Teacher: Mr.

Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

Introductory Lesson:
Welcome to the Class
1) Vocabulary Phrases –
a. Greetings and Salutations:
 Show the students the video (001 Greetings 1 Vocab - Phrases - English Meeting ESL Lesson)
and teach them the different ways to greet each others. Write these phrases on the board and
students have to write them on the copybooks.
b. Answers to what’s up / what’s going?
 Then, show them the video (Answers to what’s up). Here they are going to learn how to answer the
questions what’s up and other phrases.
 After teaching greeting, ask them to write a short conversation using these phrases and to practise it.
 Then, ask them to pick up a piece of paper and answer the questions. Here, I want the students to
respond quickly. The quicker they speak, the more fluent they are. Repeat this activity until they speak
fluent and fast. Ask them to use different answers.
 Ask the students the make up a dialogue where they use these expressions then practice it.
o Audio Activity: Students will listen to some greetings and they have to answer these
questions fast to improve their listening skills.
2) The Alphabet: (4a. Audio - R 0.3)
a. Before teaching the alphabet, tell them its importance in everyday life. The importance of the
alphabet is communication. They need it when it comes to spelling out a name or place… when
talking on the phone, when writing something, so, you ask for spelling.
b. To teach the alphabet, first of all, ask the students to draw a table. Then, tell them that they are going
to listen to the alphabet and to write the letters having the same sound as the colors.
Grey Green Red White Yellow Blue Black
(ei) (i:) (e) (ai) (u:) (a:)
A–H B–C–D–E F–L–M–
I–Y O Q–U–W R
J–K G–P–T–V–Z N–S–X–
NB: Each time, they listen and write the letter in the column having the same sounds.
c. Ask the students to spell their names and other words that you give.
d. Learning to Listen Activities:
 Who is Who: This activity would help students differentiate between 2 letters.
 Checking Names: Students would correct the spelling of the students’ names.
e. Let’s Talk Activities:
 Activity One: You will hear a conversation. Complete the chart with a partner. Be creative.
 Activity Two: Complete the information.

3) Getting Started:
a. Activity One: Students have to work alone. They check sometimes, often or never. Then, the student
compares his answer with his classmates using (how about you?) expression. It’s a good activity for
communication.
 Highlight the use of SOMETIMES, OFTEN, and NEVER. They are before the verb. Write the rule
on the board (adverb + verb).
b. Activity Two: Before doing the activity on the book, tell them how they can ask you about if they don’t
understand something or how to pronounce a word, you have the list on page (2). If they don’t know, just
do the activity with the students.
 For example, tell them what is the question that you should ask if you don’t know how to
pronounce a word?
1. The Question is: How do we pronounce this word?

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

 NB: Students should learn these questions to be able to use them if they don’t know or
understand something.
c. Activity Three: Complete the conversation with questions from Activity (2). Then, Listen (Track 2) and
check the answers, then practice the conversation.

d. Activity Four:
 Work in groups of three. This activity is about how to improve your English skills. Students are
going to ask questions and answer them. You give one student (Comm 01 – Task one), another
student (Comm 02 – Task 10) and the other student (Comm 03 – Task 18).

4) Introducing oneself: Conversation (1) page 4. (R. 0.1 and 0.2)

5) Spelling the names:
a. (6a): Look at the conversation 3, Then, match the teacher’s questions to Pablo’s answers.
b. (6b: R0.7) Listen to two conversations, A and B, write the names.
c. Enact the conversation and record it
6) Teaching Days of the Week: / Classroom Instructions. (5a)
7) Ask the students to close their book. Ask them what they have kept in mind.

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

Lesson One (1): Meeting People.

Where are you from?
2010/12/01
1) Quick Review: write six words in pairs; ask the students to spell the words to your partners.

2) Vocabulary: Countries and Nationalities

a. Show the students the video (001 - Real English Unit 2 - Where are you from Unit 2 Home). Pause the
video after each appearance of a country and ask them the corresponding nationality to the country
b. Draw a table like that where you write the country and the corresponding nationality. Students have to
write that down on their copybook.
c. Points to Highlight:
o Highlight the way we ask someone where someone is from and ask about nationality.
o Highlight this expression and write it on the board (originally from ____ but now from) and ask
them where they are originally from.
 For example, I am originally from Sousse but now from Sfax.
Country Nationality
1. Iran - Iranian
2. France - French
I come from

3. Roman - Romanian
4. New Zealand - Australian
I am

5. Toronto - Canadian
6. New York - American
7. Mexico - Mexican
8. Russian - Russian
d. Watch them (002 - Real English Lesson 5 What Nationality are you)
 Here, you have to highlight the questions used to ask about nationality. It’s another way to ask about
nationality.
e. Page (6): Countries and Nationalities. Finish the missing letters.
Country Nationality
9. Brazil - Brazilian
10. Australia - Australian
11. Argentina - Argentinian
12. The USA - American
13. Germany - German
14. Italy - Italian
I come from
I am from

15. Mexico - Mexican

16. Russian - Russian
17. The UK - British
18. Spain - Spanish
19. Poland - Polish
20. Turkey - Turkish
21. China - Chinese
22. Japan - Japanese
23. France - French

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011
3) Listening
and Grammar:
(Page 7)
Read and
listen to
Conversation 3, 4 and 5. Write the countries. (Recording 1.4)
4) Introducing People: Show the students (003 - Real English Lesson 6 - Introducing People Spelling)
- Highlight the question (can you introduce your friends to us?)
- Read, Listen and then practise conversation (1) with their names.
- Practise conversation 1 with for other students. (Recording 1.1)
- Ask the students to practise introducing their friends.

5) Help with Grammar: be: Positive and WH-Questions

- Watch them (004 - YouTube - Verb to be affirmatives). Then, do exercise (7a) page 7.
- Write this on the board and students write it down on their copy book.

Personal Pronouns Verb to be (Affirmative)

I Am
He / She / it Is
You / We / They Are
- Watch them (005 - YouTube - Questions and the verb to be). Then, do exercise (7ba) page 7.

Personal Pronouns Verb to be ( Question Form)

I Am + I
He / She / it Is + (He/she/it)
You / We / They Are (they/we/you)
- Ex 9 page 7. Fill in the gaps with ‘M, ‘RE or ‘S.

Communication Activity (to be question and affirmative form):

- Ask him if he is happy.
- Ask Angie where she is from.
- Ask him if his answer is right.
- Ask him if she is sure.
- Ask Angie if this is her book.
- Ask him if he is 30 years old.
- Ask him if he is American.
- Ask him if his name is Ahmed.
- Ask him if he is married?
- Ask him if he is single.
- Ask him if there are a lot of students in class.
- Ask him if he is from England.
- Ask him where his brother is now.
- Ask him to what his nationality is.
- Ask him to spell his name.
6) Help with Grammar: Possessive Adjectives.
- Watch them (006 - YouTube - Possessive Adjectives in English) and then fill in the table (10a)
7) Listen and fill in the gaps on the names cards. (R1.8)

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

Lesson Two (2): People and Possession

Where is the Baby?
Review Lesson Time and Money:
1. Worksheet TV Guide. Talking about the time of favorite TV programs.
a. Ask the students to fill in the table with the name of their favorite TV programs, when it starts,
when it finishes and how much it lasts.
2. Worksheet Number 807270402315306001:

The title: where is the baby?

1. Tell the students that we use “where” to ask about a ‘place’.
a. Ask the students some questions with where.

Help with Grammar: Preposition of Place:

3. Cat and Mouse - Games of Prepositions: Ask the students these questions:
a. What do we call this room? ---------- a living room.
i. Is the mouse in the kitchen?
ii. Is the mouse in the garden?
iii. Is the mouse in the bedroom?
iv. Is the mouse in the bathroom?
v. So, where is the mouse?
b. What’s in the living room?
There is There are
1. a table 1. Two chairs.
2. a lamp. 2. Two armchairs.
3. a vase. 3. Two beds.
4. a picture.
5. a plate.
6. a ladder.
7. a curtain.
8. a sofa.
9. a shelf.
[Link], Point to different places in the room to learn the prepositions then click the mouse to start
the exercise.
4. Go back to student’s book on Page 20, ask the students these pictures and to answer with full
sentences.
a. How many are there in the picture?
b. Where are they?
c. What are their names?
d. How does the man look?

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011
e.
e.
e.
e.
e.
e.
What’s in the living room?
f. then ask them
i. Where is the cat?
ii. Where are Tom’s keys?
iii. Where is Tom’s passport?
iv. Where is Lisa’s DVDs?
v. Where is Tom’s suitcase?
vi. Where is Tom’s mobile phone?
vii. Where is Emma’s bag?
viii. Where are Emma’s books? And so and so forth.
5. Then preposition of place (1 + 2).
6. Mr. Bean (Buying a new TV).

Lesson Two (3): Daily Life

3A – A Glamorous Life?
11/11/10
Quick Review:
1. Preposition of Place (Worksheet 1): Ex (10).
2. Preposition of Place (Worksheet 2):
a. Ask the students to listen and draw the things in the room.
b. Reading Comprehension.

Vocabulary: Daily Routines

1. Draw a table on the board, then, show the students the pictures and then classify these phrases to the
times of day.

In the morning In the afternoon In the evening At night

1. to get up/ to wake up 1. to brush your 1. To go home. 5. To brush your teeth.
2. To wash your face. teeth 2. To take a bath. 6. To go to the
3. To take a shower. 2. To go to school. 3. To go for a walk. bathroom.
4. To dry your hair. 3. To study. 4. To go grocery 7. To study.
5. To brush your hair. 4. To eat lunch. shopping. 8. To do my homework
6. To eat breakfast. 5. To go home. 9. To eat dinner.
7. To brush your teeth. 6. To do the dishes. 10. To take a bath.
8. To get dressed. 7. To take a nap. 11. To go to bed.
9. to go to the 12. To make dinner.
bathroom 13. To put on make-up.
10. To make your bed. 14. To take off clothes.
11. To go to school.
12. To study.
13. To drive to work.
14. To make a coffee.
15. To do the laundry.
16. To clean the house.
17. To shave the beard.
18. To put on make-up.
19. To do your hair.
20. To comb my hair.

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011
2.

“DailyRoutines1_ccp2_write” worksheet. Choose the Correct Picture and Write the Answer.
3. Worksheet “Tell me about your day”:
4. Then, ask the students to write a paragraph about their daily life.
Help with grammar: Present Simple: Positive (I/they/we/you).
 4a. Find the verbs in these sentences. They are in the present simple.
 4b. Is the form of the present simple the same or different after I, they, you, we?

Help with grammar: Present Simple: Wh-Questions (I/they/we/you).

 Look at the table. Notice the word order in questions.
 Extract the rule and write it on the board.
o The Rule is: (Question word) + (Does/do) + (subject) + (infinitive).
o (b) Do the exercise worksheet (Question word order).
o Speaking Activities. (Asking Questions)

Quick Review: (10 minutes).

- Show the students the Pictures again in the PowerPoint file. The students have to label these pictures and
make up a sentence.
 For example: I get up at 7 o’ clock.

Help with grammar: (30 minutes).

 Present Simple: Positive (I/they/we/you).
o 4a. Find the verbs in these sentences. They are in the present simple.
o 4b. Is the form of the present simple the same or different after I, they, you, we?
 Present Simple: Positive (he/she/it).
o PowerPoint: Show the students the pictures daily activities.
o Timesaver: Simple Present for daily routine (Mick’s day).

Help with grammar: (30 minutes).

 Present Simple: Wh-Questions (I/they/we/you).
o Look at the table. Notice the word order in questions.
o Extract the rule and write it on the board.
 The Rule is: (Question word) + (Does/do) + (subject) + (infinitive).
 Present Simple: Short Answers (I/they/we/you).

 Present Simple: Wh-Questions (He/she/it).

o PowerPoint: Show the students the pictures. (PowerPoint).
o (b) Do the exercise worksheet (Question word order).
 Speaking Activities. (Asking Questions).
 Present Simple: Short Answers (He/she/it).

