple-choice questions. T works
through structured through the first few examples together as a class.
practice and
immediate feedback.

Activity 3 (10 minutes) Develop listening skills T plays an audio clip, short video or a music video Individual
and contextual where the speaker use Present Perfect Continuous
understanding of the tense. T asks students to note down any example
tense. they hear.
Activity 4 (8 minutes) Provide an In pairs, students ask each other questions about Pair work
opportunity for activities they have been doing recently, e.g., "How
speaking practice and long have you been learning English?" They should
peer interaction. answer using the Present Perfect Continuous
tense.

Activity 5 (5 minutes) Encourage T divides the class into small groups. T gives each Group work
collaborative learning group a scenario where they need to describe what
and application of the people have been doing.
tense in different
contexts.

Wrap-up (5 minutes) Reinforce learning and T summarizes the key points of the lesson and T to Ss
clarify any addresses any questions or difficulties students
misunderstandings. may have. T assigns a short writing task as a
homework where students describe their recent
activities using the Present Perfect Continuous
tense. Topic: Write a paragraph about what you
have been doing this week.

Assessment 1. Monitor students during pair and group activities to assess their understanding and
correct usage of the Present Perfect Continuous tense.
2. Collect and review worksheets to evaluate individual progress and comprehension.

Appendix 1: presentation on the explanation of Present Perfect Continues

https://docs.google.com/presentation/d/1MEEdn41558Kq5JzQMd4f8yv8qqmFktpVM8UfsFn2hzM/edit?us
p=sharing

Appendix 2: fill in the gap task & multiple-choice questions

https://drive.google.com/file/d/1FGBDnOjN5hI9t7n1VHqZ0nyH2bY3HVfl/view?usp=drive_link

Answers
Multiple-Choice Questions:
Fill in the Gaps:
1. c) I have been reading this book since morning.
1. have been reading 2. b) has been writing
2. has been working 3. b) have been waiting
3. have been playing 4. a) He has been studying for three hours.
4. has been studying 5. c) She has been teaching here for ten years.
5. have been waiting

Appendix 3: music video to practice present perfect continues

https://youtu.be/4oBats9qKVA
Appendix 4: scenarios
1. Describe what the students in the library have been doing for the last hour.
2. Describe what the students in the classroom have been doing since the teacher arrived.
3. Describe what the cooks in the kitchen have been doing for the last half hour.
FUNCTIONAL LANGUAGE ACTIVITY

Name: 1,2,3 RESPONSE.

Skill: functional language, speaking.
Level: above elementary.
Time: 5-10 minutes.
Materials: cards with problem displayed in picture.

Steps:
1. T divides ss into pairs and gives one card to each pair.
2. Pairs open their cards after each other, one by one.
3. Once the first pair opens card, one of the students in the pair should complain and another should
respond in one or two seconds.
4. Other pairs also should do the same one by one.

Benefits: creative tasks are interesting for students and keeps their focus on the lesson.
Important points to take into account: T should pay attention that students are not opening their cards
before the right time.

Anticipated problem: T may find it difficult to understand the picture.

Solution: T should check that pictures are not hard to understand beforehand or can provide one word
hints under the picture.
FUNCTIONAL LANGUAGE LESSON PLAN

Topic: Hotel check-in.

Level: Pre-Intermediate.
Age: 16+
Skill: functional language, speaking, creativity.
Time: 40 minutes.
Target language: 16 new words related to the topic and 6 main phrases to use while registering at hotel.

Objectives:
1. Content: By the end of the lesson, SWAT learn about the process of checking into a hotel.
2. Language: By the end of the lesson, SWAT acquire 16 new vocabulary words and 6 phrases related to
hotel check-in.

Materials:
 Flashcards with target vocabulary;
 Dialogue scripts for role-play;
 Whiteboard and markers;
 Handouts with key phrases and vocabulary;

Procedure:

Warm-Up (3 minutes): T greets the students and introduces the topic: Hotel Check-In. T asks students if
they have ever stayed at a hotel and what their experiences were like. On the whiteboard, T writes "Hotel
Check-In" and asks students to tell words and phrases they associate with it. T lists students’ responses on
the board.

Presentation (10 minutes): T presents 16 new words using flashcards. T shows each flashcard, says the
word, and has students repeat it. T introduces 6 key phrases for checking in at a hotel. T writes the phrases
on the board and practices pronunciation with the students.

Practice (15 minutes): T divides students into pairs and distributes dialogue scripts. T has students practice
the dialogues in pairs, taking turns being the guest and the receptionist. T circulates and provides
scaffolding as needed.

Production (10 minutes): After students finish practicing, T distributes handouts with the vocabulary and
phrases and asks students to create their own dialogues. T encourages creativity by having students add
details such as special requests or problems with the reservation. T has students perform their dialogues in
front of the class.
Wrap-Up (2 minutes): T quickly reviews the new vocabulary and key phrases with the class. T asks a few
students to share something new they learned. T assigns a short writing task where students write about
an imaginary hotel check-in experience using the new vocabulary and phrases.

Appendix 1: flashcards with new words

https://quizlet.com/927547585/hotel-check-in-vocab-flash-cards/?i=5vy65v&x=1jqt

Appendix 2: dialogue scripts

https://drive.google.com/file/d/1tuvjlw5OWbmDmVFZVIekstmGRqKUc44B/view?usp=drive_link

Appendix 3: handout with vocab & phrases

https://drive.google.com/file/d/1tuvjlw5OWbmDmVFZVIekstmGRqKUc44B/view?usp=drive_link
PRONUNCIATION ACTIVITY

Name: Odd One Out.

Skill: pronunciation, listening.
Level: all levels (can be adapted).
Time: 5-10 minutes.
Materials: ready-made exercise with similar words.

Steps:
1. T puts similar words into groups of three-two with one sound, and one with a different sound.
2. The selection of the odd word can be a reading exercise-where ss read the words to themselves out loud
and identify the odd word-or a listening exercise-where the T reads the words and the ss respond to the
“odd” word.

Benefits: competing is always interesting for students.

Anticipated problem: There may be problem with the exercise.

Solution: T should check the handout carefully before the class.
PRONUNCIATION LESSON PLAN

Topic: animals.
Level: beginner.
Age: 13+
Skill: pronunciation, critical thinking, communication.
Time: 40 minutes.
Target language: 10 animal names with their children.

Objectives:
1. Content: students will learn about different animals and their young.
2. Language: students will acquire and practice 10 animal names and their young.

Materials:
 Flashcards with pictures and names of animals and their young;
 Whiteboard and markers;
 Printed version of matching activity;

Procedure:

Warm-Up (5 minutes): T greets students and introduces the topic. T shows a picture of an animal and ask
students to name it and its young if they know. on the whiteboard, T writes the word "Animals" and asks
students to name any animals they know. T lists their responses on the board.

Presentation (10 minutes): T presents 10 animal names and their young using flashcards. T shows each
flashcard, says the animal name with its young, and has students repeat them. T focuses on the correct
pronunciation of each word. T has students repeat after him/her, paying attention to sounds and stress.

Practice (15 minutes): T distributes matching task where ss should match the animals with their children.
After finishing, T asks students to work in pairs and discuss which animals they think are similar in how they
care for their young and which are different. T distributes handouts with the words and encourages
students to use the target vocabulary in their discussions.

Production (8 minutes): T divides students into pairs or small groups and assigns each group an animal with
its young. T has students create a short dialogue involving the animal and its young. T encourages creativity
and use of target vocabulary. T selects a few pairs/groups to perform their dialogues in front of the class.

Wrap-Up (2 minutes): T quickly reviews the topic asking a few students to say an animal and its young they
remember. T assigns a short drawing task where students draw an animal and its young and label them in
English.
Assessment:
Formative: Observe students during matching and role-play activities, providing immediate feedback.
Summative: Collect and review the homework assignment to assess understanding and correct usage of
vocabulary.

Appendix 1: picture of dog for warm-up

Appendix 2: flashcards with animal names and their children

https://quizlet.com/927558526/animal-names-flash-cards/?i=5vy65v&x=1jqt

Appendix 3: handout with animal names and their children

https://drive.google.com/file/d/1_QpwtaBbsmbvwE_gx_mdG44d_FQqos2C/view?usp=drive_link

Appendix 4: matching task worksheet

https://drive.google.com/file/d/1_QpwtaBbsmbvwE_gx_mdG44d_FQqos2C/view?usp=drive_link