Free intermediate level ESL lesson plans

TESOL course Thailand - Vocabulary reading Test - ESL Intermediate Lesson

There are many options for accommodation when you are on vacation. Most people stay in hotels; these can be cheap or expensive, they usually have several floors, and they may have a restaurant or swimming pool. A motel is like a cheap hotel, usually with only one or two floors, and you can park your car in front of your room. Or you can stay in a bed and breakfast. These are small, quaint and cozy places that offer a place to sleep and breakfast in the morning. Often these are run by families or individuals, and they may only have a few rooms.

Budget travelers may choose to stay in hostels; these are cheaper than other types of accommodation because they offer few amenities. In European cities especially, budget hostels are a dime a dozen; you will often see several hostels on the same street. Hostels are ideal for young backpackers, who can stay in dorm beds in a room with several other travelers, for a fraction of the cost of a hotel room.

Tickets can be booked online, via telephone, or you can show up in person and try your luck. However, it’s always a good idea to call ahead and check to see if there are any vacancies. That way, you waste less time and can spend more time sightseeing! 

VOCABULARY
options - choices
accommodation – places to stay (on vacation, for example)
motel/hotel/bed and breakfast/hostel – different types of accommodation
quaint – charming and cute (and a little old or traditional)
cozy - comfortable
offer – to provide, to make available, to give
individual – a single person or a single thing
budget (n.)  - a plan for using an amount of money (adj.) – inexpensive; good for a limited budget
amenities – extra things that make you more comfortable (in a hotel, for example, amenities include a TV, pool, exercise room, etc.)
backpackers – people (usually young people) who travel a long distance with only a large backpack
dorm – a room with beds for several people
fraction – a number that is less than 1 (for example: ½, ¾); a small part
via – using (you can communicate via phone, email, or letter; you can travel via car, plane, or boat)
call ahead – to call before you arrive
vacancies – rooms (in a hotel, for example) that are not full
sightseeing – to visit interesting places and take pictures (usually when you are on vacation)
 
IDIOM
a dime a dozen – very common, very easy to get

Fill in the blanks with a vocabulary word in the box below.
option accommodation cozy
offer individual budget
dorm fraction via
vacancy sightseeing quaint

1. We bought a small, old-fashioned house in a _____________ little village.
2. Hmmm. . . . I don’t want a single bed, but a double king size bed might be too big. Are there any other _______________?
3. You can buy a used car for a _______________ of the cost of a new one.
4. My brother is a college student. He lives in a _____________.
5. If you want to go to the Olympics, you should book your __________ early.
6. I don’t want to buy six cans of soda. Can I just buy an ____________ can?
7. _______________ airlines are often cheaper, but they don’t have as many amenities as other airlines.
8. The waiter ______________ me a free glass of coffee.
9. My parents like to go _______________ when we go on vacation, but I would rather just look at the pictures.
10. You can travel to the island __________ boat or plane.
11. That sofa looks really soft and _______________.
12. Look! The sign says “____________!” We can stay in that hotel!

Great Speaking Activities
ESL games and activities

Hot Seat - Name Each team
 Break the class into 2 teams or 4 teams etc depending on class size
 Place two chairs next to the board, facing the class and a student from each team.
 Students from each team rotate turns sitting in the chair.
 Write a vocabulary word behind the student that they cannot see.
 Each team has 30 seconds to elicit the word written on the board from their teammate sitting in the hot seat.
 They can only speak English. If they speak their native tongue, erase a point from their score.

Two Truths, One Lie
Demonstrate by writing two truths and one lie about yourself on the board.
 Allow the class to guess what your lie is.
 Once they grasp the concept, give them 5 to 10 minutes to write their own list of two truths and one lie.
 Students take turns presenting their list to the class for participation points.
 The class guesses what the lie is.

Road Trip
 
Ask the class, “What do we need for a road trip?”
 Each student must say one item to bring along, but every previous item must be said first.
 Student 1: Fruit. Student 2: Fruit and vegetables. Student 3: Fruit, vegetables and a cat. Student 4: Fruit, vegetables, a cat and an umbrella. 5. Fruit, vegetables, cat, umbrella and water. Fruit, vegetables, cat, umbrella, water and towels. Keep going until a student forgets the list.
 This activity is a great time-killer. With a large class, the list can get huge.

