Teacher’s Name Level lesson length

level 4 – S1 120 minutes

By the end of the lesson, students will have been introduced to the
Main Aims meaning, pronunciation, and form of a lexical set and been given
opportunities for different practices in the context of (Communication
Goals): -
a) Recommend a brand or a model.
b) Express sympathy for a problem.

By the end of the lesson, learners: -

Secondary Aims - will have been introduced to The present continuous (now and
future.
In this lesson, I will be working on
Personal Aims

Materials
Top-Notch 1, Third Edition ActiveTeach. Copyright © 2015 by Pearson Education, Inc.
Authors:
a) Joan Saslow.
b) Aleen Ascher.

Unit 5 (Technology and you) Goals 1+2

Exercises used:
- Exercise B on page 6 Vocabulary test.
- Exercise C on page 6 Vocabulary test.
- Conversation Model A in text-based material on page 3
- Conversation Model A as a free practice on page 5
- Grammar practice B as controlled practice on page 3
- Grammar exercise B as controlled practice on page 4
Problems
Anticipated Problems with the lesson as a whole
Tasks/activities Learners Materials
1. Time management. 1. Latecomers. 1. You may face technical
2. Entering the class late 2. Fast finishers and less-able issues with computers.
because of meetings or students. 2. Printed materials.
emergencies.
3. Vocabulary first test may
be challenging to shy
students
Solution
Suggested Solutions to those problems
Tasks/activities Learners Materials
1. Read the lesson plan 1- You welcome them with a 1. You have to check the
thoroughly. 5 minutes smile and ask them to join computers at least 10
are excluded to deal their classmates minutes before the
with situations such as 2- You make sure to monitor session starts.
announcements. effectively to spot them. 2. You can display the
2. Skip the immediate Give fast finishers extra material on the screen
engagement. tasks such as: answering instead of printing it.
3. Give clear instructions, another question or
demonstrate, and ICQs. checking their answers.
4. Motivate shy students to Allow extra time for
participate. less-able students to finish
the task.

STAGE NAME STAGE AIM TIME INTERACTION

Immediate engagement - Avoid silence or awkwardness. 15 minutes
(Ice Breaker) - Engage students

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 - Smart self-introduction
- break the ice.

PROCEDURE:
Game (3 min) T-Ss
- The teacher introduces himself.
- The teacher says let's play a game.
- The teacher shows the students this sheet

Ss-Ss
- The teacher asks students to stand up and mingle, asking each other these questions in
2 min.

ICQ
T-Ss
- Are you asking me? (no, ask each other)
- Do you have 5 minutes? (no, 2 minutes)
- What are you going to ask about? (information in the paper)

- The teacher asks them to start.

- The teacher asks students about the information they collected about their mates.

[Smooth Transition] T says: Thank you for sharing information about yourselves. Now, let’s
know more about the course system and goals.

For Level’s objectives, Batch system, 4avhiever, and class rules, kindly play the video.
“file attached”

T should ask focused questions to make sure that the students got the rules and the system.
Students’ Incentives (2 min)
- The teacher asks the students these questions
A. What are your dreams?
B. What do you need to do to achieve those dreams?
C. Why do you want to learn English?

STAGE NAME STAGE AIM TIME INTERACTION

Lead-in - Generate interest in the topic. 5-7 minutes
- Personalize the lesson.
- Develop oral fluency.

PROCEDURE: T-Ss
- The teacher divides the students into two teams according to their favorite colors
- The teacher writes on the board this question:
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 a. What is the most helpful electronic device that was invented? and why? Be
specific about the reasons.
- The teacher tells the students that they have to choose only one device by the end of
the discussion as one team and the reasons behind their choices.

- Students have 5 minutes to discuss the following devices, state their reasons, and
choose the most interesting device.

The Advantages The disadvantages

The cell phone
The TV
The internet
The washing machine

Ss-Ss
ICQ: (1 Min)
- Are they working in teams or alone? (Teams)
- What are you going to discuss? (teacher points to the questions on the board and asks
students to recall them)
- How much time do they have? (5 Min). T-Ss

During Task (5 Min)

Content Feedback (3 Min)

After they finish discussing ask each team
- What is the most interesting invention? Why?

So, today we’re talking about past experiences and events.

