Level 4 – Speaking and revision

(Focus on application, only introduce new aspects of TL)

Session Target language Lesson Skills covered Time Sources and materials Notes
objectives
Session 1 Grammar: Ss will be able to Listening 2, page 6. 10 min: Start with a short ice-
1. To be. introduce ice breaker cause they’ll
Unit 1 ( +/ -/ Y-N) themselves and breaking get to know each other
(1A, 1B) (60 minutes) ask and answer within the topic.
2. To be (WH Qs) Qs in to be. Tell your Ss that this
(25 minutes) level will be all about
Grammar1 (to be + & -): speaking, application,
Voc.: Guided discovery adding to their
10 min Lead-in: attachment 1 – use it on a PPT knowledge, and revision.
1. Countries and slide. It covers all old grammar.
nationalities. (2) is your text.
(25 minutes) 5 min (2.a) listening for gist.
5 min (2.b) listening for specific information.
2. Question
words. (merged 10 min (2.c) follow-up task. Replace it to If your Ss need time to
into WH Qs) generate more fluency: In pairs, Ss talk prep give them 2 minutes
about people at their work/ school, using to brainstorm. Chunk
prompts you provide like: your instructions.
- Their names/ jobs and departments.
- Do you like them? Why? Why not?
Note: The attached
10 min (3) guided discovery phase. Replace it guided-discovery sheet
with attachment 2. It should be followed doesn’t cover positive
5 min for by teaching what (all/most) Ss don’t and negative. It covers
teaching know. other points more level-
and (4) pronunciation – replace it with appropriate.
pronun. modelling and drilling.
It also covers Y/N Qs but
5 min Controlled practice: this WH Qs will be covered
10 min semi-controlled oral practice: this. in the next lesson.
(pairs, each one gets one plus the
answers of the partner’s part. They make
sentences with be and correct each
 other’s info using the key). Correct MPF
on the spot.

Voc.1 (Countries and nationalities):

Test, teach, test
Tell Ss you’re now studying
vocabulary
5 min (8) diagnostic task done in pairs,
5 min followed by teaching MPF of what Ss
don’t know. Focus on difficult/new
sounds.
5 min Game/ semi-controlled oral practice:
(10) or here. (Turn it into a 3-team
competition. Cut the slips of paper and
hand one to each team when it’s their
turn.)
10 min (11) prepping (12) freer practice
followed by DEC.

1B:
Voc.2 and grammar 2 (Question words
and WH questions with to be):
Test, teach, test
5 min (4.a) diagnostic task for Q words, done
5 min in pairs, followed by teaching MPF of
what Ss don’t know. Use 3 of the Qs as
marker sentences to explain TL.
5 min Controlled practice: here.
10 min (8) prepping (9) freer practice followed
by DEC. Or here. You can let your Ss
decide which one they feel like doing.

Session 2 Grammar: Ss will be able to Listening 4, page Voc.1 (everyday objects1):

 1. That/ this/ talk about things 10. Test, teach, test
Unit 1 those/ these. for sale and Listening 2, page 10 min (1) lead-in. Add more Qs to maximize
(1C) (45 minutes) describe their 14. STT:
family. - What can you see? (in detail)
Unit 2 2. Possessive ‘s - Guess the prices of the things.
(2A) and possessive - Do you want to buy anything here?
adjectives. 5 min (2) diagnostic task, followed by teaching
(25 minutes) 5 min MPF of what Ss don’t know.
5 min Controlled practice: Play Pictionary.
(give the class a minute to study the
Voc.: words in silence. Divide them into 2
1. Everyday teams and pick one S of each team. Show
objects1. the 2 of them a word from today –in
(25 minutes) writing- and they should draw it on the
board. Their teams tries to guess the
2. Family word.
members. Give points of correct guessing
(25 minutes) (meaning), correct pronunciation, and a
3rd when the drawer puts the word in a
correct sentence (form).)

grammar1 (this/ that/those/these):

Guided discovery
(4-5) are your texts.
2 min Set the context and PTV “over there”
and “pound” using PPT.
5 min (4-5) listening for gist.
5 min (5.b) listening for specific information.
3 min (6) guided discovery phase, followed by
3 min teaching what (all/most) Ss don’t know.
2 min Cover pronunciation by modelling and
drilling.
5 min (8.a) controlled practice. Or this.
5 min (8.b) semi-controlled oral practice. Or
this. (Ss guess in pairs what they see
using this, that, these, those).
15 min (10) (11) speaking. Adapt it: Tell Ss to
prep a list of things they want to buy
from the market. Then have them
 imagine they were sellers and prep things
they have in their shops. Then put them
in pairs, assign roles; some as sellers and
some as buyers, give them the context
too, then tell them to start.
After some time have them switch roles.
(11.c) communicative outcome.
Do DEC.

