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Vocabulary Reading Listening Grammar Speaking Writing

Section 1

Teacher's Lesson Plan

Confidential

Lesson Overview

Topic

At the Zoo

Level

A2–early B1

Learners

School students and young adults

Duration

90 minutes

Skills

Reading · Listening · Speaking · Writing (+ Vocabulary)

Grammar

Present Simple · Past Simple · Future Simple (will) · Be going to · Would like

Vocabulary

10 words (A2): zoo · cage · keeper · feed · ticket · path · map · crowd · entrance · sign

Materials

Student Handouts 1–6 (printed); whiteboard; this plan

Learning Objectives

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

Understand and use 10 A2 vocabulary items about a zoo visit

Use Present Simple to talk about facts and routines at the zoo

Use Past Simple to describe a finished zoo visit

Use will and be going to to talk about future plans and predictions

Use would like to express wishes and polite requests

Read a short text about a zoo visit and answer questions

Listen to two friends planning a zoo trip and complete listening tasks

Role-play a conversation at the zoo ticket office

Write 80–110 words about a zoo visit using all five grammar structures

Before the Lesson

Print one copy of Handouts 1–6 per student. Keep the Teacher Plan separate — do not distribute.

Write the five grammar structures on the board: Present Simple · Past Simple · will · be going to · would like.

Prepare a lead-in question: "Have you ever been to a zoo? What animals did you see?"

Read the listening script aloud once at home to find a natural A2–B1 pace.

Note: keeper /ˈkiːpə/, entrance /ˈentrəns/, crowd /kraʊd/.

Lesson Procedure

Time

Stage

Skill

Teacher does

Students do

0–5 min

Lead-in

Speaking

Ask: "Have you ever been to a zoo? What animals did you see? Did you like it?" Elicit responses. Write key words on board.

Discuss in pairs. Share experiences about zoo visits.

5–15 min

Vocabulary

—

Present 10 words with definitions (Handout 1 Part A). Cover-and-test. Pronunciation: keeper /ˈkiːpə/, entrance /ˈentrəns/, crowd /kraʊd/. Part B gap-fill. Part C matching optional.

Part A: read and self-test. Part B: gap-fill. Part C (optional): matching. Pair-check, then whole class.

15–30 min

Reading

Gist: "Where did the family go and what did they see?" Then Tasks 1 and 2.

Read "A Day at the Zoo". Answer questions. True / False / Not Given.

30–45 min

Listening

Set context: "Two friends are planning a trip to the zoo." Read TWICE. 1st: Task 1. 2nd: Task 2.

1st listen: circle answers (Task 1). 2nd listen: complete notes (Task 2). Compare with partner.

45–65 min

Grammar

—

Board: all 5 structures with zoo examples. Exercises 1–4. Monitor. Elicit answers.

Exercises 1–4. Pair-check before whole class feedback.

65–80 min

Speaking

Assign A/B role-play cards. 2 min prep. Monitor for all 5 structures. Delayed feedback. Group discussion.

Role-play at the ticket office. Swap roles. Group discussion (3 questions).

80–90 min

Writing

Explain task: 80–110 words, all 5 structures, 4 vocabulary words. Point to the helpful phrases box.

Write about a zoo visit. Complete self-check box. Finish as homework if needed.

Teaching Notes

Handout 1 — Vocabulary

All 10 words are A2 and concrete — students can picture every word. Cover-and-test: students cover the right column and try to recall the meaning. Pronunciation: keeper /ˈkiːpə/ (silent r), entrance /ˈentrəns/ (stress on first syllable), crowd /kraʊd/ (rhymes with "loud"). Concept-checks: "Do you buy a ticket to get in or to get out?" / "Is a cage open or closed?" Part B gap-fill: remind students to read the full sentence before choosing. Part C matching is optional — for fast finishers only.

