Teacher’s Name Level lesson length

level 3 – S2 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 different
practices in the context of (Communication Goals): -
1- talk about your weekend
By the end of the lesson, learners will have been introduced to some words
Secondary Aims to describe: -
1. Outdoor activities.
In this lesson, I will be working on
Personal Aims

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

Unit 11 (Past Events) Goal 3

Exercises used:
1- Listening comprehension 3 as controlled practice on page 5
2- Conversation Model A free practice on page 6
3- A song in the Activities part of the book on page 1 “My favorite day”

Problems
Anticipated Problems with the lesson as a whole
Tasks/activities Learners Materials
1- Time management. 1- Latecomers. 1- You may face
2- Entering the class late 2- Fast finishers and less-able technical issues
because of meetings or students. with computers.
emergencies. 2- Printed materials.
3- Hot seat activity may
be challenging to shy
students.
Solutions
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
thoroughly. 5 minutes smile and ask them to join the computers at
are excluded to deal their classmates least 10 minutes
with situations such as 2- You make sure to monitor before the session
announcements. effectively to spot them. starts.
2- Skip the immediate Give fast finishers extra 1- 2- Make sure to cut
engagement. tasks such as: answering them or stick them
3- 3- Give clear another question or to the walls before
instructions, checking their answers. class.
demonstrate, and ICQs. Allow extra time for
Check the alternative less-able students to finish
activity. the task.

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 STAGE NAME STAGE AIM TIME INTERACTION
Immediate engagement - Avoid silence or awkwardness. 5-10 minutes
(Pronunciation time) - Engage students.
- Improve their pronunciation
- Improve their listening skills

PROCEDURE:

Build interest: T-Ss

- Teacher says:
a) Do you want to sound like natives and understand their accent, pronunciation easily?
b) Let’s learn how Americans speak.

- T groups the students by the names of famous singers (just an example). Ss-Ss
- T gives the following instructions: -
a) Watch this short video.
b) Pay attention to pronunciation.
c) Write what you hear.
d) We can listen X times. “Check the below point”

T-Ss
- T chooses how to play the cut: -
a) 3 times (Give the students 15 seconds between each time)
b) 2 times (Give the students 30 seconds between each time)

- T ICQs his/her instructions: -

a) Will you watch and write? (Yes)
b) How many times will you watch the cut? (X times)

- Students listen to the cut. The teacher monitors. Ss-T

- Students report back.

- The teacher does the following steps: -

a) T provides a written record (writes the cut on the board).

How was your trip to London?

b) T explains the meaning.

c) T models and SS listen-only (twice)
d) T drills (chorally-individually-chorally)
e) T highlights the pronunciation rules.
f) T provides examples (Ex1, Ex2…etc.)
g) SS may come up with their examples.

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 (black and white)
- The teacher writes on the board this question:
a) What kind of activities do you usually do on weekends?
- Students have 3 minutes to discuss the activities they would do within their teams, and
choose as a team the most exciting activities in the team.

ICQ: (1 Min)
- Are they working in teams or alone? (Teams)
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 - 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? (3 Min).

During Task (3 Min) Ss-Ss

Content Feedback (2 Min)

After they finish discussing ask each team T-Ss
- What were the most exciting activities you heard on the team?

So, today we’re talking about weekends.

STAGE NAME STAGE AIM TIME INTERACTION

Presentation - To present vocab/grammar throughout 20 minutes
(Test Teach Test)

PROCEDURE:
Test 1: (3 Min) Ss-Ss

- 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)
How much time do we have? (2 Min)

[Smooth Transition] The teacher praises his students for doing well in the task and says, now
let's know more about those words.
Teach (10 min) T-Ss

- Go to the beach
Meaning: through a picture
CCQ: (OPTIONAL)
- Go to the beach, is it an indoor activity? (no, outdoor activity)
- Do people go there to enjoy the sea and the sun? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/goʊ tə ðə biːtʃ/
It’s a verb
4 words, one syllable each.

