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CEP Lesson Plan Template

Teacher/s: ___Keren Liu and Bashir Harrell__________________________________


Level: ____A2___

Date/Time: __June 1, 2015__

Goal: To improve integrated English skills.


Objectives (SWBAT):
Students Will Be Able To
1. Use modal verbs and passive voice
2. Talk about misunderstandings
3. Clarify and paraphrase the things they say, and the things others say.
4. Analyze a comic and use clarification expressions to fill a knowledge gap.
5. Identifying main ideas in reading
6. Use listening skills to dictate a passage verbatim.
7. Discuss physical appearance using common adjectives.
8. Summarize main topics from a conversation.
Theme: _____________Beauty__________________________________________
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson: Talk about homework on
Workbook p.35 Practice 5.

(for example:
SS-T)

2 min

Activity 1: Modal Maniacard game


[Handouts- card game]

1.1 Pre-Stage: Instruction


T: Today well play a card game to
practice using modal verbs. Well play
in a group. Each of you will get five
picture cards. The modal cards should
be placed face down in a pile. Youll
take it in turns to pick up a modal
card and match it with one of your
picture cards. You have to explain how
the two cards match to the other
players.
e.g. Modal card something you
mustnt use on an aircraft, Picture
card A cellphone.

T-SS

3 min

Transition to Activity 2: If
you have no problem using
modal verbs, lets do the
exercise 2 on p.59.
Remember not all sentences
need modal verbs.

___________________

If the other players agree, you can get


rid of the picture and place the modal
card at the bottom of the pile. If they
find reasons to disagree, you have to
keep the picture card. The player who
gets rid of all their picture cards first
is the winner.
SS-SS

15 min

T-SS

3 min

1.2. During Stage: Play the game


1.3 Post-Stage: Answer questions
from ss. If necessary, talk about the
function of some modal verbs.

23 min

Tangible Outcome & T. feedback/peer


feedback: Students sentences using
modal verbs.
Activity 2: How Banana
Chips are made

Transition to Activity 3:
Alright class, before we
move on to the next activity,
Id like to make a very
important announcement.
[how are banana chips
made]
[Three piece of papers]

2.1 Pre-Stage: Look at the top of


p.59. The passive voice is also used
with modal verbs. Do exercise 2 & 3.
Compare and check answers.

T-S

10 min

2.2. During Stage: Check the situation


in which you are most likely to use the
passive voice.
Look at the handout together about
how are banana chips made.
Ask ss to describe the steps in making
a traditional food from your own
culture. Make a recipe individually
and check others work.

T-SS

5 min

SS-SS

10 min

2.3 Post-Stage: Choose your favorite


food and explain why. e.g. Is it
because it is easily cooked?

SS-SS

3 min
51 min

Tangible Outcome & T. feedback/peer


feedback: Food recipe using passive
voice.
Activity 3:
Talk about asking for
Clarification

3.1 Pre-Stage:
T says: Alright class, before we move
on to the next activity, Id like to make

T-SS

2 min

a very important announcement. Well


be giving a 30 minute test at the
beginning of each class.
Ss will protest - asking What?!
Transition to Activity 4: If
youll look at the p.62

T will say: Yes, and I will also be


giving extra credit to people who
arrive 30 minutes late to class.
Ss will continue protesting.
T will say: So what are the new rules
of class?
3.2. During Stage: Have you ever
been misunderstood? Takes couple
of student responses. T puts students
in groups and gives them the
discussion questions.
[Write on board]1. Tell about a time
you were misunderstood.
2. How have people reacted to
misunderstanding you?(Were they
mad? Embarrassed?)
3. What did you do to try and explain
yourself?

5 min

3.3 Post-Stage:
Each group shares one anecdote.

2 min
60 min

Tangible Outcome & T. feedback/peer


feedback: Whole class discussion
sharing personal experiences.
Activity 4: Clarify and
Paraphrase

4.1 Pre-Stage: These are expressions


or phrases you can use to clarify and
paraphrase in order to avoid being
misunderstood.
4.2. During Stage: In the already
formed groups, Ss have to label each
phrase.

Transition to #5: Half of


you have a comic. Look at
the picture. Think about

4.3 Post-Stage: Compare answers to

5 min

how you would explain this


picture to someone who
cant see it.

see if there are any disagreements.


Tangible Outcome & T. feedback/peer
feedback: T goes over the answers
with class as a whole.
5.1 Pre-Stage: Transition to #5

Activity 5:
Interpreting Comics

5.2. During Stage: T pairs students


with comics up with students without
comics. Gives out/writes instructions
that the student with the comic should
explain the comic to their partner.
Each student should use clarification
and paraphrase expressions to
negotiate meaning.
A will get a picture. B will not be able
to see the picture. A should explain
the picture to B without showing
them. B should ask clarifying
questions to understand what is going
on in the picture.

5 min

5.3 Post-Stage: Student with comic


shows student without comic the
picture - student without comic uses
paraphrase/clarifying terms to
explain what they did and did not
understand. A should now show the
comic to their partners. B explain
what information was helpful, and
what information could have been
helpful.
[Write on board]
Discussion:
1. How might these phrases help you
avoid misunderstandings in the future?
2. Think about the misunderstanding
stories you shared before. Which of
these phrases would have been helpful
to you at that time?
Tangible Outcome & T. feedback/peer
feedback: Peer feedback on how
effective the descriptions are.

5 min

Transition to #6: Do you


like those comics? Pretty
funny, huh? Now well do a
writing activity.

Activity 6: Identifying

6.1 Pre-Stage: Read the article on

5 min
80 min

8 min

main ideas & Writing


introductory paragraph
Transition to #7:

p.63
6.2 During Stage: Make notes of the
main topics as they read, and
compare and discuss answers to
exercise 3&4 on p. 65 with partners.

10 min

6.3 Post-Stage: Talk about how it is


related to writing and ask ss to write
a paragraph. P.66 Exercise 7.

15 min
113 min

Tangible Outcome & T. feedback/peer


feedback: Writing paragraph.
Activity 7: Dictogloss
Paulina Vega[ Paulina
Vega Article]

7.1 Pre-Stage: Review


and practice.
Short passage (20 words)
Write difficult words on board.
7.2. During Stage: Read the article
1st: Listening ONLY
2nd: Listen and take notes
Compare notes
3rd: Listen and add details
Compare notes

Transition to #8:Unit 6
Introduction

7.3 Post-Stage: Compare dictations to


each other and original.

T-S
S

5 min
5 min

T-S
T-S
T-SS
T-S
T-SS

15 min

SS->T-S

3 min
141 min

Tangible Outcome & T. feedback/peer


feedback: Completed dictation.
Checked by peers and the original.
Activity 8: Beauty is in the
Eye of the Beholder
[textbook, computer]

Transition to #9:
Describing Characters

8.1.1 Pre-Stage: Brainstorm 3 famous


attractive men and famous 3 attractive
women. Share with a partner tell why
you think they are attractive.

5 min

SS

10 min

8.1.2 Compare and contrast the


images on p. 67(textbook)

SS

5 min

8.2. During Stage: Listen to the


conversation on p. 63, Write down
what they are discussing.

7 min

Transition to Wrap up: Now


please write down two
things you learned today
and one thing youre still
confused about.

8.3 Post-Stage: Compare answers


from
with a partner. Review as class

SS

5 min
173 min

Tangible Outcome & T. feedback/peer


feedback: Notes while listening to the
conversation.
Wrap-up

Lesson Evaluation Procedures:


Exit ticket.

SS

7 min
180 min

Materials:
Worksheets
Textbook
Computer
Anticipated Problems & Suggested Solutions:
In dictogloss activity, if students find it very hard to write down the exact words in
speech, teacher can read it one more time.
Contingency Plans (what you will do if you finish early, etc.):
Post-Lesson Reflections:

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