Teaching Young Learners Online Lesson Pack

A1 Lesson 1 - Vocabulary (Shopping)
Assumptions Lesson aim: 1. To learn vocabulary related to

shopping.
• All learners have access to a computer/ laptop
2. To learn/review the past simple
• Learners have a headset with earphones and a microphone forms of ‘go’ and ‘buy’.
• Learners are computer literate
Lesson structure PPP
Materials Level: A1
Material 1: Images of shops Duration: 45 minutes

Material 2: Images of common products bought in these shops
Material 3: Past tense graphic Age of Learners: Young Learners/ Teens
Material 4: Role play cards
Target Language: • Vocabulary related to shopping:
¶¶ Butchers
Classroom Software ¶¶ Bakers
¶¶ Supermarket
Zoom/ Skype/ Google Docs ¶¶ Post office
¶¶ Pharmacy
¶¶ Newsagent
Abbreviations • Past simple forms of:
T - Teacher ¶¶ Go (went)
¶¶ Buy (bought)
S - Student
Ss - Students
Group size: 3-12
TL - Target language
Timing (mins) Stage Name Procedure Stage Aim Interaction
Tell ss that as a class we are going to make a shopping list. Each

student must remember the previous items on the list and add a new
item. The game is over when a student can’t remember the list or
S-S
can’t add a new item. To lead ss into
5 mins Lead-in the lesson with
e.g. a fun activity
T: bananas, related to the
S1: bananas, apples, TL.
S2: bananas, apples, rice,
S3: bananas, apples, rice, pasta,
S4: bananas, apples, rice, pasta, tuna… etc.
Upload Material 1: Types of shops T-S

Butchers S-T
Bakers
Presentation of Supermarket
5 mins Post office To introduce
vocabulary
Pharmacy students to the
Newsagent TL.
Elicit the names of the shops from the class and items that you would
buy from each one. Write these next to each shop.
Give ss a selection of new items from each shop.
Upload Material 2. To provide

Controlled guided practice
5 mins Practice of Ss complete the activity by matching the objects to the shops. of the TL. S
vocabulary
Group feedback. S-T
Write the verb ‘go’ on the board. Elicit that it’s a verb - a doing word. T-S
To introduce
S-T
the two verbs
Ask ss:
5 mins Presentation of and make ss
What about ‘yesterday’? Do we ‘go’ yesterday? How can we say this? T-S
grammar aware of the
past simple verb
Upload Material 3 - past of ‘go’ and ‘buy’ with a graphic. Demonstrate
tense.
to the class how the verb changes when it’s in the past.
Listening task: T reads the sentences to the class. Ss listen to a T-S

selection of sentences and note down what the people bought.
(Note: T can pre-record these to make them more authentic and can
add more examples as required)
Controlled Provide further
10 mins Practice of the I went to the bakers and bought a donut and some bread. practice with the
grammar I went to the butchers and bought a chicken and some sausages. TL.
I went to the supermarket and bought some chips.
I bought some medicine from here.
Group feedback: Ss tell the class what items they heard in each shop. S-S
Ask ss to write down their own ideas for shops they ‘went’ to and An extra activity S
items they ‘bought’. in case the
5 mins Filler class is ahead of
Listen to ss ideas as a group. schedule. S-S
Give ss the role play cards (Material 4) and tell them to act out the
S-S
role play in pairs or as a whole group. Encourage ss to use the TL
from the lesson. Write the following sentence starters on the board:
• I (don’t) want… Provide ss with
Freer Production
10 mins of TL • I (don’t) need… freer practice of
• Can I have… the TL.
• I would like...
T-S
T corrects errors made in activity at the end.
Write anagrams of the words covered in this lesson on the board

E.g.
Recycle
thcubre = butcher
Cooler vocabulary and
5 mins S
(Anagrams) close the lesson
Ss race to solve the anagrams.
in a fun manner.
The first student to finish is the winner.
Material 1
Images of shops
Material 2
Images of common products bought in these shops
Newspaper Stamp Loaf of Bread
Steak Bar of Chocolate Paracetamol Tablet

Material 3
Past tense graphic
went to go
bought to buy
Material 4
Past tense graphic
Student A: You are in a butcher’s and Student A: You are a pharmacist. Student A: You need to buy a stamp to
you want to buy a turkey for Christmas. send a birthday card and you want to
know how much it will cost.
Student B: You are the butcher and Student B: You want to buy Student B: You work in a post office
you sell turkeys. paracetamol for a headache. helping customers to send letters.
A1 Lesson 2 - Animal Vocabulary
Assumptions Lesson aim: 1. To learn animal vocabulary

2. To practise language for giving
opinions
• Learners have a headset with earphones and a microphone
• Learners are reasonably computer literate Lesson structure PPP
Level: A1
Materials
Duration: 45 minutes
Material 1: A short story about a zoo
Material 2: Graphics for Love/ Like/ Don’t like/ Hate Age of Learners: Young Learners/ Teens
Material 3: Pictures of animals from the short story
Target Language: • Elephant • Monkey
• Lion • Tiger
Classroom Software • Dog • Lion
• Cat • Giraffe
Zoom/ Skype/ Google Docs • Fish • Koala bear
• Bear • Rhino
Abbreviations •
•
Bird
Ant
•
•
Snake
Mouse
T - Teacher • Parrot
S - Student Vocabulary for expressing opinions:
Ss - Students
TL - Target language • Hate • Like
• Don’t like • Love
Group size: 3-12

