Sample Lesson Plan A2 (Level 2.

5)
  [Canada]  
Start time Drill + Variety Possible Mods
16:00 Part 1: ‘Why’ questions. (unit 1) Pronoun
WARM UP “We’re going to warm up with some WHY questions. I’m going to modifications
give you a sentence in the affirmative and I want you to ask me eliciting he, she,
‘why…?’. For example, if I say ‘He’s happy’ you will ask me ‘Why is it, we, they,
he happy?’” you)

Teacher: He’s happy

Student 1: Why is he happy?
Teacher: (pointing at stickwoman) And her?
Student 2: Why isn’t she happy?
Teacher: (pointing at stickman and stickwoman) And them?
Student 3: Why aren’t they happy?

Teacher: She is sleeping

Student 1: Why is she sleeping?
Teacher: (pointing at stickman) And him?
Student 2: Why is he sleeping?
Teacher: (pointing at stickman and stickwoman) And them?
Student 3: Why are they sleeping?

1. He’s sad. 11. I’m working.

2. She’s angry. 12. You’re studying.
3. They’re rich. 13. He’s taking a break.
4. I’m poor. 14. She’s on the phone.
5. He’s tall. 15. They’re in a meeting.
6. She’s short. 16. He’s at the bank.
7. You’re late. 17. You’re in charge of it.
8. They’re early. 18. She’s listening to the radio.
9. He’s on holiday. 19. They’re working late.
10. She’s at work. 20. He’s eating lunch.

Part 2: ‘Why does’ questions (unit 2)

“Now I’m going to give you a sentence with a verb that is not the verb
to be, and you will ask the question using ‘Why does…?. For example,
if I say “He works late” you will ask “Why does he work late?”

Teacher: He works late.

Student 1: Why does he work late?
Teacher: (pointing at stickwoman) And her?
Student 2: Why does she work late?
Teacher: (pointing at stickman and stickwoman) And them?*only
if they can handle it!
Student 3: Why do they work late?
 1. She lives alone. 11. She has two offices
2. He works in London 12. He has four houses
3. She always wears a 13. She likes Jazz music
hat 14. He likes classical music
4. He always wears a tie 15. She drinks a lot of
5. She has two jobs coffee
6. He has four cars 16. He drinks a lot of wine
7. She goes there every 17. He has a lot of free
day time.
8. He goes there every 18. She has a lot of money
week 19. He has a lot friends
9. She eats lunch alone 20. She knows a lot of
10. He eats lunch at home people.

Voice Message: (dictation) Record the script below (or get a friend to)
on your phone, then play it a few times (depending on level). Get your
students to write down the key information.

Hello Jack, don’t forget the following arrival times for our guests. Mr
Perez arrives at 13:25. Mrs. Fraile arrives at 14:35, Mr. Valverde
16:05
FUNDAMENTAL arrives at 15:30, Mrs, Marron arrives at 16:15 and Mr. Peña arrives
S at 17:10.
1. What time does Mr. Perez arrive? 13:25
2. What time does Mrs. Fraile arrive? 14:35
3. What time does Mr. Valverde arrive? 15:30
4. What time does Mrs. Marron arrive? 16:15
5. What time does Mr. Peña arrive? 17:10
16:08 Option A (Topic): the way you feel  (unit 4)
VOCAB 1. tired Tell to ask
 Are you tired in the morning?
And you? and
 Are you tired after lunch?
him?
 Are you tired at night? Are you always tired?
Ask him why…
2. upset
 Are you upset with me?
 Are you upset with the situation?
 Are you upset with your boss?

3. hungry
 Are you hungry after lunch?
 Are you hungry when you wake up?
 Are you hungry right now?
 4. thirsty
 Are you thirsty when you wake up?
 Are you thirsty after the gym?
 Are you thirsty right now?

5. full
 Are you full after lunch?
 Are you full when you wake up?
 Are you full right now?

Option B (expression): Have a good…..! (unit 11)

“I’m going to give you a time, or a time reference and you’re going to
tell me to have a good morning, afternoon, evening, day, week, time,
etc. For example, if I say, it’s 8am but I’ll see you at 12noon, you will
say OK, have a good MORNING!”
1. It’s 12:00 but I’ll see you at 4pm
2. It’s 8am but I’ll see you at 8pm
3. It’s Monday but I’ll see you on Friday
4. It’s 8am and I’ll see you tomorrow at 8am
5. It’s Friday but I’ll see you on Monday
6. It’s 8pm but I’ll see you tomorrow morning
7. It’s 1pm but I’ll see you 5pm
8. It’s the 12th but I’m off until the 25th!
9. It’s 2pm but I’ll see you at 10pm
10. It’s 7am but I’ll see you at lunch time.

16:13 Present Continuous / to give / direct & indirect objects (unit 5 + 13) Rephrase with
MGP *Draw the image below on a piece of paper or up on the board beforehand. pronouns
We’re going to practice using the verb ‘to give’ in the present
continuous as well as using the different pronouns IT and THEM. I’m
going to say a name and you’re going to tell me what that person is
giving to who. For Example, If I say “John” you will say “John is giving Introduction of
the book to Mary”. past form (gave)

Teacher: John
Student 1: John is giving the book to Mary
Teacher: pronouns only!
Student 2: He is giving it to her.
Teacher: And yesterday? *only if they can handle it!
Student 3: He gave it to her.
 1. Mary (Mary is giving the reports to Kyle)
2. Kyle (Kyle is giving the phone to Norah
3. Norah (Norah is giving the photos to Matt)
4. Matt (Matt is giving the laptop to Sarah)
5. Sarah (Sarah is giving the USBs to John)

Now the opposite using the verb ‘to receive’

6. John (John is receiving the USBs from Sarah
7. Mary (Mary is receiving the book from John)
8. Kyle (Kyle is receiving the reports from Mary)
9. Norah (Norah is receiving the phone from Kyle)
10. Matt (Matt is receiving the photos from Norah)
11. Sarah (Sarah is receiving the laptop from matt)

Now using both verbs (give & receive)

12. Mary (Mary is giving the reports to Kyle and receiving the book
from John)
13. Kyle…
14. Norah…
15. Matt…
16. Sarah…
17. John…

16:20 Thinking about (common mistake) [sentence build] (unit 6) Change to neg. /
AGILITY
OK – time for a quick review of the verb+preposition combo ‘to think change to
about’ (remember we can’t say Think IN!). I’ll give you a person and a question /
noun, and you’ll tell me what they are thinking about – for example, if
I say Peter / weekend, you’ll say, “Peter is thinking about the Ask her why…?
weekend”
 Teacher: Peter / weekend
Student 1: Peter is thinking about the weekend
Teacher: question!
Student 2: Is Peter thinking about the weekend?
Teacher: affirmative!
Student 3: Yes, Peter is thinking about the weekend.
Teacher: Ask her why!
Student 4: Why is Peter thinking about the weekend?

1. Peter / weekend
2. Mary / her meeting
3. Tom / the presentation
4. Marta / her holiday
5. Andrew / his problems
6. The boss / the figures
7. the secretary / the messages
8. Laura / the event
9. Matt / his video conference
10. Sophie / her promotion

Translation List 1-10 (to review Why questions)

1. ¿Por qué estás aprendiendo inglés? Why are you learning English?
2. ¿Por qué hace ese ruido (eso)? Why does it make that noise?
3. ¿Por qué la ama (él)? Why does he love her?
4. ¿Por qué no nos vamos a casa? Why don’t we go home?
5. ¿Por qué no le gusta (él a ella)? Why doesn’t she like him?
6. ¿Por qué estás aquí? Why are you here?
7. ¿Por qué está roto (eso)? Why is it broken?
8. ¿Por qué estoy estresado? Why am I stressed?
9. ¿Por qué no están en casa? Why aren’t they at home?
10. ¿Por qué no está Laura en la oficina? Why isn’t Laura in the office?

Translation List 11-20 (to consolidate ‘to ask for’ which we practice in
16:24 the next activity)
CORRECT HW
11. Pídele ayuda a Nick. Ask Nick for some help.
12. Ella siempre pide más azúcar. She always asks for more sugar.
13. Voy a pedir más ketchup. I’m going to ask for more ketchup.
14. Diego siempre me pide cigarrillos. Diego always asks me for cigarettes.
15. Pídele más tiempo (a él). Ask him for more time.
16. Ese chico le está pidiendo (a ella) su número de teléfono.That guy is
asking her for her phone number.
17. ¡Vamos! ¡Pídele un autógrafo (a él)! Come on! Ask him for an
autograph!
18. Tenemos que pedir feedback a nuestros clientes. We need to ask our
clients for feedback.
19. Necesito pedir un aumento de sueldo. I need to ask for a pay rise.
20. ¿Qué estás pidiendo? What are you asking for?
 To ask for: (unit 14)
Using the same picture as we used to practice ‘give and receive’, we’re
going to practice the verb+preposition ‘to ask for’. For example, if I
say John, you’ll say “John is asking Mary for the book”

16:30
AGILITY

Teacher: John
Student 1: John is asking Mary for the book.
Teacher: pronouns only!
Student 2: He is asking her for it.
Teacher: And yesterday?*only if they can handle it!
Student 3: He asked her for it.