 

Hotel problems
Cut up the flash cards with each sentence from below.
Tell students that they are in a hotel or resort but they have lost their voice.
Students are given a card and have to pretend that they are at a hotel reception desk. They need to mime the things they need, while the class tries to guess what it is. 

 
There are no towels in my hotel
room. I’m in room 15. 

I’d like a wake up call at 6.30 am tomorrow.

There’s a mouse in my bathroom.

I asked for a double room but this key is for a single room.

All the lights in my bungalow have gone out!

I dropped a bottle of wine in my
hotel room  and I need someone to come and clean it for me.

The A/C doesn’t work in my room and it’s very hot! 

I asked by email to book a bungalow with a sea view but we do not have one.

I’d like a taxi for nine o’clock
tomorrow morning. 

I want to know what time breakfast
is served in this hotel.

I ordered a drink and a sandwich
from the restaurant 30 minutes ago and it still hasn’t arrived. 

I’d like to know the name of a good restaurant near the resort.

I went to the room you told me too,
but the key doesn’t fit the lock.
 
I’ve locked myself out of my hotel room.

The man in the room next to
mine has his TV on very loudly and
I want to go to sleep. 

There are a load of ants in my room, do you have any ant powder?

There’s a horrible smell
coming from under the bed in
my room. 

There’s no remote control for the
TV in my hotel room.



TEFL TESOL Thailand
ESL lesson

Course title: Hospital Training
Class level: Intermediate
Age: 18 to 35
Date: 15-10-13
Place: Thailand, Koh Phangan, Hospital
Frequency: Once
Duration: 30 minutes
Number of students: 5-7

Objective: Teach nurses to improve their writing and vocabulary.

Materials:  Paper, pencils, worksheets, whiteboard and markers.

Step by step guide:

9.30 AM ( Activity, warmer )

Complete the word search I’ve created around hospital vocabulary.

9.40 AM (Class practice)

Hand out writing worksheets and go over them with the students and let the students complete them.
Write down what you think is wrong with these people. Pictures of cartoon patients.

9.50 AM (Activity)

More writing explanations and worksheets gearing towards hospital vocabulary.
see website resource below
9.55 AM (Closure)

Ask for any questions, go over the whole lesson and then it’s time for closure.

http://www.hospitalenglish.com/teachers/files/nurse_article.php
http://www.hospitalenglish.com

 

C R A M P E A R A C H E
H X E M W C W Q S R J Y
G A S B S N E E Z I N G
U R O S A H B S O N P D
O N N L W C I H I V E Y
C R K  L U C K A Y T D Y
D U Y I K A R A S P Z G
E B D H L P Q U C Z U C
R N O C S S A S I H P C
I U O P V H L D G N E U
T S L D X B E T T E R T
Q M B E H E A D A C H E

 
Bloody nose     
Cramp  
Sick  
Earache
Chills  
Better  
Cough
Cut 
Exhausted  
Headache  
Sunburn  
Tired
Dizzy  
Backache  
Sprain  
Sneeze

End of ESL lesson

ESL Lesson Plan  (Intermediate)

Teaching English School in Thailand

Context:
Telephone conversations.

Objective: To be able to use the telephone to talk to people that they know.

Materials: Scenarios for telephone conversations, poster of telephones, copy of common telephone phrases.

Engage: Telephones. Bring in a picture of many different kinds of telephones from the first kind to the modern day. Discuss telephones. Does anybody know when telephones were invented? Which of the telephones in the pictures do the class remember seeing or using. Do they have a telephone at home? Do they own a mobile phone? What do they use their telephones for. List modern uses on the board. E.g. camera, text messages, storing music, torch, radio, etc. What is the first thing your students say when they pick up a telephone. Tell them how you answer a telephone. Have a few pretend telephone calls with a couple of students. Ask to speak to your friend. Students have to decide if they are available to talk to you or not.
Activate: Telephone role-play: In pairs have the class role-play telephone conversations with people they know. They can model their conversations from the examples in the engage phase.

