CEP Lesson Plan Template Teacher/s: _Elliott Goodman______________________________________ Level: ____A5_______ Date/Time: __6/11 AM_______

Goal: How do I use certain words or phrases to show cause and effect? (Unit 6) How do I give advice in English? (Unit 7)

Objectives (SWBAT): Students Will Be Able To 1. use new vocabulary items (Unit 7) 2. express cause and effect (Unit 6) 3. show how one person can cause another person to do something (i.e. use causatives) (Unit 6) Theme: _Horror Movies___________________________________________________ Extensions: __Rube Goldberg Devices_______________________________________

Stage/Aim/Skill/Microskill Activity/Procedure Review or Preview (if applicable) Linking & Transitioning to rest of lesson:

Interaction (for example: SS-T)

Time

Activity 1:Vocabulary Review

1.1 Pre-Stage: Introduce familiar game of teams explaining mystery vocab SS-S items to a team mate. 1.2. During Stage: Using words that will appear on the test, students on each team will play verbal charades to elicit one team mate to respond with the correct vocab word. 1.3 Post-Stage: Review especially hard words (like Enlightenment) and ask for questions. 2.1 Pre-Stage: Explain Speaking rubric S alone for and how we will conduct that part of Reading and the test. Grammar Sections, S-S 2.2. During Stage: While students take for Speaking

9:3010:00

Transition to #2:___________________

Activity 2: Unit 6 Test

10:00 11:00

test, four will leave at a time to do speaking section in pairs with Mark and Elliott. Transition to #3:___________________ 2.3 Post-Stage:N/A 11:00 11:10 11:10 11:15 11:15 11:30

Activity 3: Break Transition to #4 or Wrapup:_career vs. job____ 4.1 Pre-Stage: Instructions: In groups of 3-4 read story on p. 84 out loud, alternating paragraphs. Focus on unknown vocab and pronunciation. 4.2. During Stage: Students read aloud and Elliott circumambulates for mispronunciations and additional vocab. 4.3 Post-Stage: Go over mispronunciations. 4.1 Pre-Stage: Students negotiate with partner definitions of seven new vocabulary items. Each pair must create one definition. 4.2. During Stage: Go item by item collecting class definitions of terms, provide correct answers. Transition to Wrap-Up: ___________________ 4.3 Post-Stage: Introduce homework using new vocab items. (Workbook p. 49, Ex. 2)

Activity 4: Read-aloud

Transition to Wrap-Up: ___________________

Activity 5: New vocab

11:30 11:55

Wrap-up

Lesson Evaluation Procedures: How well do students perform on the assessments (i.e. Unit 6 test and homework)? Can I hear students pronounce new words correctly?

Materials: Textbook, workbook Tests, Speaking rubrics, flashcards with speaking roles Anticipated Problems & Suggested Solutions: Students have no knowledge of vocabulary for Activity 1, so we will review the words in context from the textbook and I will provide 1-3 sample sentences for each word. Speaking assessment takes too long, so we will shorten the break. Too many mispronunciations, so I will focus on a couple with common features. Contingency Plans (what you will do if you finish early, etc.): Homework in class.

Post-Lesson Reflections: