TP #1a

Level: Intermediate
Coursebook: Cutting Edge Intermediate (New)
Topic: Unit 2 Memory (telling stories, personal anecdotes)
No. of teachers: 3 x 45 min.
SLOT NAME MATERIALS LESSON FOCUS SUGGESTIONS Look out for
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
interesting
TB, p.118-119, information youve
Alibi heard.
Pre-listening: Refer Ss to the pictures in
the SB or consider having them enlarged. Its 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
answer.
 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, The forms your Ss
eliciting the timeline and use of Past will likely use are
Simple and Past Continuous; Clarify positive and negative.
Form and Pronunciation (potential Insist on the
problems: regular ed). interrogative?
You can use the
Language Summary
(p.145) for your own
reference.
Controlled Practice: You can choose any Monitor for potential
of the following: SB, p. 156, Module 2 problems. Have Ss
A; WB, p.14-15, Ex. 1-5, or any other check in pairs before
similar exercise whole class feedback.
Address any lingering
Freer Practice: TB, p.118-119, Alibi issues.
(Past Simple and Continuous)
B SB p.17 Main Aim (Grammar): To tell a personal Lead-in: Focus Ss on the picture on p. 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); elicit: Where date, barbecue,
box) tenses (Past Simple and Continuous) and are they? How do you think they met? chaos, to be direct, to
linkers when, while, because What do you think were their first seem, Hawaiian shirt
impressions?
Sub Aim: To give oral practice of the TL
Practice: Ex. 1, p. 17 Ss work Consider pausing
individually, check in pairs. Ss listen and after each verb to
check. check Ss answers

Introduce linkers: Ex 2, p.17 Or you could focus

on the examples from
the text itself.

Production: Ex. 3, p.17 Follow the TB notes

for this exercise
C WB p. 19, Main aim (Grammar): To introduce and Lead-in: Refer Ss to the pictures of Alternatively, you
Ex.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, p. 19). In pairs, Ss come up with yourself to make it
SB p. 19, Ex. and present. differences and similarities between the more personalised
1, 2 Practice two pictures).
Sub Aim
Presentation: Present / Clarify TL: Past Read the TB notes to
She used to live in England vs Present help you (TB, p. 24-
She doesnt live in England any more; 25 Language Focus
She still wears fashionable clothes. 2)
You can use the
Pronunciation practice drill /ju:st/ Language Summary
using a variety of styles (whole class, (p.145) for your own
groups, solo) reference.

Practice: Continue writing sentences

about Virginia (WB, Ex. 10 , p. 19).

Freer practice: SB, Ex. 1a&b, p. 19

Production: SB, Ex. 2, p.19

 TP #1b
Level: Intermediate
Coursebook: Cutting Edge Intermediate (New)
Topic: Unit 2 Memory (telling stories, personal anecdotes)
No. of teachers: 3 x 45 min.
SLOT NAME MATERIALS LESSON FOCUS SUGGESTIONS Look out for
A SB, p. 19, Ex. Main Aim (Speaking): To tell a story / Pre-Listening: Refer Ss to the pictures on Follow the TB notes
1-4 (Listening personal anecdote. p.19 and let them discuss in pairs what for your exercises.
and Speaking) Sub Aim (Skills): To listen for gist and they think happened. Check / Pre-teach An option is to
specific information the language in the box. replace the recording
with your own story
Listening: Ex. 2 & 3, p. 19 (live listening), in
which case you
Post-Listening / Speaking: Ex. 4, p.19 would have to think
of a gist task and a set
of comprehension
questions.
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. specific information. brainstorming session for ideas for for your exercises.
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, then whole class feedback). have Ss check in
remembering and forgetting pairs after each
Compare with list Ex. 2, p. 20. reading task, before
 Agree/Disagree Discuss they check their
answers with you
Reading for Gist: Ex. 3, p.20
Reading for SI: Ex. 4, p.20
Post-Reading: Ex.6, p.21

Vocabulary: In pairs, Ss do Ex. 1, p. 22.

Practice: If you feel Ss need extra
practice, WB, Ex. 14, p. 21 is similar to
SB, Ex. 2a & b, p. 22

C SB Ex. 1-3, p. Main Aim (Functions): To show interest Lead-in: Prepare a couple of questions Follow the TB notes
24 in a conversation. for the Ss to discuss on the topics of for your exercises.
music and/or concerts. You can use the
SB Ex. 4, p. Sub Aim (Grammar): To introduce and Language Summary
25 practise short questions for showing Pre-listening: focus Ss on the picture and (p.145) for your own
interest. characters and have them put the events reference.
(Ex.1, p. 24) in order.

Listening: Ss listen and check their

answers.
Ask Ss: Did Tom seem interested in
Kristins story? Then give Ss the
tapescript (SB, p. 160) and have them
mine for phrases used for showing
interest. Ss check in pairs, then in open
class feedback.

Classify: consider categorising these

expressions for ease of reference (e.g.
Exclamations and Questions).

Focus: You may want to highlight the

following points about short questions
(i.e. Dont you?): they are formed using
just the auxiliary verb; the auxiliary verb
matches the first sentence in tense,
person, negative form.

Pronunciation: As this is the main aspect

of showing interest, you will need to
focus on the Pronunciation box and
include some drilling.
Practice: Ex. 3, p. 24

Further practice: Ex. 4, p. 25 done as a

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