Name: ayah • 01 Jan 2023 • lvl4 session4

Objective 1/2 subjects /verb phrases = 40 mins + 25 mins

Break 10 mins
Objective 3/ have to = 45mins
Objective 4/ might, will = 35 mins

Main Aims

● To provide clarification and practice of school and university subjects/verb phrases about education in the
context of Education

Subsidiary Aims

● To provide fluency and accuracy speaking practice in a discussion questions in the context of Education

Materials

● cutting edge (elementary)

● cutting edge (workbook)

● projector (ppt)

● Whiteboard -Projector -Answer keys - photos(New English File Elementary)

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Name: ayah • 01 Jan 2023 • lvl4 session4

Intera
Stage Procedure Materials
Patt
Warmer/Lead-in -T writes on the board " I love school/university because......." / "I hate
To set lesson context school/university because....."
and engage students - T models by talking about his personal experience " I love school because of
my teachers, but I hate it because of subjects like math and chemistry. T-s/ S
- T asks ss to do the same in pairs for 3 mins.
-T starts content feedback and elicits some reasons from ss why they love/hate
school.
Test #1 - T displays the pictures of some of the subjects in the book and elicits these
To gauge students' subjects from ss.
prior knowledge of -T prepares a list of subjects that are not familiar to the ss [ attached ] ex.
the target language performing arts/ literature/leisure and tourism/ media studies/information and Whiteboard -
technology" Projector -
-T hangs pictures of the subjects in the list around the room. [attached]
T-s/ S
Answer keys -
-T asks ss to match the picture with the subject individually for 3 mins. photos
-T models by doing the first one with ss.
-T monitors well, while helping the struggling ss.
-T asks ss to check their answers in pairs.
Teach T starts the WC feedback.
To clarify areas of the -T displays the picture of the subject and ss say the subject. Whiteboard -
target language -T CCQs, drills, and writes the words on the board [ CCQs are in the LA sheet] Projector -
T-
where students had Answer keys -
difficulty in the first photos
test stage
Test #2 Task Brief:
Check students' use -T asks ss to do exercise in the workbook [1st page in unit 13] individually for 3
of the target mins.
language again and Instructions:
compare with the -T asks ss to open their books and match the subjects with the textbook cutting edge
first test extracts,
-T models by answering the 1st question with ss. (workbook), T-s/ S
-T models well and helps the struggling ss. projector (ppt)
-T asks ss to check their answers in pairs.
-T displays the answer keys.
-T checks whether ss are stuck in a point or everything is clear.

Free practice Task Brief:

To provide students -T asks ss to discuss questions in Ex3 [1st page of unit 13].
with free practice of Instructions:
the target language -T asks ss to talk, answering questions in Ex3. cutting edge
-T models by giving a personal experience whilst answering the 1st question. (elementary),
-T asks ss to do it in pairs for 4 mins.
Whiteboard -
-T monitors well, intervenes to give prompts for lengthy discussions or to help T-s/ S
ss transfer the L1 words/structures into English Projector -
Feedback: Answer keys -
-T starts the content feedback. photos
-T praises ss and gives good use of the language he/she picked.
-T writes some of the ss mistakes on the board and elicits how they should
rectify them
Test1 - T links the last objective, transiting to the next one by eliciting some verb cutting edge T-s/ S
To gauge students' phrases. (elementary),
prior knowledge of - T says " what do we do at school/ after school/at university/after university?"
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Name: ayah • 01 Jan 2023 • lvl4 session4

Intera
Stage Procedure Materials
Patt
the target language -T elicits some verb phrases like " pass an exam/ apply for a job.."
Task Brief: Whiteboard -
-T asks ss to choose the correct answer to form a verb phrase individually for 2
Projector -
mins
-T models by doing the first one with ss. Answer keys -
-T monitors well while helping the struggling ss. photos
-T asks ss to check their answers in pairs.
Teach T starts the WC feedback.
To clarify areas of the -T displays the picture of the subject and ss say the subject. Whiteboard -
target language -T CCQs, drills, and writes the words on the board [ CCQs are in the LA sheet] Projector -
T-
where students had Answer keys -
difficulty in the first photos
test stage
Test 2 Task Brief:
Check students' use -T asks ss to do exercise 2 in the study/practice part [2nd page in unit 13]
individually for 3 mins.
cutting edge
of the target
language again and Instructions: (elementary),
compare with the -T asks ss to open their books and choose the correct answer. Whiteboard -
-T models by answering the 1st question with ss.
T-s/ S
first test Projector -
-T models well and helps the struggling ss. Answer keys -
-T asks ss to check their answers in pairs.
-T displays the answer keys.
photos
-T checks whether ss are stuck on a point or everything is clear.
Freer practice Task Brief:
To provide students -T asks ss to use the verb phrases they have just learned to talk about their
with free practice of experiences including [what/when/how did they happen]
the target language Instructions:
-T asks ss to talk about their experiences including [what/when/how did they
happen]
cutting edge
-T models by giving a personal experience whilst using as many phrasal verbs as (elementary),
possible. Whiteboard -
-T asks ss to do it in pairs for 5 mins.
T-s/ S
Projector -
-T monitors well, intervenes to give prompts for lengthy discussions or to help Answer keys -
ss transfer the L1 words/structures into English
Feedback:
photos
-T starts the content feedback.
-T praises ss and gives good use of the language he/she picked.
-T writes some of the ss mistakes on the board and elicits how they should
rectify them

