TP points

Level: Upper Intermediate

Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press

For TP 1, we provide the full lesson aim, materials, stages, stage aims and a skeleton procedure. You need to:
• copy this over to the relevant parts of your lesson plan
• add procedural detail so you know exactly what you’ll do during the lesson
• complete all other parts of the documents (cover page, procedure page).
• Submit all of this, with a copy of all handouts, to your tutor by the deadline.

TP 1 Part 1 (of 2) Teacher A 40 Minutes Tuesday 23 August Week 1

Lesson type Skills Lesson main By the end of the lesson Ss will have practiced listening for specific information
aim, sub aim and detail.
and context Sub-aim: to practise speaking for fluency.
Context: inspiring people
Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press p. 10
St age Aim P r ocedure
Context To engage ss in the context of your lesson. Introduce yourself and the topic of the lesson by asking ss what they like reading.
To set the context. Write/project a set of questions in relation to this topic and allow your ss to discuss
in pairs/ small groups (3 maximum). Give them an example by showing them a
picture of the kind of book you like reading and similarly to the listening you will play
later, explain why you like reading this genre in particular. Your example should be
brief but clear and given before they are allowed to discuss so that they try to mirror
what you just did. Set a time limit, monitor your ss closely but unobtrusively while
they are on task. Get selective feedback (ask ss to report on what their classmates
said but only a few ss. not everyone in class).
Vocabulary To pre-teach and check understanding of Pre teach/ elicit the words astronomy, physicist, astrophysics, postgraduate student
essential vocabulary and height. Use pictures or other prompts to elicit the language and check that your
ss understand the meaning of all these words. When you finish, tell your ss to keep
these words in mind as they will hear them in the following tasks.
Listening for specific To practise listening for specific information Tell your ss they are going to listen to two colleagues (introduce them by name) and
information that they will have to tick the correct sentences according to the listening. Make a
worksheet with the sentences on p. 10 ex. 3a (track 1.4) and display/ have the
sentences ready on the board to conduct feedback. Before conducting feedback on
the board, allow your ss to discuss/compare answers. Write the answers on the
board but be careful not to ask extra questions.
Listening for detail To practise listening for detail Make a worksheet with the sentences in 3b p.10 leaving space between them for ss
to record their answers. Tell ss they are going to listen to the recording again and
that they have to whether the sentences are true or false (they need to correct the
false sentences too). Ask ss to compare/discuss their answers and monitor them
closely while they do this (do not give them the answers yet, only support them with
language if needed). Get feedback making sure the answers are recorded on the
board and that you ask for both class consensus as you go through the answers and
encourage your ss to justify their answers, especially when they are false.
Speaking To personalise the task and practise speaking Make a worksheet with all the questions on ex 3c p. 10 and ask ss to discuss their
for fluency answers in pairs/groups of three. Monitor while ss are on task and support them
with language. Get feedback all the questions, but not answer from each student +
no need to write anything on the board). Introduce the following teacher.

TP 1 Part 2 (of 2) Teacher B 40 Minutes Tuesday 23 August 2 0 21 Week 1

Lesson type Vocabulary Lesson main By the end of the lesson Ss will be better able to use adjectives of character.
aim, sub aim Sub-aim: to practise speaking.
and context Context: Inspiring people.
Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press p. 10 and 154

St age Aim P r ocedure

Context To set the context and link to previous lesson. Ask a student to describe the scientist from the listening task in their own words.
To activate schemata Write down any character adjectives he/she uses on the board. In pairs, students
write down as many different character adjectives as they can think of in two
minutes. Take feedback as a class. Explain the meaning of any unfamiliar adjectives if
necessary.
Vocabulary – To clarify lexis Students then underline the character adjectives in the sentences and answer the
language questions on ex 4a p. 10 as a class. Make a worksheet for this. Feel free to adapt the
clarification task by making a lexis match activity (ss match the adjectives to definitions). Before
taking feedback as a class, allow ss to work in pairs to discuss the questions and
explain their answers. Drill all the words.
Vocabulary – To introduce and clarify new lexis Students complete the exercises in the Vocabulary Focus on SB p.154 1A & B allow
language ss to compare answers before feedback. Write the answers on the board and clarify
clarification anything the ss might not understand.
 TP points

Controlled practice To provide ss with controlled practice of the TL Ask ss to complete ex. c (1.7) on p. 154. Ss check answer in pairs before you take
(target language) feedback and write the answers on the board. Make sure you monitor them closely
while they are on task.
Speaking To practise speaking for fluency and personalise If time: Ask ss to choose 3 (or more, depending on the time you’ve got left)
the task. adjectives of character to describe themselves and give examples to their partner
explaining their choices. Monitor closely and get selective feedback by asking ss to
report on what their partner said. Introduce the new teacher.

TP 1 Lesson 1 (of 2) Teacher C 40 Minutes Wednesday 24 August W eek 1

Lesson type Skills Lesson main By the end of the lesson Ss will have practiced listening for gist and specific
aim, sub aim information
and context Sub-aim: to clarify lexis and practice speaking for fluency.
Context: Modern life and technology
Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press p. 16
St age Aim P r ocedure
Context To set the context and engage Display pictures of different gadgets that people commonly use in their daily lives
and the two questions on p. 16 ex. 1a. Ask ss to discuss the questions and explain
their answers. Set a time limit. Monitor and take feedback as a class (selective).
Reading and To further set the context and scaffold listening Make a worksheet with the text on ex 1b p. 16. Ask ss to look at the results of the
speaking task. survey and answer the two questions in pairs/small groups. Be ready to explain the
meanings of ‘self-service checkouts’ and ‘sales calls’. Monitor and support ss with
language needed. Take selective feedback as a class.
Lexis To clarify lexis Elicit/pre-teach the words inspiring, sensitive, silly, delighted and ring (verb). Use
pictures or questions to make sure the ss understand the meaning of these words
and drill them. Tell ss that they will hear the words in the listening to follow.
Listening To practise listening for gist Tell students they are going to hear two people talking about technology ex 1C p.16.
Play the recording for them to answer the questions which should be displayed on
the board. Make a worksheet so ss can record their answers while listening. Ask
them to compare their answers and check answers as a class. Write/display them on
the board.
Listening To practise listening for detail Play the recording again for students to answer the questions (ex 1d p.16). Give
them a worksheet with space for them to make notes about what they hear. Ask ss
to compare answers before getting feedback as a class (write the answers on the
board).
Freer practice - To practise speaking for fluency I f time allows, display the questions on ex 1e p. 16 on the board and ask ss to discuss
Speaking / flexi task them in pairs. Get selective feedback and introduce the new teacher.

TP 1 Lesson 2 (of 2) Teacher D 40 Minutes Wednesday 24 August , W eek 1

Lesson type Skills/ lexis Lesson main By the end of the lesson Ss will have become familiarised with how articles are
aim, sub aimorganised (structures and linking words)
and context Sub-aim: to practise reading for detail and speaking.
Context: Modern life and technology
Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press p. 16-17.

