CEP Lesson Plan Template

Teacher/s: Natalie and Megan___________________________________

Level: Advanced Studies_
Date/Time: ___7.28___
Goal: Effective language use concerning communication and media
Objectives (SWBAT):
Students Will Be Able To
1. Differentiate the use of speak, tell, say, talk
2. Correctly pronounce and use goin, gonna, gotta, wanna
3. Know how to support or oppose an opinion
4. Write cohesive paragraphs
Theme: Communication
Extensions: Write with cohesion
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

Welcome:

What did we talk about yesterday?

(for
example:
SS-T)
SS-T

5 min

Activity 1: Speak/tell/ talk/

say

1.1 Pre-Stage: Listen to the song The

Call. Students will fill in the blanks
while listening. After listening to the
song students work together to fill in
the blanks they may have missed. Ask
students, what words were in the
blank?

Transition to #2:__Another
interesting point this song
shows us is with

1.2. During Stage:Ask students to

think about the differences between
say and tell. But also the difference
between speak and talk, which are
also similar (point to the butcher
paper hanging around the room).
Have students stand up and each
stand in front of one butcher paper.
Read the instructions: Students are to
write one sentence on the butcher
paper when I say go. The sentence
MUST include the word at the top of
the paper. The word can be changed

SS
5 min

SS-SS

10
min

pronunciation.

into a different tense, ex. talk can be

become talked. You will have 45
seconds to write a sentence. After you
move to the butcher paper to your
right.
1.3 Post-Stage:Students sit. Check
together for the correctness of the
word used, not other grammatical
errors (those will be used for group
corrections).
In partners, students will create rules
for when to use each of these words,
or rather when NOT to use each of
these words.
Share the rules with T

SS-SS

10
min

SS-T

Tangible Outcome & T. feedback/peer

feedback: rules for when/when not to
use these four similar words
Activity 2: Pronunciationgonna, goin, wanna, gotta

2.1 Pre-Stage:Look at the lyrics

again. What interesting
pronunciations do you see in the
lyrics?
Review with students the
pronunciations of these words. Why
are they important? When are they
used?

1.
2.
3.
4.

2.2. During Stage: Each student will

receive a pack of the four words.
During the discussion, students should
try and use these words. when they
use one they should turn it face down
to mark that they have used it.
Do you like texting, phone calls, or
video calls?
whats your favorite app to use?
Whats the most annoying thing about
cell phones?
Do you think you could go one week
without using your cell phone?
2.3 Post-Stage: Reflective feedback

SS-T

5 min

SS-SS

10
min

1. Do you think these words are easy to

use? Or do they feel uncomfortable?
2. Honestly, do you thin you would use
these words in conversation?
Transition to #3:_Speaking
of cellphones, many people
focus on only the negatives
of cellphone use. However,
they have their positive
points as well.

Activity 3: Positives and

negatives of cellphone use

Transition to #4 or Wrapup:___________________

SS-T

5-10
min

SS-T

5 min

SS-SS

10
min

Tangible Outcome & T. feedback/peer

feedback: T feedback on
pronunciation of key words

3.1 Pre-Stage: Talk about the history

of cell phones, they have been around
for over 40 years. Do you remember
what the first cell phones looked like?
3.2. During Stage: Divide the class
into two parts. Part A will write the
Pros of cellphone WITHOUT using
modals (review modals if needed).
Part B will write the Cons of
cellphones WITH modals.

3.3 Post-Stage: Tape the the Pro and

Con up and have each groups read the
others.
Discussion:
1. Do the modals make any difference? If
so, what is different?
2. Why would you use the modals? When
would you not use modals?
3. Do you think the pros outweigh the
cons? Or, are we better off without
cellphones?

SS-T
10
min

Tangible Outcome & T. feedback/peer

feedback: practice of modals and
fluency practice
Wrap-up

Lesson Evaluation Procedures:

Exit ticket

SS

5 min

Materials: Butcher paper, tape, words, handouts, markers, tape, cut up words
Anticipated Problems & Suggested Solutions:
Students are incorrectly producing sentences for speak, tell, say, and talk: as a group
create sentences and rules. T participates in the discussion
Contingency Plans (what you will do if you finish early, etc.):
-Review any grammatical errors from sentences from activity 1
-We will talk something about the midterm, review the sections and what they are worth.
What kinds of questions will be used for each section.
Also: remind about the number of absences allowed for this course
Post-Lesson Reflections: