Teacher’s Name Level lesson length

level 3 – S3 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. Get to know someone’s life story.
2. Discuss plans
By the end of the lesson, learners will have been introduced to: -
Secondary Aims - Future plans by using: - Be going to + the base form

In this lesson, I will be working on

Personal Aims

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

Unit 14 (Life Events and plans) Goals 1+2

Exercises used:
- Listening comprehension activity 4 and 5 on page 9
- Conversation Model A as a text-based material on page 12
- Grammar practice 4 as controlled practice on page 12
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 with
because of meetings or students. computers.
emergencies. 2. Printed materials.
3. 3- Vocabulary tests
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
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 tasks 2. Make sure to come
engagement. such as: answering another early to print. Or
3. Give clear instructions, question or checking their display all material
demonstrate, and ICQs. answers. Allow extra time for on the screen
4. Motivate shy students less-able students to finish
to participate. the task.

STAGE NAME STAGE AIM TIME INTERACTION

Immediate engagement - Avoid silence or awkwardness. 5-10 minutes
- Engage students.

PROCEDURE:
Game (3 min) T-Ss
- Teacher says (let’s play a game). Ss-Ss
- Teacher divides students into two teams (chocolate Vs. ice-cream)

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 - Teacher displays two pictures on the screen and asks students to spot the differences
with their team members and write them in 3 min.
- The first team to finish will be announced as a winner.

ICQ
Are you spotting the differences alone or in groups? (in groups)
- Do you have 5 minutes? (no, 3 minutes)
- How many differences do we have? (10 differences)

- The teacher asks them to start.

STAGE NAME STAGE AIM TIME INTERACTION

Lead-in - Generate interest in the topic. 5-7 minutes
- Personalize the lesson.
- Develop oral fluency.
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PROCEDURE: T-Ss
- The teacher divides the students into two teams according to their favorite colors
- T writes on the board
“If your life story was a movie, what movie genre/type it would be? and which title
would you choose to it?”
- Students share their life stories with their mates.

- Students have 4 minutes to discuss their life stories, and choose some interesting titles
they heard within their teams.

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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? (4 Min).

During Task (4 Min) Ss-Ss

Content Feedback (2 Min)

After they finish discussing ask each team T-Ss
- What were some interesting life story titles you heard in the team?

So, today we’re going to get to know someone’s life story and discuss plans.

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
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)
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 T-Ss
let's know more about those words.

Teach (5 min)

- Be born
Meaning: through a picture
CCQ: (OPTIONAL)
- Does it mean to come out of the mothers’ body? (yes)
- Be born, does it mean to finish life? (no, start life)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/biː bɔːrn/
It’s a verb
2 words, one syllable each.

- Grow up
Meaning: through a picture
CCQ: (OPTIONAL)
- Grow up, does it mean to become old suddenly? (no)
- Does it mean to become old gradually? (yes)
Pronunciation
T models the word
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Drill the word (chorally - groups - individually)

Form
/groʊ ʌp /
It’s a phrasal verb
2 words, one syllable each.

- Graduate
Meaning: through a picture
CCQ:
- Does it mean that I’m starting my university? (no)
- Does it mean that I completed my university? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/ˈgrædʒ.u.eɪt/------------- 3 syllables
It’s a verb
3 syllables

Test (3 min)
- The teacher asks students to listen to the conversation about Graciela Boyd’s life story.
Then check which statement is true.

ICQ:
- Are you listening alone or in teams? (alone)
- What are you going to do after listening? (check which statement is true) Think - pair -
share
- The teacher asks students to open their books page 9 exercise 4.

- The teacher shows the students the answer key, then asks students to listen again and
circle the correct word. (page 9 exercise 5)

T-Ss

- The teacher shows the students the answer key.

Test (2 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.
[Smooth Transition] T says now you know how to talk about some life events, let’s know more T-Ss
about some Academic Subjects. Ss-T

Teach (5 min)
- Psychology
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Meaning: through a picture
CCQ:
- Is it an academic subject where I study human body? (no)
- Is it an academic subject where I study human mind? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)
T-Ss
Form
/saɪˈkɑː.lə.dʒi/
It’s a noun
4 syllables

- Education
Meaning: through a picture
CCQ:
- Is it an academic subject that helps me to be a doctor? (no)
- Is it an academic subject that helps me to be a teacher? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/ˌed.jʊˈkeɪ.ʃən/
It’s a noun
4 syllables

- Information technology
Meaning: through a picture
CCQ:
- Is it the science of using any books? (no)
- Is it the science of using only computers or all electronic devices? (all electronic
devices)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/ˌɪn.fəˈmeɪ.ʃən tekˈnɑː.lə.dʒi/
It’s a noun
2 words 4 syllables each

- Architecture
Meaning: through a picture
CCQ:
- Is it the science of building the buildings? (no)
- Is it the science of designing the buildings? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/ˈɑːr.kɪ.tek.tʃɚ/------------- 3 syllables
It’s a noun
4 syllables

Test (3 min)
Hangman

- The teacher divides the students into two teams.

