Main Aims

By the end of the lesson: -

A- Ss will have practiced relative clauses in the context of events.
B- Ss will have practiced quantifiers in the context of special events.
C- Ss will have practiced vocabulary in the context of celebrations and protests. (Protestors, marchers).

Subsidiary Aims
By the end of the lesson: -
1A- SS will have practiced listening for specific information in the context of events in the text of celebrations
and protests.
2A- Ss will have practiced reading for gist in the context of events in the text of celebrations and protests.
3A- Ss will have practiced speaking for accuracy in the context of events.
1B- Ss will have practiced listening for specific information in the context of special events.
2B- Ss will have practiced speaking for accuracy in the context of special events.
1C- Ss will have practiced speaking for accuracy in the context of celebrations and protests.
2C- Ss will have practiced listening for gist in the context of celebrations and protests in the text of
special events.

Anticipated Problems & Solutions:

Problems
A- TL might be difficult for the Ss to be conveyed.
B- Ss might have a pre-knowledge about the TL.
C- Ss might find it hard to notice the TL through the listening exercise.
Solutions
A- T provides them with two controlled practices if they face difficulties.
B- T follows the TTT framework.
C- T provides them with the written sentences in ex b p.66.

Materials
- Cutting edge, 3rd edition, Upper Intermediate, Students’ book, P.66, 67, 70, 71.
- Cutting Edge, 3rd edition, Upper Intermediate, Recordings, U7R1, U7R2, U7R3.
- Cutting Edge, 3rd edition, Upper Intermediate, Workbook, p40.
Other materials: -
 PowerPoint
 Attached files.

English Capsules
 Interaction
Stage Procedure ((Relative Clauses)) TBP Materials Time Comments
Pattern
Warmer/Lead-in  Show them the photo on p.66 and invite comments. Ss – T
To set lesson context  Write on the board (the biggest concert in history, the biggest protest ever, the largest crowd at S–S
a sports event) and ask them to agree on one of the events and discuss it together. 5
and engage students
 Choose two or three Ss and ask them about their opinion. Ss - T
Exposure  Ask them to read the three stories p.67 about the three headlines on the board and ask Ss
To ensure SS are them to get the answers of the three headlines. Students’
comfortable with the  Ask them to check the answers with their partners. book 5
task before exploiting  Check the answers with them. S–S
P.67
it for language. Ss - T
Highlight  Play the recording 7.1 and ask them to complete the stories with phrases from the box Ss
To highlight the in ex1 p.67.
target language in  Ask them to check the answers with their partners, highlighting the answered phrases. S-S
context.  Check the answers with them.
Recordings
U7R1 Ss - T
Answer Key:
Students’ 5
book
P.67

Language  Tell them that the sentences above are called (relative clauses).
Clarification  Ask them to underline the relative pronoun in each sentence.
To provide  Divide the board into two parts. (Defining, non-defining clauses)
clarification of  Show them the two sentences in slide 1 in the PPT and ask them to check which PPT (slide 1)
meaning (usage), sentence the relative clause can be omitted, and which relative clause is extra
pronunciation, form information. WB T - Ss 15
of the target  CCQs (Which relative clause is necessary in the sentence? Is it used to describe the LA sheet
language. previous or the following sentence?)
 Drill the sentences chorally, groups, individually.
 Write the form of the defining and non-defining sentences in the substitutional table.
Controlled practice  Ask them to complete the sentences in ex 1a p.67 with a relative pronoun if necessary. Ss
To practice an  Ask them to check the answers with their partners. Students’
opportunity for Ss to  Check the answers with them. S–S
use the target
book Ss – T 10
Answer Key:
language in P.67 T - Ss
(which / that, who / that, when, which / that, whose, whose, where, which / that)
controlled practice.
Freer oral practice  Ask them to complete the sentences in ex 1a p.67. Students’ S–S 15
To practice an  Ask them to check the answers with their partners. book S–S
opportunity for Ss to  Check the answers with them.
English Capsules
use the target  Ask them to write the answers of the previous exercise in random order on a piece of Ss – T
language in freer paper.
practice.  Assign them in pairs and exchange their papers with their partner’s.
 Ask them to ask each other about the answers of each other’s papers finding the
P.67
similarities and the differences between each other.
 Ask them about the similarities and the differences between each other.
Error Correction  Ask them to correct the errors from the sentences on the board and write them in their
Technique papers.
To praise good use  Ask them to check the answers with their partners.
of the target  Check the right answers with them.
language and to
Praise them for using the target language of the lesson.
correct errors in the
target language use.

