Conversation Starter Teacher Guide Concept English Foundations • Lesson 1
Conversation Starter
Teacher Guide • Adaptation of "A Private Conversation"
Language Level Beginning / Emerging
Learning Objectives
• Identify core vocabulary words (theatre, seat, angry, attention, loud) with 80% accuracy using visual cues.
• Use the past simple tense verb frames "I went to..." and "He was..." to describe a past event.
• Express standard complaints about noise using supported scaffolds.
Core Materials
Lesson 1 Slide Deck (Visual Support)
Student Worksheet & Guided Handouts
Printed Vocabulary / Action Cards
Lesson Pacing & Timeline (50 Minutes)
0-10m
Visual Warm-Up & Vocabulary Introduction
Project slide 2. Introduce "theatre", "seat", "play" and "angry" using TPR (Total Physical Response) and emoji associations. Lead whole-class choral repetition: "Yesterday I went to the theatre. I sat in a seat."
10-25m
Visual Storytelling & Comprehension Check
Read the simplified story aloud with dramatic pauses, pointing directly to characters on the slides. Model the characters' actions (talking loudly, looking angry, turning round). Prompt students with yes/no and choice questions.
25-40m
Scaffolded Partner Practice (Sentence Building)
Distribute student worksheets. Direct students to match past-tense action cards to illustrated icons. Model speaking frames: "The man/woman was [talking/angry]." Circulate to check pronunciation and scaffolding.
40-50m
Exit Ticket & Quick Wrap-up
Students write down 2 verbs in past tense and draw 1 emotion (angry or quiet) on their exit ticket. Collect as formative assessment.
Teacher Script: Scaffolding Vocabulary
"Look at this person. Is she happy? [Shake head] No! She is angry. Let's make an angry face. Excellent! Now repeat after me: 'I am angry!' Good. Yesterday, he was angry. Repeat: 'He was angry!'"
Concept English Foundations • Lesson 1
Instructional Strategies & Guides
Scaffolding, Differentiation, and Answer Keys
Simplified Narrative Adaptations
The original literary passage has been simplified for emerging learners. Use this version when reading aloud or conducting choral reading:
1. Yesterday I went to the theatre. I sat in my seat.
2. The play was good. But I did not enjoy it.
3. A man and a woman sat behind me. They talked loudly.
4. I turned round. I looked at them angrily. They did not stop.
5. In the end, I could not wait. I said: "I cannot hear a word!"
6. The young man said: "This is a private conversation!"
Scaffolding Questions
Literal (Who/What/Where):
Inferential (Why/How):
Differentiation Guide
For Beginning Students (L1):
For Emerging Students (L2):
Worksheet Answer Key
Part 1: Vocabulary
1. theatre (C)
2. seat (A)
3. angry (D)
4. loudly (B)
Part 2: Story Order
• Card 1: Went to theatre
• Card 2: Sitting behind
• Card 3: Talking loudly
• Card 4: Turned round
Part 3: Past Simple
1. went
2. sat
3. turned
4. said
© Concept English Foundations • New Concept English Book 2 Lesson 1 Adaptation Page 2 of 2
Conversation Starter Slides Concept English 1 New Concept English 2 • Lesson 1
Visual Slides
A Private
Conversation
Let's learn how to tell a story in the past tense, talk about going to the theatre, and express feelings of anger with easy sentence frames!
Beginning / Emerging ELLs
Slide 1 of 5
Core Vocabulary
Say and Repeat!
theatre
A building with a stage to watch plays or movies.
seat
A chair in a theatre, school, or bus.
angry
Feeling very mad because of noise or bad behavior.
loudly
With a lot of noise. Easy to hear.
Activity: Teacher says word, students show action! Slide 2 of 5
Story Map
A Private Conversation
1
Went & Sat
🎭
Yesterday, I went to the theatre. I sat in my seat.
2
Loud Talk
🗣️🔊
A man and woman sat behind me. They talked loudly .
3
Angry Word
😡👉
I turned round . I looked at them angrily .
Comprehension Question: Did the author enjoy the play? Slide 3 of 5
Action Verbs (Past Tense)
Change to Yesterday!