Animal categories game To introduce

the topic to the
Write the name of an animal on the board and then select a student at Ss.
random. T-S
5 mins Warmer
The student must think of a word to describe the animal as quickly as To motivate S-S
possible before nominating another student. Continue until a student ss by adding a
cannot think of a word associated with the given animal. sense of fun to
the lesson.
Repeat this for several common animals.
E.g.
- Elephant
- Lion
- Dog
- Cat
- Fish
- Bear
- Bird
- Ant
*If the class is large, eliminate ss for mistakes/ failure to think of a

word.
Upload Material 1.
Ss must read the short story about zoo animals and circle/ note down
Presentation all of the animals mentioned. To introduce ss S
5 mins of Vocabulary to the first TL.
(Animals) Ss put into breakout rooms (if possible) to check their answers in S-S
pairs or small groups. Alternatively, ss can take turns to give their
answers to the whole class.
Upload Material 2.
Introduce language by showing the visual scale and eliciting the T-S
correct place for: S-T
Presentation - Love
of Vocabulary
5 mins (Opinions/
- Like Introduce ss to
- Don’t like the second TL.
Feelings) - Hate
Ss match the words to their visual representations (as a whole class S-S
or in small groups).
Upload Material 3. T-S
T shows ss 10 animal pictures and ss write one animal they love/ like/
Practice of
10 mins don’t like/ hate. To provide
Target Language
controlled S-S
T asks a student “Which animal do you love?” - Student replies, then practice of TL.
asks another student “which animal do you love/like/don’t like/hate?”
- repeat several times around the class.
An extra activity
in case the
5 mins Filler Ss must guess other ss’ preferences.
class is ahead of
S-S
schedule.
Explain the rules of bingo and ask ss to draw a simple grid. T
Ss write vocabulary items they have learnt in the lesson in the grid, S
one vocabulary item per square.
The T calls out vocabulary items learned in the lesson. Each student T-S
Production - Freer practice
10 mins Animal bingo
puts a cross in the relevant square when they hear one of the
of TL.
vocabulary items they have written on their grid.
Ss win by either getting a line or a full house i.e. all their vocabulary
items are called out.
The student who shouts ‘bingo’ first is the winner.

Material 1
Friends in the Zoo
In the zoo there are lots of animals. Some animals are friends,
some are not! The monkeys love the tigers. They play together
all the time! The lions don’t like the giraffes because they
are too tall, they prefer playing with the koala bears. The
rhinos and the elephants are best friends but other animals
hate them because they are so big and scary. The snakes don’t
have many friends, they like mice but mice don’t like them! The
parrots love everyone in the zoo. They play with any animal!
Material 2
Love Like Don’t like Hate

Material 3
A1 Lesson 3 - Animal Vocabulary
Assumptions Lesson aim: To introduce/review and practise the

present continuous tense
• Learners have a headset with earphones and a microphone Lesson structure PPP
• Learners are reasonably computer literate
Level: A1
Materials Duration: 45 minutes
Material 1: Picture of a 100m Olympic race/runner Age of Learners: Young Learners

Material 2: Activity images 1
Material 3: Activity images 2 Target Language: Present continuous tense
Group size: 3-12

Classroom Software
Zoom/ Skype/ Google Docs
Abbreviations
T - Teacher
S - Student
Ss - Students
Describe the picture game
Upload Material 1. To encourage S-S

creative
Ss take it in turns to describe the first picture with a word - the thinking and
5 mins Warmer first student to hesitate is ‘out’. Encourage ss to be as creative as get ss thinking
possible. of the TL by
describing T-S
Repeat for all 3 images (if time). pictures.
T notes down errors as ss speak and corrects them after the activity.
Upload Material 2.
T shows pictures of actions in progress and asks ss what is T-S

happening. S-T
T writes one present simple sentence and one present continuous

sentence and asks which is most suitable and why.
E.g. He is kicking a ball / He kicks a ball

- He is kicking a ball is the best as it is an action in progress
T elicits the present continuous (form and use) from the class.
He is kicking (the ball) To provide
Presentation of
10 mins grammar Subject + be + verb(ing) controlled
Used for actions in progress at the moment of speaking practice of TL.
T provides a present continuous sentence and a present simple

sentence (for each picture). Ss choose the correct sentence. S-T
• He is kicking a ball / He kicks a ball
• He is bouncing a ball / She bounces a ball
• He is driving a car / He drives a car
• She is hitting a ball / She hits a ball
• She is running / She runs
• She is cycling / She cycles
Upload Material 3.
The pictures show people doing different activities. Ss complete S

sentences about the pictures using the present continuous:
Presentation To give ss the
They are ….. (hike) opportunity to
of Vocabulary
5 mins (Opinions/
They ….. sitting on the beach. practise the
They ….. …… (shop) for clothes. language in
Feelings)
He is ….. ….. (work out) at the gym. a controlled
They ….. ….. (watch) a film. manner.
They are ….. ….. (eat out) at a restaurant.
Go through answers as a class. S-S
Ask ss to change the sentences from the previous question to the S

negative and interrogative forms.
T-S
Ask ss to write down as many sentences they can about the things
they are doing right now (e.g. sitting, looking at a screen, breathing,
holding a pen etc.) To provide
Filler
10 mins as with freer
Freer practice practice of the
The student with the most sentences is the winner, who must read S
their sentences out. TL.
Draw a mind map on the board with ‘I am’ in the centre.
Ask other ss to contribute sentences which haven’t been read until

the mind map is full of ideas.
Game: Simon Says
T asks ss to stand up, listen carefully and copy the action described T-S
in the sentence:
we are (verb+ing)
To give ss the
opportunity to
Cooler. ‘Simon The T says sentences in the present continuous and ss act out the
5 mins Says’.
practice the
action. Ss who do the action when the T doesn’t say ‘Simon says’ OR
language in a
when using the present simple instead of the present continuous, are
freer manner.
out of the game.
The last student remaining is the winner.
Repeat the game with ss playing the role of the T. S-S

