Date : 29 Oct, 2014

Tr. : Mohsen Mohsen

Level : 402

Two hrs.

Unit Title : Danger

Lesson (A):Goal:

Aims:

Discuss ways to stay safe

Ss will be able to identify and talk about dangers and different ways of how
to stay safe using tag questions.

Personal
objectives:

To minimize teacher talk and to give the learners more time and chances to
practice.

Assumptions:

Ss are familiar with verb "be" tag questions .

Materials:

A computer screen, PowerPoint file, World English 3 Student's Book, Pieces of blank
papers, pens and marker

Anticipated
Problems:

Ss may have difficulty with " Aren't I? (The tag question of I am )

Ss may find a difficulty to use the right auxiliary verb for the positive
sentences that don't have auxiliary verbs ( Affirmative present simple
sentences).

Timing

Procedure

02

Lead-In :

04

04

05

Sub-Aims

Interaction

Aid-Materials

To Introduce The
Topic

1. I will elicit the topic idea from Ss

using some leading questions like:
Why people dont like risky sports?
What do you think about having
snake at home as pets? (Ss will say
it's dangerous?) So, I can point out
to the topic idea that it is about
dangers

T-S

Warming-Up: 6 Slides-PowerPoint
Presentation:
Before showing them a short
PowerPoint presentation contains
of 6 slides of different pictures of
animals or substances, I will give
each student two cards, one has
the words written "scary and
dangerous" and the other card has
the words "kind and harmless"
Then I ask them to raise the card
that's appropriate to each picture
will be shown, meanwhile, Ss will
be asked about "the names and
any information" they know about
those animals or substances.

T-S

PowerPoint

Step-In:
Ask Ss to open their books on
pages 98-99, look at the pictures.
Than I ask them some Qs like; why
those animals are dangerous? And
which one is the most dangerous?
What are the most dangerous
animals in their districts/
governorates?

T-S

Student's Book

Presentation:
In-Pairs: Vocabulary:
A)
Ask Ss to open page 100, look at
the pictures on its left side and
rate them:
(1= V. Dangerous, 2= Somewhat Dang. or 3=
Not Dang.)

And then, discuss their answers in

pairs with the partner beside.

S-S

S-S-T

10

B)
I ask Ss to Individually read the
text "B" and underline any new
words to be discussed in addition
to the blue-colored words.

10

C)
Ss answer exercise "C" silently.
Then I will ask each one to read
aloud one sentence/ point each
student.
Then, Ss give some examples of
sentences from their own, using
the same vocabulary ( At least
three sentences each student ).

S-T

ST

TS

15

10

Conversation:
A:
I promote active listening to the
conversation by giving them
exercise sheets of the audio script
with missing words. And another
exercise of two questions of
looking for specific information.
I play the audio of the
conversation and monitor their
focus attention.
I check their understanding
through their answer and replay
the audio again if required.

B:
In-Pairs Role Play :
-Ss practice the conversation in
pairs reading to each pair from the
book at first, then from their
minds and/or by their own
language re-discussing the same
issue in a role-play way.
-The teacher goes around
watching the role-plays and
offering comments and advice at
the end.

S-S

T-S

Pieces of blank
papers

10

Break time

After Break:
Grammar: Tag Questions:
15

I begin teaching my Ss the

tag questions by asking them
some questions that are
easy, clear and known to
them, e.g:
-Hey, student, your name is
Ahmed Saleh, isnt it?
-Saber, you're from Lahj, are
you?

T-S

Then, on board, I write the

form as: The question tags
form:
(( auxiliary verb + subject ))
pointing out that it's not
limited to verb "Be".
10

I put some sentences and

question tags on cards. Stick
the sentences on the wall or
on board, and distribute the
cards of the tag questions
among the students. Ask
them to move around and
put the tag on the
appropriate sentence.

Two-Team Competition Game:

15

I give Ss the instructions for

the game
I divide Ss into two teams (A
and B) and asks them to
write six confusing
sentences each team about
themselves like personal
information, likes or dislikes.
One of team "A" reads a
sentence of their 6
sentences and a member of
Team "B" should repeat the

Cards of the tag

questions for Ss
+ Cards of the
different
sentences to
stick.

A marker to
record the
points gained +
A timer or
watch

information with a tag

question and vice versa. For
example:
A1: "I have graduated from high
school."
B1: "You have graduated from high
school, havent you?

( The answer must be given no later

than 30 seconds. However, the
points are also influenced by the
answer's quickness.
=> The correct answer for each
question scores as following :
- The First Ten Seconds = 100 points.
- The Second Ten Seconds=75 points.
- The Last Ten Seconds= 50 points.
(( The team that gets the more
points is the winner )).

Small Groups: Grammar Exercises

A&B :

10

-Ss answer exercise "A" on page

101 individually by adding tag
questions to those sentences, then
in groups of four students, they
discuss and check their answers.
In the same groups, Ss talk about
the pictures of the two dangerous
animals using the tag questions.
Tr goes around to monitor, check
and encourage them to practice.