UNIT ONE

Create a Lesson plan TEFL A1 Greetings and Introductions

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Lesson Plan: TEFL A1 Greetings and Introductions

Level: A1 (Beginner)

Topic: Greetings and Introductions

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Greet each other appropriately in various situations.

Introduce themselves using basic personal information.

Respond to simple greetings and introductions.

Use basic polite language and expressions.

Materials:
Flashcards with greetings and introduction phrases.

Whiteboard and markers.

Handouts with practice exercises.

Audio recordings (optional).

Real-life pictures depicting different greeting situations.

Warm-up (10 minutes):

Greeting Race: Students stand in two lines facing each other. The teacher calls out a greeting, and the
students need to find their partner and exchange that greeting before the teacher calls the next one.

Introduction (5 minutes):

Engage the students by asking them about how they greet their friends, family, and teachers.

Explain that today's lesson is about greetings and introductions in English, which will help them
communicate with others.

Vocabulary Presentation (10 minutes):

Display flashcards with various greetings and introduction phrases (e.g., "Hello," "Hi," "How are you?",
"My name is ___," "Nice to meet you," etc.).

Pronounce each phrase clearly, and have the students repeat after you.

Use visual cues and gestures to reinforce understanding.

Modeling and Practice (15 minutes):

Model a simple greeting and introduction with a student volunteer. For example:

Teacher: "Hello! How are you?"

Student: "Hi! I'm fine, thank you. My name is Alex."

Teacher: "Nice to meet you, Alex."

Have students practice in pairs using the provided flashcards and real-life pictures.

Circulate the classroom, offering assistance and corrections as needed.

Listening and Speaking (10 minutes):

Play an audio recording with different greetings and introductions.

Have students listen and match the audio to the correct flashcards.

Discuss the correct answers as a class.

Group Activity (10 minutes):

Divide the class into small groups.

Provide each group with a scenario (e.g., at a party, at school, at a park).

Students take turns using greetings and introductions in their scenarios.

Encourage creativity and natural conversation.

Wrap-up (5 minutes):

Gather the class and review the key phrases learned.

Ask students to share one thing they learned today about greetings and introductions.

Assign the practice exercises as homework or review for the next class.

Homework (5 minutes):

Distribute handouts with practice exercises.

Remind students to review the greetings and introductions phrases.

Assessment:

Observe students' participation in activities, their ability to correctly use greetings and introductions, and
their responses during practice exercises.
Extension:

For more advanced students, you can introduce variations of greetings and introductions, such as
informal vs. formal language or cultural differences in greetings. Additionally, you can explore different
types of responses to greetings, like expressing feelings and emotions.

PART TWO ADDITIONS

Unit 1: Introduction to English

Lesson Plan: Basic Personal Information (Name, Nationality, Age, etc.) - TEFL A1

Objective: By the end of the lesson, students will be able to introduce themselves and share basic
personal information, including name, nationality, age, and other relevant details.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures representing different nationalities)

Handouts with example sentences and personal information prompts

Warm-up (5 minutes):
Greet the students and introduce yourself by sharing your name, nationality, and one interesting fact
about yourself. Encourage students to do the same.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to introduce ourselves and share basic personal
information. This is important for starting conversations and making new friends."

Vocabulary Introduction (10 minutes):

Basic Personal Information Vocabulary: Introduce and practice vocabulary for personal information:
name, age, nationality, job, etc.

Nationalities Vocabulary: Show pictures of people from different countries and introduce their
nationalities.

Introducing Personal Information (15 minutes):

Pair Activity: Pair students up. Each student takes turns introducing themselves to their partner,
including their name, age, and nationality.

Group Activity: Divide the class into groups. Give each group a set of personal information prompts. They
take turns asking and answering questions using the prompts.

Board Plan:

Write key personal information vocabulary: name, age, nationality, job, etc.

Create columns for different categories (name, age, nationality) and provide example sentences.

Draw simple illustrations of people representing different nationalities.

Write example sentences for introducing personal information.

Practice and Role-Play (15 minutes):

Role-Play: Assign roles to students: interviewer and interviewee. The interviewer asks questions about
personal information, and the interviewee answers.

Class Presentation: Have a few students share their personal information with the class, using the
vocabulary and sentence structures.

Feedback and Wrap-up (5 minutes):

Discuss the role-play and class presentation. Ask students if they encountered any challenges while
introducing themselves.

Summarize the key points of the lesson: "Today, we practiced introducing ourselves and sharing basic
personal information. It's a great way to start conversations and get to know others."

Homework (5 minutes):

Assign homework: Students write a short paragraph introducing themselves and including their name,
age, and nationality.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

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Lesson Plan: Classroom Language (e.g., "What's this?", "How do you say...?") - TEFL A1

Objective: By the end of the lesson, students will be able to use basic classroom language to ask
questions and seek information about objects and words.

Level: Beginner (A1)

Time: 60 minutes

Materials:
Whiteboard and markers

Flashcards or images of common objects

Handouts with example sentences and classroom language prompts

Warm-up (5 minutes):

Greet the students and ask them to describe an object in the classroom using a complete sentence.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to use classroom language to ask questions about
objects and words. This will help us communicate and learn more in English."

Vocabulary Introduction (10 minutes):

Classroom Language Vocabulary: Introduce and practice common classroom language phrases: "What's
this?", "How do you say...?", "Can you repeat?", etc.

Object Vocabulary: Use flashcards or images to introduce and practice vocabulary for objects in the
classroom.

Asking Questions (15 minutes):

Pair Activity: Pair students up. One student points to an object while the other student asks, "What's
this?" The first student answers.

Group Activity: Divide the class into groups. Give each group a set of flashcards. They take turns asking
and answering questions about the objects.

Board Plan:

Write key classroom language phrases: What's this?, How do you say...?, Can you repeat?, etc.

Create columns for different phrases and provide example sentences.

Draw simple representations of classroom objects next to the corresponding phrases.

Write example sentences using the classroom language.

Seeking Information (15 minutes):

Role-Play: Role-play scenarios where students use classroom language to seek information. For example,
"Ask your friend how to say 'book' in English."

Class Interaction: Engage the class in a brief interaction. Ask students to use the phrases to ask questions
and get responses about specific objects.

Feedback and Wrap-up (5 minutes):

Discuss the role-play and class interaction. Ask students if they felt confident using the classroom
language phrases.

Summarize the key points of the lesson: "Today, we practiced using classroom language to ask questions
and seek information. It's a helpful way to learn new words and understand things better."

Homework (5 minutes):

Assign homework: Students write down three objects they want to learn the English names for and
practice using the phrases to ask and answer about those objects.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

Lesson Plan: Simple Vocabulary (Colors, Numbers, Common Objects) - TEFL A1

Objective: By the end of the lesson, students will be able to identify and use basic vocabulary related to
colors, numbers, and common objects.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Flashcards or images of colors, numbers, and common objects

Handouts with example sentences and vocabulary practice

Warm-up (5 minutes):

Greet the students and display a few colored objects (flashcards or real objects). Ask students to name
the colors.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn about colors, numbers, and common objects. These are
basic words that help us describe and communicate in English."

Vocabulary Introduction (10 minutes):

Colors Vocabulary: Introduce and practice naming different colors: red, blue, green, etc.

Numbers Vocabulary: Introduce and practice basic numbers: one, two, three, etc.

Common Objects Vocabulary: Show images of common objects in the classroom and introduce their
names.

Color and Number Identification (15 minutes):

Color Flashcards: Show color flashcards and ask students to name the color. You can also hold up objects
of different colors for identification.

Number Flashcards: Display number flashcards and ask students to say the number shown.

Board Plan:
Write key colors vocabulary: red, blue, green, etc.

Create columns for colors, numbers, and common objects, providing example images or drawings.

Draw simple illustrations of objects next to their names.

Write example sentences using the vocabulary.

Vocabulary Practice (15 minutes):

Color and Object Match: Distribute handouts with images of objects in different colors. Students match
the objects with the correct color.

Number Counting: Use flashcards to show numbers randomly. Students count aloud in English.

Feedback and Wrap-up (5 minutes):

Discuss the vocabulary practice activities. Ask students if they feel comfortable with the new words.

Summarize the key points of the lesson: "Today, we learned colors, numbers, and common objects.
These words will help us communicate and understand better."

Homework (5 minutes):

Assign homework: Students create a simple drawing that includes a color, a number, and a common
object. They write a sentence describing their drawing.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

PART TWO ADDITIONS

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Create a Lesson plan TEFL A1 Numbers and Basic Vocabulary

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Lesson Plan: TEFL A1 Numbers and Basic Vocabulary

Level: A1 (Beginner)

Topic: Numbers and Basic Vocabulary

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Recognize and pronounce numbers 1-20 accurately.

Use basic vocabulary related to everyday objects and actions.

Ask and answer simple questions about quantities.

Engage in basic conversations using numbers and vocabulary.

Materials:

Flashcards with numbers 1-20.

Flashcards with pictures of everyday objects.

Whiteboard and markers.

Handouts with practice exercises.

Audio recordings (optional).

Realia (actual objects) for a tactile experience.

Warm-up (10 minutes):

Number Line Up: Write numbers 1-20 randomly on the board. Have students come to the front and
stand in the correct order based on the numbers you call out.

Introduction (5 minutes):

Engage the students by holding up a flashcard with a number and asking them to say the number aloud.

Explain that today's lesson is about numbers and basic vocabulary that they can use in everyday
conversations.

Vocabulary Presentation (10 minutes):

Show flashcards with pictures of everyday objects (e.g., book, chair, apple, etc.).

Introduce the new vocabulary by holding up each flashcard, saying the word, and having the students
repeat after you.

Use gestures and context to aid understanding.

Modeling and Practice (15 minutes):

Model simple conversations using numbers and vocabulary. For example:

Teacher: "How many apples do you see?"

Student: "I see three apples."

Have students work in pairs or small groups to ask and answer questions about the pictures using the
new vocabulary and numbers.

Provide guidance and feedback as they practice.

Listening and Speaking (10 minutes):

Play an audio recording with numbers being pronounced.

Have students listen and repeat the numbers to practice pronunciation.

Conduct a quick number pronunciation quiz as a class.

Group Activity (10 minutes):

Divide the class into pairs or small groups.

Give each group a set of flashcards with numbers and pictures of objects.

Students take turns asking and answering questions using the cards, incorporating both numbers and
vocabulary.

Wrap-up (5 minutes):

Review the key numbers and vocabulary words learned in the lesson.

Have a quick review game where students take turns saying a number or a vocabulary word from
memory.

Homework (5 minutes):

Assign homework exercises related to numbers and vocabulary, such as counting objects at home or
labeling everyday items with their English names.

Assessment:

Observe students' engagement in activities, their correct usage of numbers and vocabulary during
conversations, and their participation in group activities.

Extension:

For more advanced students, you can introduce higher numbers, practice with prices and shopping
scenarios, and expand vocabulary to include more complex actions and descriptions. Additionally, you
can incorporate more interactive activities like using dice for counting games or engaging in role plays
related to numbers and vocabulary.
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Create a Lesson plan TEFL A1 Asking and Answering Simple Questions

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Lesson Plan: TEFL A1 Asking and Answering Simple Questions

Level: A1 (Beginner)

Topic: Asking and Answering Simple Questions

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Formulate and ask basic questions using question words.

Provide accurate and appropriate answers to simple questions.

Engage in short conversations by asking and answering questions.

Improve listening and speaking skills in English.

Materials:

Question word flashcards (who, what, where, when, why, how).

Whiteboard and markers.

Handouts with practice exercises.

Audio recordings (optional).

Real-life pictures for visual context.

Warm-up (10 minutes):

Question Circle: Have students stand in a circle. The teacher starts by asking a question using a question
word, and the person to their right answers. The next person asks a question for the person to their right
to answer, and so on.

Introduction (5 minutes):

Engage the students by asking them a simple question like, "What's your favorite color?"

Explain that in this lesson, they will learn how to ask and answer different types of questions using
question words.

Vocabulary Presentation (10 minutes):

Show flashcards with question words (who, what, where, when, why, how).

Explain the meaning of each question word using simple examples.

Have students repeat the question words after you, emphasizing correct pronunciation.

Modeling and Practice (15 minutes):

Model asking and answering questions with a student volunteer. For example:

Teacher: "What's your name?"

Student: "My name is Sarah."

Have students practice in pairs or small groups, taking turns asking and answering questions using the
question words.

Walk around the classroom, providing assistance and correcting any mistakes.

Listening and Speaking (10 minutes):

Play an audio recording with simple questions being asked.

Have students listen and write down the questions they hear.

Discuss the correct answers as a class.

Group Activity (10 minutes):

Divide the class into groups.

Provide each group with a picture depicting a scene (e.g., a park, a classroom).

Each student in the group takes turns asking and answering questions about the picture using different
question words.

Wrap-up (5 minutes):

Gather the class and review the question words learned.

Ask students to share one interesting thing they learned about asking questions in English.

Homework (5 minutes):

Assign homework exercises that involve creating and answering questions using question words. For
example, they can interview a family member or friend.

Assessment:

Observe students' ability to formulate questions using question words, their accuracy in answering
questions, and their participation in group activities.

Extension:

For more advanced students, you can introduce more complex questions and responses, such as
hypothetical questions and answers involving opinions. Additionally, you can incorporate role plays
where students engage in longer conversations using a variety of question words. This will help them
build their conversational skills and expand their vocabulary.

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Create a Lesson plan TEFL A1 with board plan for Introducing Oneself and Others

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Lesson Plan: TEFL A1 Introducing Oneself and Others

Level: A1 (Beginner)

Topic: Introducing Oneself and Others

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Introduce themselves and others using basic personal information.

Use simple sentences to talk about names, ages, nationalities, and jobs.

Engage in short conversations to practice introductions.

Improve listening, speaking, and writing skills in English.

Materials:

Whiteboard and markers.

Flashcards with names, ages, nationalities, and jobs.

Handouts with practice exercises.

Audio recordings (optional).

Board Plan:

Board Section Notes

Greeting Welcome students and write the date.

Introduction List the key phrases and vocabulary:

- My name is...

- I am from...

- I am ... years old.

- I am a ...

Model Sentences Write model sentences for introducing oneself and others.

PracticeCreate space for student examples and practice.

Listening Prepare space for transcript of listening activity.

Homework Write down homework assignment.

Warm-up (10 minutes):

Greeting: Welcome students and ask how they're doing.

Share a fun fact about yourself and explain that today's lesson is about introducing oneself and others.

Introduction (5 minutes):

Write on the board: "Introducing Oneself and Others."

Explain that they will learn how to introduce themselves and talk about others in English.

Vocabulary Presentation (10 minutes):

Present flashcards with names, ages, nationalities, and jobs.

Pronounce each word and have students repeat after you.

Use the flashcards to explain the meaning of each word.

Modeling and Practice (15 minutes):

Model introducing yourself and others using the phrases on the board.
Have students practice in pairs, taking turns introducing themselves and their partners using the
provided vocabulary.

Listening and Speaking (10 minutes):

Play an audio recording with a model conversation where people introduce themselves and others.

Have students listen and try to identify the key information presented.

Write the transcript of the conversation on the board for reference.

Group Activity (10 minutes):

Divide the class into groups of three.

Provide each group with a set of flashcards.

Students take turns picking a card and introducing the person on the card to the group.

Wrap-up (5 minutes):

Review the key phrases and vocabulary learned in the lesson.

Ask students to share one new thing they learned about introducing oneself and others.

Homework (5 minutes):

Assign homework exercises that involve writing short introductions for themselves and someone else.
For example, they can write about a family member or a friend.

Assessment:

Observe students' ability to use the introduced vocabulary and phrases during practice activities. Assess
their pronunciation and fluency in introducing themselves and others.

Extension:

For more advanced students, you can expand the conversation to include more personal information,
such as hobbies and interests. You can also incorporate role-play scenarios where students interact in
different social contexts, such as a job interview or a party. This will help them apply their knowledge of
introductions in real-life situations.

UNIT TWO
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Create a Lesson plan TEFL A1 with board plan for Describing Daily Routines

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Lesson Plan: TEFL A1 Describing Daily Routines

Level: A1 (Beginner)

Topic: Describing Daily Routines

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Describe their daily routines using simple present tense.

Use time expressions to talk about different parts of the day.

Identify and discuss common daily activities.

Improve listening, speaking, and writing skills in English.

Materials:
Whiteboard and markers.

Flashcards with daily routine activities.

Handouts with practice exercises.

Audio recordings (optional).

Board Plan:

Board Section Notes

Greeting Welcome students and write the date.

Daily Routines List common daily activities:

- Wake up

- Brush teeth

- Eat breakfast

- Go to school/work

- Have lunch

- Do homework

- Eat dinner

- Go to bed

Vocabulary Write key vocabulary related to daily routines.

Example Sentences Model sentences for describing daily routines.

PracticeSpace for student examples and practice.

Listening Prepare space for transcript of listening activity.

Homework Write down homework assignment.

Warm-up (10 minutes):

Greeting: Welcome students and ask how their day has been so far.

Discuss the concept of daily routines and ask students to share a common activity they do every day.

Introduction (5 minutes):

Write on the board: "Describing Daily Routines."

Explain that they will learn how to talk about their daily activities in English.

Vocabulary Presentation (10 minutes):

Present flashcards with daily routine activities.

Pronounce each word and have students repeat after you.

Use the flashcards to explain the meaning of each activity.

Modeling and Practice (15 minutes):

Model sentences for describing daily routines. For example:

Teacher: "I wake up at 7 AM."

Student: "I brush my teeth after waking up."

Have students practice in pairs, using the provided vocabulary to create sentences about their own
routines.

Listening and Speaking (10 minutes):

Play an audio recording with a model conversation where people discuss their daily routines.

Have students listen and note down the activities mentioned.

Write the transcript of the conversation on the board for reference.

Group Activity (10 minutes):

Divide the class into groups of three.

Provide each group with a set of flashcards.

Students take turns picking a card and using it to create a sentence about their daily routine.

Wrap-up (5 minutes):

Review the key vocabulary and model sentences learned in the lesson.

Ask students to share one interesting thing they learned about describing daily routines.

Homework (5 minutes):

Assign homework exercises that involve writing a short paragraph about their own daily routine.
Encourage them to use different time expressions.

Assessment:

Observe students' ability to use the introduced vocabulary and form sentences correctly during practice
activities. Assess their pronunciation and accuracy in describing their daily routines.

Extension:

For more advanced students, you can introduce more complex time expressions, such as "usually,"
"sometimes," and "always." You can also encourage students to discuss differences in daily routines
across cultures or compare their routines with those of a friend or family member. This will provide more
opportunities for conversation and application of language skills.

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Create a Lesson plan TEFL A1 with board plan for Telling Time and Days of the Week

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Lesson Plan: TEFL A1 Telling Time and Days of the Week

Level: A1 (Beginner)

Topic: Telling Time and Days of the Week

Duration: 60 minutes

Objectives:

By the end of this lesson, students will be able to:

Tell the time using both digital and analog formats.

Identify and correctly pronounce the days of the week.

Use time expressions to talk about daily activities.

Improve listening, speaking, and reading skills in English.

Materials:

Whiteboard and markers.

Clock with movable hands (analog clock).

Flashcards with digital clock times.

Flashcards with days of the week.

Handouts with practice exercises.

Audio recordings (optional).

Board Plan:

Board Section Notes

Greeting Welcome students and write the date.

Telling Time Draw an analog clock with movable hands.

Write example times in both digital and analog formats.

- 2:30 / Half past two

- 9:15 / Quarter past nine

- 5:45 / Quarter to six

Days of the Week Write the days of the week in a column.

Vocabulary List key vocabulary related to time and days.

Example Sentences Model sentences for telling time and days.

PracticeSpace for student examples and practice.

Listening Prepare space for transcript of listening activity.

Homework Write down homework assignment.

Warm-up (10 minutes):

Greeting: Welcome students and ask if they know how to tell the time in English.

Use the analog clock to demonstrate how to tell the time and ask students to share the time in their
native language.

Introduction (5 minutes):

Write on the board: "Telling Time and Days of the Week."

Explain that they will learn how to tell the time and talk about days of the week in English.

Telling Time Presentation (10 minutes):

Use the analog clock to show different times and their corresponding digital formats.

Write example times and expressions on the board (e.g., "half past," "quarter to").

Explain how to use these expressions to describe the time.

Days of the Week Presentation (5 minutes):

Present flashcards with days of the week.

Pronounce each day and have students repeat after you.

Arrange the flashcards in the correct order on the board.

Modeling and Practice (15 minutes):

Model sentences for telling the time and talking about days of the week. For example:

Teacher: "It's half past three."

Student: "I have English class on Wednesdays."

Have students practice in pairs, using both time expressions and days of the week.

Listening and Speaking (10 minutes):

Play an audio recording with a model conversation where people discuss their schedules and times.

Have students listen and note down the times and days mentioned.

Write the transcript of the conversation on the board for reference.

Group Activity (10 minutes):

Divide the class into groups.

Provide each group with a set of flashcards with different times and days of the week.

Students take turns picking a card and creating a sentence using the information on the card.

Wrap-up (5 minutes):

Review the key vocabulary and model sentences learned in the lesson.

Ask students to share one thing they learned about telling time and days of the week.

Homework (5 minutes):
Assign homework exercises that involve writing sentences about their daily schedules, including specific
times and days.

Assessment:

Observe students' ability to use time expressions and days of the week correctly in sentences. Assess
their pronunciation and comprehension during practice activities.

Extension:

For more advanced students, you can introduce more complex time expressions such as "a quarter past,"
"a quarter to," and "five minutes to." You can also incorporate role-play scenarios where students
schedule appointments or make plans using different days and times. This will provide them with more
opportunities to practice and apply their language skills in real-life contexts.

Lesson Plan: Expressing Likes and Dislikes (TEFL A1)

Objective: By the end of this lesson, students will be able to express likes and dislikes using appropriate
vocabulary and sentence structures.

Level: Beginner (A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Handouts with sentence structures and vocabulary

Flashcards with images representing likes and dislikes

Audio materials (optional)

Warm-Up (5 minutes):

Greet the students and ask how they are feeling today.

Share something you like and something you dislike to model the language.

Play a quick "Likes and Dislikes" game where you say a sentence and students stand up if they like it or sit
down if they don't. For example, "I like ice cream."

Presentation (15 minutes):

Vocabulary Introduction: Present new vocabulary related to likes and dislikes using flashcards or images.
For example: ice cream, pizza, swimming, reading, spiders, rain.

Modeling Sentences: Use the board to write example sentences, like "I like ice cream" and "I don't like
spiders." Explain the structure and the use of "like" and "don't like."

Practice (20 minutes):

Pair Work: Have students work in pairs. Provide them with a list of activities and things (including some
from the vocabulary introduced) and have them take turns expressing likes and dislikes. Encourage them
to use the correct sentence structure, such as "I like ___" and "I don't like ___."

Role-Play: Assign students roles and scenarios where they can express likes and dislikes. For example,
one student can be a restaurant server suggesting dishes, and the other can be a customer expressing
their preferences.

Production (15 minutes):

Group Activity: Divide the class into small groups. Give each group a set of flashcards with different
images representing likes and dislikes. Students should take turns picking a card and forming a sentence
to express whether they like or dislike the item on the card.
Class Survey: Conduct a class survey activity. Write a few questions on the board, such as "Do you like
pizza?" Students will ask each other the questions and record their classmates' responses.

Wrap-Up (5 minutes):

Review the main vocabulary and sentence structures covered in the lesson.

Ask a few students to share something they like and something they don't like.

Board Plan:

Board Teacher's Actions Student's Actions

Vocabulary Draw images of ice cream, pizza, swimming, reading, spiders, rain. Look at the
images and listen to the teacher.

Sentence Examples Write "I like ice cream." and "I don't like spiders." on the board. Pay attention
and read the sentences.

Sentence Structure Highlight "like" and "don't like," explaining their meanings. Listen and take
notes.

Pair Work Write sample activities on the board. Listen to instructions and discuss with a partner.

Role-Play Scenarios Write scenarios on the board. Read and understand the scenarios.

Group Activity Write instructions for the flashcard activity. Read the instructions and use flashcards
to make sentences.

Class Survey Write example survey questions. Listen to questions, ask classmates, and record
answers.

Review Summarize key points. Listen and participate in the review.

Remember to adjust the pace of the lesson according to the students' engagement and understanding.
Be ready to provide additional support to those who need it.
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Create a Lesson plan TEFL A1 with board plan for Shopping and Ordering Food

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Lesson Plan: Shopping and Ordering Food (TEFL A1)

Objective: By the end of this lesson, students will be able to shop for food items and order food at a
restaurant using appropriate vocabulary and sentence structures.

Level: Beginner (A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Flashcards with images of food items

Menus from local restaurants (optional)

Role-play cards with food ordering scenarios

Warm-Up (5 minutes):

Greet the students and ask if they have gone shopping or eaten at a restaurant recently.

Share a personal shopping or dining experience briefly to engage students.

Presentation (15 minutes):

Vocabulary Introduction: Display images of various food items on flashcards and introduce their names
(e.g., apple, bread, chicken, rice).

Sentence Structures: Present sentence structures for shopping and ordering food. Write example
sentences on the board, such as "I would like a sandwich, please" and "How much is the apple?"

Practice (20 minutes):

Pair Role-Play: Provide each student with a role-play card containing a scenario where they are either a
customer or a waiter. Students will take turns practicing ordering food and serving in pairs.

Menu Matching: If available, distribute menus from local restaurants. Students match food items on the
menu to the images or vocabulary words displayed.

Production (15 minutes):

Group Activity - Creating Menus: Divide the class into groups. Give each group a set of blank menu
templates. Students work together to create their own menus with images and prices. Encourage them
to use the sentence structures learned.

Restaurant Role-Play: Set up a "restaurant" corner in the classroom with tables and chairs. One group of
students plays the customers, while another group plays the waitstaff. Allow them to order food and
serve using the menus they created.

Wrap-Up (5 minutes):

Review key vocabulary and sentence structures related to shopping and ordering food.

Ask a few students to share their favorite food items or restaurant experiences.

Board Plan:

Board Teacher's Actions Student's Actions

Vocabulary Draw images of apple, bread, chicken, rice, etc. Observe and listen.

Sentence Examples Write "I would like a sandwich, please" and "How much is the apple?" Read
and repeat the sentences.

Sentence Structure Highlight key phrases and model pronunciation. Listen and take notes.

Pair Role-Play Explain the role-play activity and distribute role-play cards. Listen to instructions
and practice dialogues.

Menu Matching Explain the activity and distribute menus. Examine the menus and match items.

Group Activity Explain the menu creation activity. Collaborate to create menus using the
templates.

Restaurant Role-Play Set up the restaurant corner and explain the role-play. Participate in the
restaurant scenario.

Review Summarize the lesson's main points. Engage in the review and discussion.

Always adapt the lesson to the students' needs and pace, ensuring that everyone is comfortable and
engaged throughout the activities.

UNIT THREE
Lesson Plan: Giving Directions (TEFL A1)

Objective: By the end of this lesson, students will be able to give and understand basic directions in
English.

Level: Beginner (A1)

Duration: 60 minutes
Materials: Whiteboard, markers, handouts with maps and directions, flashcards (optional)

Warm-up (5 minutes):

Greet the students and engage in a short conversation to create a positive atmosphere.

Review some basic vocabulary related to directions, such as "street," "left," "right," "turn," "cross," etc.

Presentation (15 minutes):

Introduce the topic by showing a simple map on the board. Point out key locations (e.g., park, school,
supermarket) and roads.

Model giving directions using simple sentences:

"Go straight on Main Street."

"Turn left at the park."

"Cross the bridge and you'll see the library on your right."

Use gestures and actions to reinforce the meaning of each direction.

Practice (20 minutes):

Divide the class into pairs.

Distribute handouts with different maps and directions to each pair.

Students take turns giving and following directions using the maps provided.

Circulate and provide assistance where necessary.

After practicing for some time, have a few pairs demonstrate their dialogue to the whole class.

Activity: Directional Flashcards (10 minutes):

Introduce flashcards with images representing different directions and locations (e.g., arrow for
"straight," left arrow for "left").

Hold up a flashcard and ask the students to provide the correct direction or action.

Mix up the flashcards and have students take turns coming to the front and demonstrating directions to
the class.

Production (10 minutes):

Ask each student to draw a simple map on a piece of paper.

In pairs, students take turns describing a route to a specific location using the vocabulary and phrases
learned.

Encourage creativity and imagination in designing their maps.

Wrap-up (5 minutes):

Review the main vocabulary and phrases covered in the lesson.

Ask a few students to share interesting routes they created during the production activity.

Homework (optional):

Students could be given a task to create a set of directions to a new location at home using the
vocabulary from the lesson.

Board Plan:

On the board, draw a simple map with key locations and roads.

List important vocabulary: "street," "left," "right," "turn," "cross," "go straight," etc.

Create columns for "Giving Directions" and "Receiving Directions," and note down example sentences.

Draw directional arrows or symbols to illustrate actions (e.g., arrow for "straight," left arrow for "left").

As students practice, write any corrections, new vocabulary, or important notes on the board.

Remember to adapt the lesson plan and pace according to the needs and progress of your students. This
lesson aims to provide a solid foundation for giving and understanding basic directions in English at the
A1 level.

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Create a Lesson plan TEFL A1 with board plan for Places in the City (e.g., bank, post office, restaurant)

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Lesson Plan: Places in the City (TEFL A1)

Objective: By the end of this lesson, students will be able to identify and name common places in the city
and use them in basic sentences.

Level: Beginner (A1)

Duration: 60 minutes

Materials: Whiteboard, markers, flashcards with images of city places, handout with a city map, small
cards with place names

Warm-up (5 minutes):

Greet the students and ask them about places they visit in their city (e.g., park, school, market).

Introduce the topic of the lesson by showing pictures of different places in the city and asking the
students to guess their names.

Presentation (15 minutes):

Show flashcards with images of common places in the city (e.g., bank, post office, restaurant).

Present the names of these places, emphasizing pronunciation and intonation.

Use the flashcards to elicit simple sentences like: "I go to the bank," "She eats at the restaurant," etc.

Write these sentences on the board, focusing on key vocabulary.

Practice (20 minutes):

Distribute a city map handout to each student.

Give small cards with place names to different students.

Students take turns describing where they are on the map using the place names from their cards (e.g.,
"I am at the post office").

Other students listen and try to locate the place being described on their own maps.

Encourage students to switch roles and use different place names.

Activity: Match the Place (10 minutes):

Draw a table on the board with two columns: "Place" and "Description."

Show images of the places on flashcards and stick them randomly on the board.

Distribute cards with descriptions (e.g., "You can withdraw money here.") to the students.

Students match the description cards to the correct place on the board.

Review the matches as a class.

Production (10 minutes):

Divide the class into pairs.

Give each pair a blank city map handout.

Students take turns describing a route that passes by at least three different places.

Encourage the use of place names and directional vocabulary (e.g., "First, go to the bank. Then, turn left
at the post office.").
Pairs share their routes with the class.

Wrap-up (5 minutes):

Review the names of the places in the city and the sentences students learned to use during the lesson.

Have a quick class discussion about favorite places to visit in the city.

Homework (optional):

Ask students to draw a simple map of their own city or a fictional city and label different places using the
vocabulary from the lesson.

Board Plan:

Draw a city map on the board with key places (e.g., bank, post office, restaurant).

List vocabulary: "bank," "post office," "restaurant," "school," "library," etc.

Create columns for "Place" and "Description" for the matching activity.

Write down example sentences that students come up with during the presentation and practice stages.

Display flashcards of different places in the city for visual aid.

Adapt the lesson plan according to your students' needs and engagement. This lesson aims to help
students become familiar with common places in the city and use them in basic communication.

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Create a Lesson plan TEFL A1 with board plan for Using Public Transportation

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Lesson Plan: Using Public Transportation (TEFL A1)

Objective: By the end of this lesson, students will be able to ask for and give basic information related to
using public transportation.

Level: Beginner (A1)

Duration: 60 minutes

Materials: Whiteboard, markers, flashcards with transportation images, handout with sample dialogues,
small cards with phrases

Warm-up (5 minutes):

Greet the students and initiate a discussion about different modes of transportation they are familiar
with.

Introduce the topic of the lesson by asking if anyone has experience using buses, trains, or taxis.

Presentation (15 minutes):

Show flashcards with images of various modes of public transportation (e.g., bus, train, subway, taxi).

Introduce the names of these transportation modes and practice pronunciation with the class.

Write down these words on the board and elicit simple sentences, e.g., "I take the bus to school."

Practice (20 minutes):

Distribute a handout with sample dialogues involving public transportation scenarios.

Students work in pairs, taking turns role-playing the dialogues.

Encourage students to switch roles and use different transportation modes in their dialogues.

Circulate and provide guidance where needed.

Activity: Match the Phrase (10 minutes):

Draw a table on the board with two columns: "Phrase" and "Situation."

Prepare small cards with different phrases related to public transportation (e.g., "How much is a ticket?",
"Where is the subway station?").

Stick the cards randomly on the board.

Distribute cards with different transportation situations (e.g., "You want to go to the airport," "You need
a ticket to the museum") to the students.

Students match the situation cards to the correct phrase on the board.

Production (10 minutes):

Provide each student with a small card containing a transportation-related phrase.

In pairs, students take turns building a short dialogue using their phrases.

Encourage students to come up with creative scenarios and use the vocabulary they've learned.

Pairs perform their dialogues for the class.

Wrap-up (5 minutes):

Review the transportation-related vocabulary and phrases covered in the lesson.

Ask students to share any interesting or challenging public transportation experiences they've had.

Homework (optional):

Assign students to create a short dialogue or a written paragraph about a hypothetical public
transportation journey.

Board Plan:

Draw simple images of various modes of public transportation (bus, train, taxi) on the board.

List vocabulary: "bus," "train," "subway," "taxi," "ticket," "station," "schedule," etc.
Create columns for "Phrase" and "Situation" for the matching activity.

Write down example sentences and dialogues created during the presentation and practice stages.

Display flashcards of different transportation modes for visual reinforcement.

Modify the lesson plan according to the needs and interests of your students. This lesson aims to equip
students with basic language skills for using public transportation and engaging in relevant
conversations.

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Create a Lesson plan TEFL A1 with board plan for Asking for Help and Basic Social Interactions

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Lesson Plan: Asking for Help and Basic Social Interactions (TEFL A1)

Objective: By the end of this lesson, students will be able to ask for help, introduce themselves, and
engage in basic social interactions.

Level: Beginner (A1)

Duration: 60 minutes

Materials: Whiteboard, markers, flashcards with social interaction phrases, handout with sample
dialogues, small cards with phrases

Warm-up (5 minutes):
Greet the students and initiate a simple discussion about situations where they might need to ask for
help.

Introduce the topic of the lesson by sharing a short personal story that involves seeking assistance.

Presentation (15 minutes):

Show flashcards with images representing different social interactions (e.g., introducing oneself, asking
for directions, saying thank you).

Introduce and practice the phrases associated with each flashcard (e.g., "Hello, my name is...", "Excuse
me, can you help me?", "Thank you very much").

Write down these phrases on the board and emphasize correct pronunciation.

Practice (20 minutes):

Distribute a handout with sample dialogues involving basic social interactions.

Students work in pairs, role-playing the dialogues to practice asking for help and engaging in
conversations.

Encourage students to switch roles and use different situations in their dialogues.

Walk around the classroom to provide support and feedback.

Activity: Social Interaction Role Cards (10 minutes):

Prepare small cards with different social interaction scenarios (e.g., asking for directions, introducing
yourself to a new friend, ordering food at a café).

Give one card to each student.

Students move around the classroom, finding partners and engaging in conversations based on their role
cards.

Encourage them to exchange roles and cards after each conversation.

Production (10 minutes):

Divide the class into small groups.

Provide each group with a scenario card that outlines a social interaction situation.

In their groups, students create short dialogues based on the given scenario.

Groups perform their dialogues for the class.

Wrap-up (5 minutes):

Review the social interaction phrases covered in the lesson.

Lead a brief class discussion about the importance of being polite and helpful in social interactions.

Homework (optional):

Assign students to write a short paragraph about a real or imaginary situation where they needed to ask
for help, incorporating the phrases learned in the lesson.

Board Plan:

List key phrases: "Hello, my name is...", "Excuse me, can you help me?", "Thank you very much," etc.

Draw icons or symbols to represent different social interactions (e.g., speech bubble for introducing
oneself).

Create columns for "Scenario" and "Phrase" for the social interaction role cards activity.

Write down example sentences and dialogues created during the presentation and practice stages.

Display flashcards with images of social interaction scenarios for visual reinforcement.

Tailor the lesson plan according to the preferences and abilities of your students. This lesson aims to
build confidence in students when engaging in basic social interactions and asking for help in English.

UNIT FOUR
Lesson Plan: Describing Family Members (TEFL A1)

Objective: By the end of this lesson, students will be able to describe their family members using basic
vocabulary and sentences.

Level: Beginner (TEFL A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of family members)

Handouts with family vocabulary and sentence structures

Warm-up (10 minutes):

Greet the students and engage in a short conversation to create a comfortable atmosphere.

Introduce the topic by asking questions like: "Do you have a family?", "How many people are in your
family?", "Can you name any family members?"

Vocabulary Introduction (10 minutes):

Present visual aids of different family members (father, mother, brother, sister, etc.).

Pronounce each word clearly and have students repeat after you.

Write the new vocabulary words on the board and elicit the pronunciation from the students.

Activity - Family Tree (15 minutes):

Hand out a worksheet with a simple family tree diagram.

In pairs or small groups, have students label the family members on the tree using the vocabulary
they've learned.

Encourage them to discuss and ask each other questions about their own families using the vocabulary.
For example: "Is this your mother?"

Introduction to Sentence Structures (10 minutes):

Write sample sentences on the board, such as: "This is my father." "She is my sister." "He is my brother."

Break down the sentences into subject (this/he/she), verb (is), and possessive pronoun (my).

Explain the sentence structures and emphasize the correct word order.

Practice - Sentence Building (10 minutes):

Distribute a handout with sentence prompts and gaps for students to fill in using the correct vocabulary.

Have students work individually to complete the sentences.

Afterward, ask a few students to share their completed sentences with the class.

Wrap-up - Role Play (5 minutes):

Divide the class into pairs - Student A and Student B.

Give each pair a role-play scenario where they introduce their family members to each other.

Encourage them to use the vocabulary and sentence structures learned during the lesson.

Homework (optional):

Assign a writing task for homework where students describe their own family members using the
vocabulary and sentence structures from the lesson.

Remind them to focus on sentence formation and correct word order.

Board Plan:
Family Members (father, mother, brother, sister, etc.)

Sample sentences: "This is my father." "She is my sister."

Sentence structure breakdown: Subject - Verb - Possessive Pronoun

Remember to adjust the lesson plan and pace according to the needs and progress of your students. This
lesson aims to introduce basic family vocabulary and sentence structures while encouraging active
participation and communication among students.

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Create a Lesson plan TEFL A1 with board plan for Talking about Hobbies and Activities

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Lesson Plan: Talking about Hobbies and Activities (TEFL A1)

Objective: By the end of this lesson, students will be able to talk about their hobbies and activities using
basic vocabulary and sentences.

Level: Beginner (TEFL A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of hobbies and activities)

Handouts with vocabulary and sentence structures

Warm-up (10 minutes):

Greet the students and engage in a short conversation to create a comfortable atmosphere.

Ask questions like: "What do you like to do in your free time?" "Do you have any favorite hobbies?"

Vocabulary Introduction (10 minutes):

Present visual aids of different hobbies and activities (e.g., reading, swimming, playing soccer, etc.).

Pronounce each word clearly and have students repeat after you.

Write the new vocabulary words on the board and elicit the pronunciation from the students.

Activity - Matching Game (15 minutes):

Prepare cards with pictures of hobbies and corresponding vocabulary words.

Distribute the cards among the students.

Have the students find their matching pairs (picture and word) and read them aloud.

Introduction to Sentence Structures (10 minutes):

Write sample sentences on the board, such as: "I like reading books." "She enjoys playing soccer." "He
loves swimming."

Discuss the structure of the sentences, focusing on the subject (I/She/He), verb (like/enjoy/love), and
activity.

Practice - Sentence Building (10 minutes):

Hand out a worksheet with sentence prompts and gaps for students to fill in using the correct
vocabulary.

Have students work individually to complete the sentences.

Afterward, ask a few students to share their completed sentences with the class.

Role Play - Talking about Hobbies (5 minutes):

Model a short dialogue with a student, discussing your own hobbies and asking about theirs.

Divide the class into pairs and have them practice similar dialogues.

Encourage them to use the vocabulary and sentence structures learned during the lesson.

Board Plan:

Hobbies and Activities (reading, swimming, playing soccer, etc.)

Sample sentences: "I like reading books." "She enjoys playing soccer."

Sentence structure breakdown: Subject - Verb - Activity

Wrap-up (5 minutes):

Summarize the main points of the lesson and ask a few students to share their favorite hobbies.

Provide positive feedback on their efforts and encourage further practice.

Homework (optional):

Assign a short writing task where students describe their favorite hobby and explain why they enjoy it.

Remind them to use the sentence structures and vocabulary from the lesson.

Remember to adapt the lesson plan according to the needs and proficiency level of your students. The
goal is to introduce vocabulary related to hobbies and activities while promoting conversational skills
and sentence formation.

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Create a Lesson plan TEFL A1 with board plan for Celebrations and Special Occasions
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Lesson Plan: Celebrations and Special Occasions (TEFL A1)

Objective: By the end of this lesson, students will be able to talk about different celebrations and special
occasions using basic vocabulary and sentences.

Level: Beginner (TEFL A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of celebrations and occasions)

Handouts with vocabulary and sentence structures

Warm-up (10 minutes):

Greet the students and ask them about any recent celebrations they have attended.

Share a short story about a memorable celebration you have been to.

Vocabulary Introduction (10 minutes):

Present visual aids of different celebrations and special occasions (e.g., birthdays, weddings, New Year's,
etc.).

Pronounce each word clearly and have students repeat after you.

Write the new vocabulary words on the board and elicit the pronunciation from the students.

Activity - Matching Game (15 minutes):

Prepare cards with pictures of celebrations and corresponding vocabulary words.

Distribute the cards among the students.

Have the students find their matching pairs (picture and word) and read them aloud.

Introduction to Sentence Structures (10 minutes):

Write sample sentences on the board, such as: "I went to a birthday party." "They celebrated Christmas
with their family." "She attended a wedding."

Discuss the structure of the sentences, focusing on the subject (I/They/She), past tense verbs
(went/celebrated/attended), and occasion.

Practice - Sentence Building (10 minutes):

Hand out a worksheet with sentence prompts and gaps for students to fill in using the correct
vocabulary.

Have students work individually to complete the sentences.

Afterward, ask a few students to share their completed sentences with the class.

Discussion - Sharing Experiences (5 minutes):

Ask students to share a memorable celebration they have attended or a favorite special occasion.

Encourage them to use the vocabulary and sentence structures learned during the lesson.

Board Plan:

Celebrations and Special Occasions (birthdays, weddings, New Year's, etc.)

Sample sentences: "I went to a birthday party." "They celebrated Christmas with their family."

Sentence structure breakdown: Subject - Past Tense Verb - Occasion

Wrap-up (5 minutes):
Summarize the main points of the lesson and ask students if they have any questions.

Discuss the importance of celebrations in different cultures.

Homework (optional):

Assign a short writing task where students describe a celebration they would like to attend and why.

Remind them to use the sentence structures and vocabulary from the lesson.

Remember to adjust the lesson plan according to the interests and experiences of your students. The
objective is to introduce vocabulary related to celebrations and special occasions while fostering
speaking skills and sentence construction.

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Create a Lesson plan TEFL A1 with board plan for Making Plans and Invitations

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Lesson Plan: Making Plans and Invitations (TEFL A1)

Objective: By the end of this lesson, students will be able to make plans and extend invitations using
basic vocabulary and sentence structures.

Level: Beginner (TEFL A1)

Duration: 60 minutes

Materials:
Whiteboard and markers

Visual aids (pictures of activities and events)

Handouts with vocabulary and sentence structures

Warm-up (10 minutes):

Greet the students and ask if they have any upcoming plans or events.

Share your own plans for the week and ask if anyone would like to share theirs.

Vocabulary Introduction (10 minutes):

Present visual aids of different activities and events (e.g., going to the movies, having dinner, playing
sports).

Pronounce each word clearly and have students repeat after you.

Write the new vocabulary words on the board and elicit the pronunciation from the students.

Activity - Matching Game (15 minutes):

Prepare cards with pictures of activities and corresponding vocabulary words.

Distribute the cards among the students.

Have the students find their matching pairs (picture and word) and read them aloud.

Introduction to Sentence Structures (10 minutes):

Write sample sentences on the board, such as: "I want to go to the movies." "Let's have dinner
together." "Would you like to play sports?"

Discuss the structure of the sentences, focusing on expressing intentions and extending invitations.

Practice - Sentence Building (10 minutes):

Hand out a worksheet with sentence prompts and gaps for students to fill in using the correct
vocabulary.
Have students work individually to complete the sentences.

Afterward, ask a few students to share their completed sentences with the class.

Role Play - Making Plans and Invitations (5 minutes):

Model a short role-play dialogue with a student, making plans to go to the movies or inviting them to an
event.

Divide the class into pairs and have them practice similar dialogues.

Encourage them to use the vocabulary and sentence structures learned during the lesson.

Board Plan:

Activities and Events (going to the movies, having dinner, playing sports, etc.)

Sample sentences: "I want to go to the movies." "Let's have dinner together."

Sentence structure breakdown: Subject - Verb - Activity / Invitation

Wrap-up (5 minutes):

Summarize the key points of the lesson and ask students if they feel more confident in making plans and
extending invitations.

Discuss the importance of effective communication in social situations.

Homework (optional):

Assign a writing task where students write a short email inviting a friend to an event or activity.

Remind them to use the sentence structures and vocabulary from the lesson.

Adapt the lesson plan according to the preferences and cultural context of your students. The aim is to
introduce vocabulary related to making plans and invitations while promoting practical communication
skills and sentence formation.
UNIT FIVE

Lesson Plan: Teaching Food Vocabulary and Ordering at a Restaurant (TEFL A1)

Level: Beginner (A1)

Duration: 60 minutes

Objectives:

By the end of the lesson, students will be able to:

Identify and pronounce common food items.

Understand basic phrases for ordering food in a restaurant.

Role-play ordering food in a restaurant setting.

Materials:

Whiteboard and markers

Flashcards with food images and names

Menu handouts

Role-play cards

Introduction (10 minutes):

Greet the students and introduce yourself.

Show a picture of a restaurant on the whiteboard and ask the students if they've ever been to a
restaurant.

Elicit a few food-related words from the students (e.g., pizza, hamburger, salad) and write them on the
board.

Introduce the topic of the lesson: "Today, we're going to learn about food vocabulary and how to order
food in a restaurant."

Vocabulary Presentation (15 minutes):

Display the flashcards with food images and names.

Pronounce each word clearly, and have the students repeat after you.

Drill the vocabulary by showing the flashcards in random order and having students say the names of the
foods.

Use the whiteboard to write the words and their meanings, and encourage students to copy them in
their notebooks.

Ordering at a Restaurant (15 minutes):

Show the menu handouts to the students.

Explain basic phrases for ordering: "I'd like..." and "Can I have..."

Model a few example sentences using the menu items (e.g., "I'd like a hamburger, please.").

Have students practice saying the sentences with a partner using different menu items.

Conduct whole-class repetition to reinforce the phrases.

Role-Play Activity (15 minutes):

Divide the class into pairs. Assign one student as the customer and the other as the waiter.

Provide each pair with a role-play card that includes a scenario for ordering food.

Allow students a few minutes to prepare their role-play.

Have several pairs perform their role-plays in front of the class.

Review and Practice (5 minutes):

Recap the vocabulary learned during the lesson by pointing to the flashcards and having the students say
the names of the foods.

Ask a few comprehension questions, such as "What would you order if you wanted a pizza?" or "How do
you ask for a salad?"

Encourage students to ask you questions using the phrases they've learned.

Homework (optional):

Assign a writing task where students create a dialogue between a customer and a waiter in a restaurant.

Have students review the food vocabulary and practice ordering food using online interactive exercises.

Board Plan:

Draw a restaurant scene at the top of the board.

Create two columns for food vocabulary: "Food" and "Meaning."

Write the food vocabulary words under the "Food" column and their meanings under the "Meaning"
column.

Leave space to write example sentences for ordering food.

During the lesson, use the board to write down key vocabulary, example sentences, and any important
points.

Remember to adapt the lesson plan based on the pace and needs of your students. Make sure to create
a comfortable and engaging environment for them to practice and improve their English skills.

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Create a Lesson plan TEFL A1 with board plan for Talking about Cooking and Recipes
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Lesson Plan: Talking about Cooking and Recipes (TEFL A1)

Level: Beginner (A1)

Duration: 60 minutes

Objectives:

By the end of the lesson, students will be able to:

Describe cooking activities using basic verbs.

Understand and use vocabulary related to cooking and recipes.

Share a simple recipe with a partner.

Materials:

Whiteboard and markers

Flashcards with cooking-related images and vocabulary

Handout with a simple recipe

Cooking utensils and ingredients (real or represented)

Introduction (10 minutes):

Greet the students and warm up the class by asking: "Do you like cooking? What kinds of food do you
enjoy making?"

Share a personal cooking experience briefly, using simple vocabulary and gestures.

Introduce the topic: "Today, we're going to talk about cooking and recipes. We'll learn some words for
cooking activities and recipes."

Vocabulary Presentation (15 minutes):

Display flashcards with images of cooking-related activities (e.g., chopping, stirring, frying).

Introduce the verbs related to these activities, pronouncing and drilling them with the class.

Write the verbs on the board and explain their meanings.

Show additional flashcards with cooking-related nouns (e.g., pot, pan, spoon) and elicit their names from
the students.

Use the whiteboard to write the new vocabulary and their meanings.

Recipe Discussion (15 minutes):

Hand out a simple recipe to each student. It could be a recipe for a basic dish like a sandwich or a fruit
salad.

Read the recipe out loud as a class, ensuring students understand the ingredients and steps.

Ask questions related to the recipe, such as "What do we need for this recipe?" and "What do we do
first/next?"

Have students discuss the recipe with a partner, taking turns to explain the steps.

Role-Play Cooking Activity (15 minutes):

Set up a mock cooking station with cooking utensils and pretend ingredients.

Divide the class into pairs. One student will be the "cook" and the other the "recipe reader."

Give each pair a role-play card with a simple recipe.

The "cook" follows the instructions while the "recipe reader" guides them through the steps.

Encourage students to use the cooking-related vocabulary and verbs they've learned.

Review and Wrap-up (5 minutes):

Ask a few students to share their role-play experiences and how it went.

Review the cooking-related vocabulary on the whiteboard and do a quick class recall activity (e.g., point
and say).
Summarize the main points of the lesson: cooking activities, recipe vocabulary, and practicing with role-
plays.

Board Plan:

Create a cooking-related word bank on one side of the board.

Divide the board into two sections: "Cooking Activities" and "Recipe Vocabulary."

Under "Cooking Activities," list verbs like chop, mix, stir, fry, etc.

Under "Recipe Vocabulary," list nouns like pot, pan, spoon, ingredients, etc.

During the lesson, use the board to write new vocabulary, key phrases, and any important instructions.

Remember to adapt the lesson based on your students' needs and interests. Make the learning
experience interactive and engaging, allowing students to practice using the new vocabulary in a
meaningful context.

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Create a Lesson plan TEFL A1 with board plan for Describing Tastes and Preferences

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Lesson Plan: Describing Tastes and Preferences (TEFL A1)

Level: Beginner (A1)

Duration: 60 minutes

Objectives:

By the end of the lesson, students will be able to:

Describe different tastes using simple adjectives.

Express their food and drink preferences.

Engage in conversations about food preferences with classmates.

Materials:

Whiteboard and markers

Flashcards with adjectives describing tastes

Food and drink images or real items (optional)

Handout with preference-related conversation prompts

Introduction (10 minutes):

Greet the students and initiate a brief discussion: "What are some foods or drinks you really like? What
kinds of flavors do you enjoy?"

Share your own favorite food and taste, encouraging students to do the same.

Introduce the lesson topic: "Today, we'll talk about tastes and preferences. We'll learn how to describe
different tastes and talk about our favorite foods."

Vocabulary Presentation (15 minutes):

Display flashcards with images representing different tastes (e.g., sweet, sour, salty, spicy).

Introduce the adjectives for each taste and model pronunciation. Have students repeat after you.

Use the whiteboard to write the adjectives and their meanings.

Show additional flashcards with adjectives related to preferences (e.g., delicious, awful, favorite) and
explain their meanings.

Describing Tastes Activity (15 minutes):

Show images or real samples of food and drinks with different tastes.

Divide the class into small groups. Give each group a set of taste-related flashcards.
Have each group match the adjectives with the corresponding taste images.

Encourage groups to share their answers and reasoning with the class.

Preference Conversation Practice (15 minutes):

Distribute the handout with preference-related conversation prompts to each student.

Explain that they will work in pairs and take turns asking and answering the questions.

Model a short conversation with a partner using the prompts.

Allow students to engage in conversations using the prompts.

Review and Wrap-up (5 minutes):

Ask a few pairs to share interesting preferences they learned about their partners.

Recap the taste adjectives and preference-related vocabulary on the whiteboard.

Summarize the main points of the lesson: describing tastes, expressing preferences, and practicing
conversations.

Board Plan:

Create two sections on the board: "Tastes" and "Preferences."

Under "Tastes," write the taste adjectives (sweet, sour, salty, spicy) with their meanings.

Under "Preferences," list adjectives related to preferences (delicious, awful, favorite).

During the lesson, use the board to write key vocabulary, example sentences, and any important notes.

Remember to make the lesson interactive and encourage students to share their thoughts and
preferences. Adjust the content and pace based on your students' comfort level and engagement.
User

Create a Lesson plan TEFL A1 with board plan for Shopping for Groceries

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Lesson Plan: Shopping for Groceries (TEFL A1)

Level: Beginner (A1)

Duration: 60 minutes

Objectives:

By the end of the lesson, students will be able to:

Identify and name common grocery items.

Use basic phrases to ask for and understand the price of items.

Role-play shopping interactions in a grocery store setting.

Materials:

Whiteboard and markers

Flashcards with grocery item images

Play money (optional)

Handout with shopping dialogue prompts

Introduction (10 minutes):

Greet the students and initiate a brief discussion: "Have you ever been to a grocery store? What do you
usually buy when you go grocery shopping?"

Share your own experience or a simple story about shopping for groceries.

Introduce the lesson topic: "Today, we'll learn how to talk about shopping for groceries and asking for
prices."

Vocabulary Presentation (15 minutes):

Display flashcards with images of various grocery items (e.g., fruits, vegetables, bread).

Introduce the names of the items, and have students repeat after you.

Write the names of the items on the whiteboard and elicit any items the students know.

Show additional flashcards with price-related vocabulary (e.g., how much?, expensive, cheap) and
explain their meanings.

Asking for Prices Activity (15 minutes):

Use play money or pretend price tags on the flashcards.

Ask students to take turns coming to the front and choosing a flashcard.

Their task is to ask the teacher or a classmate, "How much is this?" and understand the response.

Rotate students to practice this interaction multiple times.

Role-Play Grocery Shopping (15 minutes):

Divide the class into pairs. One student will be the shopper and the other the shopkeeper.

Provide each pair with a shopping dialogue handout, which includes a list of items and their prices.

Students take turns being the shopper and shopkeeper, using the phrases they've learned to role-play a
grocery shopping scenario.

Encourage creativity and interaction during the role-plays.

Review and Wrap-up (5 minutes):

Ask a few pairs to share their role-play experiences and any interesting interactions.

Review the grocery item vocabulary and price-related phrases on the whiteboard.

Summarize the key points of the lesson: grocery vocabulary, asking for prices, and role-playing shopping
scenarios.
Board Plan:

Create two sections on the board: "Grocery Items" and "Asking for Prices."

Under "Grocery Items," list the names of various grocery items taught in the lesson.

Under "Asking for Prices," write down the phrases "How much is this?" and "Expensive" / "Cheap."

During the lesson, use the board to write vocabulary, example sentences, and any important notes.

Make sure the lesson is engaging by using visual aids and encouraging interactive role-play. Adjust the
complexity of the vocabulary and scenarios based on your students' proficiency level.

-------------------------------------------------------------------------------------------------

ALTERNATE TAKE

TEFL Level A1 Lesson Plan: Shopping for Groceries

Objective: By the end of the lesson, students will be able to use basic vocabulary and expressions related
to shopping for groceries.

Level: Beginner (A1)

Duration: 60 minutes

Materials:

Whiteboard and markers

Flashcards or pictures of grocery items

Shopping list handout (prepared in advance)

Role-play cards (prepared in advance)

Warm-Up (5 minutes):
Greet the students and engage in some casual conversation, using simple questions and responses
related to food and groceries.

Introduce new vocabulary words related to groceries through flashcards or pictures, such as fruits,
vegetables, bread, milk, etc.

Elicit responses from the students and encourage them to use the new vocabulary.

Presentation (15 minutes):

Introduce common expressions used in a grocery store, such as "How much is this?" and "I would like..."

Write the new expressions on the whiteboard and explain their meanings.

Model the pronunciation and have the students repeat the phrases after you.

Practice (20 minutes):

Divide the class into pairs or small groups and give each group a shopping list handout.

The students will take turns being the customer and the shopkeeper. They will use the expressions
learned to ask for items on the shopping list and respond as the shopkeeper.

Monitor the students' interactions and provide feedback on their language use.

Board Plan:

Expressions Meanings

How much is this? Asking for the price

I would like... Making a request

Fruits (Picture of fruits)

Vegetables (Picture of vegetables)

Bread (Picture of bread)

Milk (Picture of milk)

Shopping List Apples, tomatoes, bread...

Production (15 minutes):

Hand out role-play cards to the students, assigning each one a specific role (shopkeeper or customer)
and a shopping list with different items.

Have the students interact in pairs, engaging in a simulated shopping scenario using the expressions they
have learned.

Encourage creativity and improvisation during the role-play activity.

Wrap-Up (5 minutes):

Review the new vocabulary and expressions learned during the lesson.

Summarize the main points covered in the lesson about shopping for groceries.

Assign a short homework task, such as creating a simple shopping list at home and practicing the
expressions with family members.

Note: This lesson plan is designed for a 60-minute class. Adjust the timing and difficulty of activities
based on your students' needs and language proficiency. Also, be prepared to provide additional support
and repetition for students who may require extra assistance in grasping the concepts presented.

--------------------------------------------------------------------------------------------------------------------

UNIT SIX
Lesson Plan: Talking about Past Trips and Holidays (TEFL A1)

Objective: By the end of the lesson, students will be able to talk about their past trips and holidays using
simple past tense sentences.
Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of different holiday destinations)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask how they are doing.

Show a picture of a beach and ask the students if they like going to the beach. Encourage short answers
like "Yes, I like the beach" or "No, I don't like the beach."

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about our past trips and holidays. We'll learn how to use
the simple past tense to talk about things we did."

Vocabulary (10 minutes):

Introduce some vocabulary related to travel and holidays: trip, vacation, destination, hotel, sightseeing,
etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Grammar Explanation (10 minutes):

Explain the use of simple past tense: subject + past tense verb (regular verbs end in -ed).
Provide examples on the board: "I visited Paris last summer." "They stayed in a nice hotel."

Contrast regular and irregular past tense verbs briefly.

Practice Activities (15 minutes):

Sentence Completion: Distribute handouts with incomplete sentences related to past trips and holidays.
Students complete the sentences using the correct past tense verb. Example: "Last year, I (visit) New
York City."

Partner Conversation: Pair students up. Provide a list of questions about past trips. Students take turns
asking and answering the questions using the simple past tense. Example: "Where did you go on your
last vacation?"

Picture Description: Display pictures of different holiday destinations on the board. Students take turns
describing the pictures using the simple past tense.

Board Plan:

Write key vocabulary: trip, vacation, destination, hotel, sightseeing, etc.

Draw a timeline to illustrate the past and present, explaining that we're talking about things that
happened in the past.

Create a table with regular verbs and their past tense forms (e.g., visit - visited, stay - stayed).

Write example sentences using the simple past tense structure.

Note irregular verbs and their past tense forms (e.g., go - went, have - had).

Feedback and Wrap-up (10 minutes):

Have a brief class discussion about their partner conversations and picture descriptions.

Correct any grammatical errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we learned how to talk about past trips and holidays
using the simple past tense."

Homework (5 minutes):
Assign homework: Students write a short paragraph about their favorite past trip or holiday using the
simple past tense.

Note: This lesson plan is designed for beginner English learners at the A1 level. Feel free to modify the
activities and materials based on your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Booking Accommodation and Travel Arrangements

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Lesson Plan: Booking Accommodation and Travel Arrangements (TEFL A1)

Objective: By the end of the lesson, students will be able to book accommodation and make basic travel
arrangements using appropriate vocabulary and phrases.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of hotels, transportation options, etc.)

Handouts with example sentences and role-play scenarios

Warm-up (5 minutes):
Greet the students and ask about their favorite places to go on vacation.

Show a picture of a hotel room and ask the students if they have ever stayed in a hotel. Encourage short
answers like "Yes, I have" or "No, I haven't."

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to book accommodation and make travel
arrangements. These are important skills when planning a trip."

Vocabulary (10 minutes):

Introduce vocabulary related to booking accommodation and travel arrangements: hotel, room,
reservation, check-in, check-out, single, double, airport, taxi, etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Role-Play Demonstration (10 minutes):

Demonstrate a role-play scenario with a student: Pretend to be a traveler and have the student pretend
to be a hotel receptionist. Practice a simple conversation for booking a hotel room.

Practice Activities (15 minutes):

Role-Play Pair Activity: Pair students up and give each pair a role-play scenario. One student is the
traveler, and the other is the hotel receptionist. They take turns practicing booking a hotel room and
making travel arrangements.

Group Discussion: Divide the class into groups and give them discussion questions related to travel
arrangements (e.g., "How do you usually travel to the airport?" "What type of room do you prefer when
staying in a hotel?"). Groups discuss the questions and share their answers with the class.

Board Plan:

Write key vocabulary: hotel, reservation, room, check-in, check-out, single, double, airport, taxi, etc.

Create a dialog format on the board to illustrate a conversation between a traveler and a hotel
receptionist for booking a room.

Draw a simple diagram showing the process of making a reservation: choosing dates, room type, and
confirming details.

Write example sentences using the vocabulary and phrases related to travel arrangements.

Feedback and Wrap-up (10 minutes):

Have a class discussion about the role-play scenarios. Ask students about the challenges they faced and
any new vocabulary they learned.

Correct any errors and provide positive feedback on their efforts.

Summarize the key points of the lesson: "Today, we practiced booking accommodation and making travel
arrangements using specific vocabulary and phrases."

Homework (5 minutes):

Assign homework: Students write a short paragraph about their dream vacation, including details about
the accommodation they would like to book and how they would get there.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adjust the activities and
materials based on your students' needs and class dynamics.

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Talking about Weather and Seasons

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Lesson Plan: Talking about Weather and Seasons (TEFL A1)

Objective: By the end of the lesson, students will be able

User

Create a Lesson plan TEFL A1 with board plan for Talking about Weather and Seasons

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Lesson Plan: Talking about Weather and Seasons (TEFL A1)

Objective: By the end of the lesson, students will be able to describe different types of weather and
discuss seasons using appropriate vocabulary and expressions.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting different weather conditions and seasons)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask how they are feeling today.

Show a picture of a sunny day and ask the students, "What's the weather like in the picture?"

Introduction (5 minutes):
Introduce the topic: "Today, we're going to talk about weather and seasons. We'll learn how to describe
different types of weather and discuss the four seasons."

Vocabulary (10 minutes):

Introduce vocabulary related to weather: sunny, rainy, cloudy, windy, snowy.

Introduce vocabulary related to seasons: spring, summer, fall (autumn), winter.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Weather and Seasons Discussion (15 minutes):

Weather Charades: Have students play a charades game where they act out different types of weather
without using words. The class guesses the weather condition being acted out.

Seasons Brainstorm: Divide the board into four sections for spring, summer, fall, and winter. Ask the
students what they associate with each season, and write their responses on the board.

Grammar Explanation (10 minutes):

Introduce sentence structures for talking about weather and seasons:

"It's [adjective] today." (e.g., "It's sunny today.")

"In [season], the weather is [adjective]." (e.g., "In summer, the weather is hot.")

Write example sentences on the board using the sentence structures.

Practice Activities (15 minutes):

Weather Descriptions: Distribute handouts with pictures depicting different weather conditions.
Students describe the weather in each picture using the appropriate adjectives.

Seasons Partners Activity: Pair students up. Give them a set of cards with adjectives and seasons. They
take turns creating sentences about the weather in each season. Example: "In spring, it's rainy."
Group Discussion: Divide the class into groups. Give each group a season. They discuss what the weather
is like in that season and share with the class.

Board Plan:

Write key vocabulary: sunny, rainy, cloudy, windy, snowy, spring, summer, fall (autumn), winter.

Create columns for each weather type and season, with corresponding adjectives and phrases.

Draw simple symbols to represent each weather condition and season.

Write example sentences using the sentence structures for weather and seasons.

Feedback and Wrap-up (5 minutes):

Discuss the group discussions and ask students to share interesting things they learned about different
seasons.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced describing weather and talking about the
four seasons using different adjectives and expressions."

Homework (5 minutes):

Assign homework: Students write a short paragraph about their favorite season and the weather they
enjoy during that season.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adjust the activities and
materials based on your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Sharing Travel Experiences
ChatGPT

Lesson Plan: Sharing Travel Experiences (TEFL A1)

Objective: By the end of the lesson, students will be able to share their travel experiences and engage in
conversations about past trips using simple past tense and relevant vocabulary.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of different travel destinations)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask them to briefly share if they have been on a trip recently or in the past.
Encourage short answers.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about our travel experiences. We'll learn how to share
stories about our past trips using the simple past tense."

Vocabulary (10 minutes):

Introduce travel-related vocabulary: trip, journey, destination, explore, sightseeing, adventure, relax,
souvenir, etc.
Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Grammar Explanation (10 minutes):

Explain the use of the simple past tense: subject + past tense verb (regular verbs end in -ed).

Provide examples of sentences about past travel experiences: "I visited Rome last summer." "We went to
the beach."

Briefly mention irregular past tense verbs (e.g., go - went, see - saw).

Sharing Travel Experiences (15 minutes):

Pair Conversation: Pair students up. Give them a list of questions about travel experiences. Students take
turns asking and answering questions using the simple past tense. Example: "Where did you go on your
last trip?"

Travel Storytelling: Show a picture of a famous landmark. Students take turns creating short sentences
about a trip to that place. Encourage them to be creative and descriptive.

Board Plan:

Write key vocabulary: trip, destination, explore, adventure, souvenir, etc.

Create columns for regular and irregular past tense verbs, providing examples of each.

Draw a timeline to illustrate the past and present, explaining that we're talking about things that
happened in the past.

Write example sentences using the simple past tense structure.

Feedback and Wrap-up (10 minutes):

Have students share interesting travel stories or experiences they heard from their partners.

Correct any grammatical errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced sharing travel experiences using the simple
past tense and travel-related vocabulary."
Homework (5 minutes):

Assign homework: Students write a short paragraph about a memorable trip they have taken, using the
simple past tense and incorporating travel-related vocabulary.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

UNIT SEVEN

Lesson Plan: Discussing Health Problems and Symptoms (TEFL A1)

Objective: By the end of the lesson, students will be able to discuss common health problems and
describe symptoms using appropriate vocabulary and expressions.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting different health problems and symptoms)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):
Greet the students and ask how they are feeling today.

Show a picture of someone sneezing and ask the students, "What might be wrong with this person?"

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about health problems and symptoms. We'll learn how to
describe common issues and talk about how we feel."

Vocabulary (10 minutes):

Introduce health-related vocabulary: headache, fever, cough, sore throat, runny nose, stomachache, etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Discussion and Role-Play (15 minutes):

Symptom Match-Up: Distribute handouts with a list of symptoms and a list of health problems. Students
match the symptoms to the appropriate health problems.

Role-Play Activity: Pair students up. One student is the patient, and the other is the doctor. They practice
a conversation where the patient describes their symptoms, and the doctor asks questions and provides
advice.

Grammar Explanation (10 minutes):

Explain sentence structures for discussing health problems and symptoms:

"I have a [health problem]." (e.g., "I have a headache.")

"I feel [adjective]." (e.g., "I feel tired.")

Write example sentences on the board using the sentence structures.

Practice Activities (15 minutes):

Symptom Descriptions: Show pictures of people with different symptoms. Students describe what the
person might be feeling using the appropriate vocabulary.

Group Discussion: Divide the class into groups. Give each group a list of health problems. They discuss
common symptoms associated with each problem and share their findings with the class.

Board Plan:

Write key vocabulary: headache, fever, cough, sore throat, runny nose, stomachache, etc.

Create columns for health problems and symptoms, matching them up as pairs.

Draw simple symbols to represent different health problems.

Write example sentences using the sentence structures for discussing health problems and symptoms.

Feedback and Wrap-up (5 minutes):

Discuss the group discussions and ask students to share interesting things they learned about different
health problems.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced discussing health problems and describing
symptoms using specific vocabulary and expressions."

Homework (5 minutes):

Assign homework: Students write a short paragraph about a time when they felt unwell, describing their
symptoms and how they felt.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adjust the activities and
materials based on your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Describing Daily Activities and Habits

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Lesson Plan: Describing Daily Activities and Habits (TEFL A1)

Objective: By the end of the lesson, students will be able to describe their daily activities and habits
using appropriate vocabulary and present simple tense.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting different daily activities)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask them about their morning routines. Encourage them to share a few
sentences about what they usually do in the morning.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about our daily activities and habits. We'll learn how to
describe what we do every day using the present simple tense."

Vocabulary (10 minutes):

Introduce vocabulary related to daily activities: wake up, get dressed, eat breakfast, go to work, etc.
Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Grammar Explanation (10 minutes):

Explain the use of the present simple tense for habitual actions: subject + base form of the verb (s/es for
third-person singular).

Provide examples on the board: "I wake up at 7 AM." "He eats breakfast every morning."

Describing Daily Activities (15 minutes):

Daily Routine Timeline: Show a timeline on the board with different times of the day (morning,
afternoon, evening). Call on students to volunteer and describe their daily activities for each part of the
day.

Pair Activity: Pair students up and give each pair a set of picture cards depicting daily activities. Students
take turns describing the activities using the present simple tense.

Board Plan:

Write key vocabulary: wake up, get dressed, eat breakfast, go to work, etc.

Create a timeline with labels for morning, afternoon, and evening.

Draw arrows from the timeline labels to represent different activities at various times of the day.

Write example sentences using the present simple tense structure.

Feedback and Wrap-up (10 minutes):

Discuss the pair activity and ask students to share interesting activities they learned about their partners.

Correct any grammatical errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced describing daily activities and habits using
the present simple tense and specific vocabulary."

Homework (5 minutes):
Assign homework: Students write a short paragraph about their typical day, describing their daily
activities using the present simple tense.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adjust the activities and
materials to suit your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Giving Advice and Suggestions

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Lesson Plan: Giving Advice and Suggestions (TEFL A1)

Objective: By the end of the lesson, students will be able to give advice and make suggestions using
appropriate vocabulary and sentence structures.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting different situations where advice or suggestions might be needed)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):
Greet the students and ask them if they've ever asked for advice or suggestions from someone.
Encourage short answers and a brief discussion.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to give advice and make suggestions. These skills
are useful when helping others or offering ideas."

Vocabulary (10 minutes):

Introduce vocabulary related to giving advice and suggestions: should, could, recommend, suggest, try,
etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Giving Advice and Suggestions (15 minutes):

Advice Scenario Cards: Distribute handouts with different scenarios (e.g., a friend is tired, someone has a
headache). Students work in pairs to come up with advice for each situation using the vocabulary
introduced.

Group Discussion: Divide the class into groups. Give each group a topic (e.g., healthy habits, travel tips).
They discuss and make suggestions within their group.

Grammar Explanation (10 minutes):

Explain sentence structures for giving advice and making suggestions:

"You should + base form of the verb." (e.g., "You should get more sleep.")

"You could + base form of the verb." (e.g., "You could try drinking water.")

Write example sentences on the board using the sentence structures.

Role-Play Activity (15 minutes):

Pair students up and give each pair a role-play scenario. One student is seeking advice, and the other is
giving advice. They take turns playing both roles and practice using the vocabulary and sentence
structures.

Board Plan:

Write key vocabulary: should, could, recommend, suggest, try, etc.

Create columns for giving advice and making suggestions, providing example sentences.

Draw speech bubbles to represent dialogues between someone seeking advice and someone giving
advice.

Write example sentences using the sentence structures for advice and suggestions.

Feedback and Wrap-up (5 minutes):

Discuss the role-play scenarios and ask students to share interesting advice they heard.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced giving advice and making suggestions using
specific vocabulary and sentence structures."

Homework (5 minutes):

Assign homework: Students write a short paragraph about a situation where they offered advice or
made a suggestion to someone, using the vocabulary and structures learned in the lesson.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Talking about Sports and Exercise
ChatGPT

Lesson Plan: Talking about Sports and Exercise (TEFL A1)

Objective: By the end of the lesson, students will be able to talk about different sports and exercise
activities they enjoy using appropriate vocabulary and expressions.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of various sports and exercise activities)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask them if they like to play any sports or do any exercise. Encourage short
answers and brief discussions.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about sports and exercise. We'll learn how to describe
different activities we enjoy doing to stay active."

Vocabulary (10 minutes):

Introduce sports-related vocabulary: soccer, basketball, swimming, jogging, yoga, etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Describing Sports and Exercise (15 minutes):

Picture Matching: Show pictures of different sports and exercise activities on the board. Students match
each picture with the corresponding vocabulary word.

Pair Activity: Pair students up and give them a list of sports and exercise activities. They take turns
describing their favorite activity to their partner using the vocabulary introduced.

Grammar Explanation (10 minutes):

Explain sentence structures for talking about sports and exercise:

"I like + [verb-ing]." (e.g., "I like swimming.")

"I enjoy + [noun]." (e.g., "I enjoy yoga.")

Write example sentences on the board using the sentence structures.

Discussion and Role-Play (15 minutes):

Group Discussion: Divide the class into groups. Each group discusses their favorite sport or exercise
activity. Encourage them to use the sentence structures and share their ideas with the class.

Role-Play: Pair students up again. One student is a sports enthusiast, and the other is curious and wants
to know more about their favorite activity. They engage in a conversation about the activity.

Board Plan:

Write key vocabulary: soccer, basketball, swimming, jogging, yoga, etc.

Create columns for different sports and exercise activities, providing example sentences.

Draw simple illustrations of each activity next to the corresponding vocabulary word.

Write example sentences using the sentence structures for talking about sports and exercise.

Feedback and Wrap-up (5 minutes):

Discuss the role-play scenarios and ask students to share interesting activities they learned about.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced talking about sports and exercise activities
we enjoy using specific vocabulary and expressions."

Homework (5 minutes):

Assign homework: Students write a short paragraph about their favorite sport or exercise activity,
describing why they like it and how often they do it.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials based on your students' needs and class dynamics.

UNIT EIGHT
Lesson Plan: Workplace Vocabulary (TEFL A1)

Objective: By the end of the lesson, students will be able to understand and use basic workplace
vocabulary to describe different work environments and activities.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting various workplace settings)

Handouts with workplace-related vocabulary and example sentences

Warm-up (5 minutes):

Greet the students and ask if they have ever had a job or done any work. Encourage short answers and
brief discussions.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about workplace vocabulary. We'll learn words and
phrases that are useful for describing different types of work environments and tasks."

Vocabulary Introduction (15 minutes):

Vocabulary Matching: Distribute handouts with workplace-related vocabulary words and their
definitions. Students match the words with the correct definitions.

Group Discussion: Divide the class into groups. Each group receives a set of vocabulary words. They
discuss the meanings of the words within their group.

Workplace Vocabulary (10 minutes):

Introduce key workplace-related vocabulary: office, factory, meeting, computer, email, report, manager,
colleague, etc.

Write the words on the board and provide simple explanations.

Practice pronunciation and repeat the words together as a class.

Sentence Building (15 minutes):

Sentence Completion: Distribute handouts with incomplete sentences using workplace vocabulary.
Students complete the sentences with the correct vocabulary words. Example: "I use a ______ to send
messages at work."

Pair Activity: Pair students up. Give each pair a workplace vocabulary word. Students take turns using the
word in a sentence about their work experiences or a hypothetical situation.

Board Plan:
Write key workplace vocabulary: office, factory, meeting, computer, email, report, manager, colleague,
etc.

Create columns for different workplace settings and activities, providing example sentences.

Draw simple illustrations of workplace scenes next to the corresponding vocabulary words.

Write example sentences using the vocabulary words.

Feedback and Wrap-up (5 minutes):

Discuss the sentence completion activity and ask students to share their sentences using the vocabulary.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we learned workplace vocabulary that helps us describe
different work environments and tasks."

Homework (5 minutes):

Assign homework: Students write a short paragraph about a job they would like to have in the future,
using the workplace vocabulary learned in the lesson.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials based on your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Describing Jobs and Responsibilities

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Lesson Plan: Describing Jobs and Responsibilities (TEFL A1)

Objective: By the end of the lesson, students will be able to describe different jobs and their
responsibilities using appropriate vocabulary and sentence structures.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures depicting various jobs and tasks)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and ask if they know what they want to be in the future or if they have any job
preferences. Encourage short answers and a brief discussion.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to talk about jobs and responsibilities. We'll learn how to
describe different jobs and what people do in those roles."

Vocabulary Introduction (10 minutes):

Job Matching: Distribute handouts with job titles and their corresponding descriptions. Students match
the jobs with their responsibilities.

Group Discussion: Divide the class into groups. Each group receives a set of job titles. They discuss the
responsibilities associated with each job.

Describing Jobs and Responsibilities (15 minutes):

Pair Activity: Pair students up and give each pair a set of picture cards depicting different jobs. Students
take turns describing the jobs and their responsibilities to their partner.

Discussion: Lead a class discussion by asking students about their dream job and what responsibilities
they think that job entails.

Grammar Explanation (10 minutes):

Explain sentence structures for describing jobs and responsibilities:

"A [job title] is someone who + [verb]." (e.g., "A teacher is someone who educates students.")

Write example sentences on the board using the sentence structures.

Role-Play Activity (15 minutes):

Pair students up again. One student is the interviewer, and the other is the job applicant. They engage in
a role-play where the applicant describes a job they are interested in, and the interviewer asks about the
responsibilities.

Board Plan:

Write key job-related vocabulary: teacher, doctor, chef, mechanic, etc.

Create columns for different job titles and their responsibilities, providing example sentences.

Draw simple illustrations of people performing job-related tasks next to the corresponding vocabulary
words.

Write example sentences using the sentence structures for describing jobs and responsibilities.

Feedback and Wrap-up (5 minutes):

Discuss the role-play scenarios and ask students to share interesting job descriptions they heard.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced describing different jobs and their
responsibilities using specific vocabulary and sentence structures."
Homework (5 minutes):

Assign homework: Students write a short paragraph about their ideal job and the responsibilities they
think that job would involve.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Writing Simple Emails and Messages

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Lesson Plan: Writing Simple Emails and Messages (TEFL A1)

Objective: By the end of the lesson, students will be able to write simple emails and messages using
appropriate greetings, content, and closing expressions.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (examples of simple emails and messages)

Handouts with email writing prompts and phrases

Warm-up (5 minutes):

Greet the students and ask if they have ever written an email or message in English. Encourage short
answers and a brief discussion.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to write simple emails and messages. We'll practice
using appropriate greetings, content, and closing expressions."

Vocabulary Introduction (10 minutes):

Greeting Phrases: Introduce and practice common email greetings: "Hi [Name]," "Hello [Name]," "Dear
[Name],"

Closing Phrases: Introduce and practice common email closings: "Best regards," "Sincerely," "Take care,"
etc.

Polite Requests: Introduce and practice phrases for making polite requests: "Could you please...?"
"Would you mind...?"

Writing Simple Emails and Messages (15 minutes):

Email Writing Practice: Distribute handouts with writing prompts for simple emails. Students write short
emails using the provided prompts and incorporating the vocabulary introduced.

Message Writing: Pair students up. One student sends a message requesting information, and the other
responds with a polite message providing the information.

Grammar Explanation (10 minutes):

Explain the structure of a simple email: greeting, content, closing.

Provide guidelines for writing a clear and concise message.

Write an example email structure on the board.

Peer Review and Correction (10 minutes):

Have students exchange their written emails/messages with a partner.

Partners read and correct each other's emails, focusing on vocabulary, grammar, and structure.

Encourage positive feedback and suggestions for improvement.

Board Plan:

Write key email-related vocabulary: Hi, Hello, Dear, Best regards, Sincerely, Could you please..., Would
you mind...

Create an example structure of a simple email: Greeting - Content - Closing.

Draw arrows to illustrate the flow of an email, from greeting to closing.

Write a sample email on the board, highlighting appropriate phrases.

Feedback and Wrap-up (5 minutes):

Discuss the peer review process and ask students to share any interesting ideas they read in their
partner's emails.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced writing simple emails and messages, using
proper greetings, content, and closing expressions."

Homework (5 minutes):

Assign homework: Students write a short email to a friend or family member, asking for their plans for
the upcoming weekend and sharing their own plans.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.
User

Create a Lesson plan TEFL A1 with board plan for Giving Presentations

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Lesson Plan: Giving Presentations (TEFL A1)

Objective: By the end of the lesson, students will be able to give simple presentations on familiar topics
using appropriate vocabulary, structure, and body language.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures or props related to presentation topics)

Handouts with presentation guidelines and vocabulary

Warm-up (5 minutes):

Greet the students and ask if they have ever given a presentation or talked in front of a group. Encourage
short answers and a brief discussion.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to give simple presentations. Presentations help us
share information with others in a clear and organized way."

Vocabulary Introduction (10 minutes):

Presentation Phrases: Introduce and practice phrases for starting a presentation: "Hello, everyone,"
"Good morning/afternoon," "Today, I'm going to talk about..."

Visual Aids Vocabulary: Introduce vocabulary for describing visuals: "This is a graph/chart showing..."

Engagement Phrases: Introduce and practice engaging the audience: "What do you think?" "Can you
guess the answer?"

Structuring Presentations (15 minutes):

Presentation Guidelines: Distribute handouts with guidelines for structuring a presentation:

Introduction, main points, visuals, and conclusion.

Pair Activity: Pair students up. One student describes a picture or prop to the other using the vocabulary
introduced. They switch roles and repeat.

Presentation Practice (15 minutes):

Topic Selection: Assign each student a simple topic (e.g., favorite food, favorite animal) or let them
choose from a list.

Presentation Preparation: Students take a few minutes to prepare a short presentation on their assigned
topic, following the provided guidelines.

Board Plan:

Write key presentation-related vocabulary: Hello, Good morning/afternoon, Today I'm going to talk
about..., This is a graph/chart showing..., What do you think?, Can you guess the answer?

Draw a simple structure for a presentation: Introduction - Main Points - Visuals - Conclusion.

Write an example introduction and closing on the board using the vocabulary.

Presentation Delivery and Feedback (10 minutes):

Each student presents their topic to the class.

After each presentation, encourage questions from the audience to engage students.
Provide positive feedback and suggestions for improvement.

Feedback and Wrap-up (5 minutes):

Discuss the presentations and ask students to share what they learned from their classmates' topics.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced giving simple presentations using
appropriate vocabulary, structure, and engaging techniques."

Homework (5 minutes):

Assign homework: Students choose a different topic and prepare a short presentation for the next class.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

UNIT NINE
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Lesson Plan: Using Past Tenses (Simple Past and Past Continuous) (TEFL A1)

Objective: By the end of the lesson, students will be able to use the simple past and past continuous
tenses to describe past actions and ongoing actions in the past.

Level: Beginner (A1)

Time: 60 minutes
Materials:

Whiteboard and markers

Visual aids (pictures or short stories for context)

Handouts with example sentences and practice exercises

Warm-up (5 minutes):

Greet the students and ask them to share something interesting they did yesterday or last weekend
using the past tense.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn about two past tenses: simple past and past continuous.
These tenses help us talk about things that happened in the past."

Vocabulary Introduction (10 minutes):

Simple Past Keywords: Introduce and practice past tense keywords: yesterday, last week, in 2010, etc.

Past Continuous Keywords: Introduce and practice past continuous keywords: while, when, as, etc.

Simple Past Tense (15 minutes):

Explanation: Explain the structure of simple past tense: subject + past tense verb (regular verbs end in -
ed).

Example Sentences: Write example sentences on the board using regular and irregular verbs: "I visited a
museum yesterday." "She ate pizza for dinner."

Past Continuous Tense (15 minutes):

Explanation: Explain the structure of past continuous tense: subject + was/were + present participle (-ing
form).

Example Sentences: Write example sentences on the board using past continuous tense: "They were
watching a movie while I was studying."

Practice Activities (10 minutes):

Sentence Completion: Distribute handouts with incomplete sentences. Students complete the sentences
using the appropriate past tense.

Story Completion: Provide a short story with gaps. Students fill in the gaps with the correct form of the
past tense verbs.

Board Plan:

Write key past tense keywords: yesterday, last week, in 2010, while, when, as.

Create columns for simple past and past continuous tenses, providing example sentences.

Draw arrows to indicate the timeline and show when actions happened in relation to each other.

Write an example sentence for each tense structure on the board.

Feedback and Wrap-up (5 minutes):

Discuss the practice activities and ask students to share any challenging sentences they encountered.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we learned how to use the simple past and past
continuous tenses to describe past actions and ongoing actions."

Homework (5 minutes):

Assign homework: Students write a short paragraph about what they were doing at a specific time
yesterday, using the past continuous tense.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adjust the activities and
materials based on your students' needs and class dynamics.
User

Create a Lesson plan TEFL A1 with board plan for Talking about Childhood and Past Events

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Lesson Plan: Talking about Childhood and Past Events (TEFL A1)

Objective: By the end of the lesson, students will be able to talk about their childhood and past events
using appropriate vocabulary and past tenses.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures from childhood, timeline illustration)

Handouts with example sentences and conversation prompts

Warm-up (5 minutes):

Greet the students and show them a picture from your childhood. Encourage them to guess what the
picture represents and share their thoughts.

Introduction (5 minutes):
Introduce the topic: "Today, we're going to talk about childhood and past events. We'll learn how to
share memories and describe things that happened in the past."

Vocabulary Introduction (10 minutes):

Childhood Vocabulary: Introduce and practice childhood-related vocabulary: toys, games, friends,
school, etc.

Past Time Expressions: Introduce and practice past time expressions: when I was a child, in the past, as a
kid, etc.

Sharing Childhood Memories (15 minutes):

Pair Activity: Pair students up and give them a few minutes to talk about their favorite childhood toy or
game. Encourage them to use the vocabulary and past time expressions.

Group Discussion: Divide the class into small groups. Each group discusses their favorite childhood
memory and then shares it with the class.

Grammar Explanation (10 minutes):

Explain the use of the simple past tense: subject + past tense verb (regular verbs end in -ed).

Discuss the difference between past actions and ongoing states in the past.

Write example sentences on the board using the simple past tense.

Describing Past Events (15 minutes):

Picture Storytelling: Show a series of pictures depicting events in a story. Students work in pairs to
describe what happened in each picture using the simple past tense.

Timeline Activity: Draw a simple timeline on the board. Label different time periods (e.g., childhood,
teenage years, last year). Students share events from their lives that fit each time period.

Board Plan:

Write key childhood-related vocabulary: toys, games, friends, school, etc.

Create columns for childhood memories and past events, providing example sentences.

Draw a timeline to illustrate different time periods and events.

Write example sentences using the simple past tense and past time expressions.

Feedback and Wrap-up (5 minutes):

Discuss the picture storytelling and timeline activities, asking students to share interesting memories and
events.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced talking about childhood memories and
past events using specific vocabulary and past tenses."

Homework (5 minutes):

Assign homework: Students write a short paragraph about a memorable event from their childhood
using the simple past tense and past time expressions.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Describing People and Places

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Lesson Plan: Describing People and Places (TEFL A1)

Objective: By the end of the lesson, students will be able to describe people and places using
appropriate vocabulary and adjectives.
Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures of people and places)

Handouts with example sentences and descriptive prompts

Warm-up (5 minutes):

Greet the students and show them a picture of a famous person or a famous place. Ask them to describe
what they see using adjectives.

Introduction (5 minutes):

Introduce the topic: "Today, we're going to learn how to describe people and places. We'll practice using
adjectives to give detailed information."

Vocabulary Introduction (10 minutes):

Adjective Vocabulary: Introduce and practice descriptive adjectives: tall, short, beautiful, crowded,
peaceful, etc.

People Vocabulary: Introduce and practice vocabulary related to people: hair, eyes, clothes, etc.

Places Vocabulary: Introduce and practice vocabulary related to places: city, beach, park, mountains, etc.

Describing People (15 minutes):

Pair Activity: Pair students up. One student describes a picture of a person to their partner using
adjectives. The partner guesses who the person might be.

Group Activity: Divide the class into groups. Each group receives a picture of a person. They discuss the
person's appearance using adjectives and present their findings to the class.

Describing Places (15 minutes):

Pair Activity: Pair students up. One student describes a picture of a place to their partner using
adjectives. The partner guesses which place is being described.

Group Activity: Divide the class into groups. Each group receives a picture of a place. They discuss the
place's features using adjectives and present their findings to the class.

Board Plan:

Write key descriptive adjectives: tall, short, beautiful, crowded, peaceful, etc.

Create columns for people and places, providing example sentences and adjectives.

Draw simple illustrations of people and places next to the corresponding vocabulary.

Write example sentences using the adjectives for describing people and places.

Feedback and Wrap-up (5 minutes):

Discuss the pair and group activities, asking students to share interesting descriptions they heard.

Correct any errors and provide positive feedback.

Summarize the key points of the lesson: "Today, we practiced describing people and places using specific
adjectives to provide detailed information."

Homework (5 minutes):

Assign homework: Students write a short paragraph describing their favorite place using descriptive
adjectives.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.
User

Create a Lesson plan TEFL A1 with board plan for Creating Short Stories and Dialogues

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Lesson Plan: Creating Short Stories and Dialogues (TEFL A1)

Objective: By the end of the lesson, students will be able to create short stories and dialogues using
basic vocabulary and sentence structures.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Visual aids (pictures for inspiration)

Handouts with example sentences and story prompts

Warm-up (5 minutes):

Greet the students and ask them to share their favorite story or dialogue from a book, movie, or TV
show.

Introduction (5 minutes):
Introduce the topic: "Today, we're going to learn how to create short stories and dialogues. This will help
us practice using vocabulary and sentences in context."

Vocabulary Introduction (10 minutes):

Story Vocabulary: Introduce and practice storytelling vocabulary: character, setting, beginning, middle,
end, etc.

Dialogue Vocabulary: Introduce and practice dialogue vocabulary: greeting, question, answer, etc.

Creating Short Stories (15 minutes):

Story Elements: Discuss the elements of a story (character, setting, problem, solution). Write these
elements on the board.

Group Activity: Divide the class into small groups. Each group receives a picture for inspiration. They
create a short story based on the picture, focusing on the story elements.

Creating Dialogues (15 minutes):

Dialogue Structure: Explain the structure of a dialogue: greeting, question, answer, closing.

Pair Activity: Pair students up. One student is the "interviewer," and the other is the "interviewee." They
create a dialogue where the interviewer asks questions and the interviewee answers.

Board Plan:

Write key story-related vocabulary: character, setting, beginning, middle, end, etc.

Create a column for story elements, providing explanations for each.

Write key dialogue-related vocabulary: greeting, question, answer, closing, etc.

Draw speech bubbles for dialogue structure and illustrate a simple dialogue on the board.

Sharing and Feedback (10 minutes):

Have groups share their short stories with the class.

After each dialogue presentation, ask the class if they noticed the dialogue structure and how it was
used.

Feedback and Wrap-up (5 minutes):

Discuss the stories and dialogues, asking students to share which elements they found interesting.

Summarize the key points of the lesson: "Today, we practiced creating short stories and dialogues using
vocabulary and sentence structures."

Homework (5 minutes):

Assign homework: Students write a short dialogue between two characters, focusing on using
appropriate greetings and questions.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the activities and
materials to suit your students' needs and class dynamics.

UNIT TEN
Lesson Plan: Comprehensive Review of Grammar and Vocabulary (TEFL A1)

Objective: By the end of the lesson, students will review and consolidate their understanding of various
grammar topics and vocabulary learned throughout the course.

Level: Beginner (A1)

Time: 60 minutes

Materials:
Whiteboard and markers

Handouts with mixed grammar and vocabulary exercises

Visual aids (flashcards, images)

Warm-up (5 minutes):

Greet the students and ask them to recall one grammar topic and one vocabulary theme they've learned
in the course.

Introduction (5 minutes):

Introduce the purpose of the lesson: "Today, we're going to review the grammar and vocabulary we've
learned so far. It's a chance to refresh our memory and ensure we're confident in using what we've
studied."

Grammar and Vocabulary Review (30 minutes):

Mixed Exercise Handouts: Distribute handouts containing mixed grammar and vocabulary exercises.
Students work individually or in pairs to complete the exercises.

Station Activity: Set up different stations in the classroom with flashcards or images representing
different grammar topics and vocabulary themes. Students rotate in pairs to each station, discuss the
content, and answer questions related to the flashcards/images.

Board Plan:

Write headings for key grammar topics: Simple Present, Past Tenses, Present Continuous, Descriptive
Adjectives, etc.

Under each heading, write example sentences related to the grammar topic.

Draw arrows to connect example sentences with corresponding vocabulary.

Review and Discussion (10 minutes):

Lead a class discussion about the exercises and station activities. Ask students about any challenges they
encountered and address any questions they have.
Interactive Activity (5 minutes):

Play a quick interactive review game, such as "Grammar Volleyball," where students answer questions
correctly to hit a "ball" across the "net" (imaginary or drawn on the board).

Feedback and Wrap-up (5 minutes):

Summarize the key points of the review: "Today, we reviewed various grammar topics and vocabulary
themes we've learned. It's important to regularly practice to strengthen our language skills."

Homework (5 minutes):

Assign homework: Students choose a grammar topic or vocabulary theme they feel less confident about
and write a short paragraph using what they've learned.

Note: This lesson plan is designed for beginner English learners at the A1 level. Customize the activities
and materials according to the grammar and vocabulary covered in your course.

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Create a Lesson plan TEFL A1 with board plan for Listening and Reading Comprehension Activities

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Lesson Plan: Listening and Reading Comprehension Activities (TEFL A1)

Objective: By the end of the lesson, students will improve their listening and reading comprehension
skills through engaging activities.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Audio clips or recordings for listening activities

Reading passages with comprehension questions

Handouts with comprehension questions and tasks

Warm-up (5 minutes):

Greet the students and ask them if they enjoy listening to stories, songs, or conversations in English.
Encourage short answers and a brief discussion.

Introduction (5 minutes):

Introduce the purpose of the lesson: "Today, we're going to focus on improving our listening and reading
comprehension skills. These skills are essential for understanding spoken and written English."

Listening Comprehension (20 minutes):

Short Dialogue: Play a short audio clip or read a dialogue. Ask comprehension questions, such as "Who
are the speakers?" or "What is the main topic?"

Listening Exercise: Distribute handouts with multiple-choice or true/false questions related to a longer
audio clip. Students listen and answer the questions.

Board Plan:

Write headings for "Listening Comprehension" and "Reading Comprehension."

Under "Listening Comprehension," write down the main points of the short dialogue and key questions.
Under "Reading Comprehension," write down headings for different reading activities.

Reading Comprehension (20 minutes):

Reading Passage: Provide a short reading passage related to a topic of interest. Ask students to read it
silently and underline unfamiliar words.

Comprehension Questions: Distribute handouts with comprehension questions about the reading
passage. Students answer the questions individually or in pairs.

Feedback and Wrap-up (5 minutes):

Discuss the listening and reading activities and ask students if they found any parts challenging or
interesting.

Summarize the key points of the lesson: "Today, we practiced improving our listening and reading
comprehension skills, which help us understand spoken and written English better."

Homework (5 minutes):

Assign homework: Students choose an English song or short video clip and write down three
comprehension questions for their peers to answer in the next class.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the listening and
reading materials to suit your students' needs and class dynamics.

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Create a Lesson plan TEFL A1 with board plan for Speaking and Writing Assessments

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Lesson Plan: Speaking and Writing Assessments (TEFL A1)

Objective: By the end of the lesson, students will demonstrate their speaking and writing abilities
through assessments that evaluate their language skills.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Rubrics for assessing speaking and writing

Sample prompts for speaking and writing tasks

Warm-up (5 minutes):

Greet the students and engage them in a short conversation about their day or weekend plans to warm
up their speaking skills.

Introduction (5 minutes):

Introduce the purpose of the lesson: "Today, we will assess your speaking and writing skills. This will help
us see how well you can communicate using English."

Speaking Assessment (20 minutes):

Prompt Introduction: Introduce the speaking assessment prompt, such as describing a picture, talking
about a hobby, or answering questions about a topic.

Individual Assessments: Call students one by one to a designated speaking area. Administer the speaking
assessment based on the provided prompt.

Peer Assessments: While one student speaks, the others listen and assess their peer using a simple
rubric for pronunciation, fluency, and content.
Board Plan:

Write headings for "Speaking Assessment" and "Writing Assessment."

Under "Speaking Assessment," write prompts and key points related to the speaking task.

Writing Assessment (20 minutes):

Prompt Introduction: Introduce the writing assessment prompt, such as writing a short paragraph about
a trip or describing a friend.

Individual Assessments: Distribute writing paper and allow students to complete the writing assessment
based on the provided prompt.

Peer Assessments: After writing, students exchange papers with a partner. They read and assess their
peer's writing using a rubric for grammar, vocabulary, and organization.

Feedback and Wrap-up (5 minutes):

Discuss the assessments and ask students how they felt about their performance.

Summarize the key points of the lesson: "Today, you showcased your speaking and writing skills through
assessments. It's important to practice these skills to improve."

Homework (5 minutes):

Assign homework: Students write a short reflection on their speaking and writing assessments,
highlighting areas they feel confident in and areas they want to improve.

Note: This lesson plan is designed for beginner English learners at the A1 level. Customize the
assessment prompts and rubrics according to your curriculum and students' proficiency.

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Create a Lesson plan TEFL A1 with board plan for Goal Setting and Progress Evaluation

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Lesson Plan: Goal Setting and Progress Evaluation (TEFL A1)

Objective: By the end of the lesson, students will be able to set personal language learning goals and
evaluate their progress.

Level: Beginner (A1)

Time: 60 minutes

Materials:

Whiteboard and markers

Handouts with goal-setting prompts

Progress evaluation forms or sheets

Warm-up (5 minutes):

Greet the students and ask them to share one thing they want to achieve in their English learning
journey.

Introduction (5 minutes):

Introduce the topic: "Today, we will talk about setting goals for our language learning and how we can
track our progress. Setting goals helps us stay motivated and focused."

Goal Setting (20 minutes):

Discussion: Lead a class discussion about the importance of setting goals. Ask students why they want to
learn English and what they hope to achieve.

Goal-Setting Activity: Distribute handouts with prompts about short-term and long-term goals. Students
complete the prompts to set their language learning goals.

Board Plan:

Write headings for "Goal Setting" and "Progress Evaluation."

Under "Goal Setting," write prompts and examples of short-term and long-term goals.

Progress Evaluation (20 minutes):

Self-Assessment: Distribute progress evaluation forms or sheets. Students evaluate their progress by
indicating their comfort level with different skills (speaking, listening, reading, writing).

Pair Discussion: Pair students up. They discuss their progress evaluation with their partner, sharing
strengths and areas for improvement.

Feedback and Wrap-up (5 minutes):

Discuss the goal-setting activity and progress evaluation. Ask students how they felt about their goals
and progress.

Summarize the key points of the lesson: "Today, we talked about setting goals and evaluating our
progress. Regular self-assessment helps us see our improvements."

Homework (5 minutes):

Assign homework: Students write a short reflection on their goals and what steps they plan to take to
achieve them.

Note: This lesson plan is designed for beginner English learners at the A1 level. Adapt the goal-setting
prompts and progress evaluation forms according to your students' goals and class dynamics.
Teaching Methodology:
Use communicative and task-based language teaching methods to promote active engagement and
practical application of language skills.

Integrate authentic materials such as videos, audio clips, and real-life scenarios to make learning more
meaningful.

Encourage pair and group work to enhance speaking and listening skills through interaction.

Provide opportunities for students to practice reading and writing through short texts, simple stories,
and dialogues.

Assessment:

Regular formative assessments to monitor students' progress and identify areas of improvement.

Summative assessments at the end of each unit to evaluate students' overall language proficiency.

Listening and reading comprehension tasks, oral presentations, and writing exercises.

Note: It's important to be flexible with the curriculum and adapt it based on students' needs and
progress. Also, consider including cultural aspects and fun activities to keep the learning environment
engaging and enjoyable.