St age Aim P r ocedure

Context To lead in and set the context of your lesson Link to previous lesson. Ask ss to discuss the question on ex 2c p. 16. Encourage
them to give examples while monitoring. Get selective feedback.
Reading To practise reading for detail Give ss a worksheet with the questions on ex. 2b p. 16 making sure ss have space to
record their answers and make the necessary notes. Ask ss to read the text and
decide whether the sentences are true or false. Set a time limit again. Give them 5
minutes to read and monitor them unobtrusively while they do the task. Ask them to
compare their answers and get feedback. All the answers must be boarded.
Lexis To highlight and clarify lexis Individually, students complete the tasks on ex. 3c. p. 17 ask ss to compare answers
and check as a class. You may wish to point out that after needs an object (e.g. after
breakfast), but afterwards does not (Afterwards, I’ll show you some museums).
Although the language is pretty straightforward for this level, be ready to clarify any
of the linking words they do not understand.
Lexis To highlight clarify lexis / pronunciation Show them the sentence on ex 3d p. 17. Read through the example and explain that
inevitably is used by the writer to comment that something was always c ertain to
h appen. Ask students to find five more comment adverbs in the article. Point out
that these go at the beginning of a clause. Make sure you are able to explain the
meanings of each word which will come up in the answers. Get feedback and help
students with any pronunciation issues they might have with these adverbs. Drill the
adverbs at the end of the task.
 TP points

Controlled practice To provide ss with controlled practice of the TL Ex 3d p.17 Students work in pairs to add the adverbs in the box to the sentences.
Monitor them closely but unobtrusively while they are on task. Check answers as a
class and make sure the answers are displayed on the board.
Freer practice To practice speaking for fluency If time allows, use the questions on exercise 4a p. 17 to do as a discussion task (no
writing). Give learners a minute to think about what they are going to say then pair
them up or ask them to work in groups of three. Get feedback by asking a couple of
students what their partners said.

Level: Upper-Intermediate
For TP 2, we provide the lesson type, materials, stages and a skeleton procedure. You need to:
• copy this over to the relevant parts of your lesson plan
• write lesson aims and sub-aims, stage aims and add procedural detail so you know exactly what you’ll do during the lesson
• complete all other parts of the documents (cover page, procedure page and language analysis).
• Submit all of this, with a copy of your handouts, to your tutor by the deadline.

TP 2 Part 1 (of 2) Teacher B 40 Minutes Thursday 25 August, W eek 1

Lesson type Skills/ grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al
2015, Cambridge University Press
St age P r ocedure
Context Tell students that they are going to listen to part of a radio programme about the book The Sports Gene (which the
Listening reading texts came from). Play the recording for students (ex 3a p. 36 track 1.48) to answer the questions and check
answers as a class after they compare in pairs. Make a worksheet where ss can record their answers.
Listening Tell students they are now going to listen to the second part of the programme (ex. 3c p. 36). Play the recording for
students to answer the questions. Check answers as a class after they compare in pairs/groups of three. Make sure
the answers are written on the board.
Analysis - Grammar Make a worksheet with the sentences on ex 4a. p. 37. Put the whole task on a worksheet for ss to do the matching
task. point out that the sentences are from the listenings they just did. Make sure you have a clear understanding of
the grammar point and be ready to answer any queries. Look at the information on p. 138 and complete the
gr ammar analysis sheet to hand in with your full lesson plan. Monitor ss closely while they are on task, allow them
to compare answers and get feedback. Make sure you board the answers.
Grammar Make a worksheet with one sentence in the present perfect simple and one in the present perfect continuous (use
two of the same sentences from 4a p. 37). Allow the ss to complete the form of both structures and make sure your
they record their answers. This information should also be on the board.
Flexi-task If you still have time, ask ss to complete ex 3Ba on p. 139 (matching task). Allow ss to compare answers before
feedback is boarded. Deal with any queries your ss might have in relation to the TL and be prepared to explain the
reasons behind each answer. Make a worksheet for this so that ss only see this exercise.

TP 2 Part 2 (of 2) Teacher A 40 Minutes Thursday 25 August, W eek 1

Lesson type Grammar/ skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al
2015, Cambridge University Press
St age P r ocedure
Lead-in Link to previous lesson. Use the same two sentences the previous teacher used for his/her form clarification stage
Pronunciation (ask the previous teacher which sentences they will be using). Model the sentences (say the sentences aloud in a
natural manner, the way that you would normally do it in normal speech) and ask them to repeat them after you.
Focus your ss attention on the contracted forms (I’ve) and encourage them to produce them the same way as you
(not the full form [have] but the contracted one [‘ve]). Ask ss to mark the stressed words on each sentence. Take
feedback as a class and board the answers.
Controlled practice Ask ss to complete exercise 3Bb on p. 139. Since this is connected to the previous lesson, you also have to be
prepared to clarify any grammar queries your ss might have. Therefore, you also need to complete a grammar
analysis sheet and hand it in with your full lesson plan. Give ss time to compare answers and explain their choices to
each other before taking class feedback. All the answers must be on the board and you need to have full command
of the target language presented in order to deal with queries.
Freer practice Make a worksheet with the task on ex 4d p. 37. Ss should have enough space to make notes. Give ss time to think
about their answers (ss work individually) and then ask them to tell each other about their activity. Encourage them
to ask follow-up questions here too. If they finish too soon and you still have a lot of time left, ask them to work with
a different person. Listen attentively to what they are saying while they are on task and note down any mistakes
they make with the target language (present perfect simple and continuous). Get selective feedback.
Free practice (Flexi task) If you have time to spare at the end of your lesson, give ss a copy of the board game on the teacher’s book, p. 189.
Read the instructions for the game on p. 161 (TB). Ask ss to work in small groups (3 max 4 s per group). Encourage ss
to produce one sentence of each plus ask the others in their group to ask follow-up questions as suggested in the
‘variation’ box on p. 161. Monitor ss while on task and support them with any language, pronunciation problems
TP points

etc. while they are on task. Try to do this as unobtrusively as possible to help them keep the flow. For feedback, stop
the activity after the first group have finished. For feedback, ask a couple of ss to report some of the sentences their
classmates produced and any extra information they gathered (selective feedback). Make sure there is time to do
delayed error correction which means you will only do this task if you have plenty of time left at the end of your
lesson.
Delayed error correction While the ss are still on task (4d p. 37 and the boardgame if you have time for it), go around the class and collect any
(flexi task) language mistakes you ss make. Write mistakes down on the board and after conducting feedback for the previous
task, ask ss to discuss what the problems with those sentences are. Take whole class feedback. NB: You can focus on
both target language (grammar) and pronunciation mistakes here.

TP 2 Part 1 (of 2) Teacher D 40 Minutes Friday 26 August, W eek 1

Lesson type Skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al
2015, Cambridge University Press (
St age P r ocedure
Lead-in Elicit the word lottery to set the context of your lesson. Put students in pairs or small groups to discuss the question
(ex. 1a p. 44) and give reasons. Start by giving them an example of your own, e.g. If I had $10,000, I’d buy a better
car because mine is very old and doesn’t work very well. Monitor and help with vocabulary as necessary. Note any
interesting comments. Take feedback as a class and ask for examples from the conversations. No need to board
answers here. Keep this brief and snappy as you have a lot to get through.
NB Do not focus on accuracies/inaccuracies at this stage, as it is a warmer for the lesson. If you monitor a warm-up activity, it should be to encourage
students and familiarise them with some of the content of the lesson. Do not use it as an opportunity for correction, as this could have a negative effect on
the students’ contributions later on.
Reading Tell your students they are going to read two stories of two people who suddenly became rich. combine the text on
p. 128 with the one the one on p. 130 (ex 2d p. 45). Write some true (T) or False (F) questions and make a nice-
looking handout. Conduct the task as a standard reading for detail.
Language clarification – Use 3a p. 45 to clarify language, make a worksheet for ss to record their answers. Make sure you are fully
grammar (meaning) familiarised with the TL by reading Grammar Focus p. 140 and completing the language analysis sheet to hand in
with your full lesson plan. You will have to do some extra research apart from reading the Grammar focus bit. Allow
ss to work individually, let them compare their answers in pairs and get feedback. The answers must be displayed on
the board and you must be ready to deal with any queries your ss might have.
Grammar (form) Make a worksheet to highlight the structures of would and used to. Do one form as an example and let ss do the
rest by themselves. Ss compare answers. Get feedback. Board the answers. Introduce the new teacher and tell
students he/she will continue with the lesson.
Grammar (pronunciation) Use two of the model sentences on 3a. model them (i.e. say they as you normally would, as in natural speech) and
ask ss to repeat them after you. Focus the ss’ attention on the contracted and weak forms and encourage them to
produce them like you would in natural speech.