Present vs. Past
Today I go Yesterday I went
Today I sit Yesterday I sat
Today I turn Yesterday I turned
Complete the Frame!
1. Yesterday, I went to the theatre.
2. They were sitting behind me.
3. I turned round and looked at them.
Word Bank: went were looked
Use your finger to trace the letters in the air! Slide 4 of 5
Practice Dialogue
Work in Pairs!
Student A (Angrily) 😡
Point at Student B and say:
"I cannot hear a word!"
(Meaning: It is too loud! I want you to be quiet.)
Student B (Rudely) 🗣️
Turn and look at Student A and say:
"This is a private conversation!"
(Meaning: This is my business, not your business.)
Speaking Challenge: Swap roles! Switch A and B!
Conversation Starter Worksheet Concept English Foundations
Lesson 1: A Private Conversation
Student Worksheet • Level: Beginning / Emerging
Score: _____ / 10
Name:
Date:
1 Part 1: Match the Words (Draw a line or write the letter)
1. Theatre 🎭 (___)
2. Seat 🪑 (___)
3. Angry 😡 (___)
4. Loudly 🗣️🔊 (___)
A. A chair inside a room or a playhouse.
B. Making lots of noise; not quiet.
C. A place where you watch a stage play.
D. Mad or upset because of noise.
2 Part 2: What Happened First? Number the Story (1, 2, 3, 4)
🗣️🔊
A man and a woman talked loudly.
🎭
Yesterday, I went to the theatre.
😡
I turned round and looked angrily.
🪑
I sat in a seat behind them.
Turn the page for writing and sentence practice. Page 1 of 2
Concept English Foundations
Lesson 1: A Private Conversation
Grammar & Sentence Frames
3 Part 3: Past Tense - Fill in the Blanks
Read and fill in the missing past tense words from the word bank.
went sat turned said
1. Yesterday, I (go) to the theatre.
Write: Yesterday, I
to the theatre.
2. I (sit) in my comfortable seat.
Write: I
in my comfortable seat.
3. I (turn) round to look at the noisy people.
Write: I
round to look at them.
4. "I cannot hear a word!" I (say) angrily.
Write: "I cannot hear!" I
angrily.
4 Part 4: Expressing Feelings
How does the author feel? How do the noisy people feel? Choose and trace.
Draw an ANGRY Face 😡
Trace: The author was angry.
Draw a NOISY Face 🗣️🔊
Trace: They were noisy.
Excellent job! Show your completed worksheet to your teacher. Page 2 of 2
Conversation Starter Cards Concept English Foundations • Lesson 1
Printable Vocabulary Cards
Instructions: Cut along the dotted lines. Fold or paste to make double-sided study flashcards.
Noun 🎭
theatre
Pronunciation: /ˈθiːətər/
Meaning:
A place where people watch plays and live shows.
Frame: "I went to the _______."
Noun 🪑
seat
Pronunciation: /siːt/
Meaning:
A place or chair where you sit inside a building.
Frame: "I sat in my _______."
Adjective 😡
angry
Pronunciation: /ˈæŋɡri/
Meaning:
Feeling very upset and mad about something bad.
Frame: "The teacher was _______."
Adverb 🗣️🔊
loudly
Pronunciation: /ˈlaʊdli/
Meaning:
Making a lot of noise; easily heard from far away.
Frame: "They spoke very _______."
Verb (Past) Go ➡️ Went
went
Past tense of 'go'
Meaning:
Moved or traveled to another place in the past.
Frame: "Yesterday, I _______ home."
Verb (Past) Sit ➡️ Sat
sat
Past tense of 'sit'
Meaning:
Placed your body on a chair or seat in the past.
Frame: "We _______ on the floor."
Activity Tip: Have students partner up and quiz each other on the meanings! Page 1 of 1
Routine Checker Teacher Guide Concept English Foundations • Lesson 2
Routine Checker
Teacher Guide • Adaptation of "Breakfast or Lunch?"
Language Level Beginning / Emerging
Learning Objectives
• Distinguish daily habits (Simple Present) from current actions (Present Continuous) with visual cues.
• Say and read basic clock times: "one o'clock", "lunchtime".
• Use routine frequency words "always" and "sometimes" correctly in simple frames.
Lesson Materials
Lesson 2 Slideshow (Visual routines)
Student Worksheet: Breakfast or Lunch?
Time & Habit Word Cards
Lesson Pacing & Timeline (50 Minutes)
0-10m
Visual Time Drill & Warm-Up
Project Slide 2. Teach hours using a clock model: 8:00 AM (breakfast) and 1:00 PM (lunchtime). Call out times and have students act out eating. Introduce vocabulary: breakfast, lunch, late.
10-25m
Story Introduction & Action Mimicry
Read the simplified adaptation of "Breakfast or Lunch?" using physical gestures for yawning (getting up late), picking up a phone (telephone rang), and eating (having breakfast). Lead guided choral reading with the slides.
25-45m
Grammar Construction: Present Simple vs. Continuous
Model on the board: "I always eat [breakfast]." vs. "Right now, I am eating." Hand out worksheets. Guide students through Part 1 (Routine Match) and Part 2 (Verb Frames).
45-50m
Time-Stamping Check-out
Exit Ticket: Ask students to write down: "I eat breakfast at _____ o'clock."
Teacher Script: Habit vs. Action
"Every Sunday, I sleep late. It is a habit. I always do it. Repeat: 'I always sleep late.' Good! But look! Right now, I am drinking coffee. Am I sleeping right now? No! I am drinking. Repeat: 'I am drinking!'"
Concept English Foundations • Lesson 2
Teaching Routines & Supports
Activities, Scaffolded Dialogue, and Formative Key
Lesson 2 Story Simplification
Use this visual-friendly text adaptation to lead the reading circle. Emphasize uppercase words:
1. It was Sunday. I never get up early on Sundays.
2. I sometimes stay in bed until lunchtime.
3. Last Sunday, I got up very late. The sky was dark.
4. Just then, Aunt Lucy called on the telephone.
5. She said: "I am coming to see you."
6. I said: "But I am still having breakfast!"
7. She said: "Dear me! It is one o'clock!"
Scaffolding Questions
Routine Checker Slides Concept English 2 New Concept English 2 • Lesson 2
Morning vs. Noon
Breakfast
or Lunch?
Let's practice telling time, talking about our daily morning habits, and comparing routine actions with things we are doing right now!
Beginning / Emerging ELLs
Slide 1 of 5
What Time Is It?
Habit vs. Reality
Morning Routine
8:00 AM
🍳☕🍳
"I always have breakfast early at 8:00 AM."
Sunday Routine
1:00 PM
🛌🕧💤
"On Sundays, I get up very late at 1:00 PM!"
Speaking Question: What time do you get up on Sundays? Slide 2 of 5
Story Map
Breakfast or Lunch?
1
Sleeping Habit
😴🛌🌧️
I never get up early on Sundays. I stay in bed. It is raining outside.
2
Telephone Rings
☎️🔊👩🦳
The telephone rings. It is Aunt Lucy! She is coming by train.
3
The Surprise
🥣❗😲
"I am still having breakfast!" I say. Aunt Lucy says: "But it is 1:00 PM!"
Comprehension Check: Is she having breakfast or lunch at 1 o'clock? Slide 3 of 5
Habits vs. Right Now
Check the Verb Form!
Every Day (Routine)
Use the basic verb or s-form. Words like always, sometimes, never.
• I always get up late on Sundays.
• Aunt Lucy sometimes travels by train.
Right Now (Continuous)
Use am / is / are + verb-ING. Words like now, still, right now.
• Look! I am having breakfast right now.
• Aunt Lucy is coming to see me now.
Grammar tip: Add "-ing" for actions happening today! Slide 4 of 5
Telephone Roleplay
Work in Pairs!
Aunt Lucy 👩🦳📞
Say over your imaginary telephone:
"What are you doing? Are you sleeping?"
(She is calling from the train station at 1:00 PM.)
