CEP Lesson Plan Review Unit 1 Teacher/s: Holly Fernandez and Carol Lo Level: A1b Date/Time: 6/5/2013 Goal:

Integrate the last two days lessons containing two verb tenses each into one review of all four verb tenses covered in unit one before the unit test is given. Objectives (SWBAT): Students Will Be Able To 1. Underline the forms of each verb tense and corresponding signal words in a text. 2. Negotiate difference of meanings in text during group work 3. Match adverbs and other signal words that help determine verb tense with their previously constructed sentences. Theme: Food for thought Stage/Aim/Skill/Micros Activity/Procedure Interaction Time kill Review Draw a chart on Ss will refer to textbooks to refresh SS-T 10 mins the board for the students to their memories of the form, rules, and fill in the form, rules, and signal words that determine each of adverbs that determine the the four tenses. Ss will come to the board and fill in the chart. tense Activity 1: checking verb 1.1 Pre-Stage: Hand out answer Ss-T forms (Present Perfect and key to text previously covered in class Present Perfect Progressive) group work (pg. 9 textbook) and identifying signal words in text 1.2. During Stage: Individually Ss-T students will compare their answers to the handout and determine rules and identify signal words by underlining them Transition to #2: Now we will incorporate present simple and present progressive. 1.3 Post-Stage: Discuss as class Ss-T verb choices and compare to chart Ss drew on board. Identify signal words in text and compare to chart on board. 2 min

5 mins

10 mins

Activity 2: check answers 2.1 Pre-Stage: T instructs students T-Ss from last nights h/w (p5 of to compare their answers with each workbook) other and refer to their chart on the board 2.2. During Stage: Students work Ss-Ss in pairs to determine if they have same/different answers and why (negotiation of language, identify form, meaning and signal words) Transition to #3: Now we will use your own sentences from the last two days class work. 2.3 Post-Stage: Hand out answer Ss-T key, discuss the two instances in the text where there is more than one correct answer and why

5 mins

10min

5 mins

Activity 3: Matching 3.1 Pre-Stage: Erase students T-Ss students sentences to the chart on board. T will explain correct usage on the bulletin instructions. The slips of paper boards contain all the sentences produced from the students last two days activities which will be matched to the correct usage category. Each set contains grammatically incorrect sentences that students must identify. They should try to add a signal word/adverb to the sentence. 3.2. During Stage: The usage categories will be pinned on the bulletin board and the students, in pairs, will match and pin the sentences to the correct usage. Ss-Ss

2 mins

15min

3.3 Post-Stage: Groups will rotate Ss-T to check the matched answers of other groups. It can be incorrect usage when a signal word or an adverb conflicts with the form of the verb Wrap-up: Announce time tense. Stative verbs cannot always be used in all four tenses. for exam.

3 mins

Materials: Answer keys printed for each student for exercise 4, page 9 of textbook

Answer keys printed for each student for practice 7, page 5 of workbook Dry erase markers Slips of paper containing their sentences from previous days Categories for verb usage to pin on bulletin board Pushpins Anticipated Problems & Suggested Solutions: Students may still be confused about correct usage and possibilities of more than one answer. Encourage them that especially difficult tenses may need to be practiced over a duration of time before they completely grasp the correct form, meaning, and usage and to be patient with themselves during their learning process. Contingency Plans (what you will do if you finish early, etc.): If this was not a review for the unit test, I would use the extra time to begin a writing exercise to be completed for homework. They could search for writing topics by playing Find someone who....., a short statement about their healthy eating habits. What have they eaten in the past? What do they eat now? What had they believed previously about eating certain foods? Etc. Post-Lesson Reflections: Realize that sometimes there is more than one correct usage of a verb form. When this occurs, it depends mostly on the meaning that the speaker intends to convey.