Objectives:

● Vocabulary “singular and plural”, “this\ that\those\these”. 44 mins

● Vocabulary “adjectives and their opposites”. 33 mins

● Break 10 mins

● V.to be with “They\we”. 25 mins

● Vocabulary “food & drinks”. 38 mins

Key map

Signs Interaction patterns Abbreviations

→Instructions S → individual work PPT → PowerPoint Presentation

● ICQs S - S → pair wok T → teacher

Note at the end of the lesson plan S - S - S → group of three Ss → students

Ss - Ss → group work L.A. → Language Analysis sheet

Blue highlighter → general note S - Ss → one student speaking to the TL → Target Language
whole class
Yellow highlighter →important note PTV → Pre-Teaching Vocabulary
S - Ss - T → one student speaking to the
Red highlighter → critical note whole class and the teacher

Main Aims

By the end of the lesson, the SS will have developed an understanding of the MPF for “this\ that\those\these” in the context of ‘’describing places’’.

Subsidiary Aims
By the end of the lesson, the SS will have been introduced to the idea of singular and plural. They will also practice speaking for fluency and accuracy in the context of going places.

Anticipated Problems & Solutions:

P1: I might finish early.

S1: prepare a flexi stage

P2:Computer might not work

S2:Use my laptop to display the PPT.

P3:Ss might not have pens.

S3:Make sure I have extra pens.

P4:Ss might ask about some words that are not taught in pre-teaching stage.

S4: Prepare visuals and definitions for them.

P5: Latecomers still arriving when the lesson has started.

S5: Be ready to start on time and integrate the latecomers as they arrive as much as possible.
P6: Ss might be confused between the pronunciation of “this\ these”.

S6: T should highlight the difference by drilling many times individually, chorally, and in groups.

P7: Ss might not know the meaning of “far\ near”.

S7: T should use body language to clarify the difference.

P8: In the freer practice of “this \ that……”, some words used in this practice might not be familiar to ss.

S8: T should pre-teach the words that ss might not know.

P9: Ss might not be familiar with the contracted form of “you are \ we are”.

S9: T should highlight this by drilling many times individually, chorally, and in groups.

Materials:

1. PPT
2. HOs
3. PC
4. White board
 5. Cutting edge starters, 3rd edition, SB, p. 20, 21,22,23,24.

60 mins
Interaction
Stage Procedure Materials Time
Pattern
Warmer/Lead-in ● T shows the pictures on p.20, 21.
To set lesson context
and engage students ● T asks ss to look at the pictures and answer these questions:
1. Where are they?
2. What can you see in the pictures? -PPT T-S
-Cutting edge, S-Ss
2-3
starters, SB Plenary
p.201, 21.

Test #1 ● T ask ss to work in groups of three and do this exercise. “ex. n.1” -PPT T-S 3-5
To gauge students' -Cutting edge, S-Ss
prior knowledge of
starters, SB
the target language
p.201,21.

Instructions:
-Here we have some words and pictures, look at the
pictures and tell me which words are not in there.
-T demonstrates with ss.
-Do the same.
● T monitors and provides help if it’s needed.

● T checks the answers with ss and clarifies the new words.

● T asks ss to match the word with its plural. “ex. n.2”

 60 mins
Interaction
Stage Procedure Materials Time
Pattern

Instructions:

- T pr- teaches “singular\plural”.

- T asks ss to match the singular with plural.

- T demonstrates the first one ss.

● T asks ss to check their answers together.

● T provides ss with key answers.

Teach ● T clarifies the idea of singular and plural. -WB T-s 5-7
To clarify areas of the -Markers.
target language ● T writes the word “bus-address- sandwich” on the board.
where students had
difficulty in the first ● T asks SS:
test stage 1. What did we add? es
2. What are the last letters? S-ch-ss
● T tells ss that we add “es” with (ch-sh-s-o-x)

● T writes the word “nationality- city” on the board.

