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TP #1a

Level: Intermediate
Coursebook: Cutting Edge Intermediate (New)
Topic: Unit 2 – Memory (telling stories, personal anecdotes)
No. of teachers: 3 x 45 min.
A SB – p.16 Main aim (Grammar): To introduce and Lead-in: Start the lesson with a  Keep it brief. Lead-
practise past tenses (Simple and discussion about first meetings (Ex.1 / p. ins should not take
SB, p. 156, Continuous) in the context of first 16). Consider cutting up the questions and longer than a couple
Module 2 –A; meetings. distribute them on individual slips of of minutes.
paper to each pair / group.  Monitor and
WB, p.14-15, Sub Aim (Skills): To listen for gist and nominate pair/group
Ex. 1-5 specific information. to report back on any
TB, p.118-119, information you’ve
Alibi heard.
Pre-listening: Refer Ss to the pictures in
the SB or consider having them enlarged.  It’s good practice to
Ask Ss to guess who met whom. have Ss check in
Gist: Ss listen and match the people. pairs after each
Specific Information: When/Where/ listening task before
What? Ss listen again for the info in Ex 3. giving them the

Have Ss A. or any other check in pairs before similar exercise whole class feedback. interrogative?  You can use the Language Summary (p.  The forms your Ss eliciting the timeline and use of Past will likely use are Simple and Past Continuous.118-119. Form and Pronunciation (potential Insist on the problems: regular ed). p. p.145) for your own reference. Module 2 – problems. 156. Address any lingering Freer Practice: TB. 1-5. Controlled Practice: You can choose any  Monitor for potential of the following: SB. Ex. p. (Past Simple and Continuous) . WB.  Consider boarding the info Ss need to listen to for ease of reference Presentation: Meaning – Refer Ss to the  CCQs? Analysis Box or board the TL yourself. Alibi issues. Clarify positive and negative.14-15.

B SB – p.17  Follow the TB notes for this exercise C WB – p. p. 19. and present. 19. 17  Use this chance to (without anecdote about meeting somebody (or enlarge / project) – introduce the check / pre-teach: Pronunciation important for the first time using past characters (Julia and Mark). 1. differences and similarities between the more personalised 1. check in pairs. Ss listen and after each verb to check. p. 3. while. box) tenses (Past Simple and Continuous) and are they? How do you think they met? chaos. barbecue. Ex. check Ss’ answers Introduce linkers: Ex 2. Production: Ex. . because What do you think were their first seem.17 Main Aim (Grammar): To tell a personal Lead-in: Focus Ss on the picture on p. to be direct. you Ex. to linkers – when. elicit: Where date. 19). 2 Practice two pictures).17  Or you could focus on the examples from the text itself.10 practise used to in the context of Virginia from now and from 10 years ago could use pictures of differences and similarities between past (WB. In pairs. Hawaiian shirt impressions? Sub Aim: To give oral practice of the TL Practice: Ex. p. 17 – Ss work  Consider pausing individually. p. Main aim (Grammar): To introduce and Lead-in: Refer Ss to the pictures of  Alternatively. Ss come up with yourself to make it SB – p.

Freer practice: SB. (p. Ex. Ex. p. 19 Production: SB. 25 Language Focus She still wears fashionable clothes. p. p. 2)  You can use the Pronunciation practice – drill /ju:stƏ/ Language Summary using a variety of styles (whole class. Practice: Continue writing sentences about Virginia (WB. p.145) for your own groups. solo) reference. 1a&b.19 . Ex. 24- She doesn’t live in England any more. 10 .Sub Aim Presentation: Present / Clarify TL: Past  Read the TB notes to – She used to live in England vs Present – help you (TB. 2. 19).

p. p. brainstorming session for ideas for for your exercises. replace the recording with your own story Listening: Ex. then whole class feedback). p. Main Aim (Speaking): To tell a story / Pre-Listening: Refer Ss to the pictures on  Follow the TB notes 1-4 (Listening personal anecdote.19 and let them discuss in pairs what for your exercises. 19 (live listening). reading task. 21 Sub Aim (Vocabulary): To introduce and improving your memory (pair/group  It is good practice to practise verb phrases in the context of work. before . personal anecdotes) No. in which case you Post-Listening / Speaking: Ex. 2. Check / Pre-teach  An option is to specific information the language in the box. 19. TP #1b Level: Intermediate Coursebook: Cutting Edge Intermediate (New) Topic: Unit 2 – Memory (telling stories. and Speaking) Sub Aim (Skills): To listen for gist and they think happened. p. have Ss check in remembering and forgetting pairs after each Compare with list – Ex. 4. specific information.19 would have to think of a gist task and a set of comprehension questions. 20. of teachers: 3 x 45 min. 2 & 3. B SB – p. 20-22 Main Aim (Skills): To read for gist and Pre-Reading: you could start with a  Follow the TB notes WB – Ex 14. p. Ex. p. SLOT NAME MATERIALS LESSON FOCUS SUGGESTIONS Look out for… A SB.

21 is similar to SB. 24) in order. p. p. 1-3. Main Aim (Functions): To show interest Lead-in: Prepare a couple of questions  Follow the TB notes 24 in a conversation. Ask Ss: Did Tom seem interested in Kristin’s story? Then give Ss the . 4. p. p. 22 C SB – Ex.6. p. p.21 Vocabulary: In pairs. characters and have them put the events reference. 2a & b. Ss do Ex. 22. 1. Ex. Listening: Ss listen and check their answers. 14. for the Ss to discuss on the topics of for your exercises. p.1. WB. Sub Aim (Grammar): To introduce and Language Summary 25 practise short questions for showing Pre-listening: focus Ss on the picture and (p. Practice: If you feel Ss need extra practice. (Ex.20 Reading for SI: Ex. p. p.145) for your own interest. Ex. 4. Agree/Disagree – Discuss they check their answers with you Reading for Gist: Ex.  You can use the SB – Ex. music and/or concerts.20 Post-Reading: Ex. 3.

160) and have them mine for phrases used for showing interest. Don’t you?): they are formed using just the auxiliary verb. p. Pronunciation: As this is the main aspect of showing interest. p. person. the auxiliary verb matches the first sentence in tense. Classify: consider categorising these expressions for ease of reference (e. Exclamations and Questions). then in open class feedback. p. 25 done as a .tapescript (SB. Practice: Ex. 4. 3. negative form. 24 Further practice: Ex. Focus: You may want to highlight the following points about short questions (i.e. Ss check in pairs. you will need to focus on the Pronunciation box and include some drilling.g.

speaking activity first as per TB instructions or any other activity in which Ss are required to show interest in what their partners are saying .