CAMBRIDGE LESSON PLAN T

Name DATE TYPE OF LEVEL LENGTH TP #

LESSON

Grammar B2 45 min

MAIN AIM By the end of the lesson, students will have clarified and practiced using Gerund and
Infinitives on the topic of celebrities.

SUB-AIM(S) ● To develop students’ speaking for fluency on the topic of celebrities.

PERSONAL AIM(S) ● To reduce my demonstration time by showing them the instructions (do not say “I’m
going to, we’re going to, etc.)
● To reduce my TTT, so I scripted what I wanted to say in each stage.
● Manage BOR rooms closely to see when students finish the tasks.

MATERIALS ● Exercises adapted from: Sarah Cunningham, Peter Moor, Jonathan Bygrave, Cutting
Edge Upper Intermediate Third Edition, Unit 12, page 118 ex 2b, page 164 Study 1,
page 119, ex 1a, 2a.

CLASS PROFILE We have mixed of learners from different parts of the world with different ages.
Their levels are B1/B2, but some of them are in their C1 level.

Anticipate problems related to the learners’ behaviour and classroom management.

Language problems should be described in the target language analysis, not here.

ANTICIPATED PROBLEMS SOLUTIONS

Students might have tech problems as some of them are Have the pictures of all tasks prepared and send them to
using their phones and tablets. students if they have problems; be ready to rearrange
BOR if any student suddenly disappears/has problems
with connection.

Students join in the middle of the lesson. Include them in discussion or add to BOR and ask to join
 the discussion.

Students might have many questions not connected Answer the questions which directly connected to the
directly to the topic. topic and tell students to write other questions in the
chat box, you will copy them and prepare the
answers for the next time (and send it to them in the
Google doc).

Grammar for detail task might take a lot of time. Monitor the time and try to be strict: if one group finishes
the discussion, bring all the students back to the main
room. Do not wait for everybody to finish the discussion.

RATIONALE (Why this lesson and why now?)

Gerund and Infinitives are very widely used so it is useful for students to revise the rule. This topic also usually causes
problems, as there are many points to remember.

Target Language Analysis

(Target Language for Systems lessons / Pre-teach vocabulary for Skills lessons / Language work for Productive Skills lessons). Add or
delete boxes, as appropriate.

Eliciting Meaning
Meaning & Anticipated Problem
and Concept Pronunciation Form
Appropriacy and Suggested Solution
Checking

A celebrity is a CCQ: / tə bɪˈkʌm/ Verb + to

person who works Infinitive 1. Problems with
all his life to Why does a celebrity form: student might
work all his life? To use becoming
become well-
become well-known. instead of to
known, then wears become.
dark glasses to Solution: CCQ.
Is this the reason?
prevent people Yes.
from recognizing
him. Do we use Infinitive
when we speak about
the reason? Yes.
A celebrity is a CCQ: /ˈrekəɡnaɪzɪŋ/ Verb + ing
person who works ending 1. Problems with
all his life to Is “from” a form: students
preposition? Yes. might use to
become well-
recognize instead
known, then wears of recognizing.
Do we use Gerund
dark glasses to Solution: CCQ.
after prepositions?
prevent people Yes.
from recognizing 2. Problems with
him pronunciation:
students might
say
/ˈrekəɡnaɪzɪng/
instead of
/ˈrekəɡnaɪzɪŋ/.
Solution: drilling or
PCQ: Is it
/ˈrekəɡnaɪzɪng/
or
/ˈrekəɡnaɪzɪŋ/?
/ˈrekəɡnaɪzɪŋ/.

Add as many boxes as you need, according to the number of stages in your lesson.

Stag
e Stage Name Stage Aim
No.

To contextualise the lesson

Lead in
1

To raise interest in the topic

Lesson Procedure Interaction Timing Script Language

1. Say Hi to the sts, ask the sts how T-Sts 1. Hi everyone! How are
their week/weekends are going. your days going?
2. Give sts instructions: Discuss the Discuss the questions in
questions in groups. You have 2-3 groups. You have 2-3
min in BORs. Don’t forget to take 5 min min in BORs. Don’t
a photo!
forget to take a photo!
3. Send sts to BORs for 2-3 min to
discuss: Do you want to become a 2. Now let’s go to BOR.
celebrity? What would you like to 3. –
do if you became famous? 4. Welcome back! Sts 1,
4. Monitor the BORs Sts-Sts what did you discuss?
5. Bring the sts back and ask 1-2 of
them what they discussed. T-Sts
Stag
e Stage Name Stage Aim
No.

