Professional Documents
Culture Documents
Activity/Procedure/Stage
Interaction
Warm-Up
Weekend Review
Time
10 min
Pre-Stage:
1.1.1 Split the Ss into pairs to discuss the reading
activity they were given for HW. T tells them that
they need to summarize what the reading was
about and then discuss what their answers to the
Qs were.
T-Ss
During Stage:
2.1.1 Ss complete the review activity. T walks
S-S
around to monitor their conversations. Let the Ss
WC
talk and really interact with each other in the target
language. Allowing them time and opportunities to
speak in the target language is especially helpful
WC
for the quieter Ss.
Transition to #2: Now that weve
reviewed some reasons why
teenagers need more sleep, lets
move on to learning more about
gerunds and infinitives.
Post-Stage:
3.1.1 WC discuses the reading, shares their
answers, and discusses any questions they may
still have about the reading.
Tangible outcome/T. feedback/peer feedback:
2 min
10 min
5 min
Pre-Stage:
2.1.1 Review grammar HW from the weekend (Q
2 in the grammar section of the textbook). Ss
review answers in pairs and then discuss any
questions as a class.
2.1.2 T hands out information about gerunds and
participles. Ss go over handout with partner. Ss
work together to answer any Qs they may have
about the differences between these parts of
speech.
S-S
WC
10 min
T-Ss
S-S
10 min
4 min
10 min
WC
10 min
S-S
5 min
T-Ss
10 min
10 min
S-S
Post-Stage:
3.3.1 WC reviews 1 Ss outline (use the doc cam). WC
WC discusses what made this a good outline and
what could have been improved to make it a better
one.
10 min
10 min
.
Tangible outcome/T. feedback/peer feedback:
Handout on about final paper, outline for
persuasive paper example, S-S interaction, T. notes
on overheard errors
Activity 4:
Create Outline for Final
Persuasive Paper
Pre-Stage:
T-Ss
4.1.1 Handout second outline for Ss so that they
can begin outlining their final paper. T tells Ss that
they will turn this outline in when they turn their
final draft in. This can also be turned in as a part
of the writing portfolio at the end of the course (if
you choose to use it as a writing assessment).
During Stage:
4.2.1 Ss think about ideas for their own papers. T S
walks around to help guide them or answer any Qs S-S
they may have. Ss encouraged to brainstorm good T-Ss
topic ideas with a partner. Ss will fill out outline
before leaving class. Brainstorming will help the
Ss to come up with a topic because they are often
a little slow to coming up with one on their own
Post-Stage:
4.3.1 WC discusses any Qs about the paper.
Wrap-up
2 min
15 min
WC
5 min
T-Ss
5 min
We run out of time and cannot complete all the activities keep a careful watch on the time and monitor
activities in order to get through them. If we run out of time, I will have to present the material that we
dont discuss in the next class.
Ss may struggle with the gerund/participle activity will spend more time reviewing the handout with them
if they arent able to figure it out with their partner.
Contingency Plans (what you will do if you finish early, etc.): If we finish early, I will introduce the
presentation part of the final. For the speaking portion of the exam, they will present on their topics of their
persuasive paper. We are going to discuss this is our next class in more detail since the presentation is not
due until 4/21.
If we have way more extra time than I anticipate us having, I will have them work in partners and complete
Qs 3 and 4 in the grammar section on p. 100.
Note on Revision: The units covered for A5 were geared toward having the students write a research paper.
Many students in the CEP already understand how to write academically, as many of them hold higher
degrees. Instead of choosing to have the students write a research paper, we assigned a persuasive paper
instead.