CEP Lesson Plan

Week 3, Session 9
Teachers: Kaitlin Griswold & Mallory Massie
Level: A4
Date/Time: October 9, 2014, 7 9 PM
Goal: To practice transitional devices.
Objectives (SWBAT):
Students Will Be Able To
1. Distinguish between different minimal pairs and practice pronunciation by playing the game Pronunciation Journey.
2. Categorize transitional devices into three categories: Additional information, Hypothetical situation, and Giving
examples.
3. Play The Exquisite Corpse writing game to practice using transitional devices.
4. Determine punctuation rules for transitional devices.
Theme: A World of Dreams
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Warm-up:
Preview of Pronunciation
Activity

T tells Ss that we are going to work on pronunciation for the first part
of class. Tells Ss to work in partners and tell their partner what the
hardest part about pronunciation in English is.

S-S

5 min

T elicits thoughts from Ss

WC

Linking & Transitioning to rest of lesson: We are going to work on

some specific pronunciation points that weve noticed and hopefully
help you become aware of some difficult sound pairs.
Activity 1:
Pronunciation Journey
Minimal Pairs

Pre-Stage:
1.1.1 T tells Ss were now going to work on pronunciation. While the
goal is not to sound like a native speaker of English, pronouncing
some similar-sounding words incorrectly may lead to
misunderstanding.
1.1.2 T introduces minimal pairs to Ss, giving examples and
explaining how one mispronounced sound can lead to breakdown in
communication. T tells story about her grandmother at the store.

T-Ss

5 min

WC

1.1.3 T writes some minimal pairs (that are especially difficult for
T-Ss
these particular Ss) on the board. T reviews pronunciation and reminds
students of the difference in sounds:
/r/ v. /l/ & // v. /i/
read lead
play pray
bit beat
ship sheep
During Stage:
1.2.1 T tells Ss that we are going to do an activity called Pronunciation T-Ss
Journey. T writes two columns on the board (Left & Right) and writes
one word from each minimal pair under each column. T distributes
Pronunciation Journey handout.

5 min

5 min

Transition to #2: Keep

these pronunciation pairs
in mind! We are now
going to jump back to the
Unit and explore some
important grammar points.
Activity 2:
Categorizing
Transition Words

1.2.2 Referring to the handout, T explains directions:

In this game you must go from the start of the journey at #1 all the
way up to one of the cities at the top of the chart. You will do this by
following instructions that are given to you by the word you hear. If
you hear a word on the left, you turn left. If you hear a word on the
right, you turn right. For example, watch me as I go.
T models this on the Doc Cam while Ss follow along.
T does this several times with Ss, giving them a chance to understand
and clarify the task.

T-Ss

1.2.3 Then, Ss stand up in two lines facing each other one line is A
and the other line is B. T tells Ss in line A to begin by calling out
words to their partner. They must check to make sure that their partner
has ended up in the correct location.
Ss switch to partner B after 3 min.

S-S

1.2.4 Line A moves down and Line B stays. Ss repeat with new
partner.

S-S

Post-Stage:
1.3.1 Ss sit back down. T asks Ss:
If you reached the wrong place, why do you think that happened? Did
you hear something different? Did the reader not make the word clear
enough?

WC

5 min

Tangible Outcome & T. feedback/peer feedback: S-S communication

Pre-Stage:
2.1.1 T tells Ss that they are going to work in groups of 3 to categorize T-Ss
a bunch of words. Students will receive a group of words and must sort
them according to anything they notice. There are three categories and
one overall umbrella term for the words.
During Stage:
2.2.1 Ss get the words and work in groups of three, negotiating what
the words are, how they function, and how they could possibly
categorize or sort them. Ts walk around and helps guide Ss where
necessary.

5 min

S-S

10 min

2.2.2 T writes categories on the board and ask one team to volunteer to S-S
write the words into the different categories on the board.

10 min

2.2.3 Ss correct each other and Ts help clarify categories.

S-S

Post-Stage:
2.3.1 Ts ask Ss why the classified the words they way they did and
what umbrella titled they would give the words. (Transition words) WC
2.3.2 T asks Ss: When and why do we use these words?
Transition to #3:
Were now going to
practice with these words!

10-12
min

Tangible Outcome & T. feedback/peer feedback:

Sorted categories and writing on the white board

5 min

Activity 3:
The Exquisite Corpse
Transition Edition

Pre-Stage:
3.1.1 T tells Ss that they are going to play a surrealist writing game. Ts T-Ss
explain that they will give Ss one word and that word must begin their
sentence. They will write a series of sentences that that begin with the
given transition word. They will write one sentence then fold the paper
back and pass it to the right. Then they will write another sentence
beginning with the given word, fold it back, and pass to the right, etc.
Ss will have 1 minute and do this 12 times. When they get their sheet
back, they will unfold the paper and read the story that has been
collaboratively written.
During Stage:
3.2.1 Ts give Ss paper and read the first word, giving Ss time to think
of any random sentence, write it, fold the paper, and pass.

3 min

12 min

WC

10 min

S-S

10 min

List of transition words that T reads (and writes on the board as she
calls them out:
Yesterday
Also
and
In the event that
Otherwise
in addition to
Unless
like
Furthermore
Besides
For example
as long as
Post-Stage:
3.3.1 Ts then ask Ss to look at their sentences and pay attention to the
punctuation. Is the punctuation correct? Would you add in any missing
commas or full stops? Where? Why?
3.3.2 Ts discus punctuation rules with Ss.
- A comma precedes a T.D. that joins two independent clauses
- A comma follows a dependent clause in an initial position
Furthermore, therefore, and however begin an independent clause.
They are preceded by a period or a semicolon and are followed by a
comma (p. 14).
Transition to Wrap-up:
Time for our first cultural
presentation!

Tangible Outcome & T. feedback/peer feedback:

Written sentences and collaborative stories

Wrap-up
Cultural Presentation #1:
Mahdi

Student completes cultural presentation and students are able to ask 3

questions.

Materials: PPT, Pronunciation Journey game, transitional devices in envelopes, charts for TDs, paper for TEC game

Anticipated Problems & Suggested Solutions: The inductive grammar approach may be too difficult. If so, we will give them
the categories and ask them to try to sort the words then, which I think theyll be able to do.
Contingency Plans (what you will do if you finish early, etc.): If we finish early we will give students time to work on their
writing homework that is due for the next class.