CAMBRIDGE LESSON PLAN T

Name DATE TYPE OF LEVEL LENGTH TP #

LESSON

Listening B2 45 min

MAIN AIM By the end of the lesson, Sts will have practiced listening for gist and details on the topic of
mystery story.

SUB-AIM(S) ● To develop students’ speaking for fluency on the same topic.

PERSONAL AIM(S) ● To reduce my demonstration time by showing them the instructions (do not say “I’m
going to, we’re going to, etc.)
● To reduce my TTT, so I scripted what I wanted to say in each stage
● Be careful with language slips

MATERIALS ● Exercises adapted from: Sarah Cunningham, Peter Moor, Jonathan Bygrave, Cutting
Edge Upper Intermediate Third Edition, Unit 8, page 80 ex 1b, 2, 3a.

CLASS PROFILE We have mixed of learners from different parts of the world with different ages.
Their levels are B1/B2, but some of them are in their C1 level

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 are Have the pictures of all tasks prepared and send them to
using their phones and tablets. 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.
 The audio doesn’t work or it’s not loud enough. Have the audio on the phone and play it from there or
have the script ready and read it out for the students.

Listening for detail task might take a lot of time (10 Monitor the time and try to be strict: if one group finishes
questions to discuss and then check) the discussion and 5 minutes passes, bring all the
students back to the main room. Do not wait for everybody
to finish the discussion.

RATIONALE (Why this lesson and why now?)

Listening to a story can be interesting to students; they can make predictions and assumptions and discuss the situation
with each other. Students can also see how Past Tenses are used and revise the usage of Past Perfect in context.

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 & Anticipated Problem
and Concept Pronunciation Form
Appropriacy and Suggested Solution
Checking

Trace - to find or CCQ: /treɪs/ Verb,

discover transitive, 1. Problems with
somebody/somethi Are you trying to find a regular meaning:
person? Yes. students might
ng by looking
confuse trace
carefully for them/it. with race.
(from the Oxford
Solution: CCQ
Advanced Learner's
+ synonym: trace = and synonym.
Dictionary) find
2. Problems with
pronunciation:
students might
say /tras/
instead of
/treɪs/.
Solution:
drilling or
 PCQ: Is it
/tras/ or
/treɪs/? /treɪs/.

Plague - a disease CCQ: /pleɪɡ/ Noun,

spread by rats that uncountable 1. Problems with
causes a high Is it a meaning:
deadly/dangerous students might
temperature,
disease? Yes. not be aware
swellings (= areas of this disease
that are larger and in general or
rounder than how
usual) on the body dangerous it
and usually death. is.
Solution: CCQ
(from the Oxford or a picture
Advanced Learner's (be careful
Dictionary) with this one,
show the
picture only if
they are really
interested).

2. Problems with
form: students
might write
plag or plage
instead of
plague.
Solution: ICQ:
Is it plag,
plage or
plague?
Plague.

3. Problems with
pronunciation:
students might
say /plaɡ/
instead of
/pleɪɡ/.
Solution:
drilling or
PCQ: Is it
/plaɡ/ or
/pleɪɡ/?
/pleɪɡ/.

Insane - having a CCQ: /ɪnˈseɪn/ adjective

serious mental 1. Problems with
Does the person have
illness that makes a mental illness? Yes.
somebody unable meaning:
to think or behave Does the person insane has
behave normally? No. several
normally.
meanings and
(from the Oxford depending on
Advanced Learner's the context it
Dictionary) + synonym: insane = can be just
crazy “crazy person”
(not a mental
problem) or it
can be a
person with a
mental
problem.
Solution: CCQ
+ show the
word in the
context of your
text/listening to
clear which
meaning you
have exactly.

2. Problems with
form: students
might write
insein instead
on insane.
Solutions: ICQ
Is it insein or
insane?
Insane.

Officials - a person CCQ: /əˈfɪʃls/ Noun,

who is in a position countable, 1. Problems with
of authority in a Does this person have plural form: students
power in the might oficials
large organization.
organization/governm or offisials
(from the Oxford ent? Yes. instead of
Advanced Learner's officials.
Dictionary) Solution: ICQ:
Is it oficials,
offisials or
officials?
officials.

2. Problems with
form: students
might think
that officials is
an adjective,
 not a noun.
Solutions:
example
sentence: We
need to
contact the
officials to
solve this
problem.

3. Problems with
pronunciation:
students might
say /ɔˈfɪʃiels/
instead of /ə
ˈfɪʃls/.
Solution:
drilling or
PCQ: Is it /ɔ
ˈfɪʃiels/ or /ə
ˈfɪʃls/? /əˈfɪʃls/

4. Problems with
meaning:
students might
think that
officials are
connected
only to
Government or
only to
organizations.
Solution: CCQ.

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

Stag
e Stage Name Stage Aim
No.

To contextualise the lesson

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. your days going?
1. Give sts instructions: Read the Read the text, look at the
text, look at the pictures, and 5 min pictures, and discuss in
discuss in groups. You have 2-3 groups what has
min in BORs. Don’t forget to take a
happened. You have 2-3
photo!
2. Send sts to BOR for 2-3 min to Sts-Sts min in BORs. Don’t
discuss: What has happened? forget to take a photo!
3. Monitor the BORs 2. Now let’s go to BOR.
4. Bring the sts back and ask 1-2 of 3. –
them what they discussed. T-Sts 4. Welcome back! Sts 1,
what did you discuss?

Stag
e Stage Name Stage Aim
No.

2 Pre-teach vocab To prepare Sts for the listening and pre-teach some useful words

Interact Timin
Lesson Procedure Script Language
ion g

1. Give sts instructions: Match the words (trace, 5 min

plague, insane, officials) and their meanings. You 1. Match the words and
have 2 min in BORs. Don’t forget to take a photo! T-Sts their meanings. You
2. Send sts to BORs and monitor them. Bring sts have 2 min in BORs.
back. Don’t forget to take a
3. Discuss their answers (nominate several people photo!
from different groups to match the options and Sts-Sts 2. Let’s go.
show the answers on the screen). 3. Sts 1, what about
4. ! If there’re any issues with pronunciations T-Sts word 1; sts 2, what
(especially plague), drill the words, if not, just move about word 2, etc.
on. 4. Now repeat after
me: plague.

Stag
e Stage Name Stage Aim
No.

3 Listening for gist To develop Sts’ skills of listening to get the general idea

Lesson Procedure Interaction Timing Script Language

 1. Give sts instructions: Listen T-Sts 1. Listen to the audio and
to the audio and answer answer the question on the
the question: Were your 9 min screen.
predictions correct? 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 the whole audio. take a photo of the
4. Give sts instructions: So T-Sts question!
now you have 2 min in 5. Let’s go.
BORs to discuss your 6. –
answers. Don’t forget to 7. Sts 1, what do you think?
take a photo! Sts 2?
5. Send sts to BORs and Sts-Sts
monitor them.
6. Bring sts back and discuss T-Sts
the answers (nominate 1-3
sts).

Stag
e Stage Name Stage Aim
No.

4 Listening for details To develop Sts’ skills of listening for details

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Listen 13 min 1. Listen again carefully

again carefully and answer the and answer the
questions: T-Sts questions.
2. Do you hear the
1. Why had Eleanor and Clara
sound?
Redwood left India? 3. Now read the
2. What happened when they questions.
arrived at the hotel? 4. –
3. What happened when 5. So now you have 3 min
Eleanor called the doctor? in BORs to discuss
4. Where, why and how was your answers. Don’t
Eleanor sent to get the forget to take a photo!
medicine? 6. Let’s go.
 5. How long did the journey 7. Sts 1, what do you
take? think about the first
6. Why was she surprised question? Sts 2, what
about the second? etc.
when she got back?
7. What did she find in room
342?
8. What happened when she
went to the British Embassy
with her story?
9. What about when she
returned to Britain?
10. Did she ever trace her
mother?
2. Check if the audio is working
and sts can hear it loud and
clear (several seconds test
run).
3. Give sts 20 seconds to read
the questions BEFORE playing
the full audio.
4. Play the full audio.
5. Give sts instructions: So now Sts-Sts
you have 5 min in BORs to
discuss your answers. Don’t
forget to take a photo!
6. Send sts to BORs and monitor
them.
7. Bring sts back and discuss the
answers (nominate several sts T-Sts
and then show the answers on
the screen).

Stag
e Stage Name Stage Aim
No.

Productive follow-up
task To provide an opportunity for Sts to react to the audio and develop their
5
speaking skill in the context of ‘mystery story’ discussion

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Discuss 1. Discuss the questions in

 in groups: 8 min groups.
a) Do you like mystery 2. Take the photo of the
stories? T-Sts questions!
b) Do you think Eleanor was 3. Let’s go.
insane? 4. –
c) What would you do in 5. Welcome back!
Eleanor’s situation?
2. Remind sts to take a photo. Sts-Sts
3. Send the sts to BORs for 3-5
min with the task (depending
on how much time you have).
4. Monitor the BORs.
5. Bring the sts back.

Stag
e Stage Name Stage Aim
No.

Feedback To give feedback on task achievement and language and carry out error
6
correction

Lesson Procedure Interaction Timing Script Language

1. Ask the sts what new T-Sts 1. So, what new

information they found out information did you
about their groupmates. 5 min learn about your
2. Give sts feedback about the groupmates?
language and praise some T-Sts 2. Look at the screen, I
good language usage. really likes your
3. Do error correction. T-Sts phrases: …
3. Look at the screen, let’s
correct these
sentences: …