Objectives:

● Countries\ nationalities. 30 mins

● V.to be with “I\ you” 30 mins.

● V.to be with “He\she\ it” 45 mins.

● His\ her 45 mins

● Numbers from 20 to 100 “flipped”.

Main Aims

- • By the end of the lesson, students will have been better able to use v.to be with ( I – you) introducing
meaning, form and pronunciation in the context of personal information.

Subsidiary Aims

• To provide the students with the opportunity to practice speaking for accuracy to ask and answer
questions about personal information.

Anticipated Problems & Solutions:

P1: I might finish early.

S1: prepare a flexi stage

P2:Computer might not work

S2:Use my laptop to display the PPT.

P3:Ss might not have pens.

S3:Make sure I have extra pens.

P4:Ss might ask about some words that are not taught in pre-teaching stage.

S4: Prepare visuals and definitions for them.

P5: Latecomers are still arriving when the lesson has started.

S5: Be ready to start on time and integrate the latecomers as they arrive as much as possible.

P6: Ss might not have internet access to do test two online.

S6: Help them by providing them with my hotspot password.

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P7: Ss might get confused between he\she and his\ her.

S7: T should highlight that he\she are followed by verbs while his\ her are followed by nouns.

P8: Ss might get confused between his and he’s.

S8: T should highlight this by drilling and by using finger highlighting.

P9: Ss might not pronounce the intonation with Wh questions and Yes & no questions.

S9: T should highlight this by drilling.

P10: Ss might mispronounce some countries such as “Brazil- Australia”.

S10: T should highlight the stress on these words.

Materials:

1. PPT
2. HOs
3. PC
4. White board
5. Cutting edge starters.

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Main Aims
- • By the end of the lesson, students will have been better able to use vocabulary about countries and nationalities in the context of personal information.

Subsidiary Aims
• To provide the students with the opportunity to practice speaking for accuracy to talk about their countries and nationalities in the context of personal information.

Interaction
Stage Procedure Materials Time
Pattern
Warmer/Lead-in
To set lesson context ➔ T starts by showing ss some pictures of some people.
and engage students -PPT.
-Cutting-edge
starters. T-Ss 2-3

➔ T asks these questions:

1. Is he from America\ or Egypt?
Exposure ➔ T tells ss to listen to some information about these people
To provide context
for the target ➔ Listen and answer this question: -Cutting-edge T-Ss
language through a - What are their names? starters, p.16 S 2-3
text or situation
➔ T asks ss to check their answers together. - audio Ss- Ss
➔ T checks the answers with ss.
Clarification ➔ T tells ss the countries and their nationalities. - WB T-Ss 10-12
To clarify the
meaning, form and ➔ T drills the words in sentences with ss chorally, individually, and in
pronunciation of the groups.
target language
➔ T highlights the stress of some words “the mispronounced word”.

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 Interaction
Stage Procedure Materials Time
Pattern

Controlled Practice ● T asks ss to complete the sentences with the nationalities.

To concept check and
prepare students for
more meaningful
practice

-Cutting edge
T-Ss
starters.
S 3-5
-Audio.
Ss- Ss

● T demonstrates the first one with ss.

● T monitors and provides help to anyone who’s struggling.

● T asks ss to check their answers together.

● T asks ss to listen and check their answers.

Free Practice ● T asks ss to practice the same conversations using these names and -Cutting edge T-Ss 10-12
To provide students starters. Ss- Ss
countries.
with free practice of
the target language

● T demonstrates with ss :

● Is Gustavo from Brazil? Yes, he is. He's Brazilian.

● Is Jane from Egypt? No, she isn’t. She’s Australian

● T asks ICQs:
- Will you ask about one person? No.
- In the answer, you will say the country or nationality? Nationality.
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 Interaction
Stage Procedure Materials Time
Pattern
● T asks ss to mingle and start speaking.

● T monitors and provides help to anyone who’s struggling.

● T provides ss with content feedback and language feedback.

37 mins
Interaction
Stage Procedure Materials Time
Pattern
Warmer/Lead-in ➔ T starts by greeting ss and asking them about their day.
To set lesson context
and engage students ➔ T starts by showing ss some pictures of some celebrities.