Study: Study telephone language: Point out improvements to their telephone style. Point out formal and informal ways of addressing people on the telephone. Study a scripted telephone conversation (someone has crashed their friend's car and has to phone to tell them!). Practice reading the conversation. Study the motivation of the two speakers. Ask the class to think of some alternative responses to the situation.

Activate: Scenarios role-plays. Split the class into pairs. Give student A a scenario (e.g. your mum has gone on holiday and you promised to water her plants while she was away. You forgot, they have all died. The phone rings). Student B is given another scenario (e.g. You have gone away on holiday. Your son is supposed to be looking after your precious plant collection. You call him to check everything is ok.) Let them take on the roles and practice.

Study: Write any mistakes on the board. Ask the class to call out corrections. Drill a few standard telephone phrases. Study language that expresses emotion (such as anger, suspicion or an attempt to lie)

Activate: Repeat the role-play but this time assign emotional roles (e.g. angry, apologetic, forgiving etc). Have the most succesful and amusing pairs do a performance for the class to watch. End of ESL lesson.

 

Teaching English Course in Thailand (Intermediate)

TEFL course Koh Phangan Thailand ESL lesson

Verbs

An action verb shows what a noun in the sentence has done, is doing, or will do. It is called an action verb because there is someone or something taking an action.

Highlight the action verbs below;

 

1. laptop candle dance table

2. sing desk boy box

3. talked elephant bookshelf comic

4. people museum visit shoes

5. trousers shirt purse bought

6. paintbrush smiled dishes monkey

7. cook chair notebook bed

8. clock kitten listen cat

9. search carpet ladder foot

10. ocean kicked cup paper

11. trees mountain climb snow

12. radio door hunt flashlight

13. discover piano oven servant

14. astronaut teacher eraser sell

 

Many verbs are just a single word, but there are some that have two parts. There is the main verb that tells the action and another verb, called the helping verb which helps with precision.  The helping verb will often be a form of the verb “to be” or the verb “to have.” Other words, called auxiliary verbs, will be the helping verbs. These help show future action. Examples of these are
 “will,”  “may,” and “shall."   

Try to underline the helping verbs in each sentence   

1. James will play video games tomorrow.

2. The surgeon has operated many times before.

3. My little sister is singing like a rock star.

4. Steve can kick better than anyone on the team.

5. The beautiful sailboat was built in 1995.

6. Susan is walking her puppy in the park.

7. Jack and his dad are using the computer.

8. Mum will bake special cookies for the party.

9. Tom had given his mother some flowers.

10. The very small girl can sail all by herself.   
End of ESL lesson

 

TESOL Thailand

ESL Lesson Plan (Intermediate level)

Context: Checking into a hotel.

Engage: Students discuss their experiences of staying in hotels. Have any of the students stayed in the same hotels? What did they think of the service, rooms, facilities, location etc. Why did they need to stay in a hotel?

Activate: In pairs have students role play the process of checking into a hotel. Model the process with a few students first in front of the whole class to give them an idea of what they have to do. Make a note of the language used.

Study: Study the language that the students chose to use in the activate stage. Explain polite forms. E.g. ‘What do you want?’ can be replaced with ‘May I help you?’ and ‘ I want a room’ can be replaced with  ‘Do you have any rooms available?’ etc. Study the choice of language for the whole check-in process in the same way.

Activate: Repeat the check-in role-play but this time students have to be as polite as possible to each other. Make a note of any grammatical or pronunciation errors.

Study: Point out any grammatical and pronunciation errors that turned up during the activate stage. Have students practice saying the sentences correctly. Study some example dialogues of people checking into hotels. For each conversation students must decide if the receptionist and guest are being polite or impolite. Compare answers as a class.

Activate: Students should imagine they are the manager of a hotel that receives a lot English speaking guests, but the receptionist’s first language is not English. In groups students should produce a mini training manual to help the receptionist greet her guests. The groups should then present their manual to the rest of the class explaining why they chose each particular item of vocabulary.