Material 1
Material 2
Material 3
A2 Lesson 4 - Vocabulary: Collocations
Assumptions Lesson aim: 1. To learn vocabulary for common

household chores
2. To use collocations with ‘do’, ‘make’,
• Learners have a headset with earphones and a microphone ‘have’ with household chores.
Lesson structure Skills/ vocabulary
Materials Level: A2
1. Material 1: Household activities Duration: 45 minutes

2. Material 2: Do-make-take table
Age of Learners: Young Learners/ Teens
Classroom Software Target Language: • Language for household chores

• Collocations with do/ make/ take
• Doing the • Doing the ironing
Abbreviations mopping
• Doing the
• Watering the
plants
washing • Sweeping the
T - Teacher • Taking care of a floor
S - Student baby • Feeding the dog
• Doing the • Tidying the
Ss - Students washing up bedroom
TL - Target language • Making the bed • Doing the
• Taking the vacuuming
rubbish out • Taking the dog for
• Making dinner a walk
Group size: 3-12

Upload Material 1. To introduce ss

to activities at
Show ss 8 pictures of things to do at home. home. T-S
4 are fun (e.g. video games)
4 are not fun (e.g. washing up)
5 mins Warmer
Ask half the class to look for ‘fun’ activities and the other half of the S
class to look for activities which are ‘not fun’.
One person from the ‘fun’ group and one from the ‘not fun’ group to To help ss learn S-T
explain which activities they chose and why. Ss agree or disagree by discussing
together. together.
Write ‘household chores’ in mind map on the board and elicit the T-S
meaning.
To get ss
Give ss 2 minutes to come up with as many household chores as they S
thinking of the
can.
TL.
Group feedback - write ideas on the board.
Pre-teach/ Tip: write the collocation up too.
10 mins introduce
vocabulary Tell ss they are going to watch a video and to note down as many S
household chores as possible.
Show the video:

https://www.youtube.com/watch?v=1N7PP3yf6no
Show the video until 1:39 and then stop.
Group feedback. Go round the class and ask ss to write one chore S-S
each on the mind map.
If time, this is
a good activity
to provide
5 mins Filler Watch the video again, ask ss to shout STOP every time they see a ss with more S-T
new household chore and name it. vocabulary and
recycle current
vocabulary.
Insert Material 2.
Show ss how different household chores collocate with the verbs ‘do’ T-S
- ‘make’ - ‘take’.
Write three phrases on the board:

• homework
• the bed
• the rubbish out
Controlled To introduce
10 mins practise of Ask ss to choose which word collocates with which verb and get ss and practise S-T
collocations to move the words under the right verb column. collocations
Split the class into three groups using breakout rooms - One group for S
each verb. If this isn’t possible, select a group of ss and let them have
a brief discussion together while the rest of the class observes.
Give ss 5 minutes to decide which chores from the previous task

collocate with their verb.
Group discussion and correction where necessary.

Ask students to write a 50 word text about household chores they S

Free production
do and don’t do at home. Students must mention their favourite and
of the To use the TL
15 mins vocabulary and
least favourite chores.
freely.
collocations
If there is time, ask 2 or 3 learners to read their work out. S-T
Show the video again until 1:39 and ask: T-S

• ‘What has the boy been writing in his book?’ S-T
• ‘Why?’ To finish off
the lesson in a
Elicit answers from the group. relaxed manner
10 mins Cooler and conclude
Watch the end of the video and check these answers with the class. the video
meaningfully.
Final questions as a group:
• How did the video make you feel?
• Who made the video?
Material 1
Material 2
Do Make Take
A2 Lesson 5 - Grammar: Adverbs of Frequency
Assumptions Lesson aim: To introduce and practise adverbs of

frequency
Level: A2
1. Material 1: Activities and Adverbs of Frequency Age of Learners: Young Learners/ Teens
2. Material 2: Adverb of frequency arrow
Target Language: Adverbs of frequency (never, seldom,
hardly ever, sometimes, often,
Classroom Software usually, always)
Group size: 3-12
Abbreviations
T - Teacher
S - Student
Ss - Students
MFU - Meaning, Form and Use
Game: 2 Truths 1 Lie T

T tells the ss they will play a game in which they present 3 ‘facts’
about themselves, and the class has to guess which ‘fact’ is a lie.
To set the
T demonstrates the game by writing 2 truths and 1 lie on the board. foundations T-S
E.g. of introducing
• I play tennis twice a week (truth) ss to TL by
10 mins Warmer
• I never eat pizza (truth) including
• I usually go for a walk on sundays (lie - I walk on Saturdays) sentences with
adverbs of
Ss must write their sentences down, then in turn read them to the frequency. S-T
class and have the class guess which is the lie.
Note: The sentences must be about things ss usually/sometimes/
never do/ don’t do.
Upload Material 1.
T asks ss if anyone can make a sentence using the images and T-S
activities in the material. If so, guide a student to explain one activity S-T
‘Tom’ does. If not, T should demonstrate. To provide a
visual reference
Focus attention on the adverbs of frequency and elicit their use in the in relation to
sentence. the TL for visual
5 mins Presentation learners.
T points out the mixed up adverbs from Material 1. T-S
To understand
Upload Material 2. approximate
numerical values
Ss have 2 minutes to put the adverbs of frequency in order from least of the TL. S
to most frequent.
Group feedback and discussion. S-S

T chooses one sentence and writes it on the board. T then elicits the T-S
form of the sentence, focusing on the adverb placement:
E.g.
I always watch TV
Subject + adverb of frequency + verb (present simple)
Presentation of T elicits the negative sentence form with an example: To help ss learn
5 mins meaning, form E.g. the MFU of the
and use I don’t always watch TV TL.
Subject + don’t/doesn’t + adverb of frequency + verb (present
simple)
T introduces the question form by asking students:

How often do you watch TV?
How often + do/does + subject + verb (present simple)?
T asks a student: T-S

How often do you go to the cinema?
Student answers, guide if necessary with reference to Material 1. S-T
Ask another student: To practise the

Controlled
10 mins How often do you go to a restaurant? TL in a guided
practice
How often do you visit friends? manner.
How often do you go shopping?
Continue once around the class, assisting where necessary.

Ss are told that they are going to interview a partner whose role S
is a new student at their school. Ss should prepare 5 ‘how often’
questions for the interview.
If possible, put ss into ‘breakout rooms’ in pairs to carry out the S-S
10-15 Freer practice
Freer Practice role play interviews. Once one person has answered, swap so the
mins interviewer is now answering questions. of the TL.
Later, swap pairs if possible. If it’s not possible to use breakout

rooms, the class can listen to two ss interviewing each other and can
comment on any errors they hear.
An extra activity
Ss must write 50-100 words about their daily routine, aiming to use all in case the
5 mins Filler
7 adverbs of frequency in their paragraph. class is ahead of
S
schedule.
Material 1
Tom
Often Usually Sometimes Never Always Seldom Hardly Ever
Helps with the

Play football Eat ice cream Goes on holiday Cleans the dishes Watches TV Does homework
housework
Material 3
Adverb of frequency arrow
100
0
A2 Lesson 6 - Grammar: Prepositions of place
Assumptions Lesson aim: To learn and practise prepositions of

place.
Level: A2
1. Material 1: An animated illustration of a kitchen Age of Learners: Young Learners/ Teens

2. Material 2: A small animated illustration of a mouse
3. Material 3: An image of a lounge Target Language: Prepositions of place
Group size: 3-12

Classroom Software
Abbreviations
T - Teacher
S - Student
Ss - Students
Upload Material 1.
To provide an
interesting,
T shows the drawing of a kitchen. T-S
visual start to
5 mins Warmer
the lesson and
Elicit the names of objects in the room and write them on the board. S-T
to introduce
useful
Ask the ss what they think is happening in the scene. Explain that the
vocabulary.
husband and wife are trying to find an escaped mouse in the kitchen.
Upload Material 2.
Drag picture of mouse around the image of the kitchen, eliciting T-S
prepositions by asking: “where is the mouse?” S-T
E.g.
• On (the table)
• Under (the table)
• Behind (the fridge)
Presentation of To present the
10 mins • In (the cupboard)
Target Language TL.
• Next to (the door)
• In front of (the washing machine)
• At (the door)
• Between (the table and the cupboard)
• Over (the cooker)
As the T guides the ss, T writes the prepositions on the image,

guiding ss’ attention to the TL.
Materials 1 and 2.
To provide
controlled
One student controls the position of the mouse in the kitchen (as the S-S
practice of TL.
T did in the previous stage), another student describes where the
mouse is.
E.g.
Controlled Where is the mouse?
10 mins Practice It’s under the table
Ss swap half way through (if in pairs) or change every minute (if in
larger groups).
Note: If you can’t use breakout rooms, do the activity as a class with
different ss leading the activity.
T feeds back on errors. T-S
Upload Material 3.
Ss look at the image of the lounge and each write down 2 places that S-S
their mouse could be. To provide freer
practice in the
10 mins Freer Practice Ss take it in turns to describe where the mouse is in relation to the context of a
objects in the room. The other ss must mark the position they believe communicative
the mouse is in with an ‘X’. activity.
Swap over and let all ss have a turn describing the position of their
mouse.
An extension
10-15 Students write a paragraph of 50-100 words describing where certain
activity in
S
Filler/ extension case the class
mins objects are in the room around them at home. is ahead of
schedule.
T gives a sentence (including a preposition) and ss go around the T-S

class saying one idea each until a student can no longer go. If
everyone in the class says one idea (that hasn’t been said already), S-S
then the T introduces a new sentence and a different student goes
first.
To provide ss
If a student doesn’t have an idea, they are out. Continue until there is with additional
5 mins Cooler only one student left. practice of TL
E.g.
Under a bridge, you can find…
In a cupboard, you can find…
At the gym, you can find…
On a beach, you can find…
On the street, you can find…
Material 1
Material 2
Material 3
B1 Lesson 7 - Grammar: Prepositions of place
Assumptions Lesson aim: 1. To write a short essay about

environmental problems and
solutions.
• Learners have a headset with earphones and a microphone 2. To recognise and produce neutral/
• Learners are reasonably computer literate formal language for essays.
Lesson structure Skills - writing