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

Lesson Two (3): Daily Life

3B – Evening and Weekends

Quick Review: (5 minutes).

1. Review of the simple Present Tense.
a. Affirmative and Negative form:
i. What is the rule of the affirmative form?
ii. What is the rule of the negative form?
iii. What is the rule of the question form?
2. Ask these questions to students.
a. Do you phone your family every day?
b. Do you go shopping on Saturdays?
c. Do you watch TV every evening?
d. Do you eat out with your friends?
e. Do you live near OPEN School?
f. Do you have lunch at 12.00 every day?
g. Do you work at the weekends?
3. When you ask these questions to students, ask the same questions but with He or She so that they
answer, they use does not.

Short Answers (1 Hour)

4. Then, teach them short answers.
a. Do/have/be.
b. Worksheet: Does she dance?
i. Print two worksheets to students. One asks and the other answers with short answers.
c. Worksheet: Go and Like.

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011
d.
d.
d.
d.
d.
d.
Worksheet: Simple Present for routines with 3rd Person Subject.
e. Worksheet: Have got.

Vocabulary: Free Time (5 minutes).

1. Show the students the pictures (Free Time Activities) and ask them to label them.
2. Then, write on the board (what do you at the weekends) and ask the students to give as many
possibilities as possible. Give them 3 minutes to prepare their answers.
a. The, write the students leisure activities on the board.
3. Adverbs of Frequency Worksheet and Other Expressions of Frequency.
4. Ask them to ask their classmates questions about these activities using this pattern.
a. Do watch sport on TV?
i. Yes, I do.
ii. No, I don’t.
iii. No, never/sometimes/always/usually/rarely.
5. Worksheet: How do you spend your free time?

Lesson Two (3): Daily Life

3C – Special Days

Quick Review:
1) Review of the Simple Present Tense. Give the students sentences in Arabic or in French and they
have to translate them into English. [Link]
a. Do you like chocolate? ‫هل تحب الشوكوالتة؟‬
b. Do you eat out with your friends? ‫هل تناول الطعام مع أصدقائك؟‬
c. Do you go shopping on Saturdays? ‫هل تذهب للتسوق في أيام السبت؟‬
d. Do you go to the café after work? ‫هل تذهب إلى المقهى بعد العمل؟‬
e. Do you have lunch at 12.00 every day? ‫ كل يوم؟‬12 ‫هل تتناول الفطور على الساعة‬
f. Do you live near OPEN School? ‫هل تسكن بالقرب من المدرسة مفتوحة؟‬
g. Do you phone your family every day? ‫هل تهاتف عائلتك كل يوم؟‬
h. Do you practice sport? ‫هل تمارس الرياضة كل يوم؟‬
i. Do you watch TV every evening? ‫هل تشاهد التلفزيون كل مساء؟‬
j. Do you work at the weekends? ‫هل تعمل في عطالت نهاية األسبوع؟‬

k. What do you do in the evening? ‫ماذا تفعل في المساء؟‬

l. When do you go shopping? ‫متى تذهب للتسوق؟‬
m. When do you do your homework? ‫متى تقوم بفروضك المنزلية ؟‬

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011
n.
n.
n.
n.
n.
n.
Do you go shopping alone or with your family? ‫هل تذهب للتسوق لوحدك أو مع أسرتك ؟‬
What’s the date today? (20 minutes)
- Ask each student when his birthday is. They should answer as following.
o It’s on the twenty first of June 1980. Highlight the pronunciation of (OF).
- Ask the students what the date is.
o It’s the 19th of November 2010. or It’s November the 20th.
- Then, ask them these questions.
1) What date is today?
2) What day is today?
3) What is the last day of the year?
4) What is the second month of the year?
5) What is the seventh day of the week?
6) What level of English are you in?
7) What’s the date tomorrow?
8) When did Saddam Hussein die?
9) When do you go to OPEN School?
10) When is match of Esperance and Club African?
11) When is Mr. Riadh’s wedding? Is it at the beginning or at the end of December?
12) When is next Ramadan?
13) When is the 1st world war?
14) When is the final of CAF Confederation Cup?
15) When is the first of day summer?
16) When is the International Woman’s Day?
17) When is the Labor Day?
18) When is the Mother’s Day?
19) When is Tunisian Independence day?
20) When was the Aid? Was it at the beginning, at the end or in mid-November?
21) When was the Second World War?
22) When was the World Trade Center attack?

- (7) R3.13 Listen. Which date do you hear?

- (8) Write four dates that are important to you. Work in pairs. Say all your dates to your partner. Then, write
partner’s dates. Then, ask why they are important.
o Why is May 20th important? Because it’s my birthday.

What shall we get him? (45 minutes)

- Ask the students to have a look at the picture and describe it. They have to answer with full sentences.
o How many people are there?
o Where are they?
o What are they doing?
o What’s in the Kitchen?
o What is the man doing in the kitchen?
o What is the woman doing, too?
o What are they talking about?
- 9a. (R3.15) Ask the students to just listen to Tanya and her husband, Simon, about their friend’s birthday.
o After Listening: (First Listening) Ask them these questions.

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 What are they talking about?

 What’s the date?
 What does the date represent for them?
 Is it a normal day?
 What is it like?
 How many things do they suggest buying?
 What are they?
 What do they decide to buy?
- Then, ask them to listen again and fill in the blanks.
- Ask them to act out the conversation.
- Then, ask the students to underline these expressions in the dialogue and then write them on the board.
 SUGGESTIONS
 What shall we get him? Let’s get him.
 Let’s buy him. What about a Star Trek DVD?
 Let’s give him the new Simpsons?
o Tell them that these phrases express SUGGESTION.
o Shall + Base form
o Let’s + Base form.
o (What about + noun) or we can also say (What about + verb + ing).
 Responding to Suggestions:
 That’s a good idea. I am not sure.
 That would be nice. No, I don’t think so.
 Yes, all right. Let’s not.
 Yes, Let’s. I’d rather not. I don’t like + verb + ing.
No, I don’t really like the …… very much.
I could, but, I prefer something else.
Real World Suggestions
- 10a. Look at the conversation in 9b. Then, fill in the gaps in the table.
- Listening about Suggestions:
- Exercise on suggestions.
- Situations:

Conversation Practice: Your students want to go out with you tonight. Ask them to make suggestions.
You have to refuse these suggestions pretending that you don’t like these places to make them ask for more
suggestions and use suggestion expressions.
- Show the students the picture, ask them to make suggestions.
- What shall we do activity?