2 Test 1 To test how much students know about a language item.

Timin
Lesson Procedure Interaction Script Language
g

1. Give sts instructions: Correct the mistakes T-Sts 7 min

if needed. You have 2 minutes to think. Turn off 1. Correct the mistakes
you cameras and mics. (individual)
2. Instructions: Now let’s go to BORs and discuss if needed. You have
Individual 2 minutes to think.
your answers. You have 2 minutes. Don’t forget
to take a photo! work Turn off you
3. Send sts to BORs and monitor them. Bring sts cameras and mics.
Sts-Sts
back. When you’re ready,
4. Discuss their answers (nominate several T-Sts turn them back on.
people to read the sentence and say correct/not (2 min later) Ok, let’s
correct and show the answers on the screen). come back,
everyone.
2. Now let’s go to
BORs and discuss
your answers. You
have 2 minutes.
Don’t forget to take a
photo!
3. –
4. Welcome back! St 1,
what about sentence
1? St 2, sentence 2?

Stag
e Stage Name Stage Aim
No.

3 Teach To clarify meaning, pronunciation and form of the target language to students.

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Match T-Sts 1. Match the rule points and
the rule points and the the sentences.
 sentences. 12 min 2. Let’s do the first sentence
2. Do the first sentence together. Write your
together. Asks for the answers in the chat,
answers in chat. Show the please.
T-Sts
answer. (after seeing some
3. Give sts instructions: Now answers) Correct!
you have 4 min to think. 3. Now you have 4 min to
Turn off you cameras and Individual work think. Turn off you cameras
mics and turn them on and mics and turn them on
when you’re ready. when you’re ready.
4. Give sts instructions: Now (about 4 min later)
let’s go to BORs and T-Sts Welcome back.
discuss your answers. You 4. Now let’s go to BORs and
have 3 minutes. discuss your answers. You
5. Remind them to take a have 3 minutes. Let’s go.
photo. 5. Don’t forget to take a
6. Send sts to BORs and Sts-Sts photo.
monitor them. 6. –
7. Bring sts back and discuss T-Sts 7. Welcome back! St 1, point
the answers (nominate sts 1? St 2, point 2? etc.
one by one and show the 8. Look at the screen: pay
answers on the screen). attention to the writing of
8. ONLY IF NEEDED or if ing ending.
there’s time: show the T-Sts 9. Now, st 1, repeat after me
student the slide with the (choose sts who struggle
formation of –ing ending. with the pronunciation), st
Ask them to pay attention 2, repeat after me, etc.
while writing.
9. ONLY IF NEEDED or if
there’s time: show the slide
with pronunciation and drill
T-Sts
3 words: having, seeing,
recruiting.

Stag
e Stage Name Stage Aim
No.

To provide written controlled practice of the TL in a contextualised way and

4 Test 2
check if “Teach” stage was effective

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Write the T-Sts 10 min 1. Write the correct form
correct form of the verbs. of the verbs.
2. Do the first sentence together. 2. Let’s do the first
 Asks for the answers in chat. sentence together.
3. Ask sts to turn off their Write your answers in
cameras and mics for 3 min T-Sts the chat.
and do the task. (individual Correct!
Individual work 3. Now turn off your
work)
4. After 3 min ask sts to turn on cameras and do the
sentences. You have 3
their cameras and mics and
min. Turn the cameras
then give them next
on when you’re ready.
instructions: Discuss your 4. Ok! Now turn on your
answers in groups in BORs. cameras if you have
5. Remind sts to take the photo of finished. Great job!
the exercise. Now let’s go to BORs
6. Send sts to BORs and monitor to discuss your
them. answers.
7. Bring sts back and discuss the 5. Don’t forget to take a
Sts-Sts
answers (nominate a st and photo!
then show the answer on the 6. -
screen, nominate the second 7. Welcome back! Sts 1,
st, etc.). T-Sts what do you think about
the first sentence? Sts
2, what about the
second? etc. Does
everyone agree?

Stag
e Stage Name Stage Aim
No.

5 Free Practice To provide oral freer practice of the TL in a contextualised way.

Lesson Procedure Interaction Timing Script Language

1. Give sts instructions: Discuss 1. Discuss the questions in

in groups: groups.
a) How would you feel about 6 min 2. Don’t forget to take the
going to a big social photo of the questions!
gathering on your own? T-Sts 3. Let’s go.
4. –
b) On average, how much 5. Welcome back!
time do you spend getting
ready before you go out?
c) At parties, are you happy to
chat to people you don’t
know?
d) Do you mainly choose
clothes to get noticed or to
fit in with other people?
 2. Remind sts to take a photo.
3. Send the sts to BORs for 3-5
min with the task (depending
on how much time you have).
4. Monitor the BORs. Sts-Sts
5. Bring the sts back.

Stag
e Stage Name Stage Aim
No.

Feedback To give feedback on task achievement and language and carry out error
6
correction

Lesson Procedure Interaction Timing Script Language

1. Ask the sts what new T-Sts 1. So, what new

information they found out information did you
about their groupmates. 5 min learn about your
2. Give sts feedback about the groupmates?
language and praise some T-Sts 2. Look at the screen, I
good language usage. really likes your
3. Do error correction. T-Sts phrases: …
3. Look at the screen, let’s
correct these
sentences: …