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Teacher’s Name Level lesson length

level Pre-starters – S5 90 minutes

By the end of the lesson, students will have been introduced to the
Main Aims meaning, pronunciation, and form of a lexical set and been given
different practices in the context of (Communication Goals): -
1. Prices.
2. Fruits and vegetables
By the end of the lesson, learners will have been introduced to: -
Secondary Aims - Singular and plural (indefinite articles)

In this lesson, I will be working on

Personal Aims

Materials
Pre-starters book

Unit 3 Goals 1+2

Problems
Anticipated Problems with the lesson as a whole
Tasks/activities Learners Materials
1. Time management. 1. Latecomers. 1. You may face
2. Entering the class 2. Fast finishers and less- technical issues with
late because of able students. computers.
meetings or 2. Printed materials.
emergencies.
3. Vocabulary tests
may be challenging
to shy students.
4. The exit ticket better
be in Arabic.
5. The session might
before 2 hours.
Solution
Suggested Solutions to those problems
Tasks/activities Learners Materials
1. Read the lesson plan 1- You welcome them with a 1. You have to
thoroughly. 5 smile and ask them to join check the
minutes are their classmates computers at
excluded to deal with 2- You make sure to monitor least 10 minutes
situations such as effectively to spot them. before the
announcements. Give fast finishers extra session starts.
2. Skip the immediate tasks such as: answering 2. Make sure to
engagement. another question or come early to
3. Give clear checking their answers. print. Or display
instructions, Allow extra time for less- all material on
demonstrate, and able students to finish the the screen
ICQs. task.
4. Motivate shy
students to
participate.
5. T can do both less-
 controlled practices.

STAGE NAME STAGE AIM TIME INTERACTI

ON
Immediate engagement - Avoid silence or awkwardness. 5 minutes
- Engage students.

PROCEDURE:
Pictionary T-Ss
Instructions: (1 Min) Ss-Ss
- T says (let's play a game).
- T divides the students into two teams (America Vs. France)
- T gives each group a list of 4 words.
- Students take turns to draw the word to the other team on a paper and show
it on the camera to the other team.
- The other team has to guess the word in 10 seconds.

Words are (cat, screen, table, chair)

(pen, dog, apples, ice)
ICQ
Playing in teams? (yes)
Saying the word? (no) drawing the word? (yes)
Do you have 10 seconds? (yes)
Modeling and body language are very important when giving instructions to
pre-starters students.

STAGE NAME STAGE AIM TIME INTERACTI

ON
Assignment check - Check last sessions assignment 5 minutes
and make sure that the students
got last session’s goals.

PROCEDURE:
T-Ss
- T checks the homework with the students by asking them to answer the Ss-Ss
questions one by one.

STAGE NAME STAGE AIM TIME INTERACTI

ON
Pronunciation time - Improve students’ pronunciation. 5 minutes
(optional)

PROCEDURE:
T-Ss
- T nominates some of them to pronounce the following words: Ss-Ss
A- information
B- situation
 - T highlights the /tion/ sound.
- T models and drills (chorally - teams - individually - chorally).
- T asks students to give him more examples.

STAGE NAME STAGE AIM TIME INTERACTI

ON
Lead-in - Generate interest in the topic. 5 minutes
(category race) - Personalize the lesson.
- Develop oral fluency.

PROCEDURE:
- T divides the students into two teams and sends both teams to break-out rooms. T-Ss
- T asks each team to think together of all food items they know and write it down together in 5
min.
- The team with more words will be announced as a winner.
- T counts the words that each team wrote and announces the winner.

ICQ:
- Are you playing alone or in teams? (in teams)
T-Ss
- How much time do you have? (3 min)
S-S
- Should you write only one word? (yes)

STAGE NAME STAGE AIM TIME INTERACTI

ON
Presentation To present vocab/grammar throughout: 40 minutes
- PPP
PROCEDURE:
Vocabulary (10 min) T-Ss
Money and prices
Test (3 min)

- T displays the following activity (file attached)

20 EGP (20 Egyptian pounds)

T-Ss
20 EUR € (20 Euros)

10 USD $ (10 dollars)

- T asks students to match the picture with the word in 2 min.

- T displays the answer key.

T-Ss
20 EUR € (20 Euros)

10 USD $ (10 dollars)

 20 EGP (20 Egyptian pounds)

Teach (5 min)
- T models the words (pound - dollar - euro).
- T drills (chorally - teams - individually - chorally).
- T writes the 3 words on the board and highlights the plural form.