TP 2 Part 2 (of 2) Teacher C 40 Minutes Friday 26 August, W eek 1

Lesson type Skills / Grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al
2015, Cambridge University Press
St age P r ocedure
Controlled Practice Ask ss to complete ex 4Ab on p. 141. Monitor ss while on task, allow them to compare answers before feedback.
Make sure all the answers are displayed on the board and deal with ss’ queries (language clarification). NB you need
to complete a language analysis for grammar and submit it with your lesson plan. You can use the information under
4A p. 140 to become fully familiarised with the language as the students might have questions when you do and
4Ab. You need to be able to deal with queries if there are any.
Free practice Copy the worksheet on p. 190 from the Teacher’s Book. Read the instructions for this task on p. 162 and conduct
the task as explained. Monitor the task while ss are doing it and note down any examples of language issue they
have with the target language (used to and would; no longer and not anymore). You can also include pronunciation
issues here that you would like to deal with, avoid correcting ss on the spot at this stage. Get selective feedback by
asking ss to report on what other classmates said, whose stories were more believable, anything interesting/unusual
about their classmates. This whole section needs to take around twenty minutes or so, so think about how you can
stretch it out to get the most from the students.
Error correction While ss are still on task, write down any mistakes you hear the students making in relation to the target language
and would like to focus on. After feedback for the previous task, ask ss to think about the problems with the
sentences are. After a couple of seconds, get feedback by encouraging ss to correct the sentences and justify their
answers. Drill any problematic words you picked up.

Level: Upper Intermediate

Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press
For TP 3-6, we provide the lesson type, materials and some general advice for your lesson. You need to:
• complete all documentation (front page, procedure page, language analysis)
• submit all of this, along with a copy of your handouts, to your tutor by the deadline.
TP points

TP 3 (Lesson 1 of 2) Teacher A 40 minutes Tuesday 30 August, Week 2

Lesson type Skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press
Advice • Find some visuals to engage ss in the context of your lesson and use the questions on p. 23 ex. 1a to do this.
• Use exercise 1d on p. 23 to conduct reading task. Follow the task cycle carefully and board the answers.
• Do exercises 1f p. 24. Stage them appropriately by following the instructions given on the book and follow the task
cycle carefully.
• Adapt ex 2a to make clarify meaning. Be ready to deal with ss’ queries.
• Make a worksheet to clarify the form of the TL and highlight any important patterns.
• Clarify pronunciation. Drill and mark sentence stress.

TP 3 (Lesson 2 of 2) Teacher B 40 minutes Tuesday 30 August, Week 2

Lesson type Grammar/ skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press
Advice • Use ex. 2Ba p. 137 to provide further controlled practice of TL. Be ready to deal with ss’ queries.
• Adapt tasks 4a and 4b on p. 25. Make a worksheet for ss to write their answers/notes. Tell ss write a mix of true and
false sentences (in case they don’t know anything about dangerous animals, endangered species etc.). Allow them to
use phones to do some research if necessary. Monitor them carefully to keep them focused on the task and to support
them with language. Make sure they make notes and they have something to say for the following task.
• Ss do ex 4c. ask them to guess which advice is true and which one isn’t. Swap partners if you have time to spare.
• Do delayed error correction.