Handout 2 — Reading

The text (~120 words) uses only the five target grammar structures — no others appear. Gist: a family visited the zoo on Saturday. T/F/NG answers: 1 T ("They bought their tickets at the entrance") · 2 F (the lions were asleep, not active) · 3 T ("The keeper fed the penguins at 3 o'clock") · 4 NG (no mention of the weather) · 5 T ("They are going to come back next month"). For Task 1, remind students to write full sentences using the structures from the text.

Handout 3 — Listening

The script uses only the five target structures. Read at a clear A2–B1 pace. First reading: gist (Task 1 multiple choice). Second reading: detail (Task 2 note completion). Ask students to compare notes with a partner after the second reading before the whole-class check. Task 1 answers: 1-B (Saturday) · 2-C (the penguin feeding) · 3-A (she would like to see the lions). Task 2: (1) ten o'clock · (2) sign · (3) penguins · (4) map · (5) going to buy.

Handout 4 — Grammar

All four exercises use only the five target structures. Board key contrasts before each exercise. Will vs be going to: will = decision at the moment ("I'll buy two tickets") vs be going to = plan already decided ("We're going to see the elephants"). Would like vs like: "I would like to see the lions" (polite wish now) vs "I like lions" (general preference). Common errors: "I will to go" (no infinitive after will), "We are going see" (missing "to"), "I would like see" (missing "to"). Monitor Exercise 3 carefully — students often confuse will and be going to at this level.

Handout 5 — Speaking

The role-play is set at the zoo ticket office, naturally prompting would like for requests and be going to / will for plans. Monitor for the missing "to" after would like and be going to. Collect 4–5 errors during the task and put anonymous examples on the board for class correction after. The discussion questions allow freer use of all five structures — listen especially for future forms in questions 1 and 3.

Handout 6 — Writing

Students write about a real or imaginary zoo visit. The text should use Past Simple for what happened, Present Simple for zoo facts, and at least one future form (will or be going to) for future plans. Encourage students to use would like in a final sentence about what they want to see or do next time. The self-check box prompts students to verify all five structures before submitting. Stronger students: encourage them to add a comparison ("The lions were bigger than I thought").

Listening Script — 'Planning a Zoo Trip'

Read aloud twice at a clear A2–B1 pace. Do not show to students during the listening tasks.

Sam:

Hey, Lucy. Do you want to go to the zoo on Saturday?

Lucy:

Yes! I would like that. What time does it open?

Sam:

It opens at ten o'clock. I'm going to buy the tickets online tonight — it's cheaper.

Lucy:

Good idea. What animals are there? I would like to see the lions.

Sam:

There are lions, elephants, penguins and lots more. There is a sign near the entrance — it shows you all the animals and where they are.

Lucy:

Is there a map?

Sam:

Yes. They give you a map when you buy your ticket. It shows you all the paths.

Lucy:

What time does the keeper feed the animals?

Sam:

The keeper feeds the penguins at three o'clock. I went last year and it was really fun. There was a big crowd of people there.

Lucy:

That sounds great! I will bring my camera.

Sam:

Perfect. Oh — and we are going to have lunch at the café. I am not going to eat before we go!

Lucy:

Me too! I would like to try the café. See you on Saturday!

Grammar in the script:
· Present Simple: "What time does it open?" / "It opens at ten o'clock" / "They give you a map"
· Past Simple: "I went last year" / "it was really fun" / "There was a big crowd"
· Will: "I will bring my camera" (decision at the moment)
· Be going to: "I'm going to buy the tickets tonight" / "we are going to have lunch" / "I am not going to eat before we go"
· Would like: "I would like that" / "I would like to see the lions" / "I would like to try the café"

Answer Key

Handout 1 — Vocabulary

Part B (gap-fill):
1. zoo 2. entrance 3. ticket 4. map 5. path
6. sign 7. keeper 8. feed 9. cage 10. crowd

Part C (matching — optional):
1-e 2-h 3-f 4-i 5-b 6-j 7-a 8-c 9-g 10-d

Handout 2 — Reading

Task 1:
1. They went to the zoo on Saturday.
2. They bought tickets at the entrance.
3. The keeper fed the penguins at 3 o'clock.
4. Because the lions were asleep.
5. They are going to come back next month.

