CEP Lesson Plan Template

Teacher/s:
Level: B3

Melissa Smith and Aldo Resndiz

Date/Time:
Thursday November 6, 2014 10:00 - 12:00 PM

Goal: Use Classified Ads, Complete a rental application, and Identify rooms and furniture
Objectives (SWBAT):
Students Will Be Able To
1. Talk in pairs about their homes.
2. Talk with a partner and write down descriptions of a home they want to move to.
3a. Read a rental application
3b. Write down answers to questions about the application. (Time permitting)
4. Interview a partner and complete a rental application form.
5. Practice describing rooms in a house by completing a listening and matching activity.
6. Learn new furniture vocabulary by
playing a matching cards game and ordering
furniture in room categories.
7. Learn prepositions of place by playing dominoes.
Theme: Unit 4: HousingLesson 2: Finding a home; Lesson 3: At the rental agency; Lesson 4:
We need furniture
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Activity 1: Greeting!
(Activate schema)

1.1 Pre-Stage: On Monday we started

talking about our homes. Talk with
your partner about your home here in
New York. THEN pretend you have a
lot of money. Describe a home you
want to move to. You can look at your
notes to help you.
1.2. During Stage: Students talk with
each other about their homes now and
about their dream homes.

Transition to #2: Now that

we are talking about

1.3 Post-Stage: Who can tell us about

what their partner said?

T-S

Time

10
min.
2 min.

S-S
6 min.
S-TSS

2 min.

housing, how would you find

Tangible Outcome & T. feedback/peer
your new home?
feedback: peer feedback
Activity 2: Interpreting
classified ads and finding
classified ads.

2.1 Pre-Stage: Lets review the

abbreviations from classified ads on
page 66. Look at the classified ads in
the newspaper to see if you can find
these abbreviations. Circle the
abbreviations you find.

T-S

2.2. During Stage: Students look for

the abbreviations in the newspapers.

3-5
min.

S-TSS

2-3
min.

T-S

1-2
min

What abbreviations did you find? Are

any different from the book?
Now, this is what classified ads look
like in the newspaper, but there arent
very many listings. So, I like to look
online at sites like Craigslist or
padmapper. When you look online, it
helps to know what you are looking for.

30
min.
TOT
1min.

S-S
With a partner, pretend you are
moving. Write down answers to the
following questions on your worksheet.
(Where you want to move? Are you
looking for a place to rent or a place to
buy? What price? How many
bedrooms? How many bathrooms? Do
you want a place that allows pets? Do
you want a swimming pool, a balcony,
a chimney? What about a Gym? Do
you want a laundry room in your home,
in your building, around your area?
What other things are important to
you?)
SS-SS
2.3 Post-Stage: Share with another
pair about what you are looking for in
a new home.
S-T

10
min

Lets look one up together. Who will

tell me what they are looking for?

3 min

For homework, go on craigslist.org or

3 min
per
team 6
min

T-S
1 min

Transition to 3: Once you

find the place you want, you
need to fill out a rental
application. Lets look at
one in the book.

Activity 3: Complete a
rental application

padmapper.com and email me a listing

that matches what you are looking for.
Email me at
melissasmithteaches@gmail.com
Tangible Outcome & T. feedback/peer
feedback: Their completed worksheets
and their search result.
3.1 Pre-Stage: On page 68 is an
example of a rental application. Read
the application. Underline new words.

20
Min

What are some new words you found?

Can anyone describe those words?

6 min

(Time permitting: Now, Answer the

questions about the application.
Compare your answer with a partner
when you finish. Early finishers should
look at the information questions, and
write down questions to ask a partner

(10
min)

What is Kyungs address before he

came to Florida? How do you know?
Where does Ahn work? Who is Ahn?)
3.2. During Stage: Now, look at the
empty rental application on page 69.
You are going to complete this form by
asking your partner questions. Lets
look at some of the information
questions at the top of the page. What
are some questions you will ask your
partner?
First one person will ask their partner
questions and write down their
answers. Then we will switch, and the
other person will ask their partner
questions and write down the answers.
(model with Aldo)

Transition to #4:
For the second half of class, 3.3 Post-Stage: What is one thing you
we will learn to identify
wrote down about your partner?
rooms and furniture.
Tangible Outcome & T. feedback/peer

12
min

2 min

Activity 4: Kyungs new

home

Transition to Activity 5: We
just completed an activity to
help us identify rooms in a
house. We will now play a
game to help us learn new
vocabulary to describe
furniture around the house.

Activity 5: Furniture
Matching Cards

feedback: The rental application

4.1 Pre-Stage:
Ask Ss how many bedrooms are in
their home. Ask if they are large or
small, and if they can fit a lot of
furniture in the rooms. State the
objective: Today we will identify rooms
and furniture.
Tell Ss that Kyung is ready to rent a
T-Ss
home. They will listen to the
description of the home he rents and
will have to circle the correct home
plant. Then they will complete the floor
plan key with words from the box.
Instruct Ss to:
1.
Open your book to p. 70.
2.
Listen to the description of
Kyungs new home.
(Play CD 1, Track 50) (Play twice if
necessary)
3.
Look at the home plans.
Circle Kyuns new home in
Ex. C.
Which one is Kyungs new home?
4.
Complete the floor plan key
with words from the box.
4.2. During Stage: Ss will listen to the S-S, T-Ss, SsT
recording to get the information to
complete Ex. C. Ask Ss to check their
answers with their partners. Then,
have Ss complete Ex. D. T goes around
while Ss are comparing answers and
S, T-Ss, Ss-T
answers questions.

15
min.

3 min.

10
min.

2 min.

4.3 Post-Stage: Ss check their answers

on the board.
Tangible Outcome & T. feedback/peer
feedback: Ss compare their answers to
Ex. C with each their partners. T goes
over the answers to Ex. D during the
post-stage.
5.1 Pre-Stage: Go over each word on
p. 71 carefully and practice correct
pronunciation. Have Ss pay attention to

20
min.

the distinction between the sounds /ch/

in chair and /sh/ in washer. The
difference between the two sounds is in
the tongue placement. Show Ss short
pronunciation videoclips. Point out that
in /sh/ the tongue is near the top of the
mouth but doesnt obstruct the airflow.
Give examples <chair> and <washer>
<chimney> and <shower>. The tongue T-Ss
does stop the airflow in /ch/. Some Ss
may also have trouble with /s/ as in
<dresser>. They may try to make it
sound like /sh/. With /s/ the tongue is
lowered slightly from the /sh/ and the
airflow is even less obstructed.
Ask Ss to:
1) Sit in groups of three.
(Hand out a set of pictures)
2) Put the cards face down on
your desk.
3) Turn up one set of cards at a
time.
4) Pronounce the word on the
card out loud.
5) If the cards match, then you
keep the cards!
6) And you get another turn!
7) At the end of the activity, the
player with the most cards is
the winner.
(During the Post-Stage)
1.
Group the furniture under
each room category.
2.
List the furniture for one
category on the board.

S-S, T-Ss, SsT

5.2. During Stage: Ss take turn finding

the matching pictures. Ss are
encouraged to read the picture cards
out loud to practice pronunciation.T
goes around while Ss are doing this,
listening to SS and helping with any
S-Ss, T-Ss, Ssproblems.
T
5.3 Post-Stage: Ss count the number of
identified matching cards to determine

8 min.

Transition to 6: We just
played a matching cards
game to learn new furniture
vocabulary. We are now
going to play another game
to help us learn
propositions.

Activity 6: Prepositions of
Place Dominoes

the winner. Have Ss group the furniture

under the following rooms: <living
room>, <bedroom>, <kitchen>, or
<dining room>. Have someone from
each group come up to the board and
write down what they they listed under
one of the sections.
Tangible Outcome & T. feedback/peer
feedback: T walks around during the
activity and helps Ss with questions. T
provides feedback answering
questions. If consistent questions
among several students, interrupt the
class and give a mini lesson or review
to help students feel comfortable with
the vocabulary.
6.1 Pre-Stage: Divide
the class into groups of four. Each
student should have five picture cards.
The modals
cards should be placed face down in a
pile.
Students take it in turns to pick up a
modals card and try to match it with
one of their picture
cards. The student has to explain how
the
two cards match to the other players.
Students
can be as creative as they like in order
to convince the other players.
If the other players agree, the student
can get rid of the picture and place the
modals card at
T-Ss
the bottom of the pile. If the other
players find reasons to disagree, the
student keeps the
picture card.
The game continues until all the
players have no picture cards left. The
student who gets rid
of all their picture cards first is the
winner.
1.

Get into pairs.

S-S, T-Ss, Ss-

20
min.

5 min.

(Each pair is given a set of dominoes.) T

10
2.
One student starts by putting
min.
down a domino.
3.
Read the domino.
4.
Then, the other student tries
to match the preposition with
a place by putting one of their
dominoes on either side of the
first domino.
5.
Continue until one student
has no dominoes left. Thats
the winner!
6.
Write three sentences with
prepositions of location on
S-Ss, T-Ss, Ssyour own.
T
5 min.
6.2. During Stage:
Ss take turn reading the domino. Ss are
encouraged to read the domino cards
out loud to practice pronunciation.T
goes around while Ss are doing this,
listening to SS and helping with any
problems.
6.3 Post-Stage: Pairs compare their
domino arrangements with each other
at the end. Each S writes three
sentences with prepositions of location.
If consistent questions among several
students, interrupt the class and give a
Transition to Wrap-Up: We mini lesson or review to help students
feel comfortable with the concept.
just finished playing
dominoes to helps us learn
Tangible Outcome & T. feedback/peer
prepositions of location.
feedback: Accurately arranged
That is our last activity for
dominoes. Written sentences using
the day. We will now end our
prepositions of location. During the
lesson by filling in an exit
activity, T circulates and assists Ss with
ticket. Please write down
pronunciation and other quetions.
your homework for Monday.
During the post-stage, if consistent
Well see you next week!
questions among several students,
interrupt the class and give a mini
lesson or review to help students feel
comfortable with any of the new
prepositions.
5 min.
Wrap-up

Lesson Evaluation Procedures:

Exit Ticket
Homework:
Grammar Challenge
p. 48 & 49 Ex. A, B, C, D
p. 50 & 51 Ex. A, B, C, D
And go on craigslist.org or
padmapper.com and email me a listing
that matches what you are looking for.
Email me at
melissasmithteaches@gmail.com
Materials:
- Newspapers
- Lesson plans
- Feedback record sheets
- The internet (Padmapper)
- Chalk
- Power Point
- Stand Out 2
- Stand Out 2 CD
- Grammar Challenge
- Furniture Matching Cards (Activity 5)
- Preposition of Place Dominoes (Activity 6)
- Exit Ticket
Anticipated Problems & Suggested Solutions:
Our students are progressing and sometimes move faster than we expect. Because we are
adjusting our speed to meet their needs, we will have to be flexible with our time in case some
activities take less time than we anticipate. However, every now and then, some tasks are harder
than we anticipate, and take longer. If that is the case, some of the activities can be cut or
adjusted.
Additionally, students may struggle with the listening in Activity 5. The recordings can be
played twice if necessary. There are new vocabulary and concepts introduced in this lesson that
may be challenging to explain to students, whenever possible pictures will be included in the
PowerPoint to show to students. Each activity may take up to the maximum allocated time, exit
ticket can be completed in less than 5 min.
Contingency Plans (what you will do if you finish early, etc.):

This is the last unit of this semester before the final. Instead of doing all of the final review at the
very end, we are spreading out some of the review of previous grammar points and vocabulary.
In case some students finish early, they will can begin working on homework on their own. If
running short on time for the second half of class, the last activity will be moved to Monday.
Post-Lesson Reflections:
The lesson went well. We did not get to complete the last activity which will be moved to
Monday. We will plan other activities to continue working on prepositions of location.