● T asks SS:
1. Did we remove any letters? Yes, “Y”.
2. What did we add? ies
● T clarifies that when we have a word ending with “Y” we remove it
then we put “ies”.
● T clarifies that with most of the nouns we add “s” and we have some
 60 mins
Interaction
Stage Procedure Materials Time
Pattern
irregular plural like “men” and "people.
Test #2 ● T asks ss to do ex. N.1 p.103.
Check students' use
of the target
language again and
compare with the
first test

Cutting edge, T
starters, SB T-SS 3-5
Instructions: p.103 S-S
-Make these words plural.

-T demonstrates the first one with ss.

● T monitors and provides help if it’s needed.

● T asks ss to check their answers.

● T provides ss with key answers.

Exposure ● T asks ss to listen to audio n.3.2 and choose the correct answer in ex.1 -Cutting edge, T 3-5
To have an idea starters, SB p.21 T-SS
N.1 p.21.
about the TL
Instructions: n.1 S-S
-audio 3.3
-Choose the correct answer.
-T demonstrates the first with ss.
 60 mins
Interaction
Stage Procedure Materials Time
Pattern

● T monitors and provides help if it’s needed.

● T asks ss to check their answers together.

T provides ss with key answers.
Teach ● T asks ss to look at sentence n.1. Cutting edge, T-S 8-10
To clarify areas of the starters, SB p.21
target language ● T asks ss some CCQs:
n.1.
where students had 1. Is it far or near? Near
difficulty in the first Board
2. Is it singular or plural? Singular
test stage Markers
● T drills the questions individually, in groups and chorally.

● T asks ss to look at sentence n.2:

● T asks ss some CCQs:

3. Is it far or near? Far
4. Is it singular or plural? Singular
● T drills the questions individually, in groups and chorally.

● T asks ss to look at sentence n.3:

● T asks ss some CCQs:

5. Is it far or near? Far
6. Is it singular or plural? Plural
● T drills the questions individually, in groups and chorally.

● T asks ss to look at sentence n.4:

● T asks ss some CCQs:

 60 mins
Interaction
Stage Procedure Materials Time
Pattern
7. Is it far or near? near
8. Is it singular or plural? Plural
● T drills the questions individually, in groups and chorally.

●
Test #2 ● T asks ss to do ex.3 p.21.
Check students' use
of the target
language again and
compare with the
first test

Instructions:
3-5
-Complete with this\that\those.

-T demonstrates with ss the first one/

● T monitors and provides help if it’s needed.

● T asks ss to check their answers.

● T provides ss with key answers.

Free practice ● T uses the exercise 3A from cutting edge extra activities. Cutting Edge, T-S 8-10
To provide students starters, 3A S-Ss
with free practice of
mingling
the target language
 60 mins
Interaction
Stage Procedure Materials Time
Pattern

● T cuts the pictures and puts them on the wall.

● T asks ss to mingle and ask questions about these pictures using “this\
that\those\these”.
Instructions:

-We have some pictures on the wall.

-Ask your partner questions about the pictures.

- T demonstrates with ss.

● T asks ICQs:
1. Will you ask about 1 picture? No.
2. Will you give words or complete sentences? Complete
sentences.
● T monitors and takes notes of ss errors.

● T gives ss content and language feedback.

Main Aims

• Also, the SS will have been introduced to the MPF of some adjectives in the context of “describing places and people”

Subsidiary Aims

• Ss will have been practiced speaking for accuracy and fluency in the context of describing people and places.

40 mins
Interaction
Stage Procedure Materials Time Comments
Pattern
prediction: ● T shows ss a picture for the family in p.22. Cutting edge, T-S 2-4
To set lesson context starters, SB, p, S-s
and engage students ● T asks ss to discuss two questions in pairs:
22.
1. Where are they?
2. Are they on holiday or on business?
 40 mins
Interaction
Stage Procedure Materials Time Comments
Pattern

Exposure: ● T asks ss to read and check their answers.