Task 2 (T/F/NG): 1 T 2 F 3 T 4 NG 5 T

Handout 3 — Listening

Task 1: 1-B 2-C 3-A

Task 2:
(1) ten o'clock (2) sign (3) penguins (4) map (5) going to buy

Handout 4 — Grammar

Exercise 1 (Present Simple):
1. opens 2. gives 3. do not / don't feed 4. walk 5. lives 6. Do the lions eat

Exercise 2 (Past Simple):
1. visited 2. bought 3. was / were 4. did not see / didn't see 5. fed 6. went

Exercise 3 (Will / Be going to):
1. are going to visit (plan) 2. will buy (decision now) 3. is going to feed (plan)
4. will take (decision now) 5. are not going to stay (plan)

Exercise 4 (Would like / Mixed):
1. would like to see 2. went / was 3. feeds 4. am going to buy 5. will 6. would like to come

At the Zoo

Student Handouts

Name:

Date:

Class:

Handout 1

Vocabulary

Part A — Key Words

Read each word and its meaning. Then cover the right column and test yourself.

Word

What it means

zoo

a place where you can see wild animals

cage

a box with metal bars. Animals live inside.

keeper

a person who looks after the animals at the zoo

feed

to give food to an animal

ticket

a piece of paper you buy to go into a place

path

a small road that you walk on

map

a drawing that shows you where things are

crowd

a lot of people in one place

entrance

the door or gate you go through to get into a place

sign

a board with words or pictures. It gives you information.

Part B — Fill in the Gaps

Use the words from Part A. Use each word once.

1.We went to the __________________ last Saturday. It was great!

2.We bought our tickets at the __________________ of the zoo.

3.An adult __________________ costs £15. A child ticket costs £8.

4.They gave us a __________________ at the gate. It showed all the animals and where to find them.

5.We walked along the __________________ to the elephant area.

6.There was a __________________ next to the lion cage. It said "Do not touch the animals."

7.The __________________ gave the elephants fruit and vegetables at midday.

8.I would like to __________________ the giraffes. Can I give them some food?

9.The tiger was inside its __________________ . It was very big.

10.There was a big __________________ of people at the penguin show.

Part C — Match ★ For fast finishers

Match each word (1–10) to the correct meaning (a–j).

Word

1.keeper ___

2.crowd ___

3.feed ___

4.path ___

5.ticket ___

6.zoo ___

7.sign ___

8.cage ___

9.map ___

10.entrance ___

Meaning

a.a board with words or pictures

b.a piece of paper to get in

c.a box with bars for animals

d.the way in to a place

e.a person who looks after animals

f.to give food to an animal

g.a drawing that shows where things are

h.a lot of people in one place

i.a small road you walk on

j.a place where you can see wild animals

Handout 2

Reading

A Day at the Zoo

Paragraph 1

Last Saturday, our family went to the zoo. We bought our tickets at the entrance and got a map. The zoo has lions, elephants, penguins and many other animals. It opens at nine o'clock every day.

Paragraph 2

First, we walked along the path to the lion cage. The lions were asleep, so we did not see much. Then we went to the elephant area. The keeper fed the elephants and we took lots of photos.

Paragraph 3

At three o'clock, the keeper fed the penguins. There was a big crowd of people there. It was the best part of the day! There was a sign next to the cage — it said the penguins eat five kilos of fish every day.

Paragraph 4

We are going to come back next month. My sister would like to see the tigers. I will buy the tickets online — it is cheaper. We are not going to miss the penguin feeding this time!

Task 1 — Answer the Questions

Write full sentences.

1.When did the family go to the zoo?