CEP Lesson Plan Template

Teacher: Emily Clymer

Level: Conversational English, Advanced

Date/Time: February 12, 2016

Goal: Oral story-telling

Objectives (SWBAT):
Students Will Be Able To
1. identify features of story-telling techniques by analyzing a model
2. practice story-telling in pairs
3. reflected on their speaking through a takeaway reflection form.
Theme: NYC Subway / Urban Etiqutte
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

(for
lesson: Lets start with exercising our example:
memory. Share with the person next to SS-T)
you what you remember about this
Recapping what we shared information.
in our get to know you
activity in Tuedays
T writes Student information shared on T-S, S-S,
lesson
Tuesday on the board:
S-T
2.2 (JiYoung, married for 2.2 years)
FL (Mimi, recently went to
Keywest/Miami)
6 (Guli, 6 months here in NY)
Law & Order (Akemis fav. TV)
Niko, (Yaes daughter)
MS ( Maikes hometown, Munster)
9 (Toshikis 9 month old son, Asashi)
Activity 1:
Reviewing the NYTimes
article and discussing in
pairs before whole-class
share
(Building the context of the
lesson)

1.1 Pre-Stage: Lets travel back in time

to Tuesdays classWhat topic did we T-S
start to talk about?
-elicits Urban Etiquette and elicit
definition
(polite way to act/behave in a
city/town)
1.2. During Stage: Lets take out the

11:3311:40

11:4011:42

NY Times article for homework and

T-S, S-S
with the person next to you, share your
thoughts about(anchor Qs on board)
-Who were the targets of the
campaign? (manspreaders (n), people
who act rude/impolite on subways)
-Whats the purpose of the campaign?
(to curb (stop) rude behavior)
-Will this campaign work?
1.3 Post-Stage: T asks for volunteers to
share their thoughts and T anchors
Transition to #2: Now that their answers on the board.
weve seen what the local *introduce manspreader as a
govt has done, lets now
person, manspreading as the act
look at some classic
moments we may see
Tangible Outcome & T. feedback/peer
everyday on the subway.
feedback: T may give feedback on
use of new vocab manspreading if
necessary.
Activity 2: Classic NYC
Subway Moments &
Introducing Model
Listening Examples

2.1 Pre-Stage: I found 6 photos of

common things we may see on New
Yorks subway. Have a look and when
youre ready, I have 2 questions youll
write down and talk about with your
partner.

11:5012:00

T-S

1. Are these behaviors acceptable?

(Why or why not?) add this after
(acceptable =respectable in this
context)
*check understanding of this word,
maybe go over pron (ek/ sep/ ti/ ble)
2. What behaviors are unacceptable on
a subway in your country?
*Ask volunteer to write the Qs on
board for us. *Give 5 minutes to talk
--Ss share
-T asks students to share what theyve
discussed
2.2. During Stage: (Divide board into 2
for listening feedback purposes)

11:4211:50

S-S
S-T

12:0012:05
(Listening
Dictation
& Writing
Qs on
board)

12:0512:10
12:1012:16

So today were going work telling

stories and I thought wed listen to my
friend Alex tell a story about an
interesting NYC subway experience.
First, listen and youll tell me if it was
a good experience or a bad one.
(1 min, 40 seconds)
-What kind of experience did he have?

T-S

12:1612:20
T-S, S-T

Now, lets listen again but this time,

you can listen and read what he said.
(1 min, 40 seconds)
Take a few minutes and answer the
questions below.
(T writes #1-4 on left side of board for
feedback stage)

T-S

12:2012:27

S-S

12:2712:33

Now, in groups of 3, share what

answers you thought of.
(T monitors and takes note of what Ss
observed in listening)
T calls on students to share what they
thought.