TP 3 (Lesson 1 of 2) Teacher C 40 minutes Wednesday 31 August, W eek 2

Lesson type Skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press
Advice • Find some pictures and an engaging way of setting the context of your lesson. Keep this stage brief and snappy.
• Ss do ex 3a & 3b p. 58.
• Make a worksheet with ex 4a p. 58. Conduct the task as instructed on the book.
• Ss do ex 4b p. 58 (language clarification, first stage).
• Ss do ex 4c p. 58 (2 nd stage of language clarification).
• Focus on pronunciation (3 rd stage of language clarification). Choose a couple of sentences you think your ss might find
problematic to say and drill them plus mark the stressed words (no more than 3 sentences)

TP 3 (Lesson 2 of 2) Teacher D 40 minutes Wednesday 31 August W eek 2

Lesson type Grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press
Advice • Use ex. 5Aa p. 143 for controlled practice of the TL
• Design a communicative task (in the context of the lesson) where SS will have a realistic chance of using the TL
e.g. Plan and design their own “what are your chances?” quiz or plan a presentation on the same topic
• Do delayed error correction if you have time.

Level: Upper Intermediate

Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University Press

TP 4 (Lesson 1 of 2) Teacher B 40 minutes Thursday 1 September , Week 2

Lesson type Grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press

Advice Lead in = ex 2d. p. 61. Keep this stage as brief as possible.

• Introduce Martha and Joe to ss. Ask them to complete ex 3b p. 61. Make sure they have a handout where they can
write their answer and that they can’t see the task after to avoid having them do both tasks at the same time (you can
fold the handout)
• Ss listen again and do ex 3a p. 61.
• Make a worksheet with ex 4a p. 61 to clarify meaning. Consider adapting it to better suit your ss’ needs.
• Make a worksheet to deal with the form of the TL (ss complete formula).

TP 4 (Lesson 3 of 3) Teacher A 40 minutes Thursday 1 September, W eek 2

TP points

Lesson type Grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press

Advice • Use the same model sentences the previous teacher used during his/her language clarification stage. Drill the
sentences and ask ss to mark the stressed words.
• Ask ss to do ex 5Bb p. 143 Be ready to deal with queries and do further clarification (meaning). Complete a grammar
analysis sheet to hand in with your lesson plan.
• Ask ss to do ex 5a p. 61. Make two separate worksheets for ss to prepare to do the role-play on p. 61 ex 5b. Allow ss to
make notes (get ready) for the role-play. Include additional prompts of your own to make this task more productive.
• Ss do the role play. Consider asking ss to swap partner to extend this task depending on time.
• Include a delayed error correction stage if you have time.

TP 4 (Lesson 1 of 3) Teacher D 40 minutes Friday 2 September , week 3

Lesson type Skills Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press

Advice • Use ex 1a and 1b p. 80 and some pictures to set the context of your lesson.
• Choose 5-6 words from the Quick- slow down text on p. 80-81 to pre-teach/elicit. Make sure you clarify MFP for all of
them and tell your ss they will need see these words on the following task.
• Ask ss to do ex 2a p. 80. Do not show them the text at this point. Once you have got some ideas on the board, give
them the text to check their predictions (ex 2b p. 81).
• Then do ex2c p81 (make sure FB is appropriate and SS are challenged to justify their answers)
• Then do ex2 e p81 (this will set up the next trainee)

TP 4 (Lesson 2 of 3) Teacher C 40 minutes Friday 2 September w eek 3

Lesson type Grammar Materials Empower Upper-Intermediate Student’s Book, Adrian Doff et. al 2015, Cambridge University
Press

Advice • Adapt 3a, 3b and 3c to make worksheet for language clarification (meaning and form). Feel free to add information or
change the order of the activities to make it more suitable for your ss. All the answers must be boarded.
• Drill one example of a sentence with too, so, such and enough. Ask ss to mark the stressed words.
• For controlled practice, SS do ex3f
• Design a productive task that SS can do in groups that has a realistic chance of using the TL. It should also fit the
context of the lesson.
e.g. They could write their own advice for people wishing to slow down their lives and avoid stress
• If time, you should do some DEC