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ESL Lesson Plan · CEFR A1

And, But, Or and Because ESL Lesson Plan (A1, 60 Minutes)

A complete 60-minute A1 lesson on And, But, Or and Because, built round the theme "Likes, Dislikes and Reasons".

  • CEFR A1
  • 60 minutes
  • Teenagers and adults
  • Grammar
  • Linking Words
  • And, But, Or and Because

About this lesson

Who it is for. Beginners who write short, separate sentences (I like tea. I like coffee. I don't like milk.). When they try to join them, they use and for everything (I like tea and I don't like milk) and put because at the start of a separate sentence (Because it is hot.).

Everything the lesson needs is on this page: the language analysis, the timed stages with the teacher's own words and instruction-checking questions, the differentiation, the printable handouts and the answer key.

At a glance

Level
CEFR A1 (Beginner)
Learners
Teenagers and adults
Length
60 minutes. For 45 minutes, run only "Survey" of the two tasks in "Freer practice" and cut "Feedback and wrap-up" to board-based error correction.
Skills
Speaking and writing
Language focus
Grammar: And, But, Or and Because
Framework
PPP (presentation, practice, production)
Materials
Linking word cards, Handout 1 (a pen friend's email), Handout 2 (practice), Handout 3 (likes and dislikes survey).
Preparation
About 10 minutes: print Handouts 1 to 3, one per learner, and read the language analysis. The answer key is for you, not the class.

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Google Docs · 60 minutes · PPP (presentation, practice, production)

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The PDF prints as it stands. The Word file and Make a copy are for adapting it: your copy is yours to change, and the original stays as it is.

Aims

Main aim. To present and practise four linking words: and (adding), but (contrast), or (choice) and because (reason), to join two ideas in one sentence.

Learning outcome. By the end of the lesson, students can talk and write about likes and dislikes with reasons, e.g. I like cricket and football, but I don't like swimming because the water is cold. Do you want tea or coffee?

  • Subsidiary aim. To practise or in negatives and questions (I don't like tea or coffee. Tea or coffee?).
  • Subsidiary aim. To practise like / don't like.
  • Subsidiary aim. To develop speaking and writing about preferences.

Language analysis

What to know before the lesson: the meaning, form and pronunciation of the target language, and the problems learners usually have with it.

Form and meaning

WordMeaningExample
andadds a similar ideaI like rice and curry. She plays cricket and he plays football.
butadds a different / opposite ideaI like tea, but I don't like coffee.
orgives a choice; joins ideas in negativesDo you want tea or coffee? I don't like tea or coffee.
becausegives a reason (answers Why?)I like Sundays because I don't go to school.

Form and meaning: notes

  • Usually a comma before but in longer sentences: It's small, but it's beautiful.
  • because + subject + verb: because it is hot (not just because hot).
  • Because ... alone is a spoken answer to Why?: "Why do you like it?" "Because it's fun." In writing, join it to the main sentence.

Pronunciation

  • Weak forms: and /ən/, or /ə/ in fast speech: tea or coffee /tiː ə ˈkɒfi/.
  • because /bɪˈkɒz/, often /kəz/ in speech.

Concept-checking questions

  • I like tea, but I don't like coffee. Do I like both? (No.) Are the two ideas the same or different? (Different.) · Tea or coffee? · Can I have both? (No, one.) What word gives a choice? (or.)
  • I'm happy because it's Friday. Why am I happy? (Because it's Friday.)

Anticipated problems and solutions

ProblemSolution
and for contrast (I like tea and I don't like milk).Smile / frown faces: same feeling → and; different → but.
because sentence alone in writing.Board: join with an arrow to the main idea.
because hot (no subject / verb).Board: because + it + is.
and in negatives (I don't like tea and coffee).Teach I don't like tea or coffee.

Board plan

Left: meaningsCentre: examplesRight: pronunciation
and ➕ (same) · but ↔ (different) · or ❓ (choice / negative) · because ❗ (reason: Why?)
I like rice and curry. · I like tea, but I don't like coffee. · Tea or coffee? · I don't like tea or coffee. · I like Sundays because I don't go to school. · not: Because it is hot. ✗ (alone, in writing) · not: because hot ✗
and /ən/ · tea or coffee /tiː ə ˈkɒfi/ · because /bɪˈkɒz/

CEFR A1 · 60 minutes · Teenagers and adults

Procedure: And, But, Or and Because, step by step

Warm-up5 minutes · Whole class

Aim: To activate vocabulary for likes and dislikes.

Show pictures (cricket, rice, rain, ice cream, maths). For each, say "I like ..." or "I don't like ..." with a smile or frown.

Ask students: "Do you like rain?" Take answers.

Presentation20 minutes · Whole class, individual, pairs

Aim: To present the four linking words in context and clarify their meaning and form.

Part A: Context (7 minutes)

Give out Handout 1. Say: "Read Nethmi's email to her new pen friend. What does she like? What doesn't she like? Three minutes."

ICQs: "Who is the email from?" (Nethmi.)

Students complete the table. Pairs compare. Check as a class.

Part B: Noticing (5 minutes)

Say: "Find and circle and, but, or, because in the email." Pairs compare.

Part C: Clarification (8 minutes)

Board one example of each from the email. Use the faces: ☺☺ → and; ☺☹ → but.

Ask the CCQs.

Hold up two objects: "A pen or a pencil?" Teach or for choices and negatives.

Ask "Why do you like Saturdays?" Board a student's answer with because. Show because + subject + verb.

Pronunciation. Drill tea or coffee? · rice and curry · because it's fun.

Controlled practice10 minutes · Individual, then pairs, then whole class

Aim: To practise the linking words accurately.

Give out Handout 2. Say: "Exercise A: write and, but, or, because. Exercise B: join the sentences. Seven minutes."