English Teaching in Thailand

ESL Lesson Plan (Intermediate)
Context: The present continuous tense.

Engage: Display a poster to the class with people doing various activities in some setting, for example at a park, or in a town. Ask the class to tell you what is happening in the picture. What are the various people doing? See if you can elicit the use of present continuous tense.

Activate: Mime an action from the poster and see if the class can guess what you are doing by asking questions. Are you building a house? Etc. Have a student do a mime in front of the class. Model asking questions for the rest of the class and encourage them to ask questions too. In groups have the class continue the mime and guessing game. Monitor to make sure they use the present continuous tense.

Study: Write the form of the present continuous tense on the board using some examples from the poster. Point out various spellings for –ing ending. E.g. jump (add –ing) run (double the consonant ending and add -ing) make (remove e ending and add –ing. Form the verb ‘to be’. Have students practice forming the present continuous tense in 1st, 2nd and 3rd person (singular and plural). Have the class complete a word search or crossword which uses the verbs from the poster with –ing endings. Make sure they know the meanings of each of these verbs. Have students write their own sentences about what people are doing in the poster.

Activate: Split the class into pairs. Give out small copies of the poster to half the class. The other half of the class should have a similar poster with some differences in what people are doing (same characters). Without looking students must discover the differences by asking each other questions. E.g. The dog is swimming in my picture, what is he doing in your picture? In my picture the dog is playing with a ball. Pictures can be laminated and kept for use in other classes. End of ESL lesson.

 

ESL Lesson Plan
At the Hospital
Improving vocabulary of the receptionists

Role Play 1 – Receptionist
Receptionist - Hello. How can I help you? 
Patient – I have an appointment to see the doctor at 3PM on Thursday, but something came up and I need to change the time.
Receptionist – OK. Can you tell me your name and your doctor's name, too?
Patient – Yes. My name is Bill Watson, and my doctor's name is Doctor Witchitsang.
Receptionist - Thank you. Could you spell your name?                                          
Patient – B as in; I as in ; L as in : and L as in . W as in ; A as in ; T as in : S as in ; O as in ; and N as in .
Receptionist – We don't have a Bill Watson. We do have a William Watson.
Patient – Yes, that's me. My nickname is Bill.
Receptionist – OK. So what day and time do you want to change the time to?
Patient – Monday morning would be good.
Receptionist – I'm sorry but the doctor is not at this hospital Monday morning. Would Tuesday morning be OK?
Patient – I would prefer Tuesday afternoon. Is he available then?
Receptionist – He is open at 4:30PM. That is the only time.
Patient – Yes. That would be fine.
Receptionist – OK. Then we will see you at 4:30PM on Tuesday.
Patient – Thank you
Receptionist – Your very welcome Mr. Watson

 

Role Play 2 - Receptionist
Receptionist – Hello. How can I help you?
Patient –  My friend was in an accident and she is in your hospital. I want to know how she is and to get some information so I can explain the situation to her parents.       
Receptionist – What is her name? When did she enter the hospital?
Patient – Her name is Martina Pelosi and she was brought here in an ambulance last night. She had a motorcycle accident. We are from Italy.
Receptionist – Just a moment. Let me look at the records. (pause) Thanks for waiting. Yes, she was checked into our hospital last night at 10PM. She had many injuries from the accident and was unconscious. I don't know if she is still unconscious, but the injuries are serious.
Patient – Can you tell me what injuries she had and what the prognosis is? Is there a doctor her parents can telephone?
Receptionist – We can arrange to have the doctor speak to them. The chief nurse and also the office manager can answer some questions as well. Your friend had many injuries. She has many broken bones and she hit her head very hard. Fortunately, she was wearing a helmet.
Patient – Thanks. Can you tell me where the office manager is so I can get more information from him or her?
Receptionist – Yes, her office is down this hall on the right. The sign on the door says “Hospital Manager”. Her name is Supraporn Winaikit. She can arrange a phone call between the doctor and her parents.
Patient – Good. I will talk to her now. Can you give me any idea of what treatments my friend has had and what they cost?
Receptionist – It would be better to talk to the hospital manager, as she can give exact details. The intensive care hospital room is about 300 euros per night, but some surgery was performed this morning, and I am not sure what that cost. Also, the doctors think it would be a good idea to transfer your friend to a hospital in Bangkok with more specialized equipment.
Patient – It sounds very serious.
Receptionist – Yes, it is. Perhaps you should talk to the hospital manager and then the doctor for more information.