Test (2 min)
- T pairs students up.
- T asks students to choose the correct answer in 2 min (students’ book page
39)

The second set of words (TTT) (15 min)

All pictures are in students' book pages 44 and 45
Test (5 min) S-S
- T displays the pictures of each word.
- T asks students to look at the picture and say what is this?

Teach (5 min)
1- Fish
a) Meaning:
Through a picture

b) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
c) Form:
the spelling.
It’s a noun.
It has 1 syllable (fish).

2- Meat
d) Meaning:
Through a picture

e) Pronunciation: T-Ss
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
f) Form:
the spelling.
It’s a noun.
It has 1 syllable (meat).

3- Chicken
g) Meaning:
Through a picture

h) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
i) Form:
the spelling.
It’s a noun.
It has 2 syllables (chick en).

4- Cheese
j) Meaning:
Through a picture

k) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
l) Form:
the spelling.
It’s a noun.
It has 1 syllable (cheese).
5- Milk
m) Meaning:
Through a picture

n) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
o) Form:
the spelling.
It’s a noun.
It has 1 syllable (milk).

6- Butter
p) Meaning:
Through a picture

q) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
r) Form:
the spelling.
It’s a noun.
It has 2 syllables (Butt er).

7- Watermelon
s) Meaning:
Through a picture

t) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
u) Form:
the spelling.
It’s a noun.

8- Strawberry
v) Meaning:
Through a picture

w) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
 group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
x) Form:
the spelling.
It’s a noun.

9- Grapes
y) Meaning:
Through a picture

z) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
aa) Form:
the spelling.
It’s a noun.

10- Mango
bb) Meaning:
Through a picture

cc) Pronunciation:
Teacher models twice.
Drills the word 3 times chorally, divides the students into two groups each
group drills twice.
The teacher chooses the weakest ones to drill individually.
- The teacher writes the word on the board and highlights its form.
dd) Form:
the spelling.
It’s a noun.

Test 5 min (dictation)

- T pairs students up.
- T asks each student to ask their partners to write and spell different words.

Alternative
- T pairs students up and says a word.
- Both students should compete to write the same word fast and correct.
- T changes the word for each pair.
- T makes the winning students (the finalists) from each pair to compete.
 - T announces the winning student.

Grammar (15 min)

(singular and plural)
PPP
- T points at one chair and says “a chair”.
- T points at the students’ chairs and says “chairs”.
- T says "an apple" and uses his body language to highlight that he's talking
about one apple.
- T says "three apples" and uses his body language to highlight that he's talking
about more than one apple.
- T says “a chair” / “an apple” and highlights with his body language that we
use a/an for singular objects.
- T says “chairs” / “three apples” and highlights with his body language that we
add s at the end for plural objects.
- T models and drills (chorally - teams - individually - chorally).
- T writes “a/an” on the board and writes (1).
- T writes "apples/chairs" on the board and writes (+1).
- T writes a chair and circles the letter "c".
- T writes an apple and circles the letter "a".
- T highlights that if the first letter of a singular word starts with (a - e - I - o - u),
we use "an".
- If the first letter starts with any letter other than the above five letters we use
"a".

STAGE NAME STAGE AIM TIME INTERACTIO

N
Controlled-practice - To check the students' 5 minutes
understanding of the target
language with emphasis on
accuracy.

PROCEDURE: -
Activity 1 (5 min) T-Ss
- T displays this activity on the screen. (page 83 in workbook).

- The teacher asks students to complete the sentences.

- T tells the students that they have 3 min, then 2 min to compare answers in
pairs.
- T models the first one. Think pair
Share
ICQ:
- Are you working alone or in pairs? (alone)
- Are you completing? (yes)
- How much time do you have? (3 min to write, 2 min to check in pairs)

T checks students answer one by one

 STAGE NAME STAGE AIM TIME INTERACTI
ON
Free practice - To provide students with a freer 15 minutes
chance to practice using the target
language with emphasis on
accuracy.

PROCEDURE: -
T-SS
Repetition (5 mins)
A: Hello! How can I help you?
B: Can I have the fish and the rice, please?
A: certainly
B: How much is it?
A: 5.20 $, please.
B: Here you are.
A: thanks.

- The teacher uses his body language and tone of voice to play roles "A" and
"B"
- Teacher reads the conversation alone. S-S
- Teacher asks students to listen and repeat after him.
- Teacher divides the students into two teams, asks team 1 to be “A” and team
2 to be “B”.
- Teacher asks the two teams to exchange roles (team 1 will be “B” and team
2 will be “A”).