1. Mary (Mary is asking Kyle for the reports)

2. Kyle (Kyle is asking Norah for the phone)
3. Norah (Norah is asking Matt for the photos)
4. Matt (Matt is asking Sarah for the laptop)
5. Sarah (Sarah is asking John for the USBs)

16:35 Reflexive Pronouns (units 8 & 9) And you?

MGP Part 1: (Direct questions or tell to ask) And him?
And it?
“We’re going to look at some different verbs that we can use And them?
reflexively in English. To begin with we’re just going to ask and answer
questions.”

Teacher: Do you look at yourself in the mirror?

Student 1: Yes, I look at myself in the mirror.
Teacher: (pointing at stickwoman) And her?
Student 2: Yes, she looks at herself in the mirror
Teacher: (pointing at stick dog!) And it?
Student 3: Yes, it looks at itself in the mirror
 1. Do you talk to yourself sometimes?
2. Do you hit yourself sometimes?
3. Do you teach yourself things?
4. Do you listen to yourself speak English?
5. Do you record yourself singing?
6. Do you laugh at yourself sometimes?
7. Do you point at yourself sometimes?
8. Do you make fun of yourself sometimes?
9. Do you shout at yourself?
10. Do you pinch yourself when you are dreaming?

Part 2: (rephrase)
Now I’m going to give you a sentence telling you where someone is
living, and you have to tell me what language they are teaching
themselves. For example, if I say Steve is living in Paris, you will say,
“Steve is teaching himself French.”

1. Mary is living in Berlin.

2. John is living in Rome.
3. Harry is living in Porto.
4. Frank and Helen are living in Amsterdam.
5. Jill is living in Copenhagen.
6. Kevin is living in Beijing.
7. Larry and Bob are living in Helsinki.
8. Pete is living in Moscow
9. Gema is living is Istanbul
10. Miguel and Jorge are living in Austin.
Opinion: Fast food
“I’m going to give you 30 seconds to give us your opinion about fast
food and I want you to use the following structures to organize your
thoughts.”

16:42 Signposting vocabulary:

ACTIVITY
1. First of all…
2. Secondly…
3. Finally…

 Always give them a translation list to study that will be reviewed

in the next class. (Could be from the Translation Booklet, or from
the Focus Language Review.)
16:46  always give them an audio (ideally ‘loosely’ related to the mini
SET HW presentation you are going to have them prepare for homework.
You then prepare 5 question based on this audio that you use as
one of your drills in the follow class. Here’s one you could use
related to fast food: https://www.youtube.com/watch?
 v=M6TUZAv4hDk
 Prepare a mini presentation (2 mins max) on ‘relevant’ topic
where they have to reuse the target language you presented in
class.
 Have them read the upcoming units in their book

We’re going to review the things we’ve seen today in the form of a
mastering the int. activity. I give you the answer, and you give me the
question.

Part 1: Mastering the Interrogative

1. Peter is happy because it’s Friday
2. Kyle is sad.
3. The children are sleeping.
4. Jim is listening to the radio.
5. I say good morning to everyone!
6. Mr. Perez arrives at 16:45.
7. Gary is hungry after lunch.
8. John is giving the book to Mary.
9. Norah is giving the photos to Matt.
10. Tom is receiving the files from his boss.
16:49
11. He received it last week.
REVIEW
12. I’m thinking about the weekend.
13. I’m thinking about the weekend because it’s Friday!
14. Matt is thinking about Sarah.
15. John is asking Mary.
16. Sarah is asking John for the USBs.
17. He looks at himself in the mirror in the morning.
18. Simon is talking to himself.
19. They are teaching themselves Spanish.
20. Mike is teaching himself Dutch.

Part 2: Now review your students’ individual mistakes, even if it’s

just one per student. Do the routine as a tell-to-ask so as to include
everyone in the mistake correction.

16:54 Short answer drill

H.P. DRILL I’m going to ask you a question and I want you to answer with the full
short answer (Yes, I do, or No, I don’t).
1. Does George Clooney work as an actor?
2. Do dogs love cats?
3. Am I giving you an English class?
4. Does your boss say ‘have a good day’?
5. Are both France and Spain in Europe?
6. Do birds love trees?
7. Are you receiving information?
8. Can you ask for directions?
9. Is a child always hungry?
10. Does January have 31 days?
11. Is March after September?
12. Can lions sleep?
13. Are we enemies?
14. Is your neighbor upset?
15. Do you have Spaghetti for breakfast?
16. Do small dogs tremble?
17. Am I trying to impress you?
18. Are you thirsty?
19. Can a cat love a dog?
20. Are the Simpsons yellow?

*Now, do the questions again but this time have your students
answer with full sentences to test if they really understood
everything!