2A:
To teach voc.2 (family members):
Text-based presentation
5 min (1.a)(1.b) lead-in. Add more Qs to 1.b:
- How many uncles/ aunts/ cousins do
you have? What are their names? When
do you meet them? Who’s you favorite?
Why?
(2) is your text. Set the context.
5 min (2.a) listening for detail.
5 min (2.b) noticing target language, followed
5 min by teaching MPF of what Ss don’t know.
New things only.
5 min (3) controlled practice.
5 min Semi-controlled oral practice: this
information gap activity (pairs complete
their own part first then complete each
other’s missing information orally).

Grammar2 (Possessive ‘s and possessive

adjectives):
Guided discovery. Based on the pervious text.
5 min (4) guided discovery phase, followed by
5 min teaching what (all/most) Ss don’t know.
Do pronunciation.
(6)(7) controlled practice. Or here.
5 min Semi-controlled practice: here.
10 min (8)(9) freer practice followed by DEC.
(9.b) communicative outcome.
Session 3 Grammar: Ss can describe Listening 5, page To teach voc.1 (everyday objects2):
 1. Whose and things and say 16. Test, teach, test Don’t write the Qs on the
Unit 2 possessive. who they belong 10 min (1) Lead-in. You can add more Qs (on board and have Ss wait.
(2B, 2C) pronouns (new). to. Reading 3, page 18. the board or a PPT slide or print them) to Put all of them on a PPT
(35 minutes) maximize STT: slide or print them.
- Why do you take them?
2. Have/ has got. - What do you have with you now?
(35 minutes) - Did you forget something today?
- Do you always need other things?
Like tissues or a pen.
Voc.: 5 min (2) diagnostic tasks, followed by
1. Everyday 5 min teaching MPF of what Ss don’t know.
objects2. 5 min Controlled practice: here.
(35 minutes) 10 min (4) freer practice. Tell Ss to comment
and ask each other follow-up Qs. Do
2. Adjectives to DEC.
describe everyday
objects. To teach grammar.1 (whose &
(15 minutes) possessive pronouns):
Text-based presentation
(5) is your text.
Set the context.
5 min (5.a) scanning.
5 min (5.b) scanning 2.
5 min (6) Noticing target language, followed by
10 min language clarification (MPF).
5 min (8) controlled practice. Or here.
5 min (10) semi-controlled practice. (but not
just 3 items) or do this. (2 stacks of
paper, one for the pictures and one for
pronouns. Ss in pairs choose one of each
and make sentences: This bag is mine/
this is my bag).

To teach voc.2 (adj. For everyday

 objects):
Test, teach, test
5 min (2) diagnostic task, followed by teaching
5 min MPF of what Ss don’t know.
5 min Controlled practice: here.

To teach grammar.2 (Have/has got):

Guided-discovery
(3) is your text.
Set the context & PTV “teddy bear”.
10 min (3.a) reading for gist.
5 min (5) guided-discovery followed by
both clarification if needed. You’ll need to design a
5 min Controlled practice: here. guided-discovery sheet
5 min (8) semi-controlled. Or here. (each S get here instead of the one in
a part, they go around the class asking the book.
other Ss Qs to find what they need).
10 min (9) prepping (10) freer practice followed
by DEC.
Session 4 Grammar: Ss will be able to Reading 2, page 22. To cover voc.1 (free time activities):
Present simple ( + talk about their Test, teach, test
Unit 3 -) 1st person. free-time and Reading 2, page 24. 5 min (1) Lead-in. You can add more Qs (on
(3A, 3B) (35 minutes) everyday the board or a PPT slide or print them) to
activities. maximize STT:
Present simple (+ - Do you have much free time in (the
- ) 3rd person. morning/afternoon/evening)?
(50 minutes) - What did you do last weekend? What
do you do every weekend?
- How do people in your family spend
Voc.: their free time?
1. Free time 5 min (3) diagnostic task (don’t refer Ss to
activities. 5 min article yet), followed by teaching MPF of
(25 minutes) what Ss don’t know.
10 min (4) Semi-controlled oral practice – or
2. every day here. Tell Ss to comment and ask each
activities. other follow-up Qs. Do DEC.
(10 minutes)

