CAMBRIDGE LESSON PLAN T

Name DATE TYPE OF LEVEL LENGTH TP #

LESSON

Speaking B2 45 min

MAIN AIM By the end of the lesson, Sts will have developed their fluency speaking skills in the
context of discussing human achievements.

SUB-AIM(S) ● To enable students to extend their lexical range in the context of discussing
human achievements.

PERSONAL AIM(S) ● To reduce my demonstration time by showing them the instruction

● To reduce my TTT, so I scripted what I wanted to say in each stage

MATERIALS ● Exercises adapted from: Sarah Cunningham, Peter Moor, Jonathan Bygrave,
Cutting Edge Upper Intermediate Third Edition, Unit 6, page 60 ex 1, 3a, 3b,
page 61, ex 1, 2, 3a.

CLASS PROFILE Coursebook: Cutting Edge Upper Intermediate Third Edition

Anticipate problems related to the learners’ behaviour and classroom management.

Language problems should be described in the target language analysis, not here.

ANTICIPATED PROBLEMS SOLUTIONS

Students might have tech problems as some of them Have the pictures of all tasks prepared and send
are using their phones and tablets. them to students if they have problems; be ready to
rearrange BOR if any student suddenly
disappears/has problems with connection.
 Students join in the middle of the lesson. Include them in discussion or add to BOR and ask to
join the discussion.

Students might not have enough time to finish the Pay attention to timing and tell them not to worry and
task to improvise if they did not finish everything.

RATIONALE (Why this lesson and why now?)

Topic about famous people presents a wide range of lexis, which is vital at this stage of English learning.

Target Language Analysis

(Target Language for Systems lessons / Pre-teach vocabulary for Skills lessons / Language work for Productive Skills lessons). Add or
delete boxes, as appropriate.

Eliciting Meaning
Meaning & Pronunciatio Anticipated Problem and
and Concept Form
Appropriacy n Suggested Solution
Checking

To nominate - to CCQ: /ˈnɒmɪneɪt/ Verb,

formally suggest infinitive, 1. Problems with form: sts
that Does it mean to transitive might write nomineit
choose? Yes. and not nominate.
somebody/somethi
Solution: ICQ: Is it
ng should be nomineit or nominate?
chosen for an nominate.
important role, +synonym:
prize, position, etc. 2. Problems with meaning:
Nominate = choose sts might think that
nominate is connected
to naming.
(from the Oxford Solution: CCQ or
Advanced Learner's synonym.
Dictionary)

Timeless - existing CCQ: /ˈtaɪmləs/ Adjective

or continuing 1. Problems with
forever. Does it last forever? pronunciation: sts might
Yes. say /ˈtɪmləs/ instead
of /ˈtaɪmləs/.
Solution: drilling of
 (from the Oxford
Advanced Learner's PCQ: Is it /ˈtɪmləs/ or
Dictionary) /ˈtaɪmləs/? /ˈtaɪmləs/

2. Problems with meaning:

sts might think that it is
connected to having no
time.
Solution: CCQ

3. Problems with form: sts

might write timeless
insead of timeless.
Solution: ICQ: is it
timeless or timeles?
timeless

Life-changing - CCQ: /ˈlaɪf Adjective

having such a big tʃeɪndʒɪŋ/ 1. Problems with meaning:
effect that it Is it very important? sts might think that it is
Yes. connected to changing
changes
the life but not
somebody's life. necessarily very
Does it change your
life? Yes. important change.
Solution: CCQ or
(from the Oxford
synonym: life-changing
Advanced Learner's = very important.
Dictionary)
2. Problems with form: sts
might forget to use “-“.
Solution: ICQ: Is it life-
changing or life
changing? life-
changing.

3. Problems with
pronunciation: sts might
say /ˈlɪf tʃeɪndʒɪŋ/
instead of /ˈlaɪf
tʃeɪndʒɪŋ/.
Solution: drilling or
PCQ: Is it /ˈlaɪf
tʃeɪndʒɪŋ/ or /ˈlɪf
tʃeɪndʒɪŋ/? /ˈlaɪf
tʃeɪndʒɪŋ/.

○ Giant - very large or CCQ: /ˈdʒaɪənt/ Noun,

important person. singular 1. Problems with
Is it an important pronunciation: sts might
(from the Oxford person? Yes. say /ˈgaɪənt/ instead
Advanced Learner's of /ˈdʒaɪənt/ or /ˈdʒɪənt/
Dictionary)
 instead of /ˈdʒaɪənt/.
Solution: drilling or
PCQ: Is it /ˈdʒaɪənt/
+ synonym or or /ˈgaɪənt/? /ˈdʒaɪənt/.
definition: Is it /ˈdʒaɪənt/ or
/ˈdʒɪənt/? /ˈdʒaɪənt/.
Giant = very important
person 2. Problems with form:
sts might write gaient
instead giant of jiant
instead of giant.
Solution: ICQ: is it
gaient or giant? giant.
Is it jiant or giant?
giant.

Add as many boxes as you need, according to the number of stages in your lesson.

Stag
e Stage Name Stage Aim
No.

To set the context

Lead in
1

To raise interest in the topic

Lesson Procedure Interaction Timing Script Language

1. Say hi to the sts, ask the sts how T-Sts 1. Hi everyone! How are
their week/weekends are going. our days going?
1. Give sts instructions: Look at the Look at the pictures and
pictures and discuss what these discuss what these
7 min
people have in common. You have people have in common.
2 min in BORs. Don’t forget to take You have 2-3 min in
a photo! BORs. Don’t forget to
2. Send sts to BOR for 2-3 min to take a photo!
discuss: What do these people 2. Let’s go.
have in common? 3. –
3. Monitor the BORs 4. Welcome back! Sts 1,
4. Bring the sts back and ask 1-2 of what did you discuss?
them what they discussed. 5. Look at the screen and
5. Give instructions: Look at the read the text, then
Sts-Sts
screen and read the text, then answer the questions.
answer the questions. 6. Finished? Sts 1,
question 1! Sts 2,
 6. Give sts 20 sec to read the text questions 2.
and then nominate a person to
answer questions 1 and then T-Sts
questions 2.

T-Sts

T-Sts

Stag
e Stage Name Stage Aim
No.

2 To ensure students understand the model

Noticing Task 1

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Listen T-Sts 1. Listen to the audio and fill
to the audio and fill in the in the table.
table. 9 min 2. Do you hear the sound?
2. Check if the audio is 3. –
working and sts can hear it 4. So now you have 2 min in
loud and clear (several BORs to discuss your
seconds test run). answers. Don’t forget to
3. Play only the first 3 people take a photo of the table if
speaking (not five!). you need!
4. Give sts instructions: So 5. Let’s go.
now you have 2 min in 6. –
BORs to discuss your 7. Sts 1, what do you think?
answers. Don’t forget to Sts 2?
take a photo!
5. Send sts to BORs and
monitor them.
6. Bring sts back and discuss
the answers (nominate 1-3
sts and then show the
answers on the screen).
 T-Sts

Sts-Sts

T-Sts

Stag
e Stage Name Stage Aim
No.

Noting Task 3

3 To highlight useful language to support and develop students speaking skills

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Listen 9 min 1. Listen again carefully.

again carefully and choose the Choose the phrases
phrases you heard. T-Sts you heard.
2. Do you hear the
2. Check if the audio is working sound?
and sts can hear it loud and 3. Now read the
clear (several seconds test sentences.
4. –
run).
5. So now you have 2 min
3. Give sts 20-30 seconds to read
in BORs to discuss
the sentences.
your answers. Don’t
4. Play the first 3 persons.
forget to take a photo!
5. Give sts instructions: So now
6. Let’s go.
you have 2 min in BORs to
7. Sts 1, what do you
discuss your answers. Don’t think? Sts 2? Sts 3?
forget to take a photo!
6. Send sts to BORs and monitor
 them.
7. Bring sts back and discuss the
answers (nominate several sts
and then show the answers on
T-Sts
the screen).

Sts-Sts

T-Sts

Stag
e Stage Name Stage Aim
No.

Preparation stage
4 To allow students to generate ideas and language for the performance stage

Lesson Procedure Interaction Timing Script Language

1. Now you have 3 minutes to

1. Give sts instructions: Now you
have 3 minutes to prepare your
own nomination for a TV
series. You have the plan on
the screen. Turn off you
cameras and turn them on
when you are ready.
Remember: you can use the
phrases from the previous
task.
2. Give sts 3-4 minutes to
prepare.
prepare your own
nomination for a TV series.
You have the plan on the
screen. Turn off you
cameras and turn them on
T-Sts when you are ready.
Remember: you can use
6 min the phrases from the
previous task.
2. -
Stag
e Stage Name Stage Aim
No.

Task performance
5 To develop students’ speaking fluency

Lesson Procedure Interaction Timing Script Language

1. Give instructions: Now let’s go 1. Now let’s go to BOR to

to BRO to discuss your discuss your
nominations. T-Sts 7 min nominations.
2. Send the sts in PAIRS (it
there’s much time, send 3 2. –
3. Welcome back!
people in one BOR) to BORs Sts-Sts
for 4-5 min.
3. Monitor the BORs.
4. Bring the sts back.
Stag
e Stage Name Stage Aim
No.

Language focus
6 To provide feedback on content, language successes and errors

Lesson Procedure Interaction Timing Script Language

1. Ask the sts what they 4. So, what did your

discussed. Nominate 1-5 sts partner speak about?
depending on the time left. T-Sts Sts 1? Sts 2?
5. Look at the screen, I
2. Give sts feedback about the
really likes your
language and praise some phrases: …
good language usage. T-Sts 7 min 6. Look at the screen, let’s
3. Do error correction. correct these
sentences: …
T-Sts