“ To orientate
students to the ● T asks ss to read quickly and don’t focus on details.
overall content of ● T asks ICQs:
the text’’ 1. Are you going to read quickly? Yes. Cutting edge,
2. Are you going to focus on every word? No T-S
starters, SB, p, 3-5
● T gives ss 3 mins to read alone.
S-s
22.
● T monitors and provides help if it’s needed.

● T asks ss to check their answers together.

● T provides ss with key answers.

Highlighting: ● T asks ss to read again and do exercise “b”.
To grab ss attention
to the TL in the ● T asks ss to read again in a more detailed way and choose the correct
answer. Cutting edge,
T-S
starters, SB, p, 2-4
● T monitors and provides help if it’s needed. S-s
22.
● T asks ss to check their answers together.

● T provides ss with key answers.

Teach Meaning: -WB T-S 4-6
To clarify areas of the - T asks ss CCQs to highlight the meaning. -Markers.
target language
 40 mins
Interaction
Stage Procedure Materials Time Comments
Pattern
where students had Form
difficulty in the first - T tells ss what’s the meaning of adjectives, verbs, and nouns.
test stage - T asks ss are they verbs or nouns or adjectives.

Pronunciation:
- T drills the words with ss in sentences individually, chorally, and in
groups.

Controlled ● T asks ss to do ex.3 in p.22.

practice:
Check students' use Instructions:
of the target
language again and -Choose the correct answer. Cutting edge,
-T demonstrates the first one with ss.
T-S
compare with the starters, SB, p, 3-5
S-s
first test ● T monitors and provides help if it’s needed. 22.
● T asks ss to check their answers together.

● T provides ss with key answers.

Free practice ● T brings some pictures and puts them in cups and divides ss into Handout 1 T-S 10-12
To provide students Ss-Ss
groups of three and asks ss to describe these pictures using the
with free practice of
adjectives. Group work
the target language
Instructions:

-We have some pictures, use the adjectives to describe

them.

- Use two adjectives for each picture.

- T demonstrates with ss
ICQs:

❖ Are you going to talk about one picture? No.

❖ Are you going to use these adjectives? Yes.
 40 mins
Interaction
Stage Procedure Materials Time Comments
Pattern

● T asks ss to tell you after finishing if they have the same opinion
as a communicative goal.
● T monitors and takes notes of ss errors.

● T gives ss content and language feedback.

Main Aims

- By the end of this lesson, ss will have been exposed to MPF of ‘’v.to be with we\they’’ in the context of describing people.

Subsidiary Aims

• By the end of this lesson, ss will have practiced speaking for accuracy and fluency in the context of describing people and things.

Interaction
Stage Procedure Materials Time Comments
Pattern
Test #1 ● T asks ss to do ex.1 p.23. Cutting edge, T-S 3-5
To gauge students' starters, SB, p, S-s
prior knowledge of Instructions:
23.
the target language
-Choose the correct answer.
 Interaction
Stage Procedure Materials Time Comments
Pattern
● T monitors and provides help if it’s needed.

● T asks ss to check their answers together.

● T provides ss with key answers.

Teach ● T takes marker sentences from ex.1 and highlights the MPF of verb to
To clarify areas of the
be with we\ they following the stages in L.A. T-S
target language
3-5
where students had
difficulty in the first
test stage
Test #2 ● T asks ss to do ex.2\3 a p.23.
Check students' use
of the target ● T monitors and provides help if it’s needed. Cutting edge,
T-S
language again and starters, SB, p, 3-5
● T asks ss to check their answers together. S-s
compare with the 23.
first test ● T provides ss with key answers.
Free practice ● T sticks some pictures on the wall and asks ss to describe these
To provide students
pictures with their partner.
with free practice of
the target language
Instructions:

-Describe the pictures on the wall. T-S

-T demonstrates with ss and provides them with some examples. s
Handout 2 8-10
ICQs: S-s
-Are you going to talk about one picture? No. Group work

● T gives ss some time to think.

● T monitors and provides help if needed.

● T asks divide ss in groups and asks them to

Main Aims
 - By the end of this lesson, ss will have been exposed to MPF of some vocabulary about food to talk about their favorite food and drinks.

Subsidiary Aims

• By the end of this lesson, ss will have been practiced speaking for accuracy and fluency in the context of favorite food and drinks. Ss will practice listening for details in
the context of favorite food.

Interaction
Stage Procedure Materials Time Comments
Pattern
Warmer/Lead-in ● T brings some pictures about food and asks ss to discuss some Cutting edge,
To set lesson context T-S
questions about these pictures: starters, SB, p, 2-3
and engage students S-Ss
1. Do you like this food? Why? 24.
Test #1 ● T asks ss to match the pictures in p.24 with the words in ex.1.a “T
To check the
should change the order of the words or the pictures before asking ss
students' prior
to match”.
knowledge of the
target language Instructions:

-Match the pictures with the words. -Cutting edge,

T-S
-T demonstrates the first one with ss. starters, SB, p,
S 3-5
24.
S-Ss
-Handouts

● T monitors and provides help if it’s needed.

● T asks ss to check their answers together.

● T provides ss with key answers.

Teach ● T highlights the MPF of the vocabulary from the previous task. -WB T-S 3-5
 Interaction
Stage Procedure Materials Time Comments
Pattern
To clarify areas of the Meaning:
target language - T uses pictures to deliver the meaning.
where students had Pronunciation:
difficulty in the first - T drills the words individually, chorally, and in groups. -Markers
test stage - T drills the words in sentences.
Form
- T elicits from the ss if they are nouns or verbs or adjectives.
Test #2 ● T asks ss to do ex. B.
Check students' use
of the target Instructions:
language again and
compare with the -we have drink, meat, fruit……etc, put the words in the
first test correct group.

-T demonstrates the first one with ss. -Cutting edge,

T-S
starters, SB, p,
S 3-5
-T pre-teaches fruit and vegetables if needed. 24.
S-Ss

● T monitors and provides help if it’s needed.

● T asks ss to check their answers together.

● T provides ss with key answers.

Semi controlled: ● T asks ss to do ex. 2a. Cutting edge, T-S 4-6
To provide students starters, SB, p, S
with free practice of ● T clarifies the meaning of “horrible- delicious”.
24. S-Ss
the target language
Instructions:
-Describe the words in ex. a using “delicious, horrible, ok”.
-T demonstrates the first
-T gives ss time to think.
 Interaction
Stage Procedure Materials Time Comments
Pattern

● T asks ss to mingle and share their answers together.

● T demonstrates with ss.

● T asks ss to speak and find something in common.

Listening for ● T asks ss to listen and complete the table.
details :
To provide ss with a
model to be able to
speak about their Cutting edge,
breakfast T-S
starters, SB, p,
S 3-5
● T demonstrates the first with ss and the second one if needed.
24, ex.3.
S-Ss
Audio n.3.12
● T monitors and provides help if needed.

● T asks ss to check their answers together.

● T provides ss with model answers.

Follow up task: ● T asks to talk about their breakfast\ dinner\ lunch using the new
To give ss a chance -Cutting edge, 6-8
words following the same model they listened to.
to respond to the starters, SB, p, T-S
text. ● T pre-teaches “dinner\breakfast\ dinner”.
24. S-Ss
Instructions: -WB
-Talk about what do you have for dinner\ lunch\breakfast?

-Use the new words.

-Do you have the same food “communicative goal”.

-T asks demonstrates with ss.

 Interaction
Stage Procedure Materials Time Comments
Pattern

● T asks ICQs:
1. Will you speak about food only? No, food & drinks.
2. Will you use these words? Yes.
● T asks ss to mingle and tell him if they like the same food “as a
communicative goal”.
● T monitors and takes ss notes of ss errors and provides help if needed.

● T provides ss with content and language feedback.