Lesson Two (3): Daily Life

3D – Early Bird or night Owl

Quick Review:
1) Review of the ordinal numbers. Dictate these numbers.
2) Then, revision of the suggestion forms.

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- What are the different forms of suggestions?

- What are the structures of these forms?
- Then, Game Card.
Frequency Adverbs:
2) Explain the title of the lesson: Early bird or night owl.
 Show the students the pictures and ask them these questions:
 Picture 1:
 What’s this in English? (a bird, a worn, sunrise, sunshine)
 What is it doing?
 What’s it eating?
 When is it eating a worn?
 Is it in the early morning, midday, in the evening or at night?
 When do you think the bird gets up?
 When do you think the bird sleeps?
 Picture 2:
 What’s this in English?
 What is the owl doing?
 When is the owl watching TV?
 So, what’s the difference between the owl and the bird?
 The owl stays up late in whereas the bird sleeps early.
 So, the bird wakes up early whereas the owl wakes up late.
 What’s the meaning of the early bird and night owl?
 Early Bird: one who gets up early.
 Night owl: person who works at night or a person who likes to stay up late.
 So, are you an early bird or a night owl?

3) Page 28: (Activity 1) Ask the students to put the adverbs on the line.
 Then, explain these adverbs of frequency.
 (2 – Page 28) Then, ask them to read the questionnaire and tick the answers. Then, ask them to
look at page 158 and to count the score. Are you an early bird or a night owl?
 Then, students compare their scores. How many of the scores are the same?
 Ask the students to underline the verbs in these sentences, the verbs, and then the adverbs.
 Extract he rule of the adverbs.
 Listening Comprehension. (Adverb Placement).

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Lesson Two (4): Time off

4A – Away from Home
Quick Review: (15 minutes)
1) Ask the students about the meaning of (Early Bird) and (night owl).
1) An early bird is a person who wakes up early.
2) A night owl is a person who stays up late.
2) Ask the students about the adverbs of frequency.
1) What are they adverb of frequencies? Their percentage? Where is the adverb placed?
3) Test: Word-file Worksheet. (Grade them).
Warm-up: (10 minutes)
- The first thing that you have to do is to explain the title of lesson (Time off) and (Away from home).
o To explain the titles, write these sentences on the board and ask them to understand the phrase
from the contest.
 I have worked so hard today, I think I need some time-off.
 Why does he need to take time-off?
 What does someone need when he feels tired? (to relax, to have a rest)
 He wants to take time off to attend his brother’s conference.
 Sunday is the day off of European people.
 Friday is the day off of Arab people.
 Every year, people take a month off.
o Day off: vacation day, a day when one does not have to work or study.
o Time off: time for rest or recreation away from one's usual work or
studies.
o Then, explain the second phrase: write this on the board.
 A: Hello. Is this Ahmed?
 B: Hi, yes, I am.
 A: Who’s calling?
 B: It’s me, Riadh. Are you at home now?
 A: No, I am not. I am away from home.
 Away from home means: Not at home, far from home.
Vocabulary: Free Time Activities (2). (30 minutes)
1. WorkSheet: My favourite hobbies.
a. Questions to be asked:
i. Text (1):
1. Find all the verbs + ing in the 4 texts.
2. Then, Put these phrases in order.
a. I like / dislike/don’t like.
b. I love/hate
c. I really like/quite like.
d. It’s ok.
Text (1) Text (2) Text (3) Text (4)
Indoor Activities: activities Definitely: without doubt.
To enjoy + verb + ing:
happening inside a building. Exciting: causing
to get pleasure from. I really love:
Outdoor Activities: activities excitement
To like + verb + ing: Nearby: next
happening outside. Would like to + verb: to be
Shell: ‫َصَدفة‬ to.
To prefer: to like better. interested in, want to do
At the weekend:
To spend time doing sth sth.
However: but.
1. Then, ask them how they spend their free time. Give them some time to think. Here, the students have
to answer in this way: Then, you write their answers on the board.

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a. He/she spends her time watching television.

i. Highlight that we say (to spend time doing something)
ii. To spend time + verb + ing.
2. Communication Questions.

Lesson Two (4): Time off

4B – Eating Out
Quick Review: (30 minutes)
1) Angie starts with the communication questions.
2) Ask the students about the different forms of expressing their favourite hobbies.
 These are the forms:
o Like, enjoy, love and I am fond of + (verb + ing) or + (noun).
o Dislike, hate (verb + ing) or + (noun) / my favourite hobby is ….

Introduction Warm-up questions - Food vocabulary

1. Reading a menu
2. Structures: would like…
- Ready to order We’d like to order now please.
We’re ready to order now
- Ordering I’d like the steak please.
Ordering food at Can I have the fillet steak please?
a restaurant - Asking for the bill Bill, please
Could I get the bill please?
I’d like the bill please.
3. Sample Dialogue

1) Warm-up questions
2) Vocabulary
3) Structures
Can I have a sandwich with cheese, lettuce and tomato please?
Ordering take- I’d like an apple juice / a Portuguese tart
away food Do you have banana smoothies?
1) Sample Dialogues
Cultural
Tipping
Information
1) Talking about food
2) Describing food
3) Talk about likes and dislikes
4) For higher level students
Extension o Food expressions
o More conversation topics
o Writing: My Favorite Restaurant
Warm-Up
1. Ask the students how they enjoy themselves in Sfax? Where do they go?
 Why do people eat out? → To try new food / to enjoy themselves / to eat food they can’t cook at home.
 What types of restaurants are there?

