CEP Lesson Plan Template

Teacher/s: _______________Eunji & Hiyun__________________________

Level: __I4_________ Date/Time: ___6/10/2014_____

Goal:
Students will practice giving orders, requests, permissions, and persuasion by using
different kinds of verbs in a specific context. Then, they will identify and explain the
differences of meaning between negative sentences.

Objectives (SWBAT):
Students Will Be Able To
1. Briefly practice applying their learned grammar knowledge through listening to the
video clip and making sentences based on the content of the video using the grammar
form learned.
2. Differentiate when the common verbs used for orders, requests, permissions, and
persuasion are used by categorizing them in a chart.
3. Practice using the verbs in sentences by connecting to the content of the article.
4. Recognize and explain the differences of meaning between two kinds of negative
sentences by creating example sentences

Theme: ___________Unit 3 Because I Told You To!______________

Extensions: ____________________________________________________

Aim/Skill/Microskill Activity/Procedure/Stage Interact
ion
Time
Review or Preview (if
applicable)
Linking & Transitioning to rest of lesson:

- Collect GR homework
- Have you checked out any additional
resources weve mentioned yesterday?
This weeks theme is Because I Told You
To. We are going to practice giving orders,
requests, permissions, and persuasion.
Review/clarify the rules of making orders,
requests, persuasion, etc.
Explain the main points of the grammar and
answer any questions
(for
example
: SS-T)
5min







10
min.
Activity 1:
Listening exercise:
MOVIE CLIP: What
are the characters
saying?




1.1 Pre-Stage:
We will watch a short clip from a movie and
listen to what the characters are saying to
others.
USE THE GRAMMAR FROM YESTERDAY
to re-write what the characters are telling
each other to DO(= verbs!)
EXAMPLES: Russell told Mr.Fredrickson to
wait.

T-SS


T-SS
SS-T




3 min


3 min




Transition to #2: Since
we talked about the
basic form or structure
used in making
order/requests/permissi
on/ persuasion/ advice,
and practiced forming
sentences with them a
little, we will move on to
learn some useful
verbs used in specific
situations.

Eunji
- Write at least 3 sentences
-You will watch the clip twice
https://www.youtube.com/watch?v=46YdrX5
APL4
1.2. During Stage:
1
st
time watching:
Briefly: what was happening in the clip?
What is the situation? Did you notice
different characters telling others different
things? (Some might have been said in a
short phrase)
2
nd
time watching
- Write down the three sentences
- Afterward share the answers with your
neighbors; ask/tell them where they hear the
phrase
1.3 Post-Stage:
Ask the class if they got anything from each
section of the video. Anybody else hear the
same thing? In what part of the video did
you hear it?
Tangible Outcome & T. feedback/peer
feedback:
Students notes








SS-SS








T-SS
SS-SS








10 min









5 min
Activity 2:
Categorizing the verbs
in a chart
Transition to #3: Now
that we reviewed some
commonly used verbs,
we will practice actually
using them for form
sentences

Both
2.1 Pre-Stage:
-So weve talked about what how to
tell/ask/ someone to do something- Now we
are going to look at some verbs that you can
actually use for different purposes.
T will give instructions to Ss
- Get into pairs
- Complete the chart
- Look at the PPT for instructions
- Later will get into get into bigger jigsaw
groups (5 ppl each; count 1,2; collect all the
1s and 2s)
2.2. During Stage:
Ss will work in pairs and categorize the
verbs under specific headings in the chart.
Ss will collect into the jigsaw groups to
compare their answers with others. Discuss
any differences
2.3 Post-Stage:
Two members from one group will come up
and share the answers with the class using
doc cam.
- Anyone think some verb can be in two
or more categories?
- Any questions?
Tangible Outcome & T. feedback/peer
T-SS





SS-SS









SS-SS







SS-T

2 min.




5 min.






3 min.










3min
feedback:
The chart on the handout
Teacher feedback: these verbs have real-
world application. Remember and use them
outside the class!
Activity 3:
Reading the article
Student is Robbed
and using the verbs in
a sentence according
to the specific context


Hiyun


Transition to #4 or
Wrap-up: Since we
practiced using the
verbs in a given context
and are pretty familiar
with the basic form, we
will learn more about
negative sentences
3.1 Pre-Stage:
T will hand out the article + worksheet to Ss
and explain the instructions
We are going to practice giving orders,
requests, permissions, and persuasion by
using the special verbs.

3.2. During Stage:
Ss will read the article Student is Robbed
by themselves. Then with a partner, the Ss
will make sentences using the verbs.
As a final pair group activity, Ss will relate
the situation to their own personal context
and come up with four example sentences.

3.3 Post-Stage:
T will ask four groups to share their example
sentences to the class.

Tangible Outcome & T. feedback/peer
feedback:
The worksheet with the article
T-SS







SS-SS






SS-T
3 min.







10
min.





7 min.
Activity 4:

Identifying the
difference in meaning
between two negative
sentences
(Using the article
Student is Robbed)

Hiyun





Transition to Wrap-
Up: Now we are going
to move on to review
some vocabulary for
this unit!____
4.1 Pre-Stage:
T will explain the instructions in the
worksheet.

4.2. During Stage:
Ss will do the exercise in pairs and compare
their answers with other groups. Ss will first
notice the position of not in different parts
of the sentences. Then they will try to
explain the difference in meaning. T will
refer to textbook p. 23-24 Exercise 2 for
additional explanation and exercises. Finally
they will try to come up with two examples
on their own (working with a partner)

4.3 Post-Stage:
The partners will share their example
sentences with another group. Ss will focus
on explaining the difference in meaning
between the negative sentences.

T-SS





SS-SS










SS-SS
SS-T
3 min.





10
min.








7 min.
Tangible Outcome & T. feedback/peer
feedback:
The worksheet with the article
Activity 5:
Unit Vocabulary
learning:
Teach your classmates!

Eunji
Pre-stage:
Count the students off 1 to 5 (pair each
number)
Give each pair two vocab items from the
Unit with definitions
- Each pair will understand the word
meanings (can use tech resources)
- Come up with ways to explain the mean
of the words to other classmates without
actually saying the definition.
- After the explanation, give the definition

During stage:
Pairs will work together to be teachers to
other classmates.
- On the given paper under the words
come up with two example sentences
- Think of situations that this word would
be used

Post stage:
Turn to page 22
Each group will present their words using
doc cam: teach other classmates
- If students really can get the meaning, T
will explain
T-SS
SS-SS



SS-SS













T-SS
20-
30min
Wrap-up Lesson Evaluation Procedures:
Give out homework from the workbook p.
18 practice 4 & p. 19 practice 5
Collect Grammar Review HW
Give out Adverb worksheet HW (will collect
on Wed? Thurs?)


Materials:
PPT instruction slides, worksheet with the article, verb chart worksheet, vocab handouts,
doc cam

Anticipated Problems & Suggested Solutions:
If class time goes over do the vocab activity tomorrow

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

Post-Lesson Reflections: