CEP Lesson Plan Template

Teacher/s: ______________Yvonne Rosas______________

Level: ____PI2_______
Date/Time: ___Nov 7______
Goal: Review vocabulary, action verbs and resume writing

1.
2.
3.
4.

Objectives (SWBAT):
Students Will Be Able To
Practice action verbs using handout exercises
Practice fluency using their own work experiences
Review the structure of a resume
Rewrite or create students resume in English
Theme: Work
Aim/Skill/Micros
kill

Activity/Procedure/Stage

Review or Preview
(if applicable)

Linking & Transitioning to rest of lesson:

Take one more look at work-related vocabulary

Activity 1: action
verbs

2.1 Pre-Stage: Alright so weve already written an

email and a cover letter, so the next thing to write is a
resume. So take a minute and look at this question. How
long do you think employers look at a persons resume
and why? Turn to your partner and discuss this
question.
So,what do you guys think then? Actually an employer
takes less than thirty seconds to look at your resume.
Why do you think so? Ss elicitation.

Inter
actio
n

t-ss

s-s

Tim
e

2-3
mins

56min
s

t-ss
Ss-t

Right. You need to look good because the important step

is the job interview right? But before that you need a
good resume. So to write a good one, you need action
verbs. Does anyone know why action verbs are good for
your writing?

5-7
mins
ss-t

2.2. During Stage:

T hands out action verbs handout
Okay so I have a table here of a bunch of different verbs
we can use for our resume writing. Lets look on page
89 of your book now - remember the action verbs we
saw in the resume? Which ones were they?

t-ss
s-s

57min
s

T writes down verbs on B

Okay so you have a lot of different words to use now.
any questions on a word?
Now id like for you to rewrite the three sentences using
this form:
delete the I and start with an action verb.
Example:
Taught high school English
vs
I was a high school English teacher.
Okay?

ss-t

t-ss

10mi
ns

s-s
Check with a partner to compare your sentences
2.3 Post-Stage:
So when you write your resume, double check that you
used action verbs in your work experience section.
Tangible Outcome & T. feedback/peer feedback:
action verb practice & word list to use in resume
writing
2.1 Pre-Stage: Okay so lets start building a resume.
Before we do that, we have to take a look at what a
good resume should have. Look at the resume on page
89 and the one you brought on your own. Talk with a
partner and come up with a list of what should be
included in a resume.
During stage:
Okay, so lets get some of these headings on the board do you remember what headings are ?? Yeah titles of
the sections - thats a heading.
So it looks like this is the basic structure of a resume.
Now lets focus on the content of a resume. I have a
form here that you can fill out on your own.
T hands out form. So lets take a look at it. All of the
headings here have spaces that you can fill out on your
own. This looks like a resume but it needs some work.
Take some time to fill out this form with your own
information.
Okay, so now you have basically the content - the stuff that your resume is made of. So we have a structure, we
have some action verbs and some vocabulary. So lets
put everything together.

57min
s
t-ss
ss-t
t-ss

23min
s
57min

s-s
ss-t

t-ss
ss-t

35min
s

t-ss

79min
s

t-ss

Ss start to write resumes

T answers questions
9min
s

2.3 Post-Stage:
Okay take a moment to look at your resumes now,
compare it with a partner and see if there are any
differences or corrections that need to be made.
After you are done, you can turn your resumes in to me.

s-s
t-ss
t-ss

Wrap-up

Lesson Evaluation Procedures:

So what have we done so far today?

Materials:
11 handouts - resume form
Action vebs & present perfect
Anticipated Problems & Suggested Solutions: students do not elicit expected responses, teacher
will have to call out - resume writing takes longer than usua;
Contingency Plans (what you will do if you finish early, etc.): return to pronunciation & elicit
irregular verb forms
Post-Lesson Reflections:

23min
s