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Which kind of restaurants do you like to go?
Which one do you like to go? Why and why not?
Do you have a favorite café or restaurant? If so, where is it? Why do you like it?
What is the cheapest place to eat that you know?

o About how much is a meal? Where is it?

 What is the most expensive restaurant that you have ever been to?
o o What did you eat there? When did you go?
 How often do you eat in a restaurant?
 Where do you usually go? Who do you usually go with? What do you order?
2) What do you usually have to eat when you go out for a meal?
3) What is your favorite food? I like /enjoy/love/hate/dislike…..+verb + ing

Listening comprehension: The passage is a phone call conversation. A customer is making a reservation.
How to make a reservation:
1. First, tell the students (suppose that you will invite at least 20 people for a dinner. What do you do
before going the restaurant?) Keep on giving hints until they say to reserve or to make a reservation or
something related to that. To make a reservation: to reserve: to book.
2) Then, ask them what we can book. (A table in a restaurant, a room in a hotel….)
3) Then, give them this situation (a phone call): a student is going to take the role of a customer and
another is going to take the role of waiter/waitress. Ask them about the things they are going to talk
about on the phone. After giving these points. Students have to make up questions.
a. Name of the reservation: What’s the name of the reservation?
b. Phone Number:
i. What’s your phone number?
ii. Can you give me a phone number where we can reach you?
c. Number of People:
i. How many people are invited to the dinner?
ii. How many people will you invite?
iii. How many people will be in the dinner?
d. Day: When is the reservation? / What day is the reservation?
e. Date: What date is the reservation?
f. Time: What time is it?
g. Special Needs: Do you have any special needs?
4) Then, you give the students some time to write the phone call conversation. It will be recorded.

1) First, students watch the whole video and have to identify the different events of this
scene.
a. What are the different events of this video?
Questions Situations
- What do clients generally do
once they come into a
Taking a table restaurant?
- Say you want a table for 5 people.
- What do they take?
Giving the Menu - What does the waitress do? - Ask for the menu
Studying/Reading - Talk with your friend about food.
- What are they doing?
the menu - Make suggestions.
Ready to order - What do they do? - The Waiter asks the customer if they are
ready to order.
- Say how you would like your beef.
- Ask for sparkling water.

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- Ask to
bring
you the
salt.
- Ask the
waiter to serve you more Pizza.
- Say what the salad or the soup of the day.
- Say what kind of dressing you want.
- Say you want some juice.
- Say what you would like to drink.
- Say where the toilet is.
Commenting on
- What do you do when you eat? -
food
Asking for the bill - Say if you can pay with a credit card.
- What do you ask for just before
leaving the restaurant? - Say there is something wrong with the bill.

Show the students the video and then identify the different parts of the scene:
At a Restaurant:
Situations What would the customer say? Waiter
- We would like a table for 5 people.
Taking a table - We booked a table 2 days ago for people under Certainly, follow me
the name ……
- Can you bring us the menu, please?
Ask for the menu Here is the menu.
- Can we have the menu, please?
- Yes, we are.
Ready to order Are you ready to order?
- Yes, we are ready to order now, please.
- I’d like the steak please. What would you like for
- Can I have the steak please? Starter/main course/…?
Give orders
What kind of dressing would
- No, not yet. you like?
Situations What would the Waiter say? The Customer
Asking about the - It’s + (adjective) What’s …. Like?
food
- I recommend ….. Is there anything you can
Asking for
- You can try the ……. recommend?
recommendation
- The …….. is good, it comes with …… and …… What are today’s specials?
Ask what the diner - Would you like anything for dessert? 1) Yesplease.
wants sth. for
dessert
- Any dessert for you? 2) No thanks.

Ask how the meal - How was everything? 1) Great! I loved it.
was - Did you enjoy it? 2) Delicious. Thanks.
Bill, please
Asking for the Bill - Here is the bill. Could I get the bill please?
I’d like the bill please.

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- Listening

Comprehension: Ordering a sandwich at a sandwich.

 Employee: Welcome to Grubway. What can I get for you?
o Jared: I’m still deciding. Do you guys have a BLT or a club?
 Employee: We don’t have a BLT, but we do have a ham or turkey club.
o Jared: Okay, I’ll take the club.
 Employee: Ham or turkey?
o Jared: Can I get half and half, or better yet, can I get double ham and double turkey?
 Employee: Sure, no problem.
o Jared: I’d like cheese on that, too.
 Employee: Would you like your bread toasted and the cheese melted?
o Jared: Uh, sure.
 Employee: What else would you like on your sandwich, the works?
o Jared: What comes with the works?
 Employee: It includes lettuce ‫الخس‬, tomatoes, onions, bell peppers (sweet pepper), olives, and
pickles ‫خل‬.
o Jared: Oh, okay. I’ll have the works, I’d like mayonnaise on the side, too, please. You
know what? I’d like to add some chicken to that.
 Employee: That’ll be $1.20 additional.
o Jared: That’s fine. I’d also like extra cheese, and why don’t you add some roast beef, too?
 Employee: Okay, I can do that. Will that be all?
o Jared: Yeah,

- Listening Comprehension: Describing the taste of food.

- What do you think of the soup?
- Is it too salty or spicy?
- It’s delicious.
- It has a very interesting flavor.
- It’s yummy. It’s the best cake that anyone has ever made for me.
- Students write a conversation and then practice it.
- Show the students the menu; explain the words in it (verbs and adjectives)

What are the different parts of the menu? What can we have in the starter / main course / desert?
Reading a menu:
Go over the menu with your student and teach menu reading by explaining the common three courses we
use: entrée, main course and dessert.
1) Entrée / starter: These are small portions of food, usually as a start to the meal while you are waiting
for the bigger or main meal.
2) Main course: The larger, main dish that is the focus of the meal.
The verbs in the vocabulary section can be practiced here as they are often used
for main course: baked, boiled, fried, grilled, poached ‫مسلوق‬, steamed ‫ُبخار‬, roasted
‫ُمَج َّم ر‬, and stewed ‫مطهي‬. For example, grilled salmon, roast beef. (verb-ed +
meat/vegetable/seafood).
3) Dessert: Is usually a sweet dish to eat after your meal, sometimes with coffee, tea.

