Teacher’s Name Level lesson length

Level 2 – S5 (offline) 120 minutes

By the end of the lesson, students will have been introduced to the meaning,
Main Aims pronunciation, and form of a lexical set of nouns and adjectives, v. to be and have
(positive statements) to describe appearances, and been given opportunities for
controlled written and freer oral practice in the context of (Communication
goal):-
1- Describing appearance.
By the end of the lesson,:-
Secondary Aims 1- Learners will have developed their ability to read for specific info with
particular reference to an article on Johnny Depp and Shakira.
2- Learners will have developed their oral fluency with specific reference to
meeting people at a party and agreeing on which styles are suitable for
men and women.
In this lesson, I will be working on:-
Personal Aims (choose 1-
2/3 from your last TP 2-
feedback) 3-

Materials
Top-Notch fundamentals, Third Edition Active Teach, Copyright © 2015 by Pearson Education, Inc.
Authors: Joan Saslow & Aleen Ascher.
Unit 12 (Appearance and health) Goal 1 and extension.
Exercises used:
 Ex. 5, page 18, student book.
 Ex. 2, page 23, student book
Other materials:-
 PowerPoint 2.5
 Attached files

Anticipated Problems with the lesson

Tasks/activities Learners Materials
1- Time management. 1- Latecomers. 1- You may face technical issues
2- Entering the class late 2- Fast finishers and less-able with computers.
because of meetings or students. 2- Printed materials.
emergencies.
3- The controlled written
grammar practice may be
challenging to less-able
students.

Suggested Solutions to those problems

Tasks/activities
1- Read the lesson plan
thoroughly. 5 minutes are
excluded to deal with
situations such as
announcements.
2- Skip the immediate
engagement.
3- Stick to the instructions and
make sure to give clear
demos. Check the
alternative.
Learners
1- Welcome them with a smile
and ask them to join their
classmates
2- Make sure to monitor
effectively to spot them. Give
fast finishers extra tasks.
Allow extra time for less-able
students to finish the task.
Materials
1- You have to check computers at
least 10 minutes before the
session starts.
2- Make sure to cut them or stick
them to the walls before class.
 STAGE NAME STAGE AIM TIME INTERACTION
Immediate engagement  Avoid silence or awkwardness. 5 minutes
 Engage students.

PROCEDURE:

word chain
 Ask students to stand up in a circle.
 Give instructions:-
 I will say a word. T-Ss
 Give me another word that starts with the last letter.
 Model by giving them 2-3 examples:- ‘apple, empty, yellow’
 Check instructions:-
 Are you saying words? (Y) Ss-T
 Do they start with the last letter of the first one? (Y)

 Students play. You monitor and support. Ss-Ss

 Can be repeated 2-3 times.
 Ask them to sit down.

STAGE NAME STAGE AIM TIME INTERACTION

Lead-in  Generate interest in the topic. 5-7 minutes
 Personalize the lesson.
 Develop oral fluency.

PROCEDURE:
[Smooth transition]:- “Let’s speak more”

 Put the students in groups of 3.

 Give instructions:- T-Ss
 Talk about your favorite actors.
 Tell us something about him/her
 Say why.
 Tell us something interesting about your partners’ favorite actors.
 Check instructions:-
 Are you talking in groups? (Y) Ss-T
 Are you talking about your favorite actors? (Y)
 Are you telling us something interesting about your partners’ favorite actors? (Y)
S-S
 Monitor and take notes. After some time, ask students to change partners.

Content feedback (3 mins)

[Smooth transition]:- “We have some interesting ideas here…”

 Nominate 2-3 students to tell you about their partners. Ss-T

 Respond to their answers when appropriate (Really?, Why?, That’s interesting, ...etc.), and
encourage follow-up questions from other students.

STAGE NAME STAGE AIM TIME INTERACTION

Presentation  To present vocabulary throughout the 3Ps. 15 minutes
(Vocabulary)

PROCEDURE:

Test 1 (5 mins)
[Smooth transition]:- “Can you help me match these pictures?”
 Tell the students to look at the screen (Tell them to take pictures if they can’t see). (Attached)

 Give instructions:-
 Match pictures with vocabulary. (Pictures are on a slide and vocabulary are on another T-Ss
one)
 Work in pairs.
 Check instructions:-
 Are you working in pairs? (Y) Ss-T
 Are you matching? (Y)

 Monitor the students take notes of difficult items and errors. S-S
 Conduct whole class feedback by going over the difficult ones.

