Muna Muna

LP TP7 Muna
Intermediate level


In this lesson - ss will learn about life events using the Test-Teach-Test approach. The lead-in stage will start with a picture of a famous Egyptian actor called Adel Imam being put on the board with smaller pictures of a graduation cap; a couple getting married; and children around his. Ss will be asked to discuss the relation between those pictures & the actor's photo. The teacher will then ask ss what they think the lesson is going to be about. The next step would be to gauge the students' prior knowledge of the TL by asking them to complete exercise 1a on page 40 of the Cutting Edge SB in which they have to sort life events. After that - they will introduced to events being positive or negative and sort some phrases considering that. The stage after that would be to use the MFP approach to clarify words from the previous exercise '1a' which ss had difficulty with in the first test stage. Next, ss will do a gap filling exercise from the workbook (page 31) to check their use of the TL again. The last activity that will take place to end this lesson is to have a free practice activity in which ss will have to tell their groups what has/hasn't happened in their lives and whether or not they were positive. Finally - T will ask ss to talk about their partners.


No materials added to this plan yet.

Main Aims

  • By the end of the lesson - ss will have revised and extended their knowledge of the lexical set 'life events' and will have practised speaking using all related vocabulary in this context.

Subsidiary Aims

  • To enable ss to categorize positive and negative life events and understand collocations and phrasal verbs using this lexical set.


Lead-in (2-3 minutes) • To set lesson context and engage students

1 - Greet ss. 2 - Put up a picture of Adel Imam on the board and put a number of images in bubbles around it - e.g. a graduation cap; a couple getting married; children; etc. 3 - Ask ss to take 10 seconds to look at what is posted on the board. 4 - Tell ss to discuss what they see in on the board with their partners in 1 minutes. ICQ: Are you going to talk about yourselves? No Who are you going to talk about? Adel Imam Are you going to consider the pictures around his photo? Yes How much time do you have? 2 minutes Set Timer: 1 minutes 5 - Ask ss to tell you what they discussed; also - ask them what they think today's lesson is going to be about? Elicit 3 life events - e.g. birth/marriage/graduation - and write them on the board.

Test #1 (9-11 minutes) • To gauge students' prior knowledge of the target language

1 - Put up a copy of the table in exercise 1a on page 40 in student book on the board. 2 - Ask ss 'To what category can ...(life event elicited in previous step) be added?' 3 - Write it underneath that heading and also do that with the other two words to prepare ss for the next task. 4 - Tell ss 'Alone, do the same with this life events (phrases) exercise and table you will get - chest it; you have 3 minutes. Pass out the exercise paper. ICQs: Are you going to do this with your partners? No How much time do you have? 3mins What will you do to the words at the top? Sort them; put in correct category Set Timer: 3 minutes Monitor; take notes - check ss' understanding of 'career' if needed 5 - Ask ss to compare their answers with the person to their right. Give them 2 minutes. Set Timer: 2 minutes 6 - Put up key on the board. Give ss 1 minute to check. Explain any common mistakes. 7 - Post 'POSITIVE' and 'NEGATIVE' bubbles on the board and ask ss to come to the board to put the phrase on cards they are given underneath the correct heading. 8 - Ask ss 'To what category do they belong - refer to 1a table?' Why?

Teach (14-16 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

1 - Use MFP to explain new predicted language (blocking words: retire; get promoted; leave home; split up/divorced; drop out of; gap year) - refer to LA sheet. a) say meaning of word b) convey the meaning c) CCQs d) anticipate/solve meaning problems e) present form f) anticipate/solve form problems g) identify/highlight phonological features--> drills h) anticipate/solve phonological problems

Test #2 (4-5 minutes) • Check students' use of the target language again and compare with the first test

1 - Change ss seating. 2 - Tell ss 'This is an article about a lady called Tessa Daily.' --> chest it (WB pg 31) 3 - Explain: 'There are missing words; please read the article and fill in the blanks with the correct verbs. You have 3 minutes to do that alone. ICQs: Will you only read or read & write? read & write What will you use to complete the blanks? verbs Set Timer: 3 minutes --> monitor/write down problems 4 - Ask ss to compare with partner. 5 - Distribute answer key. 6 - Give feedback on board

Free practice (6-8 minutes) • To provide students with free practice of the target language

1 - Tell ss 'The best thing that has happened to me so far is doing this CELTA course; it has brought so much positivity into my life because I feel it will open new doors.' then say 'What about you...? Why? 2 - Tell ss 'In 3 minutes - tell your partners what you have or haven't done in your life and when that happened. Also say if it was positive or negative' Set Timer: 3 minutes 3 - Elicit answers from ss - 'What happened to your partner? When? How..?Do we consider that a positive or negative life event?'

Content/Language Feedback (1-2 minutes) • To get students to share in open class what they discussed in class & focus on error correction

Draw ss' attention to any errors noticed during the lesson provided that they weren't tackled end of the stage they were mentioned/taught. Content feedback will be done end of every stage.

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