CEP Lesson Plan Template

Teacher/s: Zizhen Liu

Level: Intermediate 2
Date/Time: 11/17/2014
Goal:
To practice using skimming and scanning techniques to read.
To practice using past tenses to write a story.
To introduce some idioms to students.
Objectives (SWBAT):
Students Will Be Able To
1. Use skimming and scanning strategies to read the text answer comprehension questions by
doing the reading activity.
2. Produce stories with the appropriate tenses by doing the creative writing activity.
3. Complete the worksheet and comprehend a few idioms (in contexts) through group discussion.
4. Use skimming and scanning strategies to read 9 stories and finish the bingo game.
Theme: Review unit 5,6,7,8.
Extensions: Creative writing and idioms.
Aim/Skill/Microskill

Activity/Procedure/Stage

Activity 1:

1.1 Pre-Stage:
1.1.1 Schema Activation: Students work in Ss-Ss
pairs and talk about their favorite websites.
What do you use it for?

Reading Activity

1.1.2 Bring the discussion to the big class

and ask students to share the websites they
use most frequently.
1.2. During Stage:
1.2.1 Put students in pairs. Give each pair
one part of the text (from the textbook).
Give student 5mins to read the text and
come up with two questions for others to
answer and write them down on a piece of
paper.
1.2.2 When time is up, each group rotates
to where the next group is; read the next

Interactio
n

Time

4min
5min

T-Ss

Ss-Ss

5min

5min
Ss-Ss
10mi

part of the text and answer the questions

that the other group comes up with.
Transition to #2: Good job
everyone. Now we are going
to do some creative writing.
Before we start, could
anyone tell me when do we
use simple past tense?

1.2.3 Then repeat the process for two

rounds until everyone has read the whole
text.

n
Ss-Ss

5min

Ss-Ss

1.3 Post-Stage:
Students go back to their seat and check
whether the questions they came up with
were answered correctly. Discuss in the big
class if there is any disagreement
concerning the answers.
Tangible Outcome: Students answer
questions that their peers have come up
with.
T. feedback/peer feedback: Students
provide peer feedback during group work.
Teacher monitors and assists as necessary
and provides corrective feedback.

Activity 2:
Creative Writing Activity

2.1 Pre-Stage:
Put students into group of three. Give each
group a creative writing prompt and a
butcher. Each group is going to read their
prompt and write down one sentence of
what happened next on the butcher paper.
2.2. During Stage:
2.2.1 Students rotate clock-wisely to the
where the next group stands; read their
story and write down one sentence to
continue the story.
2.2.2 Repeat the above process 4 rounds.
Teacher monitors and assists as necessary.

Ss-Ss

5min
Ss-Ss

Ss-Ss

Transition to #3: Great job

Ss-Ss
everyone. Creative writing is
really fun right? And you all 2.3 Post-Stage:
came up with very intriguing 2.3.1 Each group goes back to their original
stories.
paper; reads the whole story and checks for
spelling and grammatical mistakes.
Teacher collects all the butcher paper and
provides corrective feedback on the next
days class.

5min

20mi
n
10mi
n

Tangible Outcome: Students create stories

in groups.
T. feedback/peer feedback: Students
provides peer feedback during group work.
Teacher monitors and assists and provides
corrective feedback.
Activity 3:
Listening and Speaking
Activity (Idioms)

3.1 Pre-Stage:
3.1.1 A quick review on the meaning of the T-Ss
phrases kick the bucket and have a
sweet tooth. Then ask students to think
about what these phrases literally suggest.
3.1.2 Introduce idioms and explain that
many phrases in English do not mean what
they literally suggest.

T-Ss

Ss-Ss

Transition to #4: Great job

everyone. Now we on going
to do another activity to
practice skimming and
scanning techniques.