Teach (10 mins)

[Smooth transition]:- “What’s this?”
(Vocab:- Elicit one word, model and drill it, then write it)
 Meaning:-
 Show them pictures of difficult items to elicit words.
 No need to check understanding here. T-Ss
blonde (adj.) Ss-T
bald (adj.)
/ʃ/
mustache (n.) (countable)
beard (n.) (countable)
wavy (adj.)
/eɪ/
straight (adj.)
elision (deletion)

curly (adj.)
eyebrows (n.) (countable) (plural)
eyelashes (n.) (countable) (plural)
chin (n.) (countable)
glasses (n.) (countable) (plural)
/θ/
teeth (n.) (countable) (plural)

 Pronunciation:- T-Ss
 Model 3 times highlighting word stress and elision (deletion). Ss-T
 Ask the whole class to drill 2-3 times.
 Randomly select 2-3 students to drill.
 Form:-
 Write/Show the word highlighting word stress, elision (deletion), and other T-Ss
phonological aspects. Ss-T
 Write its part of speech.

Test 2 is the controlled written practice.

 STAGE NAME STAGE AIM TIME INTERACTION
Controlled oral practice  To check the students' understanding of the target 10 minutes
language with emphasis on accuracy.

PROCEDURE:
[Smooth transition]:- “Let’s have some fun”

Board race
 Draw two charts like this on the board.

 Put the students in 2 teams.

 Give instructions:-
 One student from each team will go to the board. T-Ss
 Describe a family member or a friend.
 Sit down after that.
 The team that writes more correct descriptions wins.
 You have 3 minutes.
 Model by describing a family member.
 Check instructions:-
 Are you describing family members? (Y)
Ss-T
 Are you taking turns? (Y)
S
 Students play. You monitor.

 Pair them up.

 Give instructions:-
 Check the other team’s descriptions. T-Ss
 Correct the mistakes together.
 Check instructions:-
 Are you checking your team’s descriptions? (N) Ss-T
 Are you checking the other team’s descriptions? (Y)
 Are you working in pairs? (Y)

 Give them 2 minutes. S-S

 Monitor, support, and take notes of the difficult ones.
 Conduct whole class feedback by nominating students to correct the mistakes. If there are no
mistakes, tell them ‘well done’. Ss-T

Alternative recommended
If you don’t like the activity above or if it is difficult for the students, use this one instead.
[Smooth transition]:- “I want to match these people with their descriptions, but my listening skills
aren’t that good. Can you help me?

 Go to ex 3 on page 17 in the student book.

 Set the context by zooming the people in the picture using the Active Teach. 
 Give instructions:- 

T-Ss
 Listen to the descriptions.
 Match descriptions with pictures.
 Work alone.
 Model by answering the first one.
Ss-T
 Check instructions:-
 Are you listening? (Y)
 Are you matching descriptions with pictures? (Y)
 Are you working alone? (Y)
S
 Play the audio. Sit down or stand still.
 Ask the students to check their answers with a partner. Give them a minute or two. S-S
 Monitor, support, and take notes of the difficult ones.
 Conduct whole class feedback by nominating students to tell you the answers. Ss-T

STAGE NAME STAGE AIM TIME INTERACTION

Presentation  To present grammar throughout text-based 15 minutes
(Grammar) approach.

PROCEDURE:

Set context (Less than 30 seconds)

[Smooth transition]:- “Do we all know about Muhammad Salah?

 Tell the students that they will read a short paragraph about Muhammad salah and T-Ss
answer some questions (Attached)

Reading for detail: (5 minutes)

 Give instructions:- T-Ss
 Read the passage alone.
 Answer the questions.
 Take 4 minutes.
 Questions:-
 What makes Salah score many goals? (He is short and fast)
 What is Salah famous for? (For his long curly hair)
 Check instructions:-
 Are you answering questions? (Y)
 How many questions? (2 questions) T-Ss
 How much time do you have? (4 minutes) Ss-T
 Monitor and support.
 Ask them to check in pairs.
 Give them a minute.
 Show them the answer key.

Notice the target language (4 minutes)

 1- He has short hair 2- His eyes are brown 3- His eyes are blue

4- He has curly hair 5- His hair is brown

 Give instructions:-
 Look at the pictures
 Answer with true or false.
 Work alone.
 You have 1 minute.
 Check instructions:- Can be skipped.
 Are you working alone? (Y)
T-Ss
 Are you answering questions? (Y)
Ss-T
 Give them 3 minutes.
 Monitor the students take notes of difficult items.
 Ask them to check in pairs. Give them a minute.
 Move to the next stage.

Focus on the target language (6 minutes)

(Can you describe his hair?)

/ə/
He has black hair.

His hair is black.

linking

(Can you describe his eyes?)

/ə/
His eyes are brown.
linking linking

 Pronunciation:-
 Model 3 times highlighting sentence stress and linking.
 Ask the whole class to drill 2-3 times. T-Ss
 Randomly select 2-3 students to drill. Ss-T
 Form:-
 Write all marker sentences highlighting sentence stress and linking.
T-Ss
 Highlight the form.
Ss-T
 STAGE NAME STAGE AIM TIME INTERACTION
Controlled written  To check the students' understanding of 7 minutes
practice the target language with emphasis on
accuracy.

