Name: Mohamed Adel Date: xx Lesson No.

session 5
Level: 3 Lesson length: 120 Objectives+ Lesson Type: Integrated
15 min introduction

LEARNING OUTCOMES
MAIN AIM: By the end of the lesson, the SS will have developed an understanding of the MPF for the
“Countable and uncountable nouns” along with “There is – there are – some – any – how many and how much”.
SS will also have developed understanding of the MPF for Egyptian foods along with food pairs.
SUBSIDIARY AIM(S):
By the end of the lesson, students will have developed their ability to listen for gist with particular
reference to making vegetable soup.

PROBLEMS AND SOLUTIONS

Problems
Tasks and activities Learners Materials
The detailed task in the reading Latecomers still arriving when the Some of the activities’’ freer’’
could be challenging, that it lesson has started don’t fully provoke the students to
contains some new words for use the TL.
students, therefore, could take a
lot of time to grasp the ideas
behind the text paragraphs
Solutions
Guiding students through giving clear Be ready to start on time and Modifying and adjusting the
instruction that they need only to get integrate the latecomers as they activities with some external
the main ideas and then they would arrive as much as possible. additions to include the ideology
figure out the meaning of the words of TL(purposefulness –
themselves or by giving them directly
communicativeness)

RESOURCES AND MATERIALS

Cutting edge intermediate 3rd edition (Students’ book)
Cutting edge intermediate 3rd edition (Workbook)
PPT, Active teach
A white board and markers
A screen and PC
 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 TL Target Language
S - Ss one student speaking to the whole class
Yellow PTV Pre-Teaching Vocabulary
highlighter important note
Red highlighter critical note S - Ss - T one student speaking to the whole class and the teacher

STAGE AND AIM TIME

Interaction PROCEDURE Material

General Lead-in and students’ 10 T-SS 1. T asks Ss to look at the pictures and name the P.31 students’ book
orientation : min SS-SS food they can see.
-To generate interest in the topic Plenary 2. T asks Ss to tell each other about the kinds of food
of the lesson and develop oral they like and dislike.
fluency, activating students’ 3. T gives instructions:
schemata about the theme of the - Tell each other about the food you like
topic . and don’t like.
- You’re going to talk in pairs.
- You have 2 minutes.
4. T models the activity.
5. T monitors and offer help when needed.
6. Content feedback: “We have some really
interesting ideas over here…”
- Nominate some students to tell you what
they’ve talked about.
 - Respond to their answers when appropriate
(Wow! – really? - tell us more) and encourage
follow up questions from other students.
7. Elicit the topic from the students if possible.
“Food”

Objective one: Egyptian foods.

Framework: Test-Teach-Test
Smooth transition: T smoothly moves from the Lead-in stage and students’ orientation to the first objective saying: ‘’ Let’s get to know more
about Egyptian foods”.

Test (diagnostic) 4 min T-SS 1. T asks ss to help him match some Egyptian foods Attached PPTX
To ascertain what language S-S with their meanings in English.
students know and 2. Give instructions:
what they don’t know. - You’re going to match the foods with their
meanings.
- Let’s do it alone (2 minutes)
3. Check instructions:
- Are you going to match?
- Are you going to work together?
4. T asks ss to check their answers in pairs.
5. T shows the answer key asking the ss how many
did they guess right.

Language clarification 5 min T-SS Use CCQs, drill, clarify the form while checking the L.A sheet.
To feedback on the first test and answers in OC. “Throw elicitation if possible”
to teach problem (Please check the LA sheet)
areas clarifying meaning, form
and pronunciation
of target language.

The controlled practice of the 5 min PW 1. T shows ss the attached picture. Attached PDF
target language T-Ss 2. T asks ss to write the kinds of food we can order
‘’ To provide students with S from each place.
practice at using the target S-S 3. T gives instructions:
language in a controlled way with S-SS-T - Write what foods we can buy from each place.
a focus on accuracy.’’ - Let’s do it alone (2 mins)
4. T models the activity.
- If I have a picture of spectra, I’ll say Pasta,
Pizza, cheesecake.
5. T asks students to check their answers in pairs.
6. T nominates some students to answer out loud.
Freer practice of target 10 S The freer activity is going to be integrated with
language min PW the grammar part.
‘’To provide students with T-Ss
practice at using the target
language in a freer way with a
focus on meaningful
communication’’
Content feedback 2min T-Ss -
Language feedback 3min T-Ss -

The 2nd objective: Food pairs.

Framework: Test-Teach-Test
 Smooth transition: ‘’let’s have this exercise to know more about food pairs ‘’
Test (diagnostic test) 5min PW (Smooth transition): Now, I need your help matching these
‘’To ascertain what language T-Ss food pairs together.
1. Give instructions:
students know and what they S-S - Match the words from box A with words in box B.
don’t know.’’ - Do it alone (2 minutes).
2. T models the activity. “Fish and chips”
3. T asks ss to check their answers in pairs.
4. T plays the audio and asks students how many
answers did they guess right.

SB: P34
Teach / Feedback/ Language 5min T-Ss Use CCQs, drill, clarify the form while checking the LA sheet
clarification answers in OC. “Throw elicitation if possible”
‘’ To feedback on the first test (Please check the LA sheet)
and to teach problem areas
clarifying meaning, form and
pronunciation of target language’’
Test (Controlled practice of 5min PW 1. Give instructions:
target language) - Open the WB P7 Ex10a
- Complete these sentences with food pairs.
To provide students with
- Do it alone (3 minutes)
controlled practice at using the 2. T models the activity.
target language (with a focus on 3. T asks ss to check their answers in pairs.
accuracy) and to see what 4. T nominates some ss to answer the sentences out loud.
students now know and help
them with problems they still
have

WB: 78
 Freer practice of target 10 S The freer activity is going to be integrated with
language min PW the grammar part.
‘’To provide students with T-Ss
practice at using the target
language in a freer way with a
focus on meaningful
communication’’

Objective 3 ‘Countable and non-countable’

“There is – there – some – any – how many – how much”
Framework: Text-based presentation
Smooth transition: T moves from the controlled practice saying let’s watch a funny video together.
Note: teachers might need to pre-teach the word cabbage.

Setting the context : 1min S Task brief: Ss are going to watch a funny video about a Attached video.
‘’To generate interest in the text, Plenary guy making vegetable soup.
activate schemata, and to help
students prepare to read or
listen’’

Present text (listening) with a 4 min PW 1. T tells ss that they are going to watch a video. Attached video.
gist listening task. Plenary 2. They need to watch it and answer the question
‘’ To orientate students to the “What is Bob cooking?”
overall content of the text’’ 3. Give instructions:
- Let’s watch the video together and answer the
question written on the board.
- You’re going to answer alone (1 minute)
 4. T asks ss to check their answers in pairs.
5. T nominates someone to answer the question.
NTL: Notice the TL ‘’To direct SS 3min PW 1. Give instructions: Attached pic “answer key
attention toward the TL along with - Look at the first 2 pictures and answer the too”
highlighting’’ questions.
- Look at the other 3 pictures and make
questions.
- Alone (3 minutes)
2. Check instructions:
- How many questions are you going to write?
- How many answers are you going to write?
3. T asks ss to check their answers in pairs, then
shows them the answer key.
4. T asks different students to read the first answer
while he boards it and starts the clarification
stage.
5.
Language clarification: 8 min T-Ss Use CCQs, drill, clarify the form while checking the LA sheet.
‘’To confirm answers and clarify answers in OC. “Throw elicitation if possible”
problem areas on meaning, (Please check the LA sheet)
where necessary’’.
*Pronunciation and form are
going to be presented Teacher-
led

The controlled practice of the 5 min PW 1. T asks ss to get P77 Ex3 WB : Page 77
target language T-Ss 2. Give instructions:
‘’ To provide students with - Let’s complete these sentences using there is or
practice at using the target there are.
language in a controlled way with - Do it alone (3 minutes)
a focus on accuracy.’’ 3. T asks ss to check their answers in pairs.
4. T nominates some students to answer out loud.
Repeat the same with Ex 6 and 12a “Attached”
 Alternative
“If you don’t want to have 3 controlled practices, here
is a different controlled practice that would fit above
average students.

(Smooth transitions): Now that’s we have talked about

food the whole session, I want to show you a picture of
my fridge.

1. Give instructions:
- I’ll open the fridge door , you can look for 30
seconds.
- Try to remember what’s inside Attached PPTX
- Don’t write anything.
2. Check instructions
- Are you going to write anything?
- Are you going to remember what’s inside?
- How much time do you have?
3. Give them 30 seconds to look inside the fridge.
4. Move to the next slide and close the door.
5. Give instructions:
- Write sentences and questions about what’s
inside the fridge.
- Use the grammar.
- Do it alone (3 minutes)
6. T models the activity by saying:
- There are 2 potatoes in the fridge.
- How much water is there in the fridge?
7. T monitors and offers help when needed.
8. T asks ss to check their answers in pairs.
9. T nominates some ss to read what they’ve
written.
Freer practice of target 10 S (Smooth transition): Do you like dish parties?
language min PW 1. T pairs the students or in groups of 3.
‘’To provide students with T-Ss 2. Tell them that they are planning for a dish party.
practice at using the target 3. Give instructions:
language in a freer way with a - Use the vocab and the grammar to ask questions
focus on meaningful and answers.
communication’’ - Ask more questions (Where’s the party? What
time is it? Who’s coming? What food do you like
to eat? How many bottles of soda do we need to
buy?
- We’ll vote at the end for the best dish party.
4. Check instructions:
- Are you going to plan for a dish party?
- Are you going to use the grammar we had
today?
- Are you asking more questions?
*T might need to model by joining a group and showing
everyone who to do it*
5. T monitors and take notes.
Content feedback 2min T-Ss T starts by saying; We have some interesting parties
here….
- Nominate one student from each group to tell
everyone about their party.
- Respond to their answers when appropriate
(Really? Why? That’s nice), and encourage
- follow-up questions from other students.
Language feedback 3min T-Ss Thank the students for their efforts and conduct language
feedback: “Start with good examples if possible”
- I have some of your sentences, Let’s check them out.
- Ask the students to work in pairs and check if they
can say these sentences in a different way. “When it
comes to mistakes”
- Give them 2 mins.
Elicit corrections and the reasons if possible.