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 - The teacher draws a diagram of a hangman on the board and the first letter of a
certain academic subject.
- The teacher gives instructions
- The teacher asks each team in turns to try to guess the word by suggesting letters. Ss-Ss
- 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

ICQ:
- 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)

[Smooth Transition] T says now, can you talk about life events and academic subjects? Let’s
know how to talk about future plans and leisure activities. T-SS
Ss-Ss
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)

Teach (5 min)

- Go camping
Meaning: through a picture
CCQ:
- Is it an indoor activity or outdoor activity? (outdoor activity)
- Does it mean to sleep at home or outside in a tent? (outside in a tent)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/ˈkæm.pɪŋ/
It’s a noun
2 syllables

- Hang out with friends

Meaning: through a picture
CCQ:
- Is it an indoor activity or outdoor activity? (outdoor activity)
- Does it mean to spend your free time with your friends? (yes)
Pronunciation
T models the word
Drill the word (chorally - groups - individually)

Form
/hæŋ aʊt/
It’s a phrasal verb
2 syllables

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Test 2 (hot seat): (5 Min)

- 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).

Grammar Presentation 20 min

Text-based T-Ss
Lead in
- the teacher displays this picture and asks students:
a) are they friends? (yes)
b) what do you think they’re talking about? (they’re discussing plans).
Setting the context (1 min)
- The teacher says “Now, we’re going to read about the future plans of those two
friends.
Individually
Reading for details (7 min) Think - pair
- The teacher asks the students to read for 2 min and answer the following questions -share
individually then compare their answers in pairs:
- How many activities was mentioned in the conversation and what are they? (2
activities, hanging out and going camping)

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? (2 min)

Notice target language: - (2 min) Ss-Ss

- The teacher divides the students into two teams.
- The teacher hides 2 copies of the marker sentence in 2 different places.
- The teacher asks each team to search for the hidden sentence. When they find it they
should unscramble it.

The sentence that the teacher should write, cut, scramble its words, and hide is:
Not really, I’m going to hang out with friends.

1- T asks students to start.

2- T monitors and offers help.
3- After they finish, T writes the sentence on the board.

Focus on the target language (10 min) T-Ss

Meaning
- T highlights the meaning by using timelines

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CCQ:
- Are we talking about the future? (yes)
- Is it an intention/plan? (yes)
- Did I decide now or in the past? (in the past)

Pronunciation (optional)

- The teacher models

- 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:

Last weekend was nice

a) Subj + V. to be + going to + the plan ---------- Affirmative

b) Subj + V. to be + not + going to + the plan --------- Negative
c) V. to be + subj + going to + the plan +? ------------ yes/no questions
d) Wh word + V. to be + subj + going to + the plan +? ---- information question

STAGE NAME STAGE AIM TIME INTERACTION

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

PROCEDURE: -
- T displays this activity on the screen. (page 12 exercise 4 in students’ book) T-Ss
Think pair
Share

- The teacher asks students to write sentences about future plans with be going to
individually in 5 min, then check their answers in pairs in 2 min.

ICQ:

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 - Are you working alone or in pairs? (alone)
- Are you listening or writing sentences with be going to? (writing sentences with be
going to
- How much time do you have? (5 min to write, 2 min to check in pairs)

T shows the answer key to the students.

STAGE NAME STAGE AIM TIME INTERACTION

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

PROCEDURE: -
- The teacher pairs students up. T-SS
- The teacher asks each pair to interview each other in 5 min asking the following S-S
questions:
a) When and where were you born?
b) Where did you grow up?
c) What are your plans for the next weekend?

ICQ: T-Ss
- Are you working alone or in pairs? (in pairs)
- What are you asking about?
d) When and where were you born?
e) Where did you grow up?
f) What are your plans for the next weekend?
- How much time do you have? (5 min)

- The teacher asks students to start.

- The teacher monitors and takes notes.

Content feedback
- The teacher nominates some students to talk about their mates’ life stories and plans. T-Ss

Mistakes correction
- The teacher takes notes of students’ mistakes, highlights them on the board, and
challenges the students to correct their own mistakes.

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 singers. T-Ss
- T writes these questions on the board:
a. Do you plan your life in detail, or do you prefer not to make plans? Why?
b. Can future plans help to change your life? How?
c. Make a plan for your next vacation use these ideas to help you in speaking
The place
The duration of the vacation
The activity
The company

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 - Discuss within your teams these questions in 5 min. Ss-Ss
- After you finish discussing, give feedback on the plans you heard and choose the most
interesting plan 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 choose only one plan? (yes)

Content Feedback (3 min) T-Ss

- The teacher asks each team, what did you choose as the most interesting plan and
why?

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
Party: -
- The teacher regroups the students.
- The teachers play classical music during the activity to set the mood.
- The teacher builds the students’ interest by setting a context for the practice: -
a. You’re at a new workplace, college, or school.
b. Introduce yourself to your colleagues, and classmates.
c. Ask them about their life stories, daily routine, future plans, likes and
dislikes…etc.

- The teacher asks students that they have 5 min to prepare.

- After they finish, the teacher asks students to stand up and start walking around.
When the music stops, they should talk to someone else.
- The teacher asks students to take notes of the answers and choose the most
interesting person they’ve met.

ICQ
- What are we going to do? (Walk and talk) (Introduce ourselves to others)
- When the music stops, are we going to sit down? (No)

Content feedback
- The teacher nominates some students and asks them who is the most interesting
person you’ve met and why?

Mistakes correction
The teacher gives collective feedback by writing the mistakes on the board and asking the
students to correct them. (if needed, 4-5 mistakes max.).

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

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

PROCEDURE: -

- T writes on the board T-SS

- If you have 10 million Dollars, what would you do?

- 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 divides the students in two teams (Apples Vs. Oranges).
- The teacher asks each team to find the following words in the box. T-SS
- The first team to finish takes 5 points. SS-T

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