PROCEDURE:
[Smooth transition]:- “Are you ready to do something fun?”

 Use this picture and the attached music. (Attached)

 Give students a minute to read these points.

 Give instructions:-
 Listen to the music. T-Ss
 Imagine a person.
 Someone who’s not real (imaginary).
 Don’t write anything.
 Check instructions:-
 Are you listening to the music? (Y) Ss-T
 Are you imagining a person? (Y)
 Real or imaginary? (imaginary) S
 Are your writing anything? (N)
T-Ss
 Play the music for 45 seconds.
 Sit down or stand still.

 Give instructions:-
 Write information about the character.
 Use the grammar. Ss-T
 Work alone.
 Check instructions:-
 Are you writing information? (Y)
 About yourself or the character? (the character)
 Are you using the grammar? (Y) S
 Are you working alone? (Y)

 Give them 3 minutes.

 Monitor, support, and correct on the spot.
 Move to the free practice as it is connected to the controlled one.

 Alternative recommended
If you don’t like the activity above or if it is difficult for the students, use this one instead.
[Smooth transition]:- “Let’s play a fun game”

 Ask the students to think of a famous person

 Tell students that you will describe someone him/her and they will guess who. 
 Give the students a modeling by describing someone yourself. (Muhammad
Henedy)
T-Ss
 After they guess it, ask someone to join. 
 The students start speaking and you take notes. 
 Give instructions:-
 Describe the celebrity’s appearance.
 Use the grammar. S
 To the rest of the class:- guess the celebrity. (you can divide them into groups if it is a big
number of students.

 Give them 1 minute to guess. If no one guesses the celebrity, tell them who it is.
 Monitor, support, and correct errors on spot.

STAGE NAME STAGE AIM TIME INTERACTION

Less-controlled practice  To provide students with a less-restricted practice 5-7 minutes
(Free practice) at using the target language with emphasis on
accuracy and fluency.

PROCEDURE:
[Smooth transition]:- “Let’s do something challenging!”

 Pair the students up.

 Give instructions:-
 Ask about celebrities. (Attached PowerPoint)
 Describe them.
 Make the conversation longer (Prompts: ask for more details…etc.)
 Model with a confident student (optional):-
A:- Who’s that? She looks familiar. T-Ss
B:- Who?
A:- The pretty woman with the long, brown hair and blue eyes.
B:- Oh, that’s Angelina Jolie. She’s an actress from
America T-Ss
A:- No kidding! Ss-T

 Check instructions:-
 Are you working in pairs? (Y)
 Are you making the conversation longer? (Y)
Ss-T
 Give them 3 minutes to prepare.
 After time is up, ask the whole class to stand up and talk.
 Monitor and take notes.
If you have enough time, ask them to change partners one more time. S-S
 STAGE NAME STAGE AIM TIME INTERACTION
Freer oral practice  To provide students with practice at using the 25 minutes
target language in a freer way with a focus on
fluency and meaningful communication.

PROCEDURE:
[Smooth transition]:- “Are you ready to meet some interesting people?”

Freer practice (15 mins)

 Ask the students to choose a favorite celebrity. (An actor, football player, politician, singer,
scientist..etc.  T-Ss
 Ask them to take notes about the person they choose. (daily life, plans, family, work)
 Tell them that they will become their characters. 😂
 Tell them that they are all invited to a presidential party in the presidential palace where you T-Ss
can meet famous people. 
 Ask them where to stand.









 Give instructions:-
 Introduce yourself to others.
 Talk about your daily routine, future plans, describe
Family members, your work why you are
here…etc.
 When I clap, switch your partners.
 Tell us about the most interesting person at the party.
 Say why.
 Check instructions:- T-Ss
 Are you introducing yourself as famous people? (yes) Ss-T
 Are you talking about your daily routine, describing family members…etc.? (Y)
 What happen when I clap? (switch partners.)
 Are you telling us about the most interesting person at the party? (Y) S-S
 Monitor and take notes. After some time, ask some of them to change partners.
 Towards the end of the activity write some errors on the board for the mistakes correction
stage.

Content feedback (3 mins)

[Smooth transition]:- “We have some interesting people here”
 Nominate 2-3 students to tell you about ………………. Ss-T
 Respond to their answers when appropriate (Really? Why?, That’s nice), and encourage
follow-up questions from other students.

Mistakes correction (5 mins)

[Smooth transition]:- “Here we have some of the things you said. Let’s check them out”
T-Ss
 Ask them to check the errors on the board. Ss-T
 Give them 2 minutes.
 Elicit corrections and why if possible.
 STAGE NAME STAGE AIM TIME INTERACTION
Set context  To raise sts’ awareness of what they might hear or read in Less than 30
terms of number of people, context, layout, and genre. seconds

PROCEDURE:
[Smooth transition]:- “Speaking of actors…Who do you like more? Johnny Depp or Shakira?”