STAGE NAME STAGE AIM TIME INTERACTION

Presentation To present vocab/grammar throughout: 45 minutes
- Test Teach Test
- Text-based Learning

PROCEDURE:
Test 1 (5 min) T-Ss
- The teacher divides students into two teams. Ss-Ss
- The Teacher gives instructions
- The teacher displays pictures (flashcards) on the screen to the teams and asks them to
say the word if they know it.
- Students answer

ICQ
Are you working alone or in teams? (Teams)
Are you going to write or say the word? (say the word)

[Smooth Transition] The teacher praises his students for doing well in the task and says, now
let's know more about those words.

Teach (5 min)

- A food processor:
Meaning: through flashcards. T-Ss
CCQs:
- Does it cut and mix food? (yes)
- Does it make food smaller or bigger in size? (smaller)
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Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- /fuːd ˈprɑː.ses.ɚ/
- The spelling.
- The word is a noun.
- 2 words 4 syllables.

- A hairdryer:
Meaning: through flashcards.
CCQs:
- Does the air come out hot or cold? (hot)
- Do I use it to make the hair wet? (no)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural

- A pressure cooker.
Meaning: through flashcards.
CCQs:
- Does it cook by steam? (yes)
- Does it cook under high pressure or low pressure? (high pressure)
Pronunciation
- The teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It is singular.

- A dishwasher:
Meaning: through flashcards.
CCQs:
- Can I use it to wash clothes? (no)
- Does it help me wash the dishes faster? (yes)
- Do I wash by using my hands or it washes the dishes automatically? (it washes the
dishes automatically)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It is singular.

- A rice cooker:
Meaning: through flashcards.
CCQs:
- Is it made of wood? (no)
- Does cook it rice fast or slow? (fast)
- Does it cook by steam or do I put it on fire? (steam)
Pronunciation
- teacher models the word first.
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 - Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A fan:
Meaning: through flashcards.
CCQs:
- Do we use a fan in winter or summer? (summer)
- Do I use it when the weather is hot or cold? (hot)
- Does it help air move faster? (yes)
Pronunciation
- The teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A stove:
Meaning: through flashcards.
CCQs:
- Do we use it to cook food? (yes)
- Does it make a fire? (yes)
- We can use it to make food cold or hot? (hot)

Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- An oven:
Meaning: though flashcards.
CCQs:
- Do we find it in cooking or baking? (baking)
- Does it have a door? (yes)
- Can we use it to make a cake? (yes)
Pronunciation
- The teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A juicer:
Meaning: though flashcards.
CCQs:
- Does it make juice? (Yes)
- Can I use it with foods or fruits? (fruits)
Pronunciation
- teacher models the word first.
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 - Teacher drills (chorally - individually - groups)

Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A washing machine:
Meaning: though flashcards.
CCQs:
- Does it help clean clothes? (yes)
- Do I use my hands or it cleans clothes automatically? (it cleans clothes automatically)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A dryer:
Meaning: though flashcards.
CCQs:
- Do we use it to remove water from clothes? (yes)
- Do we use it before the washing machine or after the washing machine? (after)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A freezer:
Meaning: though flashcards.
CCQs:
- Do we use it to store food for a long time? (yes)
- Do we use it to keep food cold or hot? (cold)
- Can I use it to turn water into ice? (yes)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- The spelling.
- The word is a noun.
- It could be singular and plural.

- A refrigerator/ a fridge:
Meaning: though flashcards.
CCQs:
- Do we use it to store food for a long time? (no)
- Does it help keep food cold or cool? (cool)
- Can I use it to make the water cool or to turn water into ice? (to make water cool)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
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 - The spelling.
- The word is a noun.
- It could be singular and plural.

Test (5 min)

- T pairs students up.

- T displays this activity on the screen.
- T asks students to classify the vocabulary by purpose in 3 min

ICQ:
Are you listening or writing? (writing)
Alone or in pairs? (in pairs)
How much time do you have? (3 min)

T asks students to start.

After they finish, T asks students to search for the answer key in the class, and the first pair to
find it takes 5 points.

[Smooth Transition] The teacher praises his students for doing well in the task and says, now
let's get to know more words.

Test 1 (5 min)
- The teacher divides students into two teams.
- The Teacher gives instructions
- The teacher displays pictures (flashcards) on the screen to the teams and asks them to
say the word if they know it.
- Students answer

ICQ
Are you working alone or in teams? (Teams)
Are you going to write or say the word? (say the word)

[Smooth Transition] The teacher praises his students for doing well in the task and says, now
let's know more about those words.