-PPT
T-Ss 2-3

➔ T asks these questions:

1. Do you know him?
2. Do you like him?
3. Is he from America\ Egypt?
Exposure ➔ T tells ss to listen to two conversations and number the sentences. -Cutting-edge T-Ss 2-3
To provide context p.14 starters. S
for the target
- audio n.2.2 Ss- Ss
language through a

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 37 mins
Interaction
Stage Procedure Materials Time
Pattern
text or situation

➔ T plays the audio and demonstrates the first one with ss “the second
one if needed”.
➔ T tells ss:
-Listen and number the sentences.
T asks ss:
Are the sentences in order? No.
Are you gonna number them? Yes.
➔ T monitors.

➔ T asks ss to check their answers together.

➔ T checks the answers with ss.

➔
Highlighting ➔ T writes on the board two sentences:
To draw students'
1. I…………….from England.. T-Ss
attention to the
target language
2. ……….you from Brazil?. -White Board S 2
3. He………….from England.
➔ T asks ss to complete with (Are-am).
Clarification ➔ T draws ss’ attention that we say “I’m – you’re”. -White Board T-Ss 10-12
To clarify the
Meaning:
meaning, form and
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 37 mins
Interaction
Stage Procedure Materials Time
Pattern
pronunciation of the - T tells ss that we use V.to be to talk about personal
target language information and provides examples for that.
Form:
- T highlights when to use am\ are\ is.
- T elicits the negative and the questions from ss.
Pronunciation:
-T drills the sentences with ss chorally, individually and in
groups.
➔ T highlights the contraction using finger highlighting.

➔ T drills the sentences with ss chorally, individually and in groups.

➔ T highlights the contraction using finger highlighting.

➔ T highlights the intonation of the yes & no questions and Wh.

questions.
Controlled Practice ● T asks ss to choose the correct answer. -Cutting edge T-Ss 3-5
To concept check and starters. S
prepare students for ● T demonstrates the first one with ss.
-Audio. Ss- Ss
more meaningful
practice

● T monitors and provides help to anyone who’s struggling.

● T asks ss to check their answers together.

● T asks ss to listen and check their answers.

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 37 mins
Interaction
Stage Procedure Materials Time
Pattern
● T asks ss to choose the correct answer.

● T demonstrates the first one with ss.

● T monitors and provides help to anyone who’s struggling.

● T asks ss to check their answers together.

● T asks ss to listen and check their answers.

Free Practice ● T gives ss cards with names and countries. Handouts T-Ss 10-12
To provide students Ss- Ss
with free practice of ● Before giving ss the cards it demonstrates with ss.
the target language
● T asks ss :
1. Am I Esraa or Tom? Tom.
2. Am I from Egypt? No.
● T gives the card to one of ss and asks him :
- Hello?
- What’s your name?
- Where are you from?
- Are you from Egypt?
● T asks ICQs:

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 37 mins
Interaction
Stage Procedure Materials Time
Pattern
1. Are you going to ask one question? No.
2. Are you going to say words or complete sentences? Complete
sentences.
● T asks ss to mingle and start the activity.

● T conducts content and language feedback.

● T grabs attention to these pictures.

● T asks ss :

1. How many pictures do we have? 6.

● T grabs ss attention to the countries :

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 37 mins
Interaction
Stage Procedure Materials Time
Pattern
● T demonstrates with ss:

- Where’s Naymar from? He’s from….

- Is he from China? No, he’s from….

● T asks ICQs:

3. Will you ask one question? No.

4. Will you say words or complete sentences? Complete

sentences.

5. Will you ask about one picture? No

● T asks ss to mingle and start speaking.

● T conducts content and language feedback.

Main Aims

- • By the end of the lesson, students will have been better able to use his and her in the context of personal information.

Subsidiary Aims

• To provide the students with the opportunity to practice speaking for accuracy to talk about the personal information of other people.

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 Interaction
Stage Procedure Materials Time
Pattern
Warmer/Lead-in
To set lesson context ➔ T starts by showing ss some pictures of some people.
and engage students

-PPT.
-Cutting-edge
starters. T-Ss 2-3

➔ T asks these questions:

1. Do you know them?
2. Where are they from?
3. What are their jobs?
Exposure ➔ T tells ss to listen to some information about these people
To provide context
for the target ➔ Listen and complete:
language through a
text or situation
-Cutting-edge T-Ss
starters, p.17. S 2-3
- audio Ss- Ss
➔ T demonstrates the first one with ss.

➔ T asks ss to check their answers together.

➔ T checks the answers with ss.

Clarification ➔ T write on the board: - WB T-Ss 10-12
To clarify the
- ………..name’s Ahmed.
meaning, form and
- ………..name’s Soha.
pronunciation of the
target language ➔ T asks ss to complete with his and her.

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 Interaction
Stage Procedure Materials Time
Pattern
➔ T clarifies the difference between his and her.

➔ T drills the sentences with ss chorally, individually, and in groups.

➔ T highlights the contraction using finger highlighting.

➔ T writes these sentences on the board:

-…….’s Ahmed.
-……….name’s Ahmed.
➔ T asks ss to complete with “he-his”.

➔ T clarifies the difference between “he\she- his\her”.

➔ T drills the sentences with ss chorally, individually, and in groups.

➔ T highlights the contraction using finger highlighting.

Controlled Practice ● T asks ss to complete the sentences :

To concept check and
prepare students for
more meaningful
practice

-Cutting edge
T-Ss
starters.
S 8 – 10
-Audio.
Ss- Ss
● T demonstrates the first one with ss.

● T monitors and provides help to anyone who’s struggling.

● T asks ss to check their answers together.

● T asks ss to listen and check their answers.

● T prepare a backup exercise to use when it’s needed.

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 Interaction
Stage Procedure Materials Time
Pattern
Free Practice ● T grabs ss attention to these pictures: -Cutting edge T-Ss 10-12
To provide students starters. Ss- Ss
with free practice of
the target language.

● T asks ss to match the names with the information.

● T demonstrates the first with ss.

● T asks ss to answer the questions about Sandra

● T asks ss to check together.

● T checks the answer with ss.

● T drills the answer and the questions with ss.

● T asks ss to asks these questions about the three pictures.

● T demonstrates with ss :

● T asks ICQs:
- Will you ask about one person? No.
- In the answer, you will say the country or nationality? Nationality.
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 Interaction
Stage Procedure Materials Time
Pattern
● T asks ss to mingle and start speaking.

● T monitors and provides help to anyone who’s struggling.

● T provides ss with content feedback and language feedback.

Main Aims

- • By the end of the lesson, students will have been better able to use the numbers from 20 to 100 to ask about age in the context of personal information.

Subsidiary Aims

• To provide the students with the opportunity to practice speaking for accuracy to talk about to ask and answer questions about age in the context of personal
information.

This lesson is to be tackled as a flipped lesson. In case you have the time or an urgent need to teach the whole lesson within the session, you can
use the plan below.:

Interaction
Stage Procedure Materials Time
Pattern
Exposure Cutting edge T 8 – 10
➔ T asks ss to look at the pictures in ex.3 p.18.
starters p.18 T-Ss
To provide context
-Audio.
for the target
language through a
text or situation.

● T asks ss to look at the pictures and guess their age.

● T asks ss to listen and check their answers.

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 Interaction
Stage Procedure Materials Time
Pattern
Instructions:
1) Listen and write their age.
2) T demonstrates the first one with ss.
● T asks ss to check their answers together.

Clarification ● T highlights how to ask about the age.

Instructions:
To clarify the 1. T asks ss “How old are you?”
meaning, form and 2. T drills the questions and the answers with ss individually, chorally, and
pronunciation of the in groups.
3. T writes the questions and the answers on the board.
target language
4. T asks ss if you want to ask about “Ahmad” so we can say “ “How old is
he?” 2-3
5. T asks if you want to ask about Menna so we can say “How old is -WB T-Ss
she?”. -Markers
6. T drills the questions and the answers with ss individually, chorally, and
in groups.

7. T writes the questions and the answers on the board.

Free Practice ● T asks ss to look at the pictures on p.17 and asks them to ask each -Cutting edge T 7-10
other questions about their age. T-Ss
● T teaches ss that they can use “I think..” if you are not sure about the
starters, SB p.18.
age.
To provide students
-Markers.
with free practice of
-WB
the target language.

Instructions:
1. Look at these pictures and guess their age.
2. T demonstrates the first one with ss.
3. T asks ICQs

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 Interaction
Stage Procedure Materials Time
Pattern
● Are you going to speak about one picture?No.
- T monitors ss and takes notes of their errors.
- T provides ss with content and language feedback.

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