Lesson Plan
Teachers Date Lesson #
Gaukhar Kenzhebayeva
28/01/2025 7-8
Kate Frolova
Grade Length Student #
10 80 mins 11-15
Main Aims
Unit 7A. Rules of creativity
By the end of the lesson Ss will be able:
- Learn and use new words related to the topic (e.g., Breaking the mould, e.g. create, creation, creativity).
- listen to a podcast about the importance of creativity and develop listening comprehension
- understand and use collocations with the word root ‘create’
- review and practice the use of first, second, third and mixed conditionals
Subsidiary Aims
Speaking
- Enhance students' ability to discuss and share ideas confidently through group discussions
Personal Aims | Take these from the action points from your previous feedback
- to give Ss appropriate guidance to do speaking tasks
- provide students with effective feedback
- to manage time efficiently
Anticipated Problem | What problems might SS have with tasks? Can you foresee any problems of class Solution | What will you do in class to prevent / solve these problems?
room management?
N.B Problems of TL go on LA sheet
Ss might need help in tasks with new vocabulary T will provide examples and prompts.
Lesson Plan
Stage Name Stage Aim Procedure Materials Interaction Time
The name of the stage. Why are you doing this stage? What will the teacher do? Describe in sufficient detail that another teacher could teach What are you planning to use? Pattern Mins per stage.
this lesson. S-S, T-Ss etc.
Lead-in To set the context for the lesson and • Focus students’ attention on the photo and the caption or project it using the CPT. Ask whether
T
generate interest they’d be interested in hearing A-WA’s music and if they can think of any other acts attempting a
Slide 2 T-S 3 mins
similar kind of mix of styles. You could also ask what students think of the band’s style and which
T-SS
outfit they like best.
Vocabulary To expand students' vocabulary Write the word create on the board and ask What things can people create? Slide 3 T 3 mins
• Ask if anyone knows what the noun form of this root word is and write it on the board. Ex.1, p.80 S-S
Ask what verbs or adjectives often go with the word creation. Tell students that these T-SS
word combinations are called collocations (if they don’t know this word yet).
• Ask students to work in pairs and think of other forms based on create and collocations
of these words.
• As you write on the board, check meaning of new words with the class and ask students
to repeat collocations.
Suggested answers
(v) create jobs / chaos / a new file / confusion / problems
(adj) creative writing / a creative person / a creative use of something / the creative
industries
(n) develop your creativity / encourage creativity / kill (stifle / stop / discourage)
creativity
(n) digital / literary / new / recent creation; job / wealth creation / the creation of a new
school / new jobs / a new department
Lesson Plan
(n) the creator of a TV show / a character / a game / an app
(adv) think creatively / write creatively
to reinforce students' understanding and • Tell students that they are going to practise the different forms based on the root word
correct usage of different word forms based create.
on the root word "create." • Look at the instructions and ask students to do the task individually.
• When most students have finished, get them to compare answers in pairs and to help T-SS
each other with anything they haven’t finished. Slide 4 S
3 mins
• Go through the answers by asking different students to read out the full sentences and Ex.2, p.80 S-S
write the answers on the board. T-S-S
Answers
1 creativity 2 creation 3 creative 4 create
5 creativity 6 creatively
to deepen their understanding of collocations • As you write up the collocations on the board, you might ask questions such as: What
related to "create. other things can you encourage? (e.g. encourage your team)
What’s the opposite of encourage creativity?
And the opposite of encourage your team?
Answers T-SS
Slide 4, 5
1 encourage creativity S 5 mins
Ex.3, p.80
2 the creation of the internet T-SS
3 be creative
4 create something new
5 kill people’s creativity
6 think creatively
Lesson Plan
to guide students in understanding and • Look at the instructions and do the first item with the whole class. Either wait for
correctly using verb-noun collocations someone to volunteer the answer or nominate someone to answer.
• Tell students to do the other items themselves and to use a dictionary if they need to.
• When most students have finished, get them to compare
answers in pairs and to help each other with anything they
haven’t finished.
• Go through the answers by asking different students to read
T-SS
out a full phrase and write the answers on the board. As you
Slide 6 S
write, ask a question to check meaning, e.g. What else can 7 mins
Ex.4, p.80 S-S
you obey? What happens if you break a rule?
T-SS
Answers
1 obeys, breaks
2 writes, scores
3 makes up, writes
4 approaches, solution
5 invents, follows
6 comes up with, adapts
Listening develop students' listening comprehension • Tell the class they are going to listen to a podcast related to creativity and rules. Ask Slide 7 T 8 mins
skills and critical thinking while engaging students to read the sentences and check they understand them. Ex.7, p.82 S
them in a discussion about creativity and • Look at the instructions and play the audio once T-SS
rules. straight through
• Say the task you set them again and tell students to compare their ideas in pairs.
• Have a vote on what the best summary is. Ask different students to justify their
answers and then either give the answer yourself or play the audio again to resolve any
Lesson Plan
disagreement.
Answer c
to develop students' detailed listening skills • Ask students to read the questions and check they
and critical thinking while fostering understand them.
engagement and discussion • Tell students you will play the audio once more for them to choose the best answers in
items 1–4.
• Say the task you set them again and tell students to compare their answers in pairs. Go
round and notice how well they did in order to decide how quickly to go through
answers, and whether you will need to play the audio again. T-SS
Slide 8
• Check the answers as a class by asking for a show of hands, getting students to shout S 7 mins
Ex.8, p.82
out an answer all together or nominating students to give an answer. T-SS
• Where students agree, write the answer on the board. Where there is a dispute, ask
students to justify their different answers, but don’t say who is correct. Instead, put a
question mark on the board. Tell students they will listen again and check.
• If students are still uncertain of the answer, play the audio again and stop at key points.
Play these sections two or three times if students are still struggling. Draw attention to
the problem sounds or words and explain them when you give the answers.
Discussion to develop students' speaking skills, critical • Ask a student to read out the first statement. Give one possible answer yourself, then
thinking, and vocabulary expansion in a ask other students for extra ideas. T-SS
Slide 9
communicative and interactive way. • Then ask them to discuss the rest of the statements in pairs. S-S 7 mins
Ex.9, p.82
• When the first pairs finish, check students’ ideas by asking individual students for their T-SS
opinions.
Grammar to help students understand and practice • Write on the board: If you’re at school today, you’ll probably start working sometime in
Slides 10-11 T
conditional sentence structures by analyzing the 2020s. Ask what verb form is used in the if clause and what verb structure is used in 8 mins
Ex.10, p.82 T-SS
Lesson Plan
their form and usage the result clause.
• Do the rest as a class or give students a moment to do them in pairs.
Answers
if clause Result clause
First conditionals if + present simple will (won’t) / be (not) going to + verb
Second conditionals if + past simple would (not) +
verb
Third conditionals if + past perfect would (not) have
+ past participle
Mixed conditionals if+ past perfect would (not) + verb
to help students understand the functions of • Ask students to look at the four functions and match them to the sentences in the
different conditional structures and reinforce Grammar box. Get students to compare answers in pairs.
their ability to identify them in context • You can either go through the answers with the whole class, or wait for them to read
the Grammar reference on page 140 and then ask the grammar checking questions to the
class, or nominate individual students to give their answers. Slide 12 T
5 mins
Answers Ex.11, p.82 T-S-S
1 mixed conditionals
2 second conditionals
3 third conditionals
4 first conditionals
Critical thinking to develop students' reading comprehension, • Tell students they are going to read about another theory on creativity. Ask them to
T-SS
critical thinking, and grammatical awareness read the whole text to find out what the name of the book mentioned is and what new
Slide 13
S 8 mins
in relation to creativity and structured idea about creativity it presents. Set a time limit of one minute.
Ex.12, p.82
T-SS
thinking • Check students’ ideas as a class.
Lesson Plan
• Look at the instructions and do the first item with the whole class. Guide students by
asking concept questions, such as
Is Archimedes alive now or did he live in the past? (past)
Did he pay attention before stepping in? (no)
So it’s imaginary? (yes)
• Ask students to do the rest individually. When a few have finished, ask them to
compare answers in pairs and to help each other with anything they haven’t finished.
• Nominate different students to give and explain an answer. Write up the answers on
the board and as you do this, you can ask further concept questions as above.
Critical thinking to develop students' creative thinking, writing • Tell students to read the two texts and check they
skills, and collaborative learning while understand them. Explain anything they ask about.
reinforcing their understanding of the texts. • Prepare a couple of sentences yourself as examples, but in class first ask the whole
class for one or two ideas to start with before giving yours. T-SS
Slide 14
• Put students in pairs to continue to write ideas. You might set a minimum number of S-S 7 mins
Ex.13, p.82
sentences (at least three for each story). Get fast finishers to write more. T-SS
• When all pairs have at least two or three sentences for each situation, stop the task.
You could give some feedback on errors at this point before they discuss the topic further
in Exercise 14.
Speaking to foster group discussion, encourage • Join the previous pairs together into groups of four to discuss the questions. Encourage Slide 15 T-SS 7 mins
spontaneous speaking, and reinforce students to talk rather than read out their sentences. Continue listening and making Ex.14, p.82 SS-SS
language use in a collaborative context. notes. T-Ss
• At the end of the task, have a vote on who the class think was most responsible. Give
some feedback about new language that came up, and focus on errors to correct, which
you may have written on the board. You can also share some interesting things you heard
Lesson Plan
with the class.
End At the end of the lesson, students reflect on:
- what they learned
T-S-S 2 mins
- what remained unclear for them
- what they need to continue working on
Homework: Unit 7A, Student’s book: Ex. 1, 2, 5, p. 81 - review new vocabulary (slides 3, 4, 5); Ex. 1, 2, 3, p. 141
https://www.wallstreetenglish.com/exercises/how-to-use-conditionals-in-english-zero-first-second-third-and-mixed
Workbook: Ex. 1, 2, 3, 4, 5, p. 74