Teach (3 min)

- Scan a document
Meaning: through a picture
CCQ:
- Does it mean to put a picture into a computer? (Yes)
- Do I use a computer to do so or another machine called a scanner? (a scanner)
Pronunciation
- teacher models the word first.
S-S
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 - Teacher drills (chorally - individually - groups)
Form
- /skæn/
- The spelling.
- It’s a verb

- Make a photocopy
Meaning: through a picture
CCQ:
- Does it mean to make a similar hard copy of a document? (Yes)
- Do I use a computer to do so or another machine called a photocopier? (a photocopier)
Pronunciation
- teacher models the word first.
- Teacher drills (chorally - individually - groups)
Form
- /ˈfoʊ.t ̬oʊˌkɑː.pi/
- The spelling.
- It’s a verb

Test (5 min)
Hangman

- The teacher divides the students into two teams.

- The teacher draws a diagram of a hangman on the board and the first letter of a
certain word.
- The teacher gives instructions
- The teacher asks each team in turns to try to guess the word by suggesting letters.
- The fastest team to guess the word correctly takes a point.
- Each team has 20 seconds to think of a letter
- The teacher models with a confident student
T-Ss
ICQ: Ss-T
- Are you working alone or in teams? (teams)
- Are you going to draw or complete the word? (complete)
- How much time does each team have to think of a letter? (20 seconds)

Grammar Presentation 20 min

Text-based
Setting the context (1 min)
- The teacher tells the students that they are going to listen to the man and the woman
talking about suggestions for a brand and a model.

Reading for details and Notice the target language (7 min)

- The teacher asks the students to read for 5 min and answer the following questions
individually in 2 min then compare their answers in pairs:
a. What’s Rachel doing? (she’s uploading a video) →The first marker sentence. T-Ss
b. Where is the man going after work? (he’s going shopping) → the second
marker sentence

ICQ:
- Are you going to listen or read? (read)
- Are you answering alone or together? (alone and check answers together)
- How much time do you have to read? (5 min)
- How much time do you have to answer? (2 min)

Focus on the target language (10 min)

Meaning
- T highlights the meaning by using timelines

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 Ss-Ss

CCQ:
I’m uploading a video
- Is it happening now or in the future? (now)
- Did she finish? (no)

He’s going shopping after work

- Are we talking about the present or the future? (the future)
- Is it a definite arrangement? (Yes)
- Is it in my diary? (Yes)

Pronunciation (optional)

- The teacher models

T-Ss
- T proceeds to drill (Highlight sentence stress, linking, key sounds, and intonation on
the board using the marker sentences): -
· Choral.
· Groups (E.g., Gentlemen, then ladies)
· Individually
· Choral
Form:

I’m uploading a video

a) Subj + V. to be in the present + V(ing) + the rest of the sentence - Affirmative

b) Subj + V. to be in the present + not + V(ing) + the rest of the sentence
-Negative
c) V. to be on the present + subj + V(ing) + the rest of the sentence? - yes/no
questions
d) “Wh” + V. to be on the present + subj + V(ing) + the rest of the sentence+? -
information question

STAGE NAME STAGE AIM TIME INTERACTION

Controlled-practice 1 - To check the students' understanding 5 minutes
(OPTIONAL) of the target language with emphasis
on accuracy.

PROCEDURE: -
- T uses chesting to displays Grammar Practice B on pages 4. T-Ss
9
 Think pair
share

- T tells the students that they should complete the sentences with the correct
grammar of present continuous and the words on the pictures.
- T tells the students that they have 3 minutes to finish it, individually then check their
answers in pairs in 2 min.

ICQ:
- Are you working alone or in teams? (first alone, then in pairs)
- How much time do you have? (5 min)
- What should you do? (complete with present continuous and the pictures)

T shows the answer key to the students.

STAGE NAME STAGE AIM TIME INTERACTION

Controlled-practice 2 - To check the students' understanding 7 minutes
of the target language with emphasis
on accuracy.

PROCEDURE: - T-Ss

- T displays this activity on the screen. (page 6 in students’ book, exercise C)

Think - Pair -
Share

- T asks students to listen and write the name of the appliance, then listen again and
predict what the other person will say.
- T asks students to do this activity individually in 5 min, then check their answers in
pairs in 2 min.

ICQ:
- Are you working alone or in pairs? (alone, check answers in pairs)
- Are you listening once or twice? (twice)
- How much time do you have? (5 min)
- How much time do you have to check answers in pairs? (2 min)
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T shows the students the answer key.

STAGE NAME STAGE AIM TIME INTERACTION

Receptive skill - To provide students with a freer 15 minutes
chance to practice using the target
language with emphasis on accuracy.