To cover grammar (present simple/ 1st

 person + - with adverbs of frequency): Grammar here isn’t only
Guided-discovery a revision, it’s also about
(2) is your text. placing the adverbs in the
3 min (2.a) lead-in and activating schemata. correct place.
Set the context. No PTV.
7 min (2.b) reading for gist.. The speaking task in the
5 min (5) guided-discovery phase (design a end of the lesson is
better sheet with sentences from the redundant. Instead, have
5 min text), followed by clarification IF Ss ask each other follow-
NEEDED ONLY. Cover pronunciation up Qs and make
after you’re done. comments/ have
5 min Controlled practice: here. conversations with the
10 min (8) semi-controlled/ or here. (groups of 4, semi-controlled practice
Ss write about themselves first then share and that turns it into freer
and ask follow-up Qs). practice.

3B:
10 min The vocabulary here is too easy. Use Give each pair a stack of
activity (1.a) to jog the Ss memories (if readily-cut-cards that
needed), then use (1.b) as a lead-in. they take turns to use.
Use these cards to help each pair form
their sentences.

To teach grammar (present simple/ 3rd To focus on something

person + -): new along the revision,
Text-based presentation highlight the
(2) is your text. pronunciation of the
2 min (2.a) Encouraging predictions. present simple’s S in
Set the context. your language
5 min (2.b) reading for gist. clarification stage.
6 min (2.c) scanning and NTL.
2 min (4) follow-up. Briefly done/ whole class.
5 min (4.a) and (4.b) are guided-discovery
phases, Replace them with language
clarification. Choose marker sentences
that highlight the different S endings and
pronunciations. Do MPF.
5 min (5) controlled practice for pronunciation.
5 min (6) controlled practice for M/F. Or this,
 it’s better.
10 min (7) semi-controlled. But this one is
better. (Ss guess first then move around
asking and confirming) (Put them in
pairs then change pairs frequently).
10 min (8) prepping (9) freer practice followed
by DEC.
Session 5 Grammar: Ss will be able to Quiz 2, page 26. 3C:
1. Present simple ask and answer 10 min The vocabulary here is easy. Use activity Give each pair a stack of
Unit 3 Qs. (and voc.) questions about Listening 5, page (6.a) to jog the Ss memories (if needed), readily-cut-cards that
(3C) (65 minutes) free time. 30. then use (6.b) as a lead-in. they take turns to use.
Use these cards to help each pair form
Unit 4 2. There is/ there Ss will be able to their sentences.
(4A) are, with some talk about their
and any cities. To teach grammar (present simple/
(countable and question making):
uncountable) Guided-discovery
(35 minutes) (2) is your text.
2 min Set the context & PTV “near”.
Voc.: 3 min (2.a) Encouraging predictions. Pairs.
1. Places in a city. 10 min (2.b) reading and NTL.
(20 minutes) 10 min (2.c) (2.d) follow-up. Pairs or groups.
5 min (3) guided-discovery phases (design a
better sheet with Qs from the text),
5 min followed by clarification IF NEEDED
ONLY. Cover pronunciation after you’re
done.
5 min (5.a) controlled practice. Or here.
5 min Semi-controlled oral practice: here.
(Information gap activities, Ss ask each
other Qs to complete their missing parts
of the same sheet, without showing each
other their part itself)
10 min (9) prepping, (10) speaking followed by
DEC.
(b) is your communicative outcome.

4A:
 To teach voc.1 (places):
Test, teach, test
5 min (1) lead-in. (Tell Ss to discuss the details
of the pictures).
5 min (2) diagnostic task, followed by teaching
5 min MPF of what Ss don’t know.
5 min (4) controlled practice - or this as a
game.

To teach grammar.1 (there

s/ are):
Guided-discovery
(5) is your text.
Set the context.
5 min (5.a) listening for gist.
5 min (5.b) listening for specific info and
noticing target language. We’re changing the
5 min (6) Guided-discovery (design a better guided-discovery
sheet using sentences from the text), framework in the book to
5 min followed by clarification if needed but do text-based because
pronunciation (modelling & drilling) articles are tricky. It’ll
after. need you to clarify them.
5 min (8)(9) controlled practice. Or here. Do
one only, or move directly to this semi-
controlled oral practice here if your Ss
are good, if not, stick to controlled then
freer).
10 min (10) prepping (11) are freer practice
followed by DEC.

