Name: Engy Yehia Date: xx Lesson No.

session 2
Level: 7 Lesson length: 135 Objectives. Lesson Type: Integrated

LEARNING OUTCOMES
MAIN AIM: By the end of the lesson, the SS will have developed an understanding of the MPF for the ‘comparative and superlative in the context of ‘’the
big wide world quiz’’ the SS will have been exposed to MPF of the vocabulary of the insights and features and also the Ss will have been exposed to MPF
of the adjectives for describing places to be used to express the theme’s topic in the context of ‘’Describing insights and features”
SUBSIDIARY AIM(S):
By the end of the lesson, the SS will have practiced their listening sub-skills ‘’ for gist” in the form of responding to tasks related to the listening quiz ’the
big wide world quiz’’.
Moving towards SS production, they will have practiced their speaking skills in a form of freer activities in the context of ‘’ Describing insights and
features”.
Also, they will have practiced their speaking skills by telling a story of ‘’Provide an insider’s guide’’ triggering the TL ‘’insights and features vocabulary ‘’
and “Adjectives for describing places’’ with a previous scaffolding employing ‘’ useful language’’ in a form of an integrated speaking task of the theme.

PERSONAL OBJECTIVES
What you will focus on. How you will achieve this/these.

1. Stages-time-balance 1. Fragmenting the time of the procedures,

2. Language grading writing them in LP
2. Avoiding jargon, using synonyms for
complex words, paraphrasing, and putting
some pauses between sentences

ASSUMPTIONS
Students could have been exposed to one usage and the form of the’’ comparative and superlative “concerning the MPF of the tense.
PROBLEMS AND SOLUTIONS
Problems
Tasks and activities Learners Materials
The diagnostic task in the -Students might have a problem Some of the activities’’ freer’’
vocabulary lessons could be using and pronouncing the new don’t fully provoke the students to
challenging, that it contains some vocabulary as it’s the first time to use the TL ‘the adjectives’’
new words for students, therefore, get exposed to.
could take a lot of time.
Solutions
Guiding students through giving clear - giving extra examples to Modifying and adjusting the
instruction that they need only to get elaborate on the meaning, along activities with some external
the main ideas and then they would with CCQS additions to include the ideology
figure out the meaning of the words -Giving more elaboration using of TL(purposefulness –
themselves or by giving them directly
the situational approach. communicativeness)
-Drilling by using different
patterns.

RESOURCES AND MATERIALS

Cutting edge intermediate 3rd edition (Students’ book) P. 26 , 27 , 28 ,31 , 32 , 33
Cutting edge intermediate 3rd edition (Workbook) p 20
PPT, Active teach
A white board and markers
A screen and PC
 The 1st objective (vocabulary about features and sights)
Framework: Test-Teach-Test Smooth transition: ‘’Look at this photo, Do you have these places in your city? ‘’

Test (diagnostic test) 5min PW Task brief: T designs a test includes pictures for the P.28 students’ book
‘’To ascertain what language T-Ss word and asks Ss to match the picture to the correct
students know and what they word. Vocabulary: P.28 ‘’ Features
don’t know.’’ Instructions: and sights’’
1- Match the words with correct the pictures
2- Individually (3mins)
-T monitors to take notes of the troublesome words
for language clarification
Feedback:
-T shows the ‘’Answers key’’ to the whole class
(2mins)
Teach / Feedback/ Language 5min T-Ss -T elaborates on the troublesome words diagnosed
clarification from the first test
‘’ To feedback on the first test -T covers the MPF of the troublesome words using
and to teach problem areas the LA sheet for words’ context and CCQS
clarifying meaning, form and - T covers the form.
pronunciation of target language’’
Test (Controlled practice of 5min PW Task brief: (5min) ’Ss are going to put the features and Students book Ex.1a P.28
target language) sights in the correct place in the diagram.
To provide students with Instructions:
controlled practice at using the 1- We have 3 circles (the coast- the city- the
target language (with a focus on countryside)
accuracy) and to see what 2- Put the features and the sights in the correct
students now know and help circle where we can find the place.
them with problems they still 3- Individually in 3 mins
have
ICQS:
1- Do you fill in the circles using any words? No,
2- Do you work alone first? yes
 -Ask Ss to check in pairs (2mins)
-Feedback:
- T checks the answers with Ss.

Freer practice of target 10 PW Task brief: Ss are going to process ‘’ Fluency’’ by

language mins Plenary designing and creating their dream (city, countryside or
‘’To provide students with coast) in pairs using the TL.
practice at using the target Preparation stage: Ss work individually to think about
language in a freer way with a how would they design it. 3min
focus on meaningful
communication’’ Instructions:
1- Think about (how can you design your dream city)
2- Take notes
3- Alone (3min)
Note: T pushes Ss to use the TL.
Task stage: (7min)
Instructions:
1- In pairs
2- Take turns
3- Find 2 things in common and agree on the better
city (7min)

Content feedback 2min T-Ss - T lets the students share in open class what
they’ve been talking about.
Language feedback 3min T-Ss To focus on good language heard, error correction, and
upgrade with useful language ‘’collectively ‘’

The 2 rd objective’ ’The lexical set’ ’Adjectives of describing places”

Framework: Test-Teach-Test
Smooth transitions’ shows Ss A picture of Cairo and Alexandria and Ask Ss if a foreigner visits them how does he describes them
‘’
Test (diagnostic test) PW Task brief: ‘’Ss are going to respond to a
‘’To ascertain what language T-Ss controlled task for language diagnosis’’ WB p.20
students know and what they ex.9
don’t know.’’ Instructions:
3- Complete the shape with the correct
adjective.
5min 4- In pairs (5mins)
5- The pair will finish first and correct will be
the winner.
-T monitors to take notes of the troublesome words
for language clarification
Feedback :
-T shows the ‘’Answers key’’ to the whole class

Teach / Feedback/ Language T-Ss -T elaborates on the troublesome words diagnosed LA sheet
clarification from the first test
5min
‘’ To feedback on the first test -T covers the MPF of the troublesome words using
and to teach problem areas the LA sheet for words’ context and CCQS
clarifying meaning, form and - T covers the form ‘’ collocations and
pronunciation of target language’’ constructions’’ of the troublesome words e.g.
 Test (Controlled practice of PW Task brief: (5min) ’Ss are going to process the
target language) ‘’accuracy’’ of the TL through responding to a
To provide students with controlled task filling in the gaps ‘’ workbook P.20 Ex:
controlled practice at using the 10
target language (with a focus on 5min Instructions :
accuracy) and to see what 4- Put the adjective in the correct place
students now know and help (positive or negative)
them with problems they still 5- Individually 3 mins
have ICQS
-How many sections do we have? 2
-Do you put all the adjectives in one section? No
-Do you work alone? Yes
-Check with your partner.

-Feedback:
- T checks the answers with Ss.
Semi-controlled stage
To provide students with practice PW
at using the TL (semi-freely)
Task brief: Ss are going to describe each by using
the adjectives, taking turns (3min) Student book P.
3min -T asks Ss to tell each other the description of
every city by using the adjectives.
-T asks Ss agree on 2 adjectives for each city and
choose the best city telling why.

ICQs: Are we going to use any adjectives? No

Are you going to work alone? No

Feedback:
- T checks the answers with Ss. (Accept different
answers)
 Content feedback 2min T lets the students share in open class what
they’ve been talking about to develop fluency

T-Ss

Language feedback 2min To focuses on good language heard, error

correction.

The 3 rd objective’ ’comparative and superlative”

Framework: TBP (text-based- presentation)

Warmer/Lead-in PW 1. show SS some pictures about different countries with

T-Ss some different cultures.
To set lesson context and engage students
You ask and elicit from the Ss about the topic.
Instructions:
-Are these pictures for the same country? -No
-Do these countries have the same culture or are they
5min
different? -Different
-So, are you interested to know more about countries
and cultures?
2. Show Ss some questions and ask them to discuss in
pairs.

Instructions:
-So, we have some questions, discuss them in pairs and
try to give details.

Pre teach T-Ss 1- Show them a picture about a coastline.

5min
 Elicitation questions :

-this is a ...? – coast

So, what do we call the land on the edge of the coast? -
coastline.
2-Show Ss a picture of a skyscraper.
Instructions:
-Is this building tall? -yes
-Does it look modern? -yes
-We see them in cities? -Yes

Exposure PW- 1. Listening for gist: -

To expose the students to the target
language. -Divide Ss into groups.
T-Ss
-Ask them to make the quiz together.
Instructions:
5min -As a group make this quiz and the the group will have
the correct more than the others will
Be the winner.
-Ask Ss to listen and check the answers.
-Check the answers with them.

3-Check with your partner.

-Feedback:
- T checks the answers with Ss.

.
Highlighting 5 mins Note: Ss have taken the comparative and superlative in level
4&5 So do it smart not hard.

-Ask Ss to underline the comparative sentences & superlative

 ones.
-Ask Ss to check in pairs.
-take from their answers a marker sentence and write it on the
board to start clarification.

Language 7-10 CECDW

Clarification mins 1-context/Elicit: Write the marker sentence on the board (Danes
are happier than any other nationality in the world – Hong Kong
is the tallest city in the world)
T-Ss 2-CCQs: - ask students CCQs to check their understanding.
Danes are happier than any other nationality in the world.
How many things do we have? -Two
Are they similar or different? -Different.
So, what am I doing? -Comparing.
So, Am I comparing something to something or something to
many? -Something to something.
Hong Kong is the tallest city in the world
So here, Am I comparing? Yes
Do I compare something to something or something to others? –
Something to others.

3-Drilling; - Model 3 times. Using the back-chaining

technique
-Ask 2/3 groups to drill.
-Randomly select 3/4 students to drill.
4-The form: -Write the marker sentence and highlight the
form of every tense.
-Highlight contraction if any.

Controlled written practice 5 mins S -Ask Ss to complete the statements with correcting the forms of the adjectives.
Ss-Ss Practice exercise1 :
-To check the students'
understanding of the target
T-Ss
- Monitor, support, and take notes of the difficult ones.
language with emphasis on -Ask Ss to check the answers in pairs.
accuracy. -Check the answers with them as whole class (content feedback)
 Freer practice 7-10 Ask Ss to choose *
mins And then ask them to compare the same city with the whole country.
- To check how much ss have
progressed after the teaching - Ask ICQs when necessary.
T-Ss ICQs:
stage through a fluency -choose 2 countries or cities you have travelled to
speaking task. -compare between them by using the correct form of the adj.
Ex: Ciro Is more crowded than Alexandria.
- Push the Ss to give long answers.

Feedback 7-10 Content feedback:

mins - Nominate 2-3 students to tell you about their partners’ answers.
to provide students with
-Respond to their answers when appropriate (Really? Why….), and encourage
feedback on their freer practice. follow-up questions from other students.
T-Ss Language feedback:
- Provide the delayed language feedback by writing Ss’ mistakes on the board
and giving them a chance to correct themselves.
- Elicit corrections and why if possible.
 5min T-Ss -T covers the MPF of the phrases.
Language clarification
(Useful language)
‘’ teach problem areas clarifying
meaning, form and pronunciation
of target language’’

Speaking 10min PW -Ss recommend places to go to in his city to his

partner by using the useful language and the
vocabulary they have taken in the session.