Materials
Level: B1
1. Material 1: Image of the environment
2. Material 2: Sample essay about environmental issues Duration: 45 minutes
3. Material 3: Highlighted formal phrases
4. Material 4: Essay structure
Target Language: Formal/ neutral language for writing
Classroom Software discursive essays
Zoom/ Skype/ Google Docs Group size: 3-12
Abbreviations
T - Teacher
S - Student
Ss - Students
Insert Material 1.
Ask ss what the image shows and write “The environment” on the To introduce ss T-S
5 mins Lead-in board. to the writing
topic.
Ask ss to tell the class different types of environmental problems. T S-S
writes them on a mind map on the board.
Ss watch the YouTube video and check if any of the problems they S
To engage ss
guessed in the previous activity are mentioned:
with the topic.
https://www.youtube.com/watch?v=A0pB1qw8SMs
Introduction to To provide ss
5 mins Topic Material Group discussion on the problems shown: S-S
with some ideas
Which is the most serious problem?
which could be
Which is the easiest problem to solve?
helpful for later
Which is the biggest problem in your country?
activities.
Etc.
Upload Material 2. S
Show ss the example of a 100 word essay on the biggest To provide ss T-S
environmental problem facing us. Ss read the essay quickly. with a model S-T
for good essay
Ask ss: writing.
Does the essay use an informal, neutral or formal register? Why?
Modelling of
10 mins Which register should an essay like this be in? To introduce
Written Work ss to formal
Discuss neutral/ formal registers and why they are appropriate for writing.
essays using examples from the sample text. Ask various ss to
underline formal expressions in the text. To provide ss
Upload Material 3 for ss to check their answers. with a structure
to follow.
Elicit the approximate structure of the essay from the ss
Upload Material 4 for ss to check their answers.
To let ss write
T asks ss to think of the ‘biggest’ environmental problem in their about the S-T
opinions. Go round the class and ask all ss. topic using
Written
15 mins the TL and the
Production
Ask ss to write 100 words about why this is the biggest problem and structure learnt S
how it can be solved. previously.
To provide an
opportunity for
Ss read their work out to the group one by one. Ss give feedback on peer correction. S-S
mistakes or possible improvements.
Presentation of
10 mins To provide
Written Work ss with the
Group discussion about the environmental problems and issues S-S
covered in the lesson. opportunity to
evaluate others’
written work.
Material 1 Image of the environment
Material 2 Sample text about environmental issues
The following essay will discuss the biggest environmental challenge we have today,
in my opinion: global warming. According to scientists global temperatures could rise
significantly; leading to flooding, irregular weather patterns and food shortages.
Firstly, this problem is the most worrying because it is claimed that this problem will
be irreversible. There will be no way to reverse global warming if the process goes
too far. Furthermore, this problem is likely to affect the world’s poorest people who
are least able to cope with climate problems and food shortages.
In conclusion, global warming is a serious threat to the environment which must be

fixed immediately.
Material 2 Formal phrases highlighted
The following essay will discuss the biggest environmental challenge we have today,
in my opinion: global warming. According to scientists global temperatures could rise
significantly; leading to flooding, irregular weather patterns and food shortages.
Firstly, this problem is the most worrying because it is claimed that this problem will
be irreversible. There will be no way to reverse global warming if the process goes
too far. Furthermore, this problem is likely to affect the world’s poorest people who
are least able to cope with climate problems and food shortages.
In conclusion, global warming is a serious threat to the environment which must be

fixed immediately.
Material 4: Essay structure
Introduction: The following essay will discuss the biggest environmental challenge
we have today, in my opinion: global warming. According to scientists global
temperatures could rise significantly; leading to flooding, irregular weather patterns
and food shortages.
Main point 1: Firstly, this problem is the most worrying because it is claimed that
this problem will be irreversible. There will be no way to reverse global warming if the
process goes too far.
Main point 2: Furthermore, this problem is likely to affect the world’s poorest
people, who are least able to cope with climate problems and food shortages.
Conclusion: In conclusion, global warming is a serious threat to the environment

which must be fixed immediately.
B1 Lesson 8 - Vocabulary: Idioms
Assumptions Lesson aim: 1. To learn and practise a set of 10

idioms
2. To write new idioms
Lesson structure PPP - Vocabulary

Materials
Level: B1
1. Material 1: Categories table
2. Material 2: Image of a cake Duration: 45 minutes
3. Material 3: Idioms table
4. Material 4: Images for creating idioms
Target Language: • Idioms:
Classroom Software
• Once in a blue • It rains cats and
Zoom/ Skype/ Google Docs moon dogs
• A bird’s eye view • To keep
• Ups and downs something under
Abbreviations • (Come) rain or
shine
(my) hat
• Something is
• To beat the clock beside the point
T - Teacher • To be in
S - Student somebody’s shoes
• A white elephant
Ss - Students
TL - Target language Group size: 3-12
Categories game
Upload Material 1. To get ss