Interaction
Stage Procedure (Quantifiers) TTT Materials Time Comments
Pattern
Warmer/Lead-in  Show them slide 2 of the PPT and invite comments. Ss
To set lesson context S–S
 Assign them in pairs and ask them to speak together about the last time they
and engage students PPT Ss – T 5
attended a special event finding the most impressive situation.
 Pick one or two Ss to share their experiences.
Test #1  Ask them to choose the correct answer in ex 1a p.70. Students’ Ss
To gauge students'  Ask them to check the answers with their partners. book S–S
prior knowledge of  Check the right answers with them. Ss
Answer Key: (Play the recording 7.3)
p.62 10
the target language
Recordings
U7R3
Teach  Divide the board into two horizontal lines. In the upper part, divide the board into three Students’ 15
To clarify areas of the vertical lines. (Large quantities, small quantities, neither). T - Ss
 Elicit some examples about large quantities, small quantities, and neither, and write them in
book
target language
their part on the board. p.71
where students had
difficulty in the first  Assign them in pairs discussing the sentences in ex 3 in the grammar box p.71. WB
 Check the answers with them as CCQs. LA sheet
test stage

English Capsules
  In the below part of the board, Elicit the differences between the sentences in the pyramid
table.
Test #2  Ask them to make true sentences about themselves and their countries using the Ss
Check students' use prompts in ex 1a p.71. Students’
S–S
of the target  Ask them to check the answers with their partners. book
 Check the right answers with them. Ss - T 5
language again and p.71
compare with the
first test
Free practice  Assign them in groups of three and ask them to describe an event that they’ve been Ss – Ss
To provide students invited to mentioning the points in ex 2 p.71. (Ask them to pick the most interesting Students’
with free practice of situation.)
 Change the groups if necessary. book Ss - T 15
the target language
 Elicit two or three events from them. (Ask them about the most interesting situation in p.71
each group)
Error Correction  Ask them to choose four questions in ex 2a p.59 and imagine the answers. SS
Technique  Ask them to share the answers with their partner as if they report the speech. S–S
To praise good use  Monitor and write their mistakes on the board.
of the target Ask them about the best answer they’ve heard. Ss - T 5
language and to
correct errors in the
target language use.

Interaction
Stage Procedure ((Vocabulary)) TBP Materials Time Comments
Pattern
Warmer/Lead-in  Share a personal experience of a celebration or a protest. T - Ss
To set lesson context  Assign them in pairs speaking about the elements that a good celebration has in order to be S–S
and engage students enjoyable. 5
 Change pairs if necessary.
 Listen to their comments about an enjoyable celebration. Ss - T
Exposure  Play the recording 7.2 and ask them to check the events the three people are talking
To ensure SS are about in the audio. Students’
T - Ss
comfortable with the  Ask them to check the answers with their partners. book 15
task before exploiting  Check the right answers with them. P.70
it for language.  Answer Key: (wedding, public holiday, music festival)
Highlight  Ask them to underline the words in ex b p.66 that are related to celebration. Students’ 10
English Capsules
 To highlight the  Ask them to check the answers with their partners. book
target language in  Check the right answers with them. T - Ss
context. P.66
Language  Set a context or show them a photo of each word. Ss – Ss
Clarification  Elicit the word from them.
To provide  CCQs. PPT slides
clarification of  Drill the word chorally, groups, individually.
Ss - T
meaning (usage), (4-6) 15
 Write the word on the board.
pronunciation, form LA sheet
of the target
language.
Controlled practice  Ask them to find the suitable word in ex 1 in the attached file.
To practice an  Ask them to check the answers with their partners.
opportunity for  Check the right answers with them. Attached
Ss to use the Answer Key: (parade, marcher, demonstration, crowd, protester, chant, supporter, clash,
target language file
flag, wave, wild, carnival, placard, cheer)
in controlled
practice.
Freer oral practice  Assign them in groups of four and give each one a sentence from ex b p.66, then ask
To practice an them to create a story about the sentence.
opportunity for Ss to  Change groups if necessary. Students’
use the target  Ask them about the most interesting story they’ve heard. book
language in freer P.66
practice.

Error Correction  Ask them to correct the errors from the sentences on the board and write them in their S–S
Technique papers.
To praise good use S–S
 Ask them to check the answers with their partners.
of the target  Check the right answers with them. WB Ss - T 5
language and to
correct errors in the
 Praise them for using the target language of the lesson.
target language use.

English Capsules