- Go running
Meaning: through a picture
CCQ: (OPTIONAL)
- Go running, is it an indoor activity? (no, outdoor activity).
- Do we take slow steps or fast steps? (fast steps)
- Is it faster than walking? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

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Form
/goʊ ˈrʌn. ɪŋ/
It’s a verb
“Go” ----------- one syllable
“Running” ----- two syllables

- Go bike riding
Meaning: through a picture
CCQ:
- Go bike riding, is it an outdoor activity? (yes).
- Go bike riding, I use it to express that I go somewhere on foot? (no, by bike)
- Do my feet touch the ground? (no)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/goʊ baɪkˈraɪ. dɪŋ/ ------------- 3 syllables
It’s a verb
“Go” ----------- one syllable
“bike” --------- one syllable
“riding” ------- 2 syllables

- Go for a walk
Meaning: through a picture
CCQ: (OPTIONAL)
- Go for a walk, is it an outdoor activity? (yes)
- Do I use it to express that I go somewhere by car? (no)
- Do my feet touch the ground? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/goʊ fɚ ə wɑːk/
It’s a verb
3 words, one syllable each.

- Go swimming
Meaning: through a picture
CCQ:
- Is it an outdoor activity? (yes)
- Does it mean that I move my body in the water? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/goʊ ˈswɪm. ɪŋ/
It’s a verb
2 words, three syllables.

- Go for a drive
Meaning: through a picture
CCQ: (OPTIONAL)
- Is it an indoor activity? (no)
- Do I use it to express that I go somewhere by car? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

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Form
/goʊ fɚ ə draɪv /
It’s a verb

Test 2 (hot seat): (5 Min) Ss-Ss

- The teacher writes some activities on the board.

- The teacher divides the students into two teams and asks one of each team to come
out.
- The teacher asks the two students to sit down confronting their teams and give their
back to the board.
- The teacher gives instructions to the students to act out the activity, and who guesses
the activity first takes the point. (Teacher can change students every three points).
- Each team has 30 seconds to guess the word.
- The teacher proceeds till he tackles all the activities and writes them on the board.
- The teacher announces the winning team.

ICQ
- Are you working alone or in teams? (teams)
- Are you going to say the word or act it out? (act out)
- How much time does each team have to guess the word? (30 seconds).

STAGE NAME STAGE AIM TIME INTERACTION

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

T displays the following activity on the screen: (page 5 in students’ book) T-SS

Think – pair -
T asks students to listen to the conversations and check the correct picture to complete each share
statement.
Students listen then compare their answers in pairs.

ICQ:
Are you going to listen or read? (listen)
Are you working alone at the beginning? (yes, then check answers in pairs)
How much time do you have to check your answers? (1 min)

T asks students to start.

T displays the answer key.

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 STAGE NAME STAGE AIM TIME INTERACTION
Oral Controlled-practice To check the students' understanding of the 7 minutes
2 (OPTIONAL) target language with emphasis on accuracy.

PROCEDURE: - T-Ss
- T divides the students into two teams.
- T asks each team to stand up in 2 lines facing each other.
- T asks each 2 students facing each other to ask each other the following questions:
1. What’s your favorite outdoor activity? Ss-Ss
2. How often do you do it?
3. When do you do it?
- When the teacher claps, the students move one step to the left, so that each student
faces a new classmate.
- T models one round with the students.

ICQ
- Are you asking me or asking each other? (each other)
- What are you going to do when I clap? (we move a step to the left)
- What are you going to ask about? (favorite outdoor activities, how often and when
do we do it?)

T asks students to start.

T monitors and corrects their mistakes.

STAGE NAME STAGE AIM TIME INTERACTION

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

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

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 T-Ss

- The teacher asks the following questions: -

a. Are they friends? (Yes)
b. What are they doing? (They are talking)

Set the context

- Teacher says, now let’s listen to a conversation between 2 friends talking about their Individually
last weekends

Set gist task: (3 min)

- The teacher shows the students these questions on the screen: -
a. Did she have a good weekend? (Yes, she did)

Give Text (listen) T-Ss

Do gist task
- T asks students to start answering the question.

Feedback S-S
- The teacher asks students to check their answers in pairs and then takes feedback
from the students.

Set detailed task

- The teacher shows the students these questions on the screen and asks students to
listen again: -
a. What did she do on Saturday? (She went bike riding with her friends and to a T-Ss
movie)
b. What did he do on Sunday? (he went to the beach with his family)
Do detailed task (3 min)
- T asks students to start answering the question. S-S

Check answers in pairs

- The teacher asks students to check their answers in pairs.

Feedback
- The teacher asks students about the answer to the two questions

Follow up (5 min)
- T pairs students up.
- T asks each pair to write what they did on their last weekend on a notepad.
- with their partners, T asks them to tell each other about their weekends and
recommend more activities to do during the next weekend.
- T asks each pair to agree on one list of activities to try next weekend.

ICQ:
Are you going to read or speak? (speak)
What are you going to speak about? (last weekend activities and more activities
suggestions)
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Alone or in pairs? (in pairs)
How much time do you have? (3 min)

Content feedback (1 min)

T nominates some students to talk about the list they agreed on.

Language feedback (3 min)

The teacher gives collective feedback at the end of the less-controlled 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 fruits. T-Ss
- T writes these questions on the board:
a) What were your favorite outdoor activities when you were young?
b) Who was your company while doing these activities?
c) Do you still like the same activities?
- Discuss these questions within your teams in 5 min. Ss-Ss
- After you finish discussing, make a list of some outdoor activities you did and enjoyed
in the past but you can’t do it now and choose the team member who did the most
interesting activities.

ICQ:
- Are you discussing the topic in pairs or teams? (in teams)
- How much time do you have? (5 min)
- Should you make one list of activities or more than one? (just one list)
T-Ss
Content Feedback (3 min)
- The teacher asks each team about the lists they prepared.

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 divides the students into two teams according to their favorite fruits.
- T writes these questions on the board:
d) Talk about the best vacation you had.
e) What kind of activities did you do?
f) How long did you stay there?
g) Who was there with you?
- Discuss these questions within your teams in 5 min.
- After you finish discussing, agree on the best trip in the team

ICQ:
- Are you discussing the topic in pairs or teams? (in teams)
- How much time do you have? (5 min)
- Should you agree on only one trip? (yes)

Content Feedback (3 min)

- The teacher asks each team about the trips they agreed on.

Mistakes Correction (5 min)

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

STAGE NAME STAGE AIM TIME INTERACTION

Receptive Skills To help the learners develop the necessary skills 15 minutes
to understand and interpret spoken or written
materials.

Smooth Transition: After discussing your weekends, let’s listen to a song about past activities

PROCEDURE: - T-SS
Set the context Ss-T
The teacher says, “Let’s listen to what did this girl do yesterday”.

Set gist task: (3 min) T-Ss

- The teacher writes these questions on the board: -
a. Did she have a good night, last night? (yes)
b. What day was her favorite day of the week? (yesterday)

Give Text (listen)

- T asks students to listen to the song.

Do gist task Individually

- T asks students to start answering the questions.

Feedback T-Ss
- The teacher asks students to check their answers in pairs and then takes feedback
from the students.

Set detailed task

- The teacher asks students to listen to the song again, then complete the lyrics with
the correct form of verbs.
Do detailed task S-S
- T asks students to open their books, activities part, page 1
- T asks students to read the lyrics first, then play the song.

Check answers in pairs

- The teacher asks students to check their answers in pairs.

Feedback T-Ss
- The teacher asks students about the song. How many words did they get?
- The teacher plays the lyric video and asks students to check their answers.

Follow up (5 min)
- T pairs students up. S-S
- T asks each pair to talk about the happiest day of their life.
- The teacher asks them to talk about the following:
a. When was that day?
b. What happened on that day?
c. How did you spend it? – what activities did you do?
- Each pair listen to each other’s answers and decide as one team which day was more
interesting.

ICQ:
Are you going to read or speak? (speak)
What are you going to speak about? (the happiest day)
Alone or in pairs? (in pairs)
How much time do you have? (5 min)

9
Content feedback (1 min) t-Ss
The teacher nominates some students to talk about the happiest day of their lives and who
has the most interesting day.

Language feedback (3 min)

The teacher gives collective feedback at the end of the less-controlled practice by writing the
mistakes on the board and asking the students to correct them.

STAGE NAME STAGE AIM TIME INTERACTION

Exit ticket Get feedback from the students. 2 minutes T-SS

PROCEDURE: -

- The teacher draws a tree on the board

- The teacher hands the students sticky notes and says:
"This is our English tree, help me to make it bigger. On the top of the tree, stick
the new things we learned today. In the bottom stick the notes that you need to
focus on, I’ll water them, and they will grow the next sessions”.

STAGE NAME STAGE AIM TIME INTERACTION

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

PROCEDURE: -

- T writes on the board T-SS

- “If your life story was a movie, what movie genre/type it would be? and which name
would you choose?”
- 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: -
- The teacher displays the following activity (workbook part unit 11 page 70)
T-SS
SS-T

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- The teacher asks students to find 21 verbs inside this box and write the simple past
tense forms of those verbs on the lines.

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