thinking of
Ss must work individually and think of one word for each category different types T-S
10 mins Warmer beginning with a certain letter. The aim is to be the quickest to write of vocabulary S
1 word per category. When finished, ss must raise their hand. The and to start the
winner chooses the next letter and gets a point. lesson in a fun
and engaging
The teacher highlights the example for ‘M’: manner. T
mechanic - monkey - mischievous - Mongolia - mango
Upload Material 2 - ask ss what they can see. T-S
Write the idiom “a piece of cake” on the board and ask ss what it To introduce S-T
could mean (something that’s very easy). the TL.
Elicit that the sentence isn’t actually talking about a cake, but rather To have a visual S-T
that it’s an idiom referring to something that is very easy. reference for
visual learners.
10 mins Presentation Elicit the term ‘idiom’.
To encourage
Split the class in half and give them 5 idioms to discuss each group S-S
(Material 3). If possible, put ss into breakout rooms so that they can collaboration
discuss the meanings of the idioms together. and practise
deducing
After some time, discuss the meaning of the idioms as a group. One meaning of the
group explains to the other group what they think their idioms mean, TL.
then swap.
Watch the YouTube video to check ss’ answers: S

https://www.youtube.com/watch?v=pnjTifihP6Y
How many were the ss right about? To practice

Controlled
using the TL
10 mins practice using Ask ss to use one idiom in a sentence. Elicit 2 or 3 sentences from in a guided S-T
idioms the ss as a class. manner.
Ask ss to write 3-5 sentences using their favourite idioms from the S
video.
Group feedback - ss read some of their idioms to the class.
If time, this is
a good activity
Ask ss to tell the class about idioms from their language. Ss translate to provide
ss with more S-S
5 mins Filler them and write them on the whiteboard and the rest of the class
guess the meaning. vocabulary and
recycle current
vocabulary.
Upload Material 4. S
Free production Based on the images, ss need to write new idioms to go with the
5 mins images. They can be silly or serious. To use the TL
of the idioms
freely.
Ss read out some of their idioms to the class. S-T
Material 1: Categories table
Letter Jobs Animals Adjectives Countries Food
M Mechanic Monkey Mischievous Mongolia Mango
K
Material 2
Material 3: Idioms Table
Team A Meaning Team B Meaning
Once in a blue moon It rains cats and dogs
To keep something under

A bird’s eye view
(my) hat
Ups and downs Something is beside the point
(Come) rain or shine To be in somebody’s shoes
To beat the clock A white elephant

B2 Lesson 9 - Reading: Culture Shock
Assumptions Lesson aim: 1. To improve reading skills

2. a. Reading for gist
3. b. Reading for detail
• Learners have a headset with earphones and a microphone 4.
2. To learn about and discuss ‘Culture
• Learners are reasonably computer literate Shock’
Lesson structure Skills - Reading

Materials
Level: B2
1. Material 1: Culture shock images of Thailand and the UK
2. Material 2: Introduction paragraph of the culture shock reading Duration: 45 minutes
3. Material 3: Full Culture Shock reading text - Without headings
4. Material 4: Reading text headings
5. Material 5: Full Culture Shock reading text - With headings Target Language: • Language related to culture shock
Classroom Software Group size: 3-12
Abbreviations
T - Teacher
S - Student
Ss - Students
Introduce the topic of ‘culture shock’ by showing Ss Material 1.
Ask ss to explain to the class the differences between each set of T-S
images (4 in total). Elicit that these are images of two countries. To introduce
• What are the images showing? the topic
5 mins Lead-in and generate
• What similar things can you see?
• What differences can you see? interest.
Elicit possible words/ phrases to describe these kinds of unfamiliar S-T

experiences – Culture Shock
Show ss YouTube video (4mins) S

https://www.youtube.com/watch?v=F63OkBL1yqo
T writes the questions below on the board and asks ss to write down To get ss S
some ideas: thinking about
• What is Culture Shock? the theme and
• Is culture shock a positive or negative experience? Why? content of the
10 mins Pre-reading task • What could cause culture shock? lesson.
Upload Material 2. To introduce

the main body
Give ss just the introduction paragraph of the text. Ss must read it to reading text.
check their answers.
Discuss as a group whether ss were correct. S-S

Main Reading Task
Upload Material 3. T-S
Tell ss that the following reading task is the rest of the article about To set up the S
Culture Shock. main activity.
10 mins Gist Reading

Upload Material 4. To get ss
Activity
skimming
T asks ss to skim read the text quickly to get an overall understanding, for general
and then to match the missing paragraph headings into the gaps. information
Upload Material 5.
Elicit answers briefly from the class and show ss the full text. S-T
Questions to test understanding
Give ss the 4 questions to answer based on the text. Ss must read S

the text and write the answers down.
Detailed reading 1) How could learning the language help you? To further
10 mins 2) Why should you try to make friends with native people? consolidate ss’
activity
3) How can you still keep some parts of your old life in a new understanding
country? of the text.
4) Why is it a good idea to explore new places?
T asks for feedback from specific ss. Group discussion for any S-T
answers which are unclear. S-S
Give ss extra questions about the reading text. To provide an S

extension for
5 mins 1. What can you do to stay healthy? ss who are
Filler
2. How can a good network of friends help you? fast, and for ss
who find the
If there is still more time, ask ss to make their own questions up. task easy.
To allow ss to
draw upon the
information
Group discussion - ss ask each other questions about culture shock and language
relating to their own experiences. Example questions that could be they’ve learnt
asked are: and to round
5-10 • Which examples of Culture Shock have you experienced? off the lesson S-S
Cooler
mins • Which solutions have you tried? in a nice way.
• Were they helpful? Did they work?
• What advice would you give British expats coming to live in your To promote
country to help them deal with Culture Shock? free
communication
between the
ss.
Material 1: Introduction paragraph of the culture shock reading
Many people experience some kind of culture shock, especially during the first 6
months of their lives in a new country. After a while your excitement for your new
country, enjoyment of the local food, culture and so on, may begin to wear off
and your enjoyment of certain things could turn into frustration. You may start to
feel very alone and annoyed by the language barrier, the local cuisine, culture and
public hygiene etc. This is not to say that you have got bored and lost enthusiasm
altogether, it is just natural to sometimes feel this way when you move abroad long-
term.
Material 1: Full Culture Shock reading text - Without headings
1. Know the signs and symptoms of culture shock and admit to yourself when it is happening. When you are feeling
sad, remind yourself that it’s normal and you will be a much stronger person when it’s finished.
2. Tell yourself that your new country is not necessarily strange, but simply does things differently than you are used
to.
3. Learning your new country’s native tongue will make your life much easier and less stressful, and it will unlock some
new and exciting aspects of where you live. You will be able to speak with locals, understand signs and directions to
help you get around, and generally feel a lot more involved in the culture of that region.
4. There’s a very good chance that wherever you go there will be many locals who would love to have a foreign friend
to speak with. Take some time to speak to people who want to have a chat, even if their English isn’t great. If you show
an interest in them, they will be interested in you, too!
5. See new places. Plan trips on your free days, go for a stroll on a weekend or in the evening and go out for a meal or
a drink in a new part of town every so often. Don’t be afraid to try new things and visit new places. You can also take
the opportunity to use your holidays to see other countries or regions nearby that you are interested in.
6. If you used to go for a run in the park, read books, play computer games or go out dancing in bars back home; do
the same or something similar in your new country. Try to find clubs, groups and organisations in your local area which
you can join to not only do things you enjoy, but also to meet new friends who have the same interests as you.
Material 3: Reading text headings
A. Admit your feelings to yourself

B. Learn the language
C. Give yourself some normality
D. Keep an open mind
E. Explore
F. Develop relationships with locals
Material 1: Full Culture Shock reading text - Without headings
Admit your feelings to yourself: Know the signs and symptoms of culture shock and admit to yourself when it is
happening. When you are feeling sad, remind yourself that it’s normal and you will be a much stronger person when it’s
finished.
Keep an open mind: Tell yourself that your new country is not necessarily strange, but simply does things differently
than you are used to.
Learn the language: Learning your new country’s native tongue will make your life much easier and less stressful, and
it will unlock some new and exciting aspects of where you live. You will be able to speak with locals, understand signs
and directions to help you get around, and generally feel a lot more involved in the culture of that region.
Develop relationships with locals: There’s a very good chance that wherever you go there will be many locals who
would love to have a foreign friend to speak with. Take some time to speak to people who want to have a chat, even if
their English isn’t great. If you show an interest in them, they will be interested in you, too!
Explore: See new places. Plan trips on your free days, go for a stroll on a weekend or in the evening and go out for a
meal or a drink in a new part of town every so often. Don’t be afraid to try new things and visit new places. You can also
take the opportunity to use your holidays to see other countries or regions nearby that you are interested in.
Give yourself some normality: If you used to go for a run in the park, read books, play computer games or go out
dancing in bars back home; do the same or something similar in your new country. Try to find clubs, groups and
organisations in your local area which you can join to not only do things you enjoy, but also to meet new friends who
have the same interests as you.
B2 Lesson 10 - Speaking/ Grammar: Giving Advice
Assumptions Lesson aim: 1. To practice language for giving

advice
2. To improve speaking skills
Lesson structure PPP

Materials
Level: B2
1. Material 1: Images for giving advice
2. Material 2: Multiple choice questions Duration: 45 minutes
3. Material 3: Multiple choice answers
4. Material 4: Problem cards
Target Language: • Language for giving advice
Classroom Software ¶¶ Must
¶¶ Should
Zoom/ Skype/ Google Docs ¶¶ Ought to
¶¶ Had better
Abbreviations Group size: 3-12

T - Teacher
S - Student
Ss - Students
To generate
Upload Material 1.
interest in
the topic T-S
The images show difficult/ scary/ silly/ crazy situations. Ask the
and activate
class:
5 mins Lead-in What is happening
schemata.
To get ss
What they should do?
thinking about
language they S-T
Go round the class and elicit answers. Try and elicit any possible
could use for
modals.
giving advice.
Using a sentence from the lead-in, elicit the use of the modal verb. T-S
E.g. S-T
He should help the girl
- Does that mean he will definitely do it? Why/ why not?
To present
Ask the class which other modal verbs can be used to give advice: the TL and
- Should demonstrate
- Ought to the differences
- Had better in meaning to
Presentation of - Must
10 mins the ss.
the grammar To check ss’
Concept checking questions (CCQs) - Ask ss: understanding
of the TL.
Q: What is the difference between ‘advice’ and ‘advise’? T-S
A: ‘Advice’ is a noun, ‘advise’ is a verb. S-T
Q: What’s the difference between ‘ought to’ and ‘should’?