Inflection (5 mins)
- Teacher uses his body language and tone of voice to play roles "A" and "B".
- Teacher changes the form and asks the students to repeat it.
- Teacher becomes “A”; students become “B”.
- Students become “A”; teacher becomes “B”.

A: Hello! How can I help you?

B: can I have the apples and the oranges, please?
A: certainly
B: how much is it?
A: 17.4 $, please.
B: here you are.
A: thanks.

Replacement (3 mins)
- Teacher replaces some words with other words and asks the students to
 repeat.
- Teacher uses his body language and tone of voice to play roles "A" and "B".
- Teacher becomes “A”; students become “B”.
- Students become “A”; teacher becomes “B

A: good morning! How can I help you?

B: can I have the chicken and the steak, please?
A: certainly
B: how much is it?
A: 8.50 $, please.
B: here you are.
A: thanks.

Restatement (3 mins)
- Teacher pairs the students up according to the first letter of their names.
- Teacher asks each pair to change the conversation with different kinds of T-Ss
fruits and foods.
- Teacher models with the most confident student.

A: ------------! How can I help you?

B: can I have the ---------- and the ----------- please?
A: certainly
B: how much is it?
A: -----------------------.
B: here you are.
A: thanks.

Activity 2
Alternative
Repetition (5 mins)
A: Hello, how can I help you?
B: I need 6 apples, 8 mangos, and milk.
A: Okay, wait a second.
B: sure.
A: there is milk, but I’m sorry, there are only 4 apples.
B: it’s okay, I’ll take them.

- Teacher uses his body language and tone of voice to play roles "A" and "B"
- Teacher reads the conversation alone.
- Teacher asks students to listen and repeat after him.
- Teacher divides the students into two teams, asks team 1 to be “A” and team
2 to be “B”.
- Teacher asks the two teams to exchange roles (team 1 will be “B” and team
2 will be “A”).

Inflection (5 mins)
- Teacher uses his body language and tone of voice to play roles "A" and "B".
 - Teacher changes the form and asks the students to repeat it.
- Teacher becomes “A”; students become “B”.
- Students become “A”; teacher becomes “B”.

A: Hello, how can I help you?

B: I need an apple, 4 mangos, and cheese.
A: Okay, wait a second.
B: sure.
A: there is an apple, but I’m sorry, there is no cheese.
B: it’s okay, I’ll take it.

Replacement (3 mins)
- Teacher replaces some words with other words and asks the students to
repeat.
- Teacher uses his body language and tone of voice to play roles "A" and "B".
- Teacher becomes “A”; students become “B”.
- Students become “A”; teacher becomes “B

A: Hi, how can I help you?

B: I need 6 mangos, grapes, and butter.
A: Okay, wait a second.
B: sure.
A: there is butter, but I’m sorry, there are only 4 mangos.
B: it’s okay, I’ll take them.

Restatement (3 mins)
- Teacher pairs the students up according to the first letter of their names.
- Teacher asks each pair to change the conversation with different kinds of
fruits and foods.
- Teacher models with the most confident student.

A:--------, how can I help you?

B: I need ------, ------, and ------.
A: Okay, wait a second.
B: sure.
A: there --- -------, but I’m sorry, there ----- only --- ------.
B: it’s okay, I’ll take them.

STAGE NAME STAGE AIM TIME INTERACTI

ON
Exit ticket Get feedback from the students. 3 minutes T-SS

PROCEDURE: -
- Show the students the following questions on the screen: - (better to be in
Arabic)
- What have you learned?
Grammar: -………………. / Vocabulary: -………….
- What would you like to add to make the session better?
- The teacher gives the following instructions: -
- Answer these questions.
 - Put your feedback in this box.
- Students write their feedback.
- The teacher thanks them for attending the session.

STAGE NAME STAGE AIM TIME INTERACTIO

N
Assignment To focus on and reinforce today’s session 1 minute
by practice at home.

PROCEDURE: -
- T asks students to do exercise B on page 84.
- Challenge students to practice the following words at home and pronounce it T-SS
correctly next session:
A- Elephant
B- phone

STAGE NAME STAGE AIM TIME INTERACTIO

N
Extra activity Leave a nice impression before ending the 3 minutes
Stop! it’s complete session.

PROCEDURE: -
Procedure
T-SS
- Teacher writes on the board different categories (Animal – food – fruit – SS-T
number)
- Teacher chooses a letter and asks the students to find words that start with
this letter in each category.
- The first one to finish will be the winner.

ICQ:
Playing in teams? No
Alone? Yes
Do you say words? No
Do you write words? yes