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Name: ayah • 01 Jan 2023 • lvl4 session4

Main Aims

● To provide clarification and practice of have to/don't have to in the context of Education

Subsidiary Aims

● To provide gist and scan reading practice using a text about career shift in the context of Education

Materials

● cutting edge (elementary)

● cutting edge (workbook)

● Whiteboard -Projector -Answer keys - photos(New English File Elementary)

Please see the following page for the lesson procedure

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Name: ayah • 01 Jan 2023 • lvl4 session4

Interac
Stage Procedure Materials tion Time Comments
Pattern
Warmer/ Task Brief:
Lead-in -T asks ss to discuss some lead-in questions in
To set lesson pairs for 3 mins.
context and Instructions:
engage -T displays 3 pictures of Mohmmaed Heneedy
students [attached]: one as a student in "Sehdy Felgamaa
Alamreekya"/one as a tv reporter in "Gaana
Albyan Altally"/ one as a cook in "Fool Elseen Whiteboar
Alazeem". d-
-T elicits what jobs Heneedy had in each pic: a
Projector - T-s/ SS-
student/ a cook/ a tv reporter. 3–5
-T asks ss to answer these 2 questions: -Do you Answer SS
want to change your college/ your job? keys -
- What are the steps you have to take to change photos
them? [ courses/training/qualifications].
-T models by answering one question for them
about him/herself.
-T monitors well.
-T starts the content feedback by asking each st
about his partner's answer.

Pre- Task Brief: cutting

Reading/ -T pre-teaches some words in the reading text. edge
Listening Instructions:
- T sets the context by displaying a pic of Danial
(elementa
To prepare
who wants to change his job. ry),
students for
the text and -T says " Danial wants to change his job so he Whiteboar
writes an email to his friend about it. before we
T-S 3–5
make it d-
accessible read the email, we have got some words here" Projector -
- T pre-teachers "qualifications/ afford"
-T follows the ECDW by eliciting, CCQing, drilling,
Answer
and writing keys -
photos
While- Task Brief:
Reading/ - T asks ss to read the email and answer questions
Listening #1 in ex1.
Instructions: cutting
To provide
students with - T says " now we are ready to read the text edge
less quickly about Danial and his job" (elementa
challenging - T asks ss to open their books on page 34. ry),
-T chests and points at the text and the questions, T-s/ SS-
gist and Whiteboar
specific and asks ss to read and answer. SS/ SS- 3–5
ICQs d-
information text
reading/liste -T asks " are we reading every single detail or Projector -
ning tasks quickly?" /"are we reading in pairs or Answer
individually?"/ "how many mins do we have?" keys -
Feedback
photos
- T asks ss to check their answers in pairs.
-T displays the answer keys on the ppt.
- T starts the content feedback.
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Name: ayah • 01 Jan 2023 • lvl4 session4

Interac
Stage Procedure Materials tion Time Comments
Pattern
While- Task Brief:
Reading/ - T asks ss to read the email and answer in ex2
Listening #2 individually for 3 mins. cutting
To provide Instructions: edge
students with - T says " read the text in detail this time and
choose the correct answer in ex2"
(elementa
more
-T chests and points at the text and the questions, ry),
challenging
detailed, and asks ss to read and answer. Whiteboar T-s/ SS-
ICQs
3–7
deduction d- SS
and inference -T asks " are we reading every single detail or Projector -
reading/liste quickly?" /"are we reading in pairs or
individually?"/ "how many mins do we have?"
Answer
ning tasks
Feedback keys -
- T asks ss to check their answers in pairs. photos
-T displays the answer keys on the ppt.
- T starts the content feedback.
Language - T extracts 2 model sentences " I have to do a cutting
clarification training course" /"I don't have to travel very far". edge
-T follows the ECDW, by CCQing, drilling, and
writing.
(elementa
- CCQs are in the LA sheet. ry),
-T highlights the pronunciation of hafta/hasta. Whiteboar
-T highlights the negative and the question forms
T-S 5–7
d-
of have to on the board. Projector -
-T recaps by asking some FCQs.
Answer
keys -
photos
Controlled Task Brief: cutting
practice -T asks ss to do exercise 2 in the study/practice edge
Check part [1st page in unit 13] individually for 3 mins.
Instructions:
(elementa
students' use
of the target -T asks ss to open their books and choose the ry),
language correct answer. Whiteboar T-s/ SS-
-T models by answering the 1st question with ss.
3–5
d- SS
-T models well and helps the struggling ss. Projector -
-T asks ss to check their answers in pairs.
-T displays the answer keys.
Answer
-T checks whether ss are stuck on a point or keys -
everything is clear. photos
Freer Task Brief: cutting T-s/ SS- 7 – 10
practice -T asks ss to use have to/has to fill the gaps orally edge SS
To provide and make them true for them.
Instructions:
(elementa
students with
free practice -T asks ss to talk about what they have to do ry),
of the target /don't have to do in a school/interview/ how to Whiteboar
language drive course. d-
-T models by talking about his/her experience in Projector -
interviews.
-T asks ss to do it in pairs for 5 mins.
Answer
-T monitors well, intervenes to give prompts for keys -

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Name: ayah • 01 Jan 2023 • lvl4 session4

Interac
Stage Procedure Materials tion Time Comments
Pattern
lengthy discussions or to help ss transfer the L1
words/structures into English
Feedback:
-T starts the content feedback.
-T praises ss and gives good use of the language
photos
he/she picked.
-T writes some of the ss mistakes on the board
and elicits how they should rectify them

Main Aims

● To provide clarification and practice of might/will in the context of Education

Subsidiary Aims

● To provide fluency and accuracy speaking practice in a conversational activities in the context of Education

Please see the following page for the lesson procedure

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Name: ayah • 01 Jan 2023 • lvl4 session4

Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/Lead-in -T displays 3 pictures of the 3 different phases of education in Egypt.
To set lesson context -T sets the context by eliciting how education in Egypt looks like in these
and engage students phases.
-T asks ss to answer 4 lead-in questions on page 37 in pairs for 3 mins. T-s/ SS- SS 3–5
-T monitors well.
-T starts the WC feedback.

Test #1 -T asks ss to fill in the gaps using will/won't/might/might not individually for 3
To gauge students' mins.
prior knowledge of -T models by answering the 1st one with them.
- T asks ss to check their answers in pairs while they discuss each point. T-s/ SS- SS 3–5
the target language
- T asks ss to get back to the text to check their answers.

Teach - T extracts 2 model sentences " Textbooks might be a thing of the past very
To clarify areas of the soon/students will do all their homework on computers."
target language -T follows the ECDW, by CCQing, drilling, and writing.
where students had - CCQs are in the LA sheet.
-T highlights the pronunciation features and the contractions of "will/won't/
T-S 7 – 10
difficulty in the first
test stage might/might not"
-T highlights the negative and the question forms of will/ might on the board.
-T recaps by asking some FCQs.
Test #2 Task Brief:
Check students' use -T asks ss to do ex. a in the course books p.38 individually for 3 mins.
of the target Instructions:
language again and -T asks ss to open their books and choose the correct answers.
compare with the -T models by answering the 1st question with ss.
-T models well and helps the struggling ss. T-s/ SS- SS 8 – 10
first test
-T asks ss to check their answers in pairs.
-T displays the answer keys.
-T checks whether ss are stuck on a point or everything is clear.

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Name: ayah • 01 Jan 2023 • lvl4 session4

Interaction
Stage Procedure Materials Time Comments
Pattern
Free practice Task Brief:
To provide students -T asks ss to use will/might to fill the gaps of the sentences in ex 2 orally and
with free practice of make them true for themselves.
the target language Instructions:
-T models by talking about his/herself by saying" next winter, I might travel to
Alex"
-T asks ss to do it in pairs for 5 mins.
-T monitors well, intervenes to give prompts for lengthy discussions or to help
T-s/ SS- SS 7–7
ss transfer the L1 words/structures into English
Feedback:
-T starts the content feedback.
-T praises ss and gives good use of the language he/she picked.
-T writes some of the ss mistakes on the board and elicits how they should
rectify them

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