ICQs: "I like dogs ___ I don't like cats. Which word?" (but.)

Pairs check. Check as a class.

Freer practice18 minutes · Individual, mingle, whole class

Aim: To use the linking words to talk about real likes and dislikes.

Survey (8 minutes). Give out Handout 3. Students ask three classmates: "Do you like cricket or football?" "I like cricket, but I don't like football." "Why?" "Because it's exciting." They note answers.

ICQs: "How many people do you ask?" (Three.)

Write (6 minutes). Students write four sentences about one classmate using each linking word.

Report (4 minutes). Students read one sentence to the class: "Kasun likes cricket and football, but he doesn't like swimming because the water is cold."

Monitor and note errors.

Feedback and wrap-up7 minutes · Whole class

Aim: To give feedback and consolidate.

Board four sentences from your notes (two with errors). Students correct them.

Quick fire: say two sentences; students join them with the right word.

Set the homework.

Homework Write an email to a pen friend (60–80 words) about what you like and don't like. Use and, but, or and because at least twice each.

PPP (presentation, practice, production). Stage times add up to 60 minutes.

Differentiation

Support
Give weaker students the face symbols with each word. Give sentence frames: I like ... and ... · I like ..., but I don't like ... · ... because ...
Stretch
Stronger students use so for results: It was raining, so I stayed at home. They use both ... and: I like both tea and coffee.

Adapting the lesson

ForWhat to change
A large class (40 or more)Keep the pairwork in "Freer practice" in fixed pairs rather than a mingle, and take feedback from four or five pairs instead of the whole room. Run "Survey" once, with two pairs reporting, rather than hearing every pair. Monitor one half of the room during "Controlled practice" and the other half during "Freer practice".
A class with no photocopierPut the exercises from Handout 2: Practice on the board for learners to copy into their notebooks, and read any text aloud twice instead of printing it. The board plan above is this lesson's minimum - with that on the board, it runs on no paper at all.
An online classSend Handouts 1 to 3 in the chat before the lesson and put the board plan on a shared slide. Use breakout rooms for "Survey" and visit each room once. Have learners type the controlled answers in the chat, so you see every answer at once instead of nominating.
A different age groupWith young learners, cut the writing at the end and give that time to the speaking task; keep the drilling short, and let them draw or mime where the plan allows it. With adults, keep the writing and ask for a short spoken summary in place of anything drawn or mimed.

Checking learning

10 out of 12 or better on Handout 2. Students use but for contrast and because + subject + verb. In writing, because clauses are joined to the main sentence.

Teacher's reflection

Did the faces help students choose and or but? Did students use because naturally in the survey?

Handout 1: Nethmi's Email

Name: ______________________________ Date: ______________

Hi Sophie,

My name is Nethmi and I'm 11. I live in Negombo with my parents and my brother.

I like swimming and dancing. I go to the beach on Saturdays because it is near my house. I like rice and curry, but I don't like very spicy food. I don't like maths or science because they are difficult for me! My favourite subject is English.

Do you like music? Do you play the piano or the guitar?

Write soon!

Nethmi

Complete the table.

Why does Nethmi go to the beach on Saturdays? ______________________________

Nethmi likes ☺Nethmi doesn't like ☹

Handout 2: Practice

Name: ______________________________ Date: ______________

A. Write and, but, or or because.

B. Join the sentences. Use the word in brackets.

  • I like apples ______ bananas.
  • My brother likes football, ______ I don't.
  • Do you want juice ______ water?
  • I'm tired ______ I got up at 5 o'clock.
  • She doesn't like tea ______ coffee.
  • It's small, ______ it's very beautiful.
  • We go to the park ______ we play cricket there.
  • I can't go out ______ I have a lot of homework.
  • I like Kandy. I like Galle. (and) → ______________________________
  • My house is old. It is big. (but) → ______________________________
  • I'm happy. It's my birthday. (because) → ______________________________
  • Do you live in a house? Do you live in a flat? (or) → ______________________________

Handout 3: Likes and Dislikes Survey

Name: ______________________________

Write about one classmate. Use and, but, or and because.

..........................................................................................

..........................................................................................

QuestionClassmate 1Classmate 2Classmate 3
Do you like cricket or football?
Do you like rain? Why / why not?
Tea or coffee?
What food do you like? What food don't you like?

Answer Key

Handout 1

Handout 2, Exercise A

Handout 2, Exercise B

Common errors to watch for

  • Likes: swimming, dancing, rice and curry, (the beach), English · Doesn't like: very spicy food, maths, science
  • Because it is near her house.
  • and · 2. but · 3. or · 4. because · 5. or · 6. but · 7. and · 8. because
  • I like Kandy and Galle. / I like Kandy and I like Galle. · 2. My house is old, but it is big. · 3. I'm happy because it's my birthday. · 4. Do you live in a house or a flat?
ErrorCorrection
I like tea and I don't like milk.I like tea, but I don't like milk.
I like the beach. Because it is near.I like the beach because it is near.
I'm happy because Friday.I'm happy because it's Friday.
I don't like tea and coffee.I don't like tea or coffee.

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Google Docs · 60 minutes

Download the PDFWordMake a copy

The same document as the one at the top of the page.

Elsewhere in Global English

Pages that help with this lesson in particular, rather than everything we have.

How to Make an ESL Lesson Plan

How a plan like this is put together, including the PPP shape it uses.

How to Teach English Speaking

Getting a quiet class talking, and what to do about the pair that finishes early.

20 ESL Speaking Activities for Beginners

Twenty speaking activities that work with very little language, for the practice stages.

About this lesson plan

Written by RCF English to the RCF English international standard: levelled by the CEFR, original throughout, and suitable for classrooms in any country. Last reviewed 22 September 2026.

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