PROCEDURE: -
Set the scene: - (2 min) T-SS
- The teacher uses the picture as a lead-in. Ss-T

- The teacher asks the following questions: -

a. Are they friends? (Y) T-Ss
b. Do they seem happy or sad? (Sad) Individually
Set gist task: (3 min)
- The teacher shows the students these questions on the screen: -
a. What is the problem? (the microwave is not working again)
Give Text (listen)

Do gist task
- T asks students to start answering the question.
Feedback
- The teacher asks students to check their answers in pairs and then takes feedback
T-Ss
from the students. individually
Set detailed task
- The teacher shows the students these questions on the screen and asks students to
listen again:
a. What brand is it? (A quick point)
b. What expression did he use to describe the device? (a piece of junk)
Do detailed task
- T asks students to start answering the question. Think pair
Check answers in pairs share
The teacher asks students to check their answers in pairs.
Feedback T-Ss
The teacher asks students about the answer to the two questions
Follow up (5 min) S-S
- T pairs students up.
- with their partners, T asks them to talk about a device they have which is not working
and they want to replace it.
- students should agree on one device that they think it should be replaced.

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 - The teacher models with a confident student.
ICQ:
- Are you going to read or speak? (speak)
- What are you going to speak about? (a problem in a device).
- Alone or in pairs? (in pairs)
- How much time do you have? (3 min)
Content feedback (1 min)
- The teacher nominates some students to talk about some devices needs to be
replaced.. T-Ss
language feedback (3 min)
- The teacher gives collective feedback at the end of the practice by writing the
mistakes on the board and asking the students to correct them.

STAGE NAME STAGE AIM TIME INTERACTION

Freer Practice - To provide students with practice at 10 - 15 min
using the target language in a freer
way with a focus on fluency and
meaningful communication.

PROCEDURE: -
- T divides the students into two teams according to their favorite phone brands. T-Ss
- T asks students to think of 3 brands and products that don’t work well. And explain
why?

Ss-Ss

- T asks students to discuss within their teams the three brands and products in 5 min.
- After they finish discussing, students should choose one brand that they think is the
worst.
ICQ:
T-Ss
- Are you discussing the topic in pairs or teams? (in teams)
- How much time do you have? (5 min)
- Should you choose only one brand? (yes)

Content Feedback (3 min)

- The teacher asks each team, what did you agree on as the worst brand?
T-Ss
Mistakes Correction (5 min)
- The teacher gives collective feedback by writing the mistakes on the board and asking
the students to correct them in teams.

Alternative T-Ss
- T divides the students into two teams according to their favorite phone brands.
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 - T tells the students that each student is going to discuss this question with his / her
team:
- What’s better the world before or after Technology according to the following
aspects:
a. Communication
b. Family gatherings Ss-Ss
c. Doing tasks
d. Health

- After they finish discussing, each team should agree on only one choice.

ICQs:
- Are we doing this alone or in teams? (teams)
- How much time do you have? (5 minutes)
- What are we going to agree on? (Before or after technology)

Content Feedback (3 min) T-Ss

- The teacher asks each team, what did you choose, before or after technology?

Mistakes Correction (5 min)

- The teacher gives collective feedback by writing the mistakes on the board and asking
the students to correct them in teams.
T-Ss

STAGE NAME STAGE AIM TIME INTERACTION

Exit ticket Get feedback from the students. 3 minutes T-SS

PROCEDURE: -

- Show the students the following questions on the screen: -

- What have you learned?
Grammar: -………………. / Vocabulary: -………….
- What would you like to add to make the session better?
- The teacher gives the following instructions: -
- Answer these questions.
- Put your feedback in this box.
- Students write their feedback.
- The teacher thanks them for attending the session.

STAGE NAME STAGE AIM TIME INTERACTION

Assignment To tell the students what to prepare for the 1 minute
next session.

PROCEDURE: -

- T writes on the board T-SS

- Do you face any problem with any device at home? What is it?

- T asks students to think about this question and discuss it next session

STAGE NAME STAGE AIM TIME INTERACTION

Extra activity Leave a nice impression before ending the 3-5 minutes
session.

PROCEDURE: -
- Students play the blind artist.
Instructions: - T-SS
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 A. Students play in pairs at the same time. SS-T
B. One student from each pair will be given a picture. The other will be given an
empty piece of paper and a pencil.
C. Each pair stands back-to-back.
D. Students with pictures describe them without saying what’s in the picture. The
others draw.
- The closest drawing to the picture wins.

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