Session 6 Grammar: Ss will be able to Reading 3, page 32. To teach voc.1 (things in a home):
 1. Articles. describe their Test, teach, test
Unit 4 (35 minutes) homes, and will Listening 4, page 5 min (1) lead-in. but add more Qs. Ex:
(4B, 4C) be able to discuss 34. - Do you like your house? What do you
2. “Need”. (new) what to take on a want to change?
Unit 5 (35 minutes) trip. - What’s your favorite room in your
(5A) house? Why?
Is - What is in your bedroom?
cancelle Voc.: 5 min (2) diagnostic task, followed by teaching
d 1. Things in a 5 min MPF of what Ss don’t know.
house. 5 min (2.b) controlled practice.
(20 minutes) 5 min Semi-controlled oral practice: here.
(pairs, Ss find the differences between
2. Equipment. their 2 copies of the house via speaking
(20 minutes) only).

To teach grammar.1 (articles):

Text-based presentation We’re changing the
(3) is your text. framework here from
Set the context & PTV any important guided-discovery to text-
words. based because of the
5 min (3.a) reading for gist. nature of TL.
5 min (3.b) reading for detail.
5 min (3.c) follow-up task and DEC. Briefly
done.
5 min Language clarification (MPF) using the
text.
5 min (6) controlled practice. Or here. This one
5 min too is better.(pairs could ask each other
Qs as a game, or take turns finishing the
cards together.)
5 min (7) Semi-controlled practice. (7.b) is
freer practice but pairs must ask follow-
up Qs and make comments.
Do DEC after.

4C:
 To teach voc.1 (equipment):
Test, teach, test
5 min (1) lead-in.
5 min (2) diagnostic task, followed by teaching
5 min MPF of what Ss don’t know.
5 min Semi-controlled practice: here. Groups
of 3, Ss say where they’re going and ask
for items to see who has them. They
share & exchange the items they’ve got.

To teach grammar.1 (need):

Text-based presentation
(4) is your text.
Set the context.
5 min (4.a) listening for gist.
5 min (4.b) listening for specific info and
noticing target language.
(4.c) follow-up. Briefly and whole-class.
5 min Follow it by language clarification
(MPF) using the text and eliciting TL
from (4.b).
5 min (7) controlled practice. Or here.
5 min Semi-controlled practice: here. (Pairs/
orally. Ss take turns on telling the
situation using the prompts on the card).
10 min (10) prepping (11) freer practice
followed by DEC.

Session 7 Grammar: Ss will be able to Listening 3, page To teach voc.1 (adjectives):

1. Was – were. describe an 40. Text-based presentation
Unit 5 (40 minutes) experience. 5 min Lead-in: Prep Qs, pairs Ss up, and have
(5B, 5C) Listening 6, page them speak.
2. Can/ can’t for Ss will be able to 41. (3) is your text.
ability. describe their Set the context.
(40 minutes) skills. Reading 1, page 42. 5 min (3.a) listening for specific info1.
5 min (3.b) scanning and noticing target
Voc.: 5 min language followed by clarification.
1. Adjectives to Teach MPF of new words only.
describe (4)(5) Controlled practice. Pick 1.
experiences. 10 min Speaking: prepping is here. Then in
(20 minutes) pairs speak, share, ask Qs, and comment.

2. Skills. To teach grammar.1 (was/were):

(25 minutes) Guided-discovery
(6) is your text.
Set the context.
5 min (6.a) listening for gist.
5 min (6.b) listening for specific info and
noticing target language.
5 min (7) Guided-discovery (design a better
sheet using sentences from the text),
5 min followed by clarification if needed but do
pronunciation (modelling & drilling)
after.
5 min (8) controlled practice. Or here.
5 min (10) semi-controlled practice. Or here (Ss
use the pictures to describe their
experience).
10 min (11) prepping (12) are freer practice
followed by DEC.

5C:
To teach grammar.2 (can/can’t):
 Guided-discovery
(2) is your text.
5 min (1) lead-in.
Set the context.
5 min (2.a) listening for gist. CANCEL.
5 min (2.b) listening for specific info.
5 min (2.c) follow-up task.
5 min (3) Guided-discovery (design a better
sheet using sentences from the text),
5 min followed by clarification if needed but do
pronunciation (modelling & drilling)
after.
5 min (5) controlled practice. Or here.
5 min (6) semi-controlled practice. Or here (Ss
choose a card, and a slip to decide if
she’ll lie or tell the truth, then make
sentences).

To teach voc.2 (skills):

Test, teach, test
5 min (7) diagnostic task, followed by teaching
5 min MPF of what Ss don’t know.
5 min Semi-controlled practice: this as a
game.
10 min (10) prepping (11) freer practice
followed by DEC.

- Attachments:
1) Session 1- Lead-in for grammar:
2) Session 1 – guided discovery :
1. (Is) and (are):
Sydney is a great city.
1. How many cities? (Sydney) ………………………………..
- We use is for (one thing / more than one thing).

2. Sydney = (he / she / I / you/ It)

3. We use is with:
- It ( = City)
- ………………………..
- ………………………..

Sydney and New York are great cities.

4. How many cities? (Sydney and New York)
- We use are for (one thing/ more than one thing).

5. Sydney and New York = (she/ he/ we/ they).

- Sydney and New York = …………… are great cities.

6. We use are with:

- They ( = Sydney and New York)
- ………………………..
- ………………………..

2. Making questions:

(A) I am late. (sentence/ question) Normal sentence:

Am I late? (sentence/ question) - First word is: (A) I / He / She / We
 (B) Is / am / are

(B) He is ready. (sentence/ question)

Is he ready? (sentence/ question)

Yes or No Questions:

(C) We are Egyptian. (sentence/ question) - First word is: (A) I / He / She / We
Are we Egyptian? (sentence/ question) (B) Is / am / are

3. After (am), (is), (are):

(A)
I am from London.
They are at an Australian office.
He is in university now.
- (From & at & in) are: (verbs – nouns – prepositions)

(B)
London is cold.
- (Cold) is: (verb – noun – adjective)

(C)
I am a student.
- (student) is: (verb – noun- adjectives)
- We use (a / an) before: (verbs – nouns – adjectives)

We are a good team.

- (good) is: (verb – noun – adjective)
- (team) is: (verb – noun – adjective)
- Why (a)?
They’re students.
- (student) is: (verb – noun – adjective)
- Why (s)?
- Is (they’re a college student) correct?

4. Contractions = Short form

I’m Daniel. We aren’t all British.

He’s from London. You aren’t Australian.
They’re college students. It isn’t very cold.
We’re from all over the world. I’m not English.
Contractions = Short form
Positive Negative
I am = I’m I am not = ……………..
He is = ……………… He is not = ……………..
She is = …………….. She is not = …………….
It is = ………………… It is not = ………………..
You are = ………….. You are not = ……………
We are = ……….….. We are not = …………….
They are = .……….. They are not = ………….

1. Cancel (a) from (am) and add apostrophe (‘). Cancel (…) from (not) with (is) and (are).
2. Cancel (…) from (is) and add apostrophe (‘).
3. Cancel (…) from (are) and add apostrophe (‘).

- General notes:
1. Make sure the production stages where Ss speak are (way) longer than language clarification stages. If there’s no need to, move to speaking
right away and use error correction to clarify/ revise target language.
2. It’s CRUCIAL that you analyze the language you’re going to teach each session (meaning, pronunciation, and form). When you design
guided-discovery tasks, make sure you include parts that are specific and extremely clear. Use your anticipated problems to know which parts
of TL need to be covered.
3. You have to always tell your Ss what you’re doing and what the goal is. 24/7. Set their expectations.
4. If your Ss are a bit weak, make sure you make the controlled practice tasks written, if they ask for more speaking during the session and
they’re good enough, make it oral.
5. Make sure your class is student-centered and that STT is way higher than TTT.

- ALL freer practice tasks MUST be followed with error correction. To make it enjoyable, you can take your notes on sticky notes and hang
them on the walls while Ss are still speaking, and then have a “gallery walk” where they walk and correct. Or you can write your notes on A4
papers, flip them on the ground, draw a table on the board, divide Ss into 2 teams and play XO (tic tac toe), one team is X and the other is O.
When a team chooses a card, you flip it, they correct it, and you write X or O in the table on the board (each paper on the ground is a space in
the table).
…?
X
O

- Find the vocabulary you’re teaching each session in vocabulary bank, and the grammar in the grammar bank. (Including controlled practice
for both).

- Controlled practice for vocabulary can be in the form of a game: Pictionary – Charades.
Just make sure you test meaning, pronunciation, and form during the game.

- If you ask your Ss to use their books all the time, they’ll get extremely bored and lose interest no matter how fun you try to make it. This is
why you MUST use PowerPoint, even if you put screenshots from the same book on a slide, just looking at the screen (somewhere else other
than the book) will help break the routine. You can add memes or good quality visuals in between to lighten up the mood as well.

- To break the routine of a classroom, help add an element of fun and another of movement, change the interaction patterns often during the
session. Make Ss sometimes work alone, sometimes in pairs, and sometimes in a group. Controlled-practice gap-fills can be fun if they were
turned into a competition between 2 groups.
- Self-studying recourses and study plans are crucial to maintain accuracy and keep it in place.