 In a minute, we will read about T-Ss

Johnny Depp and Shakira. But first…

STAGE NAME STAGE AIM TIME INTERACTION

PTV  To introduce students to vocabulary or expressions needed to 1 minute
complete the reading task.

PROCEDURE:
[Smooth transition]:- “You know Ahmad Helmy, right?”

 Give the students some example to elicit these words then CCQ them:-
 Movie part:- Like when Ahmad Helmy Played Masry in Asal Eswed, and Mido in Mido T-Ss
Mashakel. Are they the same character? Ahmad Helmy is the actor. What do we call Ss-T
Masry and Mido then?
CCQ:- Is it a part of the movie? (N)
Is it a character in a movie? (Y)
 Move on to the first reading for specific info task.

STAGE NAME STAGE AIM TIME INTERACTION

Reading for specific  To develop sts’ ability to read for specific information. 7 minutes
information 1

[Smooth transition]:- “I’m writing this article on Johnny Depp and Shakira. Can you help melearn
more about them?”
 Give instructions:-
 Read alone.
 Match these sentences to Johnny Depp or Shakira.
 Question:- (Attached)
Johnny Depp Shakira
I’m American. I’m Colombian.
I met Nicholas Cage on a trip. I write songs.
I have 2 children. I used to have black hair.
Check instructions:-
 Are you reading alone? (N)
 Are matching sentences to people? (Y) S
Give them 4 minutes.
Monitor and take notes. S-S
Ask students to check in pairs.
Monitor and take notes. Ss-T
Show students the answer key. Go over difficult items with them
 STAGE NAME STAGE AIM TIME INTERACTION
Reading for specific  To develop sts’ ability to read for specific information. 10 minutes
information 2

PROCEDURE:
[Smooth transition]:- “Good job, but I still need more information. Can you help me a little bit
more?”

 Go to ex 2 on page 23 in the student book.

 Give instructions:- T-Ss

 Read alone.
 Choose the correct answers.
 Check instructions:-
 Are you reading alone? (N) Ss-T
 Are circling the correct answers? (Y)

 Give them 5-6 minutes.

S
 Monitor and take notes.
 Ask students to check in pairs. S-S
 Monitor and take notes.
 Conduct whole class feedback by nominating a student to tell you the answer. Ss-T

STAGE NAME STAGE AIM TIME INTERACTION

Follow-up  To develop speaking skills or give them the opportunity to 10 minutes
respond to the content of the text.

PROCEDURE:
[Smooth transition]:- “Which style do you like more?”

Follow-up (3 mins)
 Put them in pairs. (Try to put males together and females together)
 Give instructions:-
 (Males) Talk about Johnny Depp’s styles. T-Ss
 (Males) Agree on the best style for men. Say why.
 (Females) Talk about Shakira’s styles.
 (Females) Agree on the best style for women. Say why.
 Check instructions:- Ss-T
 (Males) Are you talking about Shakira? (N)
 (Females) Are you talking about Johnny Depp? (N)
 (Males) Are you agreeing on the best style for women? (N)
 (Females) Are you agreeing on the best style for women? (Y) S-S

 Monitor and take notes.

 Towards the end of the activity write some errors on the board for the mistakes correction
stage.

Content feedback (3 mins)

[Smooth transition]:- “Interesting discussions here!” Ss-T
 Nominate 2-3 students to tell you ……………..
 Respond to their answers when appropriate (Really? Why?, I totally agree with you…etc.),
and encourage follow-up questions from other students.

Language feedback (4 mins)

[Smooth transition]:- “Here we have some of the things you said. Let’s check them out.” T-Ss
Ss-T
 Ask them to check the errors on the board.
 Give them 2 minutes.
 Elicit corrections and why if possible.

STAGE NAME STAGE AIM TIME INTERACTION

Exit ticket  To collect feedback from the students. 1 minute

PROCEDURE:
[Smooth Transition] “Do you like today’s session?”
 Ask your students to write their comments on today’s session in a minute.
T-Ss
 Collect it from them.

STAGE NAME STAGE AIM TIME INTERACTION

Extra activity  To leave a nice impression at the end of the session. 1 minute

PROCEDURE: -
[Smooth transition]:- “Let’s learn something nice”

 Ask your students to listen. Tell them this idiom:- Not a hair out of place. T-Ss
 Ask them to guess its meaning. If no one knows the meaning, tell them. Ss-T

STAGE NAME STAGE AIM TIME INTERACTION

Assignment To tell the students what to prepare for next session 1 minute

PROCEDURE:
[Smooth transition]:- “For next session…”
 Think of the worst injury or disease in your opinion. T-Ss
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