A: ‘Should’ is advice, ‘ought to’ is more of an obligation.
Q: Which of the three words is the ‘strongest’ advice?

A: ‘Must’
Insert Material 2 - multiple choice activity. To provide

guided
Ss must choose the correct option for each sentence and think about practice of the S
why. TL.
Controlled
10 mins
practice Group feedback - T asks ss for the correct answers and asks why. Ss S-T
tell the teacher their reasoning.
T uploads Material 3 - Answers. Ss check if they were correct. S
To provide
Upload Material 4 - problem cards.
ss with an
opportunity for S
Assign each student a card and ask them to write advice for that
10-15 Freer practice freer practice
problem. Depending on the number of ss in the class, give them 1-2
mins each.
of the TL, but
with a loose
structure to S-T
Ss must read their problem and advice to the class, who give
follow.
feedback on how effective they think the advice is.
To provide an
Ss roleplay their situations in breakout rooms (or in pairs while the extension for S
rest of the class observes). ss who are
10 mins Filler/ extension fast, and for ss
If time, ss write their own ‘problems’ and have a partner provide who find the S-S
advice. task easy.
Material 1
Material 2: Multiple choice questions
1. He must/ should give up smoking, he is very sick.

2. He must/ should give up smoking, it will make him sick when he’s older.
3. They must / ought to send the payment, it’s due on Wednesday.
4. They must / ought to send the payment, it’s overdue.
5. I had better/ should find a better job, my last day is on Friday.
6. I had better/ should find a better job, this one is boring.
7. You must / should always tell the truth.
8. You must / should tell the truth in court.
9. We had better / should work hard if we want to get a good result in the test.
10. We had better / should work hard, the test is next week.
1. He must / should give up smoking, he is very sick.

2. He must / should give up smoking, it will make him sick when he’s older.
3. They must / ought to send the payment, it’s due on Wednesday.
4. They must / ought to send the payment, it’s overdue.
5. I had better / should find a better job, my last day is on Friday.
6. I had better / should find a better job, this one is boring.
7. You must / should always tell the truth.
8. You must / should tell the truth in court.
9. We had better / should work hard if we want to get a good result in the test.
10. We had better / should work hard, the test is next week.
1. I think one of my classmates is depressed. 2. I can’t sleep because of my neighbour

How can I help her? who plays the drums until 1 a.m.
3. My parents don’t like one of my best

4. I think my parents read my text messages,
friends and want me to stop spending
but I can’t prove it.
time with them.
6. I got a bad mark in maths. I haven’t told

5. My parents want me to go to university my parents yet because I’m afraid they’ll
but I want to travel. be upset.
7. Yesterday I saw my friend steal something 8. My history teacher picks on me because

from a shop. of my piercing.
9. My brother/sister always takes my clothes 10. Some people are very rude to me on
without asking me first. social media and I don’t know what to do.

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A1 Lesson 1 - Vocabulary (Shopping)

Assumptions Lesson aim: 1. To learn vocabulary related to

Material 1: Images of shops Duration: 45 minutes

Tell ss that as a class we are going to make a shopping list. Each

Upload Material 1: Types of shops T-S

Give ss a selection of new items from each shop.

Upload Material 2. To provide

Listening task: T reads the sentences to the class. Ss listen to a T-S

Write anagrams of the words covered in this lesson on the board

Images of common products bought in these shops

Newspaper Stamp Loaf of Bread

Steak Bar of Chocolate Paracetamol Tablet

Past tense graphic

Past tense graphic

Assumptions Lesson aim: 1. To learn animal vocabulary

Group size: 3-12

Animal categories game To introduce

*If the class is large, eliminate ss for mistakes/ failure to think of a

Upload Material 3. T-S

Explain the rules of bingo and ask ss to draw a simple grid. T

The student who shouts ‘bingo’ first is the winner.

Friends in the Zoo

Love Like Don’t like Hate

Assumptions Lesson aim: To introduce/review and practise the

Materials Duration: 45 minutes

Material 1: Picture of a 100m Olympic race/runner Age of Learners: Young Learners

Group size: 3-12

Describe the picture game

Upload Material 1. To encourage S-S

T shows pictures of actions in progress and asks ss what is T-S

T writes one present simple sentence and one present continuous

E.g. He is kicking a ball / He kicks a ball

T provides a present continuous sentence and a present simple

The pictures show people doing different activities. Ss complete S

Go through answers as a class. S-S

Ask ss to change the sentences from the previous question to the S

Draw a mind map on the board with ‘I am’ in the centre.

Ask other ss to contribute sentences which haven’t been read until

Game: Simon Says

The last student remaining is the winner.

Repeat the game with ss playing the role of the T. S-S

Assumptions Lesson aim: 1. To learn vocabulary for common

1. Material 1: Household activities Duration: 45 minutes

Classroom Software Target Language: • Language for household chores

Group size: 3-12

Upload Material 1. To introduce ss

Show the video:

Show the video until 1:39 and then stop.

Write three phrases on the board:

Give ss 5 minutes to decide which chores from the previous task

Group discussion and correction where necessary.

Ask students to write a 50 word text about household chores they S

Show the video again until 1:39 and ask: T-S

Assumptions Lesson aim: To introduce and practise adverbs of

Materials Duration: 45 minutes

Game: 2 Truths 1 Lie T

Group feedback and discussion. S-S

T introduces the question form by asking students: