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CEP Lesson Plan Template

Teacher/s: Zizhen Liu and Mohan Menon


Level: A2 Date/Time: Wednesday 6/11 9:30am-12pm


Goal: To practice listening and speaking exercises about the unit topic and to
practice the grammar for the unit

Objectives (SWBAT):
Students Will Be Able To
1. Listen and summarize by using an audio clip and doing a listening comprehension
exercise
2. Pronounce linked and reduced sounds by making predictions about linked speech
3. Keep a discussion going by encouraging elaboration or by encouraging
participation
4. Identify relative pronouns and relative clauses by listening to a poem and filling
out blanks
5. Use relative clauses to describe a person/an object by doing a matching exercise

Theme: Feeling left out

Extensions: Have SS practice non-defining relative clauses by interviewing a classmate
and reporting the results of the interview to another classmate or the class Yong, who
was born in Beijing, likes to drink tea


Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time
Warm up: Discussion on
feeling left out in NYC



SS will discuss in pairs on the topic
Feeling Left out in NYC. They will
be asked to share their personal
experiences with their partners. T will
ask SS to report what their partner has
said later on.

SS-SS


SS-T
10
min
Preview (if applicable)

T will write the agenda for todays
class on the board and go over it with
SS
T-SS

3 min
Activity 1: Listening
exercise




1.1 Pre-Stage: SS will read the
questions on the bottom of page 88 and
discuss with a partner. T asks selected
pairs to share their conclusions. SS
read the strategy section. T emphasizes
that a summary doesnt need
SS-SS
SS-T
T-SS



5-7
min





















Transition to #2: Now that
we have been working on
listening, we shall work on
some pronunciation
supporting details it only reports
what the speaker said, not how well he
or she said it. The goal of a summary is
to be as brief as possible while
covering the most important points.

1.2. During Stage: SS read the answer
choices and SS listen to the audio clip.
SS compare their answers with a
partner. SS try to fill in the chart with
supporting information (SS can listen
to the clip again)

1.3 Post-Stage: SS review answers with
the class to check for listening
comprehension

Tangible Outcome & T. feedback/peer
feedback:
Answer sheets, T. feedback while
monitoring, peer feedback while
comparing answers with each other







SS-SS






SS-T







10
min





5 min
Activity 2: Pronunciation
Exercise













Transition to #3: We are
going to do a speaking
exercise. Try to listen for
and do connected speech
2.1 Pre-Stage: T writes I never used
to use my right hand. T reads the
sentence out twice, once naturally, then
once exaggerating the used to. T asks
SS which sounds more natural. SS read
the instructions on page 89 and predict
where they expect connected speech to
occur.

2.2. SS listen to the audio clip and
check their predictions

2.3 Post-Stage: T will ask SS to read to
each other loud the sentences with
connected speech

Tangible Outcome & T. feedback/peer
feedback:
SS read out the sentences, T. feedback
during the post-stage

T-SS








SS


SS

15
min
Activity 3:
Activity on keeping a
3.1 Pre-Stage: T asks SS to read the
strategy and the model expressions. T
T-SS

15
min
discussion going

















Transition to #4: Lets take a
break and when we get back,
we will move on to relative
clauses.
reminds SS that this is the
responsibility of the discussion leader,
but in an informal discussion, anyone
can keep the discussion going. T reads
through the expressions and explains
the difference between asking someone
to go further with their contribution
(elaborate) and asking for
participation from group members who
have not contributed yet.

3.2. During Stage: SS independently
does exercise 7 at the bottom of page
90 and discuss with the class.

3.3 Post-Stage: Extension: SS have a
discussion on the poster on page 91.

Tangible Outcome & T. feedback/peer
feedback:
SSs answer on their workbook, peer
feedback during discussion












SS



SS-SS
Activity 4: Relative pronoun
cloze
















Transition to #5: Now that
youve identified
who/that/which, lets
practice using them.
4.1 Pre-Stage: T will ask students to
recall their discussion on being left
out. Remember that we talked about
feeling left out yesterday? T will play
a YouTube clip of the poem Kids Who
Are Different.

4.2 During-Stage: SS will discuss
among groups what did the poem
convey. T will paly the YouTube clip
again and ask students to fill out the
blanks on the handout and compare
answers with a partner.

4.3 Post-Stage: T will show the
answers on PPT slides and try to elicit
relative clause/ relative pronoun

Tangible Outcome & T. feedback/peer
feedback:
Handout, peer feedback while
comparing answers with partners

T-SS






SS-SS






T-SS
15
min
Activity 5: Matching
Activity


















Transition to #6: Lets take a
break and when we get back,
we will go over relative
clauses.
5.1 Pre-Stage: T will ask SS to model
using relative clauses to describe a
person/an object by link two pieces of
information.

5.2. During Stage: SS will work in
groups and each group will have one
envelop with paper slips in it. SS match
a noun with a description and then
write down a descriptive sentence
using relative clause.

5.3 Post-Stage: T will show groups
answers under the doc cam and discuss
them with the whole class. T will
explain more if needed. Adjective
clauses modify nouns in the sentences,
and they generally describe the noun,
or distinguish it from others

Tangible Outcome & T. feedback/peer
feedback:
Groups answers, T. feedback while
error correction, peer feedback while
discussion

SS-T




SS-SS







SS-SS/T
3 min





10
min





7 min
Activity 6: Grammar activity
identifying and non-
identifying adjective clauses















Transition to wrap up: You
all did pretty well. Lets call
6.1 T writes:
a) My sister who lives in Seattle got
married last week
b) My sister, who lives in Seattle, got
married last week
T points to a) and asks SS if they can
tell me anything about how many
sisters I have. Then point to b) and ask
them the same question
The answer to a) is more than one, and
b) is no one knows

6.2. During Stage: SS read the
instructions for exercise 3 and do it
with a partner.
After this, SS do the matching exercise

6.3 Post-Stage: Extensions: Have SS
practice non-defining relative clauses
by interviewing a classmate and
T-SS











SS




SS

3 min











8 min




8 min
it a day.

reporting the results of the interview to
another classmate or the class Yong,
who was born in Beijing, likes to drink
tea

Tangible Outcome & T. feedback/peer
feedback:
SSs answer on their workbook, peer
feedback during peer correction, T.
feedback in the end

Wrap-up

Homework Assignment:
Review Unit 6
Lesson Evaluation Procedures: Exit
ticket.
3 min

Materials:

Markers, LCD display with PC, projector, PPT slides, student handout, doc cam, Youtube
clips, and Google music.


Anticipated Problems & Suggested Solutions:

Technology failure. T will read from the script.

Contingency Plans (what you will do if you finish early, etc.):

If we finish early, we will start to review relative clauses with whose.

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