T-S, S-T

12:3312:40

2.3 Post-Stage: Now, its your turn.

Take a minute or two to think of (T
anchors on board)
T-S
An interesting experience you had on
NYs subway. Youll share with a
partner. When youre ready, look at me
and well start.
*T counts off students 1-2-1-2-1-2
Asks the 1s to raise hand and to stand T-S
in a line
Asks the 2s to stand across from the
1s.
(if uneven number, T will join exercise)
Lets take 2 minutes and share our
stories (T sets timer with phone)

12:4012:43

S-S
*Ideally, students should share with at
least 2 different partners.
Tangible Outcome & T. feedback/peer
feedback:
Students will have analyzed a model
and be given prep time before speaking
with partners.
Wrap-up

12:4312:51

Lesson Evaluation Procedures:

Wrap up: T passes out Take away
reflection and asks students to
complete it.

12:511pm

T assigns homework
(Listen to the model story-telling #2
and complete the task. Emily will send
the audio file in an email today.)
*T passes out course schedule &
explains current events thread that
will start on Tuesday.
Materials: NY Times article on MTAs Courtesy Count Campaign, Classic Subway
Moments Photos, listening models of story-telling, audio clips, take away reflection form,
course schedule

Post-Lesson Reflections:
An additional step to be added to a future use of this lesson plan would be to incorporate
the element of how the storytelling is organized. An additional stage before students are
set to plan and practice story-telling would be added to include an analysis of how the
speaker began the story, what information was included and how the speaker ended the
story. Overall, this lesson went on very well and the topic was of great interest to the
students. An additional follow-up activity at the end of the lesson, to recap what was
learned, needs to be included.
Materials are attached below.

Conversational English: Advanced

Story-Telling
February 12, 2016
Subway Experience 1
So one day back in December, uh, I went on the subway and I was looking for a
subway, it was a Holiday subway, a vintage subway. So theres the New York Transit
Museum and four times a month on Sundays for a specific line, they roll out an old
vintage subway and its made up of different cars from different decades in New York
City history. So I went on this subway and I was dressed in Christmas clothes and my
girlfriend was dressed in Christmas clothes too, there with me, and we went on the
subway and there was a Swing Band playing. I mean, a full Swing Band, a cello, a
violin, and it had different types of other instruments, um, a banjo and they were just
playing in front of us on the subway. So, not only were we in a vintage old subway near
Christmas time but we were also listening to a live jazz band playing right in front of us.
There were even trumpets. So we were sitting there with old ceiling fans and old couches
and we were still in the subway but it felt different. And um, it went to the final
destination and it stopped there for 15 minutes and everyone got out onto the platform
and started dancing swing. So I danced swing with my girlfriend for a little bit on the
platform. We werent very good but we saw a lot of experts dancing swing and it was the
most incredible experience Ive had with the subway in New York City.
1. How did this speaker begin his story?
2. What words did he often use to start sentences?
3. What grammar tenses did he often use?
4. What did you like about how he told his story?
5. Are there any expressions he used that youd like to use in the future?
Underline them and think about using them in the future

Swing Dancers

a Swing Band

Subway Experience 2 (Homework)

Well, one time when I was on the subway, there was a woman who had, um, her, I think
he was about her 2 or 3 year old son, who had a Tonka truck. And, they were standing,
she wouldnt take a seat. I was actually sitting there, she wouldnt take my seat. Um, she
insisted on standing and the boy kept either throwing the truck or worse, it was a really
packed day and he kept on running the truck up and down the mans leg in front of him.
And the man was the nicest person Ive ever known because he just kind of put up with it
but he eventually did say, you know, you really shouldnt do this to strangers because
not all strangers will be nice about you doing this. And the little boy wasnt fazed and
understandably because the mother kept telling the boy, if you keep on doing that, Im
gonna take the truck. If you keep on throwing it, Im gonna take the truck. But she kept
on giving it back to him instead of actually taking it away. Um, maybe she knows that he
would throw a tantrum and it would be worse. Im not saying, Im not a parent myself, no
judgment for that piece but it was sort of taxing being sort of being so close to it and
seeing how uncomfortable it was not only making that man but we were all very
uncomfortable with the actions of the child around us.
1. How did this speaker begin her story?
2. Looking at the text, what are the meanings of the following expressions:
a. She insisted on standing
b. The boy kept throwing the truck
c. He kept on running the truck up and down
d. He kind of just put up with it
e. The little boy wasnt fazed
f. He would throw a tantrum
3. What grammar tenses or structures did she often use?

4. What did you like about how she told her story?

5. Are there any expressions he used that youd like to use in the future?
Underline them and think about using them in the future

a Tonka truck

a child throwing

CEP Lesson Plan Template

Teacher: Emily Clymer
Level: Conversational English, Advanced

Date/Time: February 23, 2016

Goal: Strategies to extend conversation in informal settings

Objectives (SWBAT):
Students Will Be Able To
1. share the listening strategies theyve observed in NYC
2. identify different strategies of extending conversation by listening to a model
3. practice different strategies to extend informal conversations by interviewing peers
4. reflect on their conversation (for homework)
Theme: Getting to know our classmates in NYC
Aim/Skill/Microskill Activity/Procedure/Stage
Sharing Current
Events

Interaction Time

Yae, Gueli, JiYoung, Mimi, Sylvia to give mini S-SS/T

sharing opportunity

Activity 1:
1.1 Pre-Stage: Memory Testthere
Listening strategies
were two little words that we discussed T-S
share & extending the
last week about how we naturally start
conversation strategy
S-S
stories. Share with your partner what
you remember. (So, Well)
1.2 For homework, I asked you all to
observe what people do to show they are T-S
listening to each other.
Share with a partner (or groups of 3) what
you observed.
WC feedback: T asks for volunteers and
anchors strategies on the board.
(Write on board while SS are sharing)
Eye contact
Facial Expressions
Gestures/Movements: Nods, maybe a hand
gesture
Sounds: mmhmm, hmm, oooh
Expressions: Right? Yeah. Wow.
1.2. During Stage: Today were going to work

11:3011:50

11:5011:55
11:5512:00

S-S
12:0012:07

on strategies to keep our conversations going

naturally. First, lets listen to a conversation I T-SS
had with a friend. We were catching up with
each other after not seeing each other for a
few days.

12:0712:10

Anchor catch up with someone (to spend

T-SS, SS-T
time talking with a friend you havent seen or
spoken to for a while) *elicit past tense and
drill pronunciation
Listening 1: Listen and tell me what I did this T-S, SS-T
weekend and what Alex did this weekend.
(You may take notes)
Listening 2: Now lets listen again and
identify what language or sounds we use to
keep the convo going

12:1012:12

T-S, S-S
12:1212:22

*Task 1 and pair check

-Elicit the uses of expressions Oh, Wow for
surprise, Yeah, Oh, cool, Hmm- to show
interest, and the use of questions, sometimes
repeating what each other had said. Whatd
you do this weekend?..This weekend..
*Task 2
-Write on board and drill
Whatd you do this weekend?
Whatd you get up to? (slang)
Whatcha been up to (connected slang)
*Elicit meaning and responses
1.3 Post-Stage:
T reviews handout and strategies used
-Asking follow-up questions (focus on Yes/No
and WH-questions)
-Acting Intrigued/Making Positive
Exclamations
(really? Wow, I cant believe that. That must
have been fun, Right. True. Sounds
interesting. Thats great.)
*Review pronunciation of slight rising
intonation.