4min

3min

4min

3.2. During Stage:

3.2.1 Students will watch a video (an idiom
song) and write down the idioms they
Ss-Ss
heard.

5min

3.2.2 Put students into pairs. Distribute 2

idioms from the video and two worksheets
to each group. Each group will work on
different idioms. Students will discuss with
their partners and finish the worksheet:
Ss-Ss
Draw what these idioms literally suggest
and write down what they think they
actually mean in the context.

5min

3.2.3 Students rotate clock-wisely to where

the next group is and determine the actual Ss-Ss
meaning of their idioms. They will either
add more to the meaning or suggest
differently.
3.3 Post-Stage:
Students put all the idioms on one table.
Teacher provides the actual meaning of all
of the idioms. And students have to decide
which definitions best match the
appropriate idioms. Teacher monitors and
assists as necessary.

5min

Tangible Outcome: Students finish the

idiom worksheet.
T. feedback/peer feedback: Students
provides peer feedback during group work.
Teacher monitors and assists as necessary.

Activity 4:
Reading Activity
(Bingo Game)

4.1 Pre-Stage:
4.1.1 A quick review on the occupations we T-Ss
talked about on last weeks class. (e.g.
nurse, police officer, writer)
4.1.2 Play a video clip about a girl talking S
about an interesting job that she has.
(fortune cookie writer) Ask students to
complete the worksheet while watching the
video.
Q1: What is the little girls job?
Q2: What does she do exactly?
T-Ss
4.1.3 Show one students worksheet via
document cam. Discuss it in the big class
and other students could add on it.

Ss-Ss
4.2. During Stage:
4.1.1 Put Students into pairs. Each pair is a
team.
Distribute to each group a worksheet with 9
unusual jobs (snake miker, chicken sexer,
roadkill collector etc) in a Bingo table and
9 stories about these jobs. Ask students to
use skimming and scanning strategies to
Ss-Ss
read the 9 stories and match the job with
the name of the person who does this job.
The first team who got 3 in a line calls
Ss-Ss
Bingo.
4.1.2 Give students 5 more minutes to fit
all the names in the bingo table. (Prepare
an extra story for the teams that finish
early.)
4.1.3 Each pair rotates to where the next
team is and checks their worksheet for
mistakes.

2min

3min

4min

5min

5min

4min

Ss-Ss

2min

Ss-Ss

5min

4.1.4 Students go back to their seat and

check the feedback they have received.

Ss-Ss

4.1.5 Assign each team with one story. Ask

Ss-Ss
them to read it more closely and discuss
with their partners to figure out the
responsibilities and meaning of this
occupation. Teacher monitors and assists as
Ss-Ss
necessary.
4.1.6 Each team briefly reports the
occupation they read to the whole class.

10mi
n

10mi
n

5min

4.3 Post-Stage:
4.3.1 Put students into group of 3 or 4. Ask
each group to make up a job. Be creative
and ridiculous! And complete the
worksheet. Teacher models first.
4.3.2 Each group presents their made-up
jobs in the big class.
Tangible outcome: Students finish the
worksheet in groups.
Feedback: Students provide peer feedback
during group work. Teacher monitors and
provides assistance and feedback.
Wrap-up: Exit Ticket

Lesson Evaluation Procedures: Exit Tickets

Teacher hands out index cards. Students
S
should write down 2 things they learned
from todays class and 1 thing they are still
confused about.

Materials:
-Textbook
-Worksheet
-9 stories
-Idiom video on class website: http://zl2329.wix.com/stacy2014#!blank/c24kz
-Butcher paper
-Markers
Anticipated Problems & Suggested Solutions:

5min

Guessing the actual meanings of the idioms might be very challenging for students. Explain that
they just need to write down what they think they mean. It dose not have to be a right guess.
Contingency Plans (what you will do if you finish early, etc.):
The class is over planned so it is unlikely that we will have extra time. But if we run out of time,
we could ask students to email their exit tickets instead of writing them in class.
Post-Lesson Reflections:
The class went over very well. Students really enjoyed drawing what the idioms literally suggest
and guessing what their actual meanings are. They also did an excellent job in the Bingo activity.
I have one team called Bingo in less than 2 minutes.