ESL Thailand  LESSON PLAN                         TEFL Lesson Grammar                    
Location: Farang School                            Class Level: Intermediate
Number of students: 6                                Ages 8-9 years old
Duration: 1 hour
Objective: Students to write sentences using nouns, adjectives, verbs and adverbs
Noun – a thing or object. Something you can point to. Often a – an – the - before. Place, name, thing.
Adjective – describes a noun
Verb – Action word    
Adverb – describes an action    often ends in  -ly

Materials: Paper and pencils, worksheets

Step by step guide:
(Introduction, explanation) 5 minutes
Introduce names, learn the nick names of the students and write their names on the white board. Then ask who has the best English in the group. Ask the student with the best English to introduce him-herself. Explain what we will be learning with some fun games.
Warmer -  10 minutes – Students act out or draw the action verbs ( guessing game) Rolled up paper.
Watching – Crying – Driving – Listening – Cooking – Sleeping – Running – Sweeping – Mopping - Shouting – Camping – Swinging – Snoring – Laughing – Whispering – Building – Singing – Praying.


Write 3 sentences that have a noun, verb and adjective. Ask the strongest in the class if they can tell the group what is the noun, verb and adjective. Ask the others to repeat the same and read each sentence individually.
Ask the students to make up 5 sentences using words from the hand outs, including any noun, then they have to try to act out their sentence at the front of the class (using strongest student 1st) while the others have to guess the keywords and make the sentence. Did any student use an adverb?
Ask the students to make up their own sentences and then write it on the black board and ask them to say the keywords stronger in the sentence – giving more rhythm.
Cooler 10 minutes – Who can name ten verbs each and write on the board.
Ask if they have any questions, and then suggest they review their work at home.


TRY TO WRITE THREE SENTENCE USING THE ANY OF THE WORDS BELOW AND INCLUDING  ( EVERY- SOME - MANY )




Adjectives
Appearance Adjectives

adorable
beautiful
clean
drab
elegant
fancy
glamorous
handsome
long
magnificent
old-fashioned
plain
quaint
sparkling
ugliest
unsightly
wide-eyed    

Colour Adjectives

red
orange
yellow
green
blue
dark blue
purple
gray
black
white
brown
silver
gold    
alive
better
careful

Condition Adjectives

clever
dead
easy
famous
gifted
helpful
important
inexpensive
mushy
odd
powerful
rich
shy
tender
uninterested
vast
wrong    


When        Adverbs  

A: after, afterwards, annually    B: before

Time     Adverbs
D: daily                N: never, now
S: soon, still            T: then, today, tomorrow
W: weekly, when        Y: yesterday

Where    Adverbs

A: abroad, anywhere, away,    E: everywhere
H: here, home            I: in, inside
O: out, outside            S: somewhere
T: there                U: underground, upstairs

To what extent        Adverbs

E: extremely       N: not (this includes n't)
Q: quite          R: rather, really
T: terribly, too        V: very

How      Adverbs

A: absentmindedly, adoringly, awkwardly       B: beautifully, briskly, brutally
C: carefully, cheerfully, competitively         E: eagerly, effortlessly, extravagantly
G: girlishly, gracefully, grimly    H: happily, half-heartedly, hungrily
L: lazily, lifelessly, loyally       Q: quickly, quietly, quizzically
R: really, recklessly, remorsefully, ruthlessly    S: savagely, sloppily, so, stylishly
U: unevenly, urgently     W: well, wishfully, worriedly



Watching                       Crying

Driving                           Listening

Snoring                          Sleeping

Running                         Sweeping

Mopping                         Shouting

Camping                         Swinging

Jumping                         Laughing

Whispering                     Building

Singing                           Praying











 

 

 

 

 

 

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