Sleepy Nephew 🥱🥣
Yawn, look at your bowl of food and say:
"No, I am still having breakfast!"
(He eats breakfast in the afternoon on Sundays.)
Challenge: Change the time! Say: "But it's two o'clock!"
Start!
Hold an imaginary telephone to your ear! Slide 5 of 5
Routine Checker Worksheet Concept English Foundations
Lesson 2: Breakfast or Lunch
Student Worksheet • Level: Beginning / Emerging
Score: _____ / 10
Name:
Date:
1 Part 1: Match Clocks with Daily Routines (Draw lines)
8:00 AM (Early morning)
12:00 PM (Noon / Lunchtime)
1:00 PM (Sunday late morning)
🍳 Eat Lunch: Having delicious lunch on a normal day.
🥣 He is having breakfast! It is 1 o'clock but he is still eating.
🥞 Eat Breakfast: Eat eggs, bread, and milk in the morning.
2 Part 2: Sunday Habits - Circle YES or NO
1. On Sundays, the author gets up early.
YES NO
2. The author sometimes stays in bed until lunchtime.
YES NO
3. Aunt Lucy called the author on the telephone.
YES NO
4. It was 1:00 PM and the author was eating lunch.
YES NO
Turn the page for grammar drills and sentence building. Page 1 of 2
Concept English Foundations
Lesson 2: Breakfast or Lunch
Grammar & Sentence Frames
3 Part 3: Habit vs. Continuous Verb Practice
Read carefully and write the correct verb form from the word bank.
get up am having is coming arrives
1. Every Sunday, I (get up) late.
Write: I always
late on Sundays.
2. Right now, I (have) breakfast.
Write: "But I
breakfast!"
3. Look! Aunt Lucy (come) to see me now.
Write: Aunt Lucy
to see me today.
4. The train always (arrive) on time.
Write: The train
at the station.
4 Part 4: What are you doing right now?
Draw yourself eating breakfast, eating lunch, or sleeping in. Then trace the sentence below.
Trace and write: Right now, I am ____________________________________.
Excellent job! Show your completed worksheet to your teacher. Page 2 of 2
Postcard Writer Teacher Guide Concept English Foundations • Lesson 3
Postcard Writer
Teacher Guide • Adaptation of "Please Send Me a Card"
Language Level Beginning / Emerging
Learning Objectives
• Acquire core travel vocabulary (holiday, postcard, friendly waiter, public garden) through imagery.
• Identify and build sentences using Direct and Indirect Objects: "I sent my friends cards."
• Draft a mini 3-sentence postcard with highly scaffolded frames.
Essential Materials
Lesson 3 Slides (Travel & Italy)
Student Worksheet: Please Send Me a Card
Blank Postcard Handouts (Cutout size)
Lesson Pacing & Timeline (50 Minutes)
0-10m
Italy Visual Warm-up & Postcard Concept
Project Slide 2. Show pictures of travel and postcards. Ask: "Do you like postcards?" Introduce the vocabulary words: postcard, holiday, waiter. Match definitions with simple emoji icons.
10-25m
Direct vs. Indirect Grammar Workshop
Explain direct and indirect objects. Write on board: "I bought thirty-seven cards." (Direct) vs. "I bought my friends postcards." (Indirect + Direct). Have students trace these frames with colored chalk.
25-45m
Scaffolded Postcard Writing Activity
Direct students to open page 2 of their worksheets. Practice writing a short postcard using three sentences. Offer sentence stems for assistance: "Dear _______, I am in Italy. The weather is _______."
45-50m
Postcard Delivery (Peer Check)
Students hand their completed postcard to a neighbor. The neighbor says: "Thank you for the postcard!"
Teacher Script: Direct and Indirect Objects
"Look, I have a card! I give the card [hold up card] to Maria. I bought Maria a card. The card is the thing (Direct Object). Maria is the person receiving it (Indirect Object). Let's say it together: 'I bought my friend a card!'"
Concept English Foundations • Lesson 3
Travel Narrative & Guides
Postcard Structures, Objects, and Keys
Lesson 3 Narrative Simplification
Adapt the original passage for easy reading circle sessions:
1. Postcards always spoil my holidays.
2. Last summer, I went to Italy.
3. I visited museums and sat in public gardens.
4. A friendly waiter taught me a few words of Italian.
5. Every day, I thought about writing postcards.
6. On the last day, I made a big decision.
7. I bought thirty-seven cards, but I did not write a single one!
Postcard Writer Slides Concept English 3 New Concept English 2 • Lesson 3
Travel & Write
Please Send
Me a Card!
Let's explore beautiful Italy, learn words about vacations, and write a simple postcard with direct and indirect objects!
Beginning / Emerging ELLs
Slide 1 of 5
Travel Vocabulary
Say and repeat these words!
holiday
A special time of rest or vacation.
postcard
A small card with a picture on it, sent by mail.
waiter
A person who serves food in a restaurant.
decision
A choice you make after thinking.
Activity: Draw a tiny palm tree on your hand! Slide 2 of 5
Story Map
Please Send Me a Card
1
Holiday in Italy
🇮🇹🍕🏛️
Last summer, I went to beautiful Italy. I visited museum buildings and public parks.
2
Friendly Waiter
👨🍳🍝📖
A friendly waiter taught me basic Italian words. He lent me an Italian book!
3
No Postcards!
✉️🚫✍️
I bought thirty-seven postcards. But I did not write a single card to my friends!
Comprehension Check: How many postcards did he send to his friends? (Zero!) Slide 3 of 5
Direct vs. Indirect Objects
Who gets the thing?
Word Order
In English, when we give or send a thing to a person, we place the PERSON first!
Subject + Verb + Person + Thing
Example 1: Lend
"The waiter lent me a book."
Me = Person (Indirect) | A Book = Thing (Direct)
Example 2: Send
"I sent my friends postcards."
Friends = Person (Indirect) | Postcards = Thing (Direct)
Speaking Game: Swap person and thing with cards! Slide 4 of 5
Mini Postcard Practice
Let's draft a card!
🇮🇹 ITALY STAMP
Dear Friend,
1. I am in Italy on holiday.
2. The waiter is very friendly.
3. I will send you a card!
Your Friend, _________
Writing Tip: Always write the friend's name at the top!
Ready!
Use your worksheet on the next page to color and write your own postcard! Slide 5 of 5
Postcard Writer Worksheet Concept English Foundations
Lesson 3: Please Send Me a Card
Student Worksheet • Level: Beginning / Emerging
Score: _____ / 10
Name:
Date:
1 Part 1: Italy & Travel Match (Write the letter)
1. Italy 🇮🇹 (___)
2. Friendly Waiter 👨🍳 (___)
3. Holiday 🌴🏖️ (___)
4. Public Garden 🌳🌹 (___)
A. A vacation. Time when you do not go to work or school.
B. A beautiful country in Europe. Capital city is Rome.
C. A public park with trees, grass, and pretty flowers.
D. A nice person who serves you food in an Italian cafe.
2 Part 2: Direct & Indirect Objects - Who gets the thing?
Circle the correct person (Indirect Object) who receives the item in the sentence.
1. The waiter lent me a beautiful book.
me (Person) book (Thing)
2. I sent my friends thirty-seven postcards.
friends (Person) cards (Thing)
3. The teacher gave the students some papers.
students (Person) papers (Thing)
Turn the page to write and draft your postcard! Page 1 of 2
Concept English Foundations
Lesson 3: Please Send Me a Card
My Vacation Postcard Workshop
3 Part 3: Postcard Frame - Write and Draw
Complete the postcard template below. On the left side, write a short message to your friend. On the right side, write your friend's address. Draw an Italy-themed stamp in the box!
Draw
Dear
,
I am in
on holiday.
The weather is very
.
I am sending
this postcard.
Your friend,
To (Friend's Address):
4 Part 4: Draw your Holiday View!
What does Italy look like? Draw a pizza, pasta, the Leaning Tower of Pisa, or a sunny beach inside the frame below.
Excellent job! Show your completed postcard to your teacher. Page 2 of 2