1) Ask for sparkling water.

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2)
2)
2)
2)
2)
2)
Ask for the menu.
3) Ask the waiter to serve you more Pizza.
4) Ask to bring you the salt.
5) Make suggestions.
6) Say how you would like your beef.
7) Say if you can pay with a credit card.
8) Say that you booked a table for 5 people.
9) Say there is something wrong with the bill.
10) Say what kind of dressing you want.
11) Say what the salad or the soup of the day.
12) Say what you would like to drink.
13) Say where the toilet is.
14) Say you want a table for 5 people.
15) Say you want some juice.
16) Talk with your friend about food.
17) The Waiter asks the customer if they are ready to order.

Lesson Two (6): Good Times, Bad Times

6A: Three Generations
1) Ask the students to describe the picture. (5mts)
 General Introduction: What can you see in this picture? Names?
 Relationship: What’s the relationship between them do you think?
 Appearance: How do they look?
 Place: Where are they?
 Age: How old are they?
 Clothes: What are they wearing?
 Actions: What are they doing?
 Feelings: How do they feel?

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





Read the title and look at the picture, what can you understand?
 What do they represent? – They represent 3 generations.
1. Generation: a group of people born around the same time.
There are 5 people in the picture. Their names are Helen, Margret,
and Rebecca. I think Helen is the mother and Margret is her sister. Rebecca
is Helen’s daughter. They are at home celebrating a birthday. I think it is
Margret’s. They look very happy. They are all smiling and Rebecca is
blowing the candles.
4) Then, show the students the pictures and ask them to identify the words. (10mts)
1) Poor: miserable ≠ rich.
 General Introduction: What can you see in this picture?
 Appearance: How do they look?
 Place: Where are they?
 Age: How old are they?
 Clothes: What are they wearing?
1. They are wearing dirty and torn clothes.
 Food: What are they eating? What do you think of the food?
 Actions: What are they doing?
 Feelings: How do they feel?
 Where do you this picture is taken from?
2) Happy: miserable ≠ rich.
5) Work in pairs; use the adjectives to talk about photos. Make up sentences. (2mts)
6) Read the text and underline all the verbs, then, write them on the board. (10mts)
7) Ask the students to extract the rule of verb to be past.
1) Fill in the gaps with was, wasn’t, were, weren’t.
2) Ex 5: Circle the right alternative.
3) Ex 6: A and B.
4) Ex 8: Questions with be.
 [Link]
 [Link]
 [Link]
 [Link]
 [Link]
 [Link]
5) Ex 11: Make questions with YOU. (15mts)
8) Worksheet: To be (Simple Past).
1) Where were you last night? Were you at home yesterday afternoon? Where was he?
2) What day was yesterday? Where was Mohamed? Were you at homer at 12?
3) Were you in this class last month? Were you at work yesterday at 4 pm?
9) In my bedroom: There were 2 pictures of a bedroom. Students have to find the changes in the
bedroom and to use there was and there were.
1) Highlight the difference between (there was + a singular noun) and (there were a plural
noun).

Lesson Two (6): Good Times, Bad Times

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6B: Who changed the world?

Part (1)
1) Get the students to watch the video (Lesson 3a/b/c Basic English Grammar - The Simple Past Ten) and
extract all the rules.
i. Let the students read the short text and ask them to find all the verbs in the simple past.
ii. After finding the verbs, write them on the board as following:
iii. Skip the slides containing verb to be in the past as it has been taught before.
iv. When you reach the slide of the regular verbs, draw this table on the board. Then, write the
past verbs either in the regular or irregular column.
v. Then, ask them to find the 3 regular verbs in the text.
vi. Then, highlight the rules of the simple past can be (verb + -ed) or irregular verbs.
vii. Then, ask them about the infinitive and write it on the board.
1. NB: Ask the students to type of google (irregular verb list) to help find the irregular verbs.
Infinitive Regular Irregular
To be Was
To want Wanted
To think Thought
To open Opened
To take Took
To look Looked
To put Put
To eat Ate
2) Spelling rules:
a. Ad (-ed) to a verb that ends in a consonant. (wanted – looked).
b.
c. Double the consonant if the verbs ends in (CVC) = (stopped).
i. Exceptions: WXY = don’t double these consonants.
d. if a verbs ends in Y
3) Highlight the rules of negative and the question form for the simple past tense.
a. Negatives: [Link]
b. Positive: [Link]
c. Negative: [Link]
d. Questions: [Link]
e. Questions with interrogatives: [Link]
07
f. Exercise on the Past : [Link]
4) Worksheet: Moody Mick’s Day.
5) Worksheet: Hyper Harry’s Holiday.

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Part (2)
1. Quick Review: Revise the rules of the simple past. (affirmative, negative and questions forms)
2. What is the simple past of these verbs:
a. (eat / go / work / play / think / put / meet / buy / have / run / see / watch / write / come / do / drive /
stand / understand / want / visit / make).
b. Translate these sentences from Arabic to English.
a. Did you have out with your friends? ‫هل تناولت الطعام مع أصدقائك؟‬
b. Do you go shopping on Saturdays? ‫هل ذهبت للتسوق في أيام السبت؟‬
c. Did you go to the café after work? ‫هل ذهبت إلى المقهى بعد العمل؟‬
d. Did you phone your family last week? ‫هل هاتفت عائلتك االسبوع الفارط؟‬
e. Did you practice sport? ‫هل مارست الرياضة البارحة؟‬
f. Did you watch the news last night? ‫هل شاهدت االخبار الليلة الفارطة؟‬
g. What did you do in the evening? ‫ماذا فعلت في المساء؟‬
h. When did you go shopping? ‫متى ذهبت للتسوق؟‬
i. When did you do your homework? ‫متى قمت بفروضك المنزلية ؟‬
j. Where did you spend your last summer? ‫أين قضيت الصيف الماضي؟‬
k. Where did you go? ‫أين ذهبت؟‬
l. Who did you go with? ‫مع من ذهبت؟‬
m. How long did you stay there? ‫كم بقيت هناك؟‬
n. Did you enjoy your holiday? ‫هل تمتعت بعطلتك؟‬
o. Did you go the cinema? ‫هل ذهبت إلى السينما؟‬
p. What did you do yesterday? ‫ماذا فعلت باألمس؟‬
q. What did you have for dinner yesterday? ‫ماذا تناولت في العشاء بالامس؟‬
r. What did you watch on television last night? ‫ماذا شاهدت على شاشات التلفزيون الليلة الماضية؟‬
s. When did you get home? ‫متى وصلت الى المنزل؟‬
t. Did your call friend? ‫هل اتصلت بصديقك؟‬
u. When did you leave work? ‫متى غادرت العمل؟‬
3. Get the students to watch the video: (What did you do yesterday?) and to fill in the blanks with words
from the video. Write on the board the activities that these people did. Then, ask them these questions:
4. Picture Story: Ask the students to put the pictures in order and then write a story in the past.
 Exercise on the Simple Past: [Link]
Part (3)
1) Quick Review: What is the simple past of these verbs: Show the students the PowerPoint containing these
verbs. Students have to speak out the past form of these verbs quickly. (10mts)
eat / go / work / play / think / put / meet / buy / have / run / see / watch / write / come / do / drive /
stand / understand / want / visit / make / leave / be / begin / catch / take / cut / fall / sleep / wake up
/ get up / fight / fly / get / forget / hit / have / know / put / win / lose / make / read / teach / tell / give /
spend / send /
- Irregular Verbs Quiz: [Link]
- Irregular Verbs Interactive Game : [Link]
- Complete with verbs in the past: [Link]
id=2030
- Irregular Verb List: [Link]
- Irregular Verbs: [Link]
- [Link]
- [Link]
2) Timesaver: (Daisy’s day out) and (Hyper Harry’s Holiday). (20mts)
3) Mr. Bean’s Video: Get the students to watch the video and to answer the questions on the worksheet.
(30mts)
4) Play the Game Board. (20mts).

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Part (4)
5) Quick
Review:
What is the
simple past
of these verbs: Show the students the PowerPoint containing these verbs. Students have to speak out the
past form of these verbs quickly. (10mts)
eat / go / work / play / think / put / meet / buy / have / run / see / watch / write / come / do / drive /
stand / understand / want / visit / make / leave / be / begin / catch / take / cut / fall / sleep / wake up
/ get up / fight / fly / get / forget / hit / have / know / put / win / lose / make / read / teach / tell / give /
spend / send.
1. Can you swim? When did you learn to swim? Who taught you to swim?
2. Did you dial the wrong number? What happened? How did you feel? (Frustrated, embarrassed,
relaxed…)
3. Did you drink coffee this morning?
4. Did you eat lunch today? What did you eat?
5. Did you have a problem with your phone bill? What did you do?
6. Did your cell phone break down? What did you do when your cell phone last malfunctioned?
7. How many hours did you sleep last night?
8. What did you do last night?
9. What did you have for dinner last night?
10. What did you have for lunch today?
11. What did you start going to school?
12. What did you study at university?
13. What did you watch on TV yesterday?
14. What did your mother do last night?
15. What didn’t you do last night?
16. What didn’t you watch on television?
17. What high school did you attend?
18. What sports did you do in junior high school?
19. What time did you get up?
20. What was the last lesson you attended?
21. What was the last movie you saw?
22. What was your favorite sport? Why did you like it? How often did you play it? How often did you watch
it?
23. What was your favourite lesson at school? Why?
24. What was your favourite sport when you were a child? Why?
25. When did you first drive a car?
26. When did you first get a cell phone?
27. When did you first go on a date?
28. When did you first go on holiday without your parents?
29. When did you first have a part-time job?
30. When did you first ride a bicycle?
31. When did you first travel to another country?
32. When did you graduate from high school?
33. When did you start playing tennis?
34. When was the last time you ate at a restaurant?
35. When was the last time you ate dinner with your mother?
36. When was the last time you bought new clothes?
37. When was the last time you cried?
38. When was the last time you fell in love?
39. When was the last time you got angry?
40. When was the last time you saw your friend Houcem?
41. When was the last time you visited your grandparents?
42. When was the last time you watched a football match?
43. When was the last time you went to the beach? Where did you go?
44. Where did you go for your last holiday?
45. Where were you born?
46. Who was your favourite teacher at school? Why?

[Link]

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Questions in the simple past about Holidays:

1. How was your holiday?
2. Did you have a good time?
3. How long was your holiday?
4. What did you get up to?
5. What did you do?
6. Where did you go?
7. Who did you go with?
8. Did you enjoy yourself?
9. Did you go out much or did you prefer to stay indoors?
10. What was the weather like?
11. Did you go swimming or was it too cold?
12. Did everyone enjoy the holiday?
13. Did you bring back any souvenirs?
14. Tell me everything about it, day to day.
15. How long did it take you to get there?
16. Did you drive or did you take a plane, coach, or train?
17. What made you want to go there?
18. Will you go back?
19. Did you send any postcards?
20. Did you go bushwalking, hiking?
21. Did you visit many shops?
22. Did you sunbathe?
23. Did you buy much while you were away?
24. What were the people like there?
25. What was the hotel like?
26. Did you do anything adventurous or was it just a relaxing holiday?
27. Did you stay in a hostel or a hotel?
28. Was it a backpacker style holiday or an expensive hotel style holiday?
29. What was the favourite part of your holiday?
30. Any holiday romances?
31. Was there anything you didn't like about your vacation?
32. Did you travel to lots of places or did you just stay in one place?
33. Did you see any famous tourist places or was it just a quiet break?
34. Did you make any new friends while you were away?
35. Do you think you'll go there again?

1) Eye Witness Activity.

a. Show the students the picture of the thief and tell them that this person has committed a crime.
b. Put the picture were students can see it well.
c. Ask them for a list of questions they would ask if they were police officers.
i. Tall: How tall is he?
ii. Age: How old is he?
iii. Sex: Was he male or female?
iv. Skin Color: What Color was his skin?
v. Hair Color: What Color was his hair?
vi. Hair Style: What style was his hair?
vii. Description of Clothes: What was he wearing?
viii. Article Stolen: What did he steal?
d. How would the police officer ask you about?
i. Date of Stealing:
ii. Name of the Witness:
iii. Address:
iv. Phone Number:
v. Article Stolen:

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vi. Shop Stolen from:

6) Vocabulary:
a. Build: Body structure. Well-built: strong. Wavy: ‫متمِّوج‬
b. straight: ‫غير َجْعد‬ Bald: hairless, ‫أصلع‬
7) After asking lots of questions, ask them for answers to these questions.
8) Then, divide the class into groups (Police officers and Witnesses), give the police officers handout B and all
eye-witnesses handout B. Allow two minutes for students to work individually and in silence. B students look
at the form.

Past Progressive
1. Complete the dialogue.
2. Then, do the exercise (worksheet).
3. Past Continuous: [Link]
4. Spelling Exercise: [Link]
5. Questions with Interrogatives: [Link]
07
6. Mixed exercise on Past Prog: [Link]
7. Test on Past Progressive: [Link]
8. Quiz: [Link]
9. Quiz: [Link]
10. [Link]
11. [Link]
12. [Link]

What Were You Doing?

Use the past progressive to answer these questions:

1. What were you doing this time yesterday?

2. What were you doing this time two days ago?
3. What were you doing at 8 o’clock this morning?
4. What were you doing before this class?
5. What were you doing yesterday at noon?
6. What were you reading last year?
7. What were you watching on TV last year?
8. Where were you living this time last year?
9. Where were you going to school this time last year?
10. What were you doing when you heard about 9-11?
11. What snack were you eating five years ago?
12. What were you watching on TV five years ago?
13. What were you doing this time last month?
14. What were you doing this time last week?
15. What were you doing before you went to bed yesterday?

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Lesson Two (9): All in a Day’s Work

9A: The Meeting
Lesson Overview: To give students a model of how the present progressive works in English.
 First, watch the students the whole video, then, ask them what is the question it has been asked
during the video.
 Then, ask them what are these people doing, here, they just have to remember some of the actions.

Vocabularies: Work
1. All in day’s Work: Just part of my duties.
o She said, "Thanks for the help."
o "All in a day's work," he replied."
2. The Meeting: the verb is (to meet).
a. Show the students the pictures and ask them about the words.
b. Then, ask them the appropriate verb that corresponds with the word.
c. What is the theme related these pictures.
d. What do people generally do?
i. To serve a customer. To write a report.
ii. To take notes. To write/read a letter.
iii. To send/receive/read a message. To sign a contract.
iv. To set up a company. To attend a meeting.
v. To attend a conference.
vi. To answer a phone call.
3. Listening and Grammar:
a. (A) - Look at the picture 1 and 2. It’s 9.50 a.m. Where are the people?
i. (1) – Frank is at the bus station/ Bus stop.
ii. (2) – Liz and Janet are at work.
1. What time is it? it’s ten fifty.
b. Listen (9.1). What’s Frank’s problem?
i. Check the understanding of the apostrophe S.
ii. Paraphrase (Frank’s problem). – The problem of Frank.
iii. After you listen: Answer these questions:
1. Who are the speakers?
2. What are their names?
3. Where is Frank? Why?
4. What time is the meeting?
5. Are they happy?
6. Where is Adriana?
c. Listen and again and choose the correct answers.
4. (A) = Who says these sentences – Frank, Janet or Liz?
a. (B) = Listen again and check your answers.
5. Help with Grammar: Present Continuous and Negative.
a. Ask the students these questions.
i. Is he waiting for a taxi now or every day?
ii. Are they sitting in your office now or every day?
iii. Is she working at home today or every day?
iv. Is Danny doing anything now?
b. Fill in the table.
c. Write the ING form of these verbs.
6. Listen and Practise. (Re 9.2).
7. Look at picture 3. Liz is talking to Danny. It’s 9.55 a.m. Put the verbs in the Present Continuous.

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 Teacher: Mr. Riadh KOUBAA Level 2: Face 2 face Lesson Plans School Year: 2010-2011

Lesson Two (9): All in a Day’s Work

9A: The Meeting

1) Have the students watch the video (001 - Real English Lesson 37 a Doing Classic) and then write the
question on table.
a. What are you doing?
b. What exactly doing right here right now?
i. Running.
ii. We are putting our luggage in the boot.
iii. Looking in briefcase.
iv. Cleaning the streets.
v. I am putting my card into the machine to get money.
vi. I am drawing.
vii. I am painting.
viii. I am playing golf.
ix. I am closing up shop.
x. I am feeding the birds.
xi. I am playing football.
xii. I am opening the case.
xiii. I am crossing the road.
xiv. Riding my bike.
xv. I am writing a ticket.
xvi. I am talking to you.
c. Then, when you repeat the video, you ask them what he or she is doing so that they extract the
rule of the present continuous with (he and she).
d. Then, after writing all the rules of the present progressive, Ask the students (what’s the
difference between
i. I do my homework and I am doing my homework
ii. I play football and I am playing football.
e. After that, show the students the pictures and ask them describe the picture.

Read the following interview using the present continuous (progressive) tense
On the telephone
- Tracy: Hello, can I speak to Alex.
- Alex: This is Alex, who is speaking?
- Tracy: Hi, this is Tracy.
- Alex: Hi Tracy. What are you doing?
- Tracy: Oh, I'm just watching TV. What are you doing?
- Alex: Well, I'm cooking dinner.
- Tracy: What are you cooking?
- Alex: I'm baking some potatoes, boiling some carrots and grilling a steak.
- Tracy: It sounds delicious.
- Alex: What are you doing for dinner tonight?
- Tracy: Well, I don't have any plans...
- Alex: Would you like to come over for dinner?
- Tracy: Oh, I'd love to. Thanks.
- Alex: Great. Mary and Jack are also coming. They are arriving at seven.
- Tracy: OK, I'll be there at seven, too.
- Alex: OK, see you then. Bye.
- Tracy: Bye.

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