CEP Lesson Plan Template

Teacher/s:
Level:3 B

Melissa Smith and Aldo Resndiz

Date/Time: Wednesday, Sept. 24th, 2014 10:00 - 12:00 PM

Goal: Follow Classroom instructions. Ask for and give personal information
Objectives (SWBAT):
Students Will Be Able To
1. Talk about facts
2. Begin to use clarifying phrases to meet their needs in the classroom
3. Ask questions for requests using a rising intonation.
4. Elicit personal information from classmates
5. Give personal information when asked.
Theme: Everyday Life
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)
On Monday we talked about
our class and got to know
each other a little. Do you
have any questions about
your syllabus or anything
else we covered last class
class?

Linking & Transitioning to rest of

lesson:
You filled out a Needs Analysis last
class. We read them and found out a
lot of interesting things about you.
Thanks for sharing! Two of you, Yuki
and Manami, asked us these two
questions:
What are your hobbies?
What are you good at?
So, we will tell you-Does anybody remember some of the
class guidelines we came up with on
Monday?
Lets take a quick look at that-Also, please remember that these will
be our office hours.
(Students look at guidelines and take
note of office hours).
Now that we remember where we left
off on Monday. We are going to start
the day with a fun activity. Please take
out your homework.

(for
example:
SS-T)

T-S
S-T

5
min.

Activity 1: Snowball fight

with 2 truths and a lie

Transition to #2: Today we

are going to finish up the
Pre-Unit and start Unit 1.

Activity 2: Whats your

name and number?

1.1 Pre-Stage: Students wrote down

two truths and one lie on a paper for T-S
their homework. Students will crumple
the paper into a ball. Then students
throw the papers at each other like in
a snow fight.
1.2. During Stage:Play song. When
the song is over, students grab the
snowball closest to them. One at a
S-Ss-T
time they read the truth and a lie,
guess who wrote it, and guess which
one is true and which is a lie.
Responses are written down on the
board, and students vote on whether
they think the guesser was right about
who wrote the paper, and then vote on
which is a truth and which is a lie.
Ss-T
1.3 Post-Stage: Students tell which
one is theirs and who is correct about
which is true and which is not true.
Tangible Outcome & T. feedback/peer
feedback:
Responses on board, students copy
unkown words.
2.1 Pre-Stage: What is some
T-Ss, SS-T
information you had to give when you
registered or signed up for this class?
Take a few minutes to read Marios
school registration on P4.

S, SS-T

What things do you see?

Now, write down his information in
Ex. B on their own. Teachers come
around to help.
2.2. During Stage: Students write
down the information.

Transition to 3: While we
are reviewing, lets do
something a little more

10
min.

2.3 Post-Stage: In pairs, students

compare their answers. Did you have
the same answers? Were any answers
different? Do you have any questions?
(Mention birthday vs. birthdate)

S
Ss-Ss, Ss-T

10
min

fun.
Tangible Outcome & T. feedback/peer
feedback: Written information.
Completed Ex. B
Activity 3: Bingo!

3.1 Pre-Stage: Were going to play

T-Ss
bingo. But first, lets listen and
practice saying the numbers.
NOW! Lets play bingo. The goal is to
T-Ss, Ss
have a full line completed, the center
is free. Each of us will draw a number
from the bag and then say it. Whoever
gets Bingo, wins a treat!
3.2. During Stage: Ill play the
listening track, or say the numbers.
Point out how close the teens versus
the -ties sound. Then we will go
around the room and the numbers

Transition to 4: Now that

we have had some practice
with the numbers, we are
going to do a listening
activity.

Activity 4: Phone numbers

3.3 Post-Stage: Students read their

numbers on their Bingo cards.

Ss

15
min

T-Ss, Ss-Ss,
Ss-T

Tangible Outcome & T. feedback/peer

feedback: Marked Bingo card

4.1 Pre-Stage: Listen to the phone

numbers as I say them, and write them S-T
down (P5)
4.2 During: Say numbers. Repeat
twice. Walk around the classroom to
make sure everyone can hear.
619-555-6391
312-555-5100
917-717-2852
212-717-5280
646-817-9018
347-555-1743
4.3 Post-Stage: Compare your
answers

S-T

S-S

10
min

with a partner. Are they all the same?

Which ones would you like repeated?
Tangible Outcome & T. feedback/peer
feedback: The written phone numbers
Activity 5: Complete a
registration form

5.1 a) Pre-Stage: On the board, in a

chart
Pronoun
I
you
he
she
we
they

T-Ss

Possessive adjective

Ss-T

5.2 a) During Stage: See if students

can complete the chart.
5.3 a) Post-Stage: Look at the chart
on page P6 together. Then students
practice by completing the sentences
with the appropriate possessive
adjective in section H
5.1 b) Pre-Stage: Now, lets practice
using these words by collecting
information from each other. Work
with a partner to complete the
registration form with your partners
information. For example, What is
your last name?

Transition to #6: Its

important to be able to ask
for help in the classroom.

Ss-T

Ss-Ss

T-Ss
Ss-Ss

5.3 b) During Stage: This time, we are

going to collect information in the
chart using the registration forms. Get
in our inside outside circles and talk
about our partners information by
Ss-T
asking questions of each other.
5.3 b) Now, as a class answer these
questions: What is our classroom
number?
What is ____and ____ last name?
Etc.
Tangible Outcome & T. feedback/peer

15
min

feedback: The registration cards and

the charts
Activity 6: Following
classroom instructions

6.1 Pre-Stage: Turn to page P8, read

the words and listen to the
conversation at the top of the page.
(Section C) How does Kenji get help? T-Ss
It is important to be able to clarify
that you do not understand. If we do
not know that you do not understand,
we cannot help you.
Lets look at these phrases. (Go over
phrases)
6.2. During Stage: In pairs, you will
draw one of these phrases. Take a few
minutes to write down an idea of how
you can get your classmates to say
these phrases.

Ss-Ss

Then each pair will have to do

something to get your classmates to
respond with these phrases.
6.3 Post-Stage: Students perform
charades to illicit the proper response
from their classmates.

Ss-Ss
T-Ss

Now listen and circle a clarification

phrase. Sometimes there might be
more than one correct answer.

Transition to #7: Now that

you know some phrases you
Check your answers with your
can use, lets learn how to
partner. Lets look at these answers
ask questions to get help.
together. (Put a volunteers book
under the doc cam)

Activity 7: Asking Yes/No

questions
(Stop at page P9, Go
through page 3, Group

Tangible Outcome & T. feedback/peer

feedback: The circled clarification
phrases
7.1 Pre-Stage: On the board:
Can you help me? -- ask students, Can
you think of similar questions a
T-S, Ss-T
student might ask a teacher?
Have students write down all the

Ss

20
min

Project- Make up a new

person!)

questions they come up with.

Lets look at the chart on P9 Section
F.
When you ask yes/no Questions like
these, your voice rises at the end.
Lets practice together.
As a class, practice a couple of the
questions.
7.2. During Stage: Now, work
together in pairs to complete the
convervation with questions from the
chart above. Then practice the
conversation. (But spell your name
instead of Roxannas name)

Transition to #7: We are

almost done with class.
Please complete an exit
ticket. We will do this every
class to review our lessons.
Please write down your
homework for tomorrow.
Thank you!

Now, look at the questions and write

your own conversation with your
partner. Make sure to ask at least 2
questions.

T-Ss
SsT

20
min

Ss

Ss-Ss

Ss-TSs

7.3 Post-Stage: Groups read or

perform their conversation for the
class.
Tangible Outcome & T. feedback/peer
feedback: The written conversations.

Wrap-up

Lesson Evaluation Procedures:

Exit ticket with learner log.
Homework in Grammar book
A/B from page P4
D from page P5
E from page P7

Materials:
Copies of book and workbook
Bingo numbers
Treat for Bingo winner
Butch paper
Markers
Chalk

Ss-T

5
min

Media cart/projector

Anticipated Problems & Suggested Solutions:

We will have to be flexible with our time in case some activities take longer than we
anticipate. Some of the activities can be cut or adjusted.
Contingency Plans (what you will do if you finish early, etc.):
This is a particularly jam-packed unit with 8 lessons to complete in 4 days. If we finish
early, we will do more of the activities in the book so we can move ahead.
Post-Lesson Reflections: