CEP Lesson Plan Template

Teacher/s: ____________Kim Edmunds__________________________

Level: _____I3______
Date/Time: ___03/27/14 10:00am-12:00pm______

Goal: To practice used to/get used to/be used to in a communicative context, and to
learn the skill of summary in reading/writing comprehension
Objectives (SWBAT):
Students Will Be Able To
1. Compose a letter to a friend containing accurate use of relevant grammar structures
2. Hear and produce unstressed to in predicted contexts
3. Work together to create a summary of the in-text reading
4.
Theme: ________________Rags to Riches_______________________________
Extensions: ___________________N/A_________________________________

Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)
Ask students to brainstorm
what they know about used
to/get used to/be used to on
the board

Linking & Transitioning to rest of

lesson:
Now were going to use it.

Interaction

Time
10
(for example: min
SS-T)
SS-SS

1.1 Pre-Stage: Using the life-changing S

events from last class, students
must write a letter to a friend about
how they are adjusting to changes
in life. Explain instructions to
students/put instructions on slides.
1.2 Examples of life-changing events:
Transition to #2: Okay,
had a baby 3 months ago, got out of
very good. Hopefully you all
jail last year, won an Olympic gold
feel a little better about
medal, joined the circus
using that grammar in your
presentations on Monday.
1.2. During Stage: Students write the
Do you remember how I told letter. I circulate to provide corrective
you that I would show you
feedback.
unstressed to? Well
1.3 Post-Stage: I ask certain students
Activity 1: Write a letter

25 (5,
15, 5)

to share with the class. Then I collect,

in order to give feedback.
Tangible Outcome & T. feedback/peer
feedback: Letters
SS-T, SS-SS
Activity 2: Listening for
Unstressed to

Transition to #3: Okay, I

would like to give you
practice with something that
will help you with your rags
to riches project. Sometimes
you have a lot of
information, and you need to
make it smaller and
shorter.

2.1 Pre-Stage: I review the information

on p. 113 with students. Make sure they
know what ought/have/etc. to mean.

20
min
(10, 5,
5)

2.2. During Stage: I read the script in

the book while the students listen for
lack of stress. They cross out/link if so.
Then, we do something similar with
prac. 7 in workbook.
2.3 Post-Stage: Ask students to
practice reading dialogue in workbook
to a partner. I circulate and listen to
give feedback. Emphasize that they will
hear this more often than they produce
it, but Id like to hear it in the
presentation.
Tangible Outcome & T. feedback/peer
feedback: Exercises

3.1 Pre-Stage: Ask students to talk

SS-T, SS-SS
about their dream homes in groups
Activity 3: Dream
(intro term earlier). Circulate. Then,
Home/Summary
explain that we will read about such a
home, and they must pay attention to
certain details. Intro summary. Ask for
def. Emphasize main idea, plus basic
details of paragraphs. They will work
Transition to #4 or Wrapin pairs. Person A summarizes pars 1up: For more practice, lets 4, person B gets 4-6. Combine and
work with an article weve
write main idea. Work together to do
already read.
exercise 4.
3.2. During Stage: Students work. I
circulate for errors.
3.3 Post-Stage: Emphasize that this is a
strategy: summarizing paragraphs in

15
min,
15
min,
10
min
(40
total)

reading is helpful for keeping track of

info and avoiding overload.
Recommend that they do this even in
their heads when reading anything in
English.
Then, do some corrective feedback on
the board.
Tangible Outcome & T. feedback/peer
feedback: Summaries
S, SS-SS
Activity 4 (if time allows):
Summary with Chocolate
article

4.1 Pre-Stage: Ask students to try

writing a summary of the article about
chocolate in Unit 9. They will work
individually.

20
min

4.2. During Stage: Students work on

their summaries. No dictionaries
allowed.
Transition to Wrap-Up:
These skills will help you
with your project. You can
talk to your partners for a
few minutes now.

4.3 Post-Stage: Students exchange

summaries and offer feedback to each
other.

Wrap-up
10 mins (if available) for
groups to meet and discuss
Rags to Riches project

Lesson Evaluation Procedures:

Tangible Outcome & T. feedback/peer

feedback: Summaries and partner
discussions.

Materials:
Slides
Textbook
Cards with life-changing events
Anticipated Problems & Suggested Solutions:
Students may not have any practice summarizing at all. I may take over to lead them in it
myself; i.e. guide them toward what Im looking for.
Contingency Plans (what you will do if you finish early, etc.):
Early finish=more time spent on writing summaries (chocolate) in class.

Post-Lesson Reflections:
I think they responded to the reading with more enthusiasm than the last, probably
because Im becoming more practiced at activating their schema beforehand with
relevant questions and discussion.
I like the idea of a letter in practice, but for them in turned into repetition of the same
grammatical form. How can I urge them to be as authentic as possible? Write me a letter?