USKUDAR UNIVERSITY PREPARATORY SCHOOL

LESSON PLAN

DATE: 05.06.2024 CLASS: A2.5 (C.304) COURSEBOOK: Cambridge Empower

2nd edition B2 level

INSTRUCTOR: Amira Bentebbal NUMBER OF STUDENTS: 19

LEVEL: Exeter/ A2 TYPE OF LESSON: Main course (12:10- 12:55)

TEACHING METHODOLOGY: Communicative Approach

Main Aims

● To enable students to understand the use of prefixes

● To enable students to understand the meaning of adjectives with prefixes

Subsidiary Aims

● To enable students to use the adjectives with prefixes in the speaking activity.
 ● To have effective group work activities.

Background

Class Profile

The class consists of 19 all Turkish students aged from 17 to 20 with only one student aged 45/50 . They have been studying English in
Üsküdar University Preparatory School for about five months. All of them successfully passed the B1 level Proficiency exams and want to
enhance their skills. They are familiar with reported speech and the reporting verbs.

Assumptions

Students have prior knowledge about the adjectives with prefixes.

I expect students to be familiar with the adjectives with prefixes from context.

Personal Aims

● To create student-centered and interactive classroom environment

● Managing my class teaching time
● Having higher STT and lower TTT

Timetable Fit

This lesson would fit into Module 4 Week 7 Lesson 4 (12:10- 12:55).
45 min lesson

ANTICIPATED PROBLEMS & SOLUTIONS

Problems: Solutions:

1. Smart board might not work. 1. Arrive early to test the smart board / Address
technical Issues / Hand-out materials.
2. The audio might not work.
2. Take charge of the audio script

3. Students may try to speak in Turkish. 3. Reiterate the focus on English

Materials

● Course book
● Digital board

● Handouts

● PowerPoint presentation

Interacti Observers Questions and

Stage Procedure Materials on Time
Notes
Pattern

Warm-up to welcome students: Make sure all / T-SS 1’-2’

students are ready to learn.
to welcome
students

SS look at the pictures in PPT/ S2 then ppt S-S

Lead-in discuss the following questions with presentation 5’

To generate Ss’ their partners (2 min).

interest in the Solo
topic Online
Book
SS do the task. T monitors.
S-s
Reading for
 SS check answers in pairs.
Gist
SS -T
To practice
skimming T nominates students to read out
answers and elicits a couple of
keywords from each paragraph that
helped SS in plenary then reveals the
answers on the board gradually.

Ss scan the text on p. 118 then check if ppt

Reading for their answers are similar. (PPT/ S5) presentatio 5’-7’
specific n S-S
information

T monitors.
Online T-SS
To practice Book
scanning
Class correction (PPT/S6)
SS-T
Reading for ● Ss work individually on p. 118 ppt T-SS 5’ -7’
details (PPT/ S7) presentatio
n
● Ss peer check their answers

To practice T monitors, then lass correction (PPT/

intensive S8)
reading. S-S

SS

T-SS

● Ss work individually on p. 136 SOLO

Teaching (PPT/ S9-S11) 10’
Vocabulary ppt
● Complete the rules of presentatio
S-S
adjectives with prefixes on p. n
136 (PPT/ S14)
To clarify the
different types pf ● Ss peer check their answers Online Book
prefixes in the
context ● T monitors, then class SS-T-
correction (PPT/ S15)
-
 T asks checks the SS understanding

● Ss work individually – ppt SOLO

Practice activity e on p. 136 (PPT/ S 16) presentatio 5’-7’
n
● Peer-check and discussion
S-S
T-monitoring, then class correction
(PPT/ S 17) Online
To provide
Book
controlled
written practice
SS-T
focused on using
the language
accurately

● T-monitoring demonstrates ppt

Post one example of the activity on presentatio T-SS 11’-15’
Teaching PPT/ S 18 n
(Freer SS
Practice) ● In pairs, Ss do the activity
To help Ss on PPT/ S 18
Online
activate the ● T-monitoring Book T - SS
newly-learned
structure in their Feedback/ error correction
writing