12:2212:30

-Using WH-questions to extend conversation

-Rephrasing or repeating what other person
said.
Activity 2:

2.1 Pre-Stage:
Brainstorm 2 questions you have for your
classmates and write them on the board.

T-S

12:3012:40

T pairs partners into 1-2-1-2(if uneven number, have one strong group of
3)
Ask students to go to different parts of the
room to have the conversation and record
their conversation.
2.2. During Stage:
SS speak in groups for 10 minutes.
If theres time, switch groups.
2.3 Post-Stage:
T gives feedback and asks students to listen to
the conversations for homework and complete
the form.
Wrap-up

12:4012:50
12:501pm

Lesson Evaluation Procedures:

-Give Ss homework
Listen to your recording and transcribe
everything and bring to class
Complete the self-reflection form

Post-Lesson Reflections:
Students enjoyed the use of the model and many questions came up about other ways
(non-verbal) to show that you are listening. In order to maximize class time, in a previous
class for homework, students may be asked to reflect on the ways they naturally show
speakers they are listening and to observe how others, in their first languages, show they
are listening.
Materials are attached below.

Conversational English
February 23, 2016
Extending the Conversation
Catching up with a friend
Task 1: Identifying Features to Extend the Conversation
Directions: Listen again and underline all the words Alex and I use to keep the conversation
going.
Emily: Hey Alex, how are you?
Alex: Good. How are you Emily?
Emily: Pretty good. Its been a while since we caught up.
Alex: I know. Whatd you do this weekend?
Emily: This weekend I went to lunch with one of my old students and I brought Janie.
Alex: Oh cool.
Emily: We went to, yeah, we went to brunch and we walked around the park all day because the
weather was beautiful. What about..
Alex: What did you have for brunch? Where did you go?
Emily: Oh, I went to a place in my neighborhood called Freds Restaurant. Actually, all of us had
the same thing. We all had Eggs Benedict.
Alex: Oh.
Emily: It was fantastic.
Alex: Good.
Emily: Yeah. What did you do this weekend?
Alex: Um, I actually went to White Plains. So, my parents are looking to get a house in White
Plains and you have to drive there. So, my sisters boyfriend has a car and we drove to White
Plains and we saw one house after the other and we saw about 6 houses.
Emily: Hmmm.
Alex: And while we were there we were looking at the neighborhoods and imagining what it
would be like to live there, um, for my parents to live there and for us to visit. And, um, for lunch
we went toso theres one house theyre considering and right near the house theres a diner, an
Italian restaurant place, called Alexs Grill, which is funny because my name is Alex. So we went
to Alexs grill and we had lunch there and it was really nice and uh, yeah, it was fun.
Emily: Had you been to White Plains before?
Alex: No, I had never been to White Plains.
Emily: Whatd you think of it?
Alex: It was nice. It was quiet, very suburban. Umm, quaint. But the good thing is theres the
Metro North, is there. And you can get to New York City in about 30 to 40 minutes.
Emily: Oh, cool.
Alex: Yeah.
Emily: Huh, so when are your parents thinking to actually
Alex: Theyre thinking, theyre hoping to move there in May or June.
Emily: Wow.
Alex: Yeah, so its pretty soon. And Ill probably be moving, Im looking to move to Brooklyn in
May or June as well. So Ill have my own place and theyll be there and I can go visit if I ever get
tired of the city.
Emily: Yeah, oh cool.
Task 2: Noticing Connected Speech
Directions: Read the script and underline all uses of connected (contracted speech), For example:
Whatd you do this weekend?

CEP Lesson Plan Template

Teacher: Emily Clymer
Level: Conversational English

Date/Time: March 8, 2016

Goal: Starting and Ending Small Talk with Strangers

Objectives (SWBAT):
Students Will Be Able To
1. come to an agreement about what topics are appropriate for strangers & acquaintances
2. share their strategies for starting small talk & learn 3 new speaking gambits
3. practice, in groups, what they would say in specific situations
4. Repeat the same task for strategies for ending small talk & learn 2 speaking gambits
and practice with specific situation
*End of lesson, for 30 minutes, ask students to do an informal current events share.
Theme: Small Talk
Aim/Skill/Microskill

Activity/Procedure/Stage

Coming to an Agreement
About small talk topics

T anchors Q on board:
Ask students to help you define small
talk and anchor definition on the
board

Interactio
n
T-S

What topics are appropriate for

making small talk with strangers &
acquaintances?
T asks students to come up to the board
and write the topics they think are
okay.
*make sure weather, things around
you and current events are on board T-S
-What we never really talked much
about on Friday washow common is
small talk in your countries?
S-S
*Share with the person next to you.
T-S, S-T/SS
Then WC Feedback
Activity 1:

1.1 Pre-Stage: Today, lets focus on 3

Time

11:3011:45

of these topics (T circles weather,

T-S
things around you and current
events)
Scenario 1
*How many of you take the bus here in
NYC? Heres a real situation.
Tomorrow, youre waiting for the bus
(the weathers supposed to be 75
T-S
degrees) but the bus is late. Youre
sitting next to one other person. They
smile at you.
T anchors on board waiting for bus/
good weather
Anchor Qs on board and Ask students S-S
to Pair Share
1.What do you do? (smile back, nod)
2. What do you say?
(T elicits and writes SS expressions on
board)
Ts own gambits to introduce:
1. Beautiful/Great weather were
having, right?
2. Can you believe this [beautiful,
frigid, gorgeous hot] weather?)
3. How about this weather? Can you
believe it?

11:4511:52

T-S, S-S
11:5212:00

*Drill pronunciation and focus on

intonation
*Turn to your partner and say the first
one.
*Call on specific students
Scenario 2
Your husband, wife, boyfriend or
girlfriend invites you to a socializing
T-S
even ( a party, a cocktail hour). Youre
there and a colleague/co-worker that
you met only once before comes up to
you.
T anchors partners colleague
(acquaintance), work party
Share with the person next to you..
S-S
1. What do you do?
2. What do you say?

12:0012:05

In addition to what SS say and what T

anchors on board, T has specific
gambits.

T-S, S-T/SS

1. Its nice to see/seeing you

again. How are you,
T-S
2. Are you enjoying yourself?
3. This is a beautiful
space/location, right?
(commenting on things around
you)
*Go over pronunciation and
intonation. T models, Ss drill, T asks
students to look at each other and
practice. T calls on specific students.

12:0512:10

T-S, SS-T
12:1012:15

1.2. During Stage:

Now its your turn. Youll have specific
T-S
scenarios and have to think of and
share with a partner what youd say.
SS given 1 scenario each. Brainstorm
what you might say and share with
your partner.

S-S

12:1512:18

T posts handouts (with each prompt)

around the room while SS are
discussing
1.3 Post-Stage:
T-S

12:1812:25

2.1 Pre-Stage:
So sometimes when we make small talk
with strangers, we can just make a
T-S
comment (comment on weather, things

12:2512:30

Around the room are the different

scenarios you talked about. Find yours
and write your suggestions on the
paper. Then, walk around and add
what you would do or say.
Activity 2:

around us) or ask a question but the

conversation doesnt need to really
continue, right?
But how do we say goodbye or end this
small talk?
Imagine. Youre on that same elevator.
Youve smiled, made a comment about
the weather. Now the doors open
T-S, S-T
what do you say?
-T elicits from Ss and write on board
1. Have a nice day. / Enjoy your day.
2. Nice chatting with you (if it was
extended)
3. Anyway (if youre still talking), have
a nice day.

12:3012:34
(drill
pron)

Or just a smile and nod when leaving

the elevator.
*T introduces anyway as a way to
shift topics (and often used to signal
the end of something) and drills
pronunciation like before.
2.2. During Stage:

T-SS, SS-T
12:3412:40

*Revisit the handout and write

expressions you would say to end
these conversations.
*SS share and we discuss as a class.
2.3 Post-Stage:
Brave Homework: Initiate small talk
with at least one person before Friday.
Then, write down (after) what you said,
what they said and how you felt.

Wrap-up

Lesson Evaluation Procedures:

12:4012:45
(anything
we want
to add?)

Take away:
Write one thing (word, expression or
idea) that you learned today.

Post-Lesson Reflections:
This lesson is still a work-in-progress. As it was a follow-up to an introduction to small
talk, more real situations need to be considered. However, the parameters of specific
situations seemed to be very effective in eliciting what language students are naturally
using.

CEP Lesson Plan Template

Teacher: Emily Clymer
Level: Conversational English, Adv.

Date/Time: March 29, 2016, 11:30-1pm

Goal: Practicing How to Agree and Politely Disagree With Someone

Objectives (SWBAT):
Students Will Be Able To
1. revisit and practice opinion expressions from previous lesson
2. share their knowledge of agree/disagree expressions and practice sharing opinions
3. identify additional expressions of agreeing/(politely) disagreeing in a spoken model
4. repeat the speaking task with the goal of using new agreeing/disagreeing structures
Theme: The Culture of Social Media
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

Interaction Time

Lets test our memories a bit. Share

with your friend next to you: the 4
special expressions for opinions from
Fridays class.

T-S

SS speak, T monitors and anchors SS

responses on board:
1. If you ask me
2. To be honest
3. Personally (speaking)
4. From what I gather

S-S

5. Some people may disagree with me,

but as far as Im concerned (*this was
an extra one)
(T anchors on top left corner of the
board for SS to refer to during lesson)
Checking in: Did anyone hear or use
these expressions at the weekend?
Activity 1: Recalling the
Article & Opinion Sharing

1.1 Pre-Stage:
So lets take a few minutes and refresh

T-SS, SS-T

11:3011:35

our memory from the article for

homework.
T passes out handout. Skim over the 7
ways FB has changed our lives. Is
there anything missing? (Would you
add anything else) WC discussion and
T anchors board

T-S
SS-T/S

Possible ideas: its changed the way

people communicate (people follow
each other, able to communicate at
great distances), its changed
relationships between people

11:3511:45

*Adding the language changes to #1

T-SS, SS-T
(ask SS and anchors responses on
board, such aspost, like, share, tweet,
block)
1.2. During Stage:
So lets share our own opinions about
how social media has changed our
lives. Before you share with a friend,
take a minute or two to plan your
thoughts.

T-S

11:4211:44

While SS plan, T sets up the Doc Cam

for FB.
T pairs SSYoull have 5 minutes to
share your opinions with each other.

T-S, S-S
11:4511:50

*Remind SS of the expressions on the

board and to set a goal of using at least
one while speaking.
Transition to #2: Today
were going to dig into
something we commonly do
with our friends or family:
agree or disagree about a
topic

1.3 Post-Stage:
WC Share and T gives FB
*T projects FB and goes over with
class.

T-SS, SS-T
11:5012:00

Activity 2:

2.1 Pre-Stage:
Turn to the person next to you and
share some expressions or techniques
for agreeing and disagreeing with
someone.
T separates board into Agree /
Disagree to anchor SS responses on
board. T will call on specific students
and also ask for volunteers.
**Leave Space on top of board for
Speaking Question Later**

T-SS, S-S

12:0012:04

T-S, S-T/SS
12:0412:10

-With SS responses, T will bring up to

whom (relationship) that expression
can be used for *register use
-T may need to address written vs
spoken gambits
T-S
What about these(T anchors her
examples on board)
Agree: I couldnt agree with you more
Youre (absolutely) right.
Definitely/ Absolutely.
Right.
S-S
*Drilling for Pronunciation
Turn to your partner and say: I
couldnt agree with you more. Etc.
Disagree: I see what youre saying
but..
(you mean)
I understand where youre coming
from but
Youve got a point but

T-S

12:1012:13

12:1312:16

S-S
*Drilling for Pronunciation
Turn to your partner and say: I see
what youre saying but
So why do we say this whats the
purpose? (T tries to elicit function)
*Function: Acknowledging the value
of what smn said before disagreeing

T-S, SS-T

12:1612:18

Transition: Well keep these

expressions on the board for a speaking
activity in a little while.
So, weve looked at how social media
has changed our lives; now lets dig a
bit deeper into the topic. T anchors Q
on board:

T-S
12:1812:20

Does social media help or harm our

relationships?
T separates students into As and Bs
As, brainstorm and share about how
social media HELPS relationships.

T-S

Bs, brainstorm and share about how

social media HARMS relationships.
Later, youll practice
agreeing/disagreeing about this topic
with a different partner. So use this
time to share ideas and plan.
*T monitors and helps SS as they need. S-S
6-7 minutes.

12:2012:26

2.2. During Stage:

Great, now lets practice agreeing and
disagreeing about this topic.
So heres what well do:
1. Make goal--choose 2 new
expressions to use
2. Decide who will speak first.
3. Record yourselves
4. Really listen to your partner
and write 1 interesting point
they made after youre finished.
T assigns partners (Each A with a B)
If theres an uneven number, assign
one odd-numbered group.

12:2612:28

12:2812:35

SS speak 6-7 minutes. T monitors and

collects for feedback.
* T also checks Doc Cam and make
sure its okay for use for FB

12:3512:40

2.3 Post-Stage:
Who wants to share an interesting
point their partner made?
-T anchors comments on paper for Doc
Cam
So here are some things that I heard
*T focuses on bravo moments first
*T then focuses on 1-3 common errors
she heard or areas students struggled
with

12:4012:45

Extended Task:
Now lets listen to two people agree
and disagree about a similar topic.
First Listening:
First, lets listen and decide the
relationship between these 2 people.
(Friends, Coworkers,
Employer/Employee, Parent/Child)

12:4512:48

Second Listening:
Now, lets listen and follow (T passes
out tapescript) along.
Underline words or expressions they
use to agree or disagree.

12:5012:53

*T monitors and asks for a volunteer to

share what they underlined.
1. Did they use any of the expressions
on the board? (Maybe not)
2. What is Jeans technique of

12:5312:57

disagreeing? (asks questions, poses

different situations)

Wrap-up

Lesson Evaluation Procedures:

-T asks SS to complete a take-away
-T assigns HW: Share convo in the
Whats App Group and complete the
self-reflection guide for Friday.

Materials: Reading Summary Material (Ts own, adapted from news article), Feedback
handouts (for the T, 3 copies for speaking tasks), Speaking Model Audio File, Speaking
Model tapescript, Takeaway, Self-Reflection HW Guide
Post-Lesson Reflections:
The structure of this lesson was strong but my teacher talk was heavy. Furthermore,
focusing students to really explain what opinion language they are using in their daily
lives is a way to elicit really what they are already using and ensuring that the language
suggested by the teacher is helpful to them.
Furthermore, the model wasnt exactly the best fit for strictly agreeing or disagreeing.
While the analysis was an interesting experiment to see what students notice as
agreeing/disagreeing, the spoken model was very fast and the register of the speakers was
maybe too formal for this group of learners.

Conversational English
March 29, 2016
Task 1: Recalling the Reading
From relationships to revolutions: Seven ways Facebook has changed the world
By Jessica Elgot
1. Facebook has changed the definition of friend
-Language change: to friend and to unfriend as a verb
-Additional new words from social media: _______________, _______________,
_______________, _______________
2. We care less about privacy
-Young people are willing to share personal details about their lives (photos, life events, interests)
-Sharing personal interests allows brands to identify customers
3. Facebook has created millions of jobsbut not in its own offices
-It has created an entire sector of social media jobs that includes media, marketing, sales and
technology
4. Political parties who focus on Facebook win
-Social media has become important for political campaigns
-Politicians are able to reach out to the public and identify specific groups of possible supportive
voters
5. Facebook has been the tool to organize revolutions
-Sharing posts on social media allowed people to organize and meet
-Reliable information about what happens during political and social revolutions
6. Facebook makes news, breaks news and decides what is news
-Many young people get their main news source from the Internet and share it on social media
-News media shares news on social media websites and Facebook has its own news that it shares
7. Users are changing Facebook
-Used to be only college students, but not people from all ages have Facebook
-39% of Facebook users are connected to people they have never met in real life
Task 2: Speaking Task
From your point of view, how has social media changed our lives?
Directions: Use the space below to plan your thoughts before you share with a friend.

Conversational English
March 29, 2016
A Model Listening
Directions: Listen and follow the conversation. Underline words or expressions used to
agree and to disagree.
Rocky: Hey Jean.
Jean: Mmhmm.
Rocky: So you know that German guy that we met the other day in the bar
Jean: Uh.Mike.
Rocky: Yeah, yeah. So I went online to try to look him up on Facebook because I was like, Im
gonna friend him.
Jean: Oh my god, you stalker.
Rocky: I know, I know. But its a really good thing because then we could keep in touch and he
would be in Germany and I would be here and hes really cute. But hes not on Facebook!
Jean: You didnt find him?
Rocky: No, what is that? Everyones always on Facebook.
Jean: Some people arent. Some people dont like Facebook.
Rocky: Oh please, everyones on Facebook. Its how you communicate. Its one of the best, like,
ways of keeping in touch with people.
Jean: I actually deleted my Facebook not too long ago.
Rocky: Nooo. Why?
Jean: Umm, I mean, you can keep in contact with people but most of the time if you look at the
posts that people have online, on Facebook, its just, like, videos they share. Its, like, stupid
things.
Rocky: Really? Theres a lot of politics. I mean especially now with the elections and everything.
Theres a lot of articles about the politics going on.
Jean: But, like, when youre trying to keep in touch with someone it becomes more of a platform
for politics or any other opinions that you have rather than keeping in touch with someone. You
dont really care about the person youre connected with.
Rocky: What if that is your only way of, like,because I think of, like, getting the news and I
dont watch it anymore. What if that is the way that you get information?

Jean: Yeah but the information youre getting is, like, other peoples opinions. So maybe a better
way would be to just google things.
Rocky: Do you really sit down and just google things?
Jean: No.
Rocky: <Laughs>
Jean: Well, for example, if Im interested in the election and I don't know anything about Bernie,
Ill google him. Ill google, like, recent events that came up with him.
Rocky: Mmm. Yeah, I dont know. I just really think it is, nowadays, the social media,
Instagram, all of it, is ways that, it really does, it really helps society. It helps them develop new
thoughts, new ideas, like share things, like, from India that are unique there and you would never
know about here. It kind of broadens your knowledge.
Jean: Okay. Well, like, how about celebrities that use Twitter, though? Like whats the point of
that?
Rocky: Are you kidding? You dont want to know what, like, Ryan Gossling is doing right now?
Jean: Not really.
Rocky: Uhh. Okay, I guess I can kind of see [your point about] that one. Yeah, who cares about
Kim Kardashians butt all the time. I guess I do understand that.
Jean: Ah, however, though, that reminds me, I can kind of see your viewpoint though about how
social media can be pretty powerful because, like, Turkey used Twitter a lot when they were
going through these political difficulties, right? That was their only outlet for communication, so I
guess you can beyoure right on that point.
Rocky: Yeah.
Words or Expressions Used to Agree

Words or Expressions Used to Disagree

Reflecting on My Speaking
Homework due Friday (April 1st)
Task 1: Listen to your recording twice and complete the following charts.
Words or Expressions I used to agree

Words or Expression I used to disagree

Task 2: Remember how you felt while speaking and listening and complete the following
statements.
1. When I was speaking, it was easy to
2. When I was speaking, I had some trouble
3. When I was listening to my partner, I was impressed by
4. If I could repeat this speaking task, I would have liked to

Task 3: Listen to yourself again and write the words or expressions you used to connect
your ideas.
For example: Personally, I think social media allows us to connect more with people
because we can send messages or videos at any time and from any place.