CEP Lesson Plan Template

Teacher/s: Sabina Simon (activity 3 and 4) & Kyoungwha Chung (activity 1 and 2)
Level: A2
Date/Time: 10/15/14
Goal: Reading and writing supporting details
Objectives (SWBAT):
Students Will Be Able To
1. speak more accurately through peer correction
2. use conditionals when they give advice to others problems
3. Write supporting paragraphs that connect to a main idea
4. interrupt and steer conversations in such a way that native speakers are not offended
Theme: Beholding Beauty
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)

Linking & Transitioning to rest of lesson: I want to

(for
go over the assignment you did for Homework. I
example:
want to go over some sentences I picked out from
SS-T)
your recording. Lets have time for doing peer
feedback and peer correction for the spoken activity.
And after the peer correction of your peaking
assignment, were going to do another activity
related to the conditionals youve learned.

Activity 1: Speaking:
Peer correction and
adding evidence to the
statements
Transition to #2: Okay,
if you are a thoughtful
person, what will you do
when your friends have
problems? Lets move
on to another activity.
We will talk about the
situation you are giving
advice and this time you
are going to focus more
on the grammar form,
the conditional.

Interaction Time

1.1 Pre-Stage: You have done the peer feedback

SS-SS
when you wrote an introduction paragraph last week.
Today we are going to do the same peer feedback on
the recordings you sent to me on Monday. Im going
to distribute a work sheet which has the sentences
you spoke. The first group contains the sentences
which need to be revised, and the second group has
some good sentences you might like, too. Read the
sentences in the first group, and talk in your group
about the ways to make them sound better, and guess
what the person really meant to say.
-Pass out work sheets, put class into groups of three
1.2. During Stage: Within groups, youll have your
own suggested revised sentences. After 10 minutes,
we are going to talk about the sentences in each
group together.
Walk around and make sure students are
understanding the sentences.
(10min)
Now lets talk about your suggestions. Group1, how
do you think the first sentence should be revised

25-30
mins

(corrected)? How can you make the sentence sound

better? What makes the sentence hard to follow? (
Discuss in class ) (10min)
Lets look at the second group, and discuss in your
group about what makes this sentence good, and
under what situations you also can talk by using
these sentences. If you the person, what would you
say? Figure out what these sentences mean. (10min)
1.3 Post-Stage: Discuss what they were able to find
between the two groups of sentences. What factors
make a speech sound better?
Tangible Outcome & T. feedback/peer feedback:
Tangible outcome and feedback is the paper with the
sentences they correct by themselves for their peers.
Teacher/peer feedback can be given in class and also
when they submit their recordings again.
2.1 Pre-Stage: We all have worries and concerns.
Who do you usually talk about your worries with?
And what concerns do you have these days? Talk to
Transition to 3: Now we the person next to you. (2min)
need to focus on writing 2.2 During stage: (Worksheet) Which expressions do
our supporting
you think you can use when you give advice?
paragraphs.
Now talk to your group members about the problem
you have and write down the advice your partners
give. And you have to write down what your partners
say as their problems or worries. Talk to each other
(10min)
2.3 Post stage: What kind of problem does your
partner have? And what did you say to him or her?
What advice did you give?
(5-10min)
Tangible Outcome & T. feedback/peer feedback:
students can share what problems their partners
have and say their problems and advice they gave.
Activity 2: Speaking
Retrospective advice

Activity 3: Writing:
Supporting Paragraphs 3.1 Pre-Stage: As a review, how did I say initially
that supporting paragraphs are structured yesterday?
Transition to #4: Just
-Topic Sentence
like in paragraph, we
-Evidence
have to make transitions -Transition/Conclusion
in our conversations,
right? What are some
If you look at page 78 in your books, I want you to
ways that you think
see the paragraph that says "Are skin products
native speakers steer the helpful?" In that paragraph, I want you to underline
conversation?
the development in the introduction, and draw a line
to where it connects in the supporting paragraphs.

2530min

3540min

(do this individually, then compare notes in groups)

3.2. During Stage: In groups, I want you to look at
the questions that I am going to hand out to you. I
want you to look at the question, and debate it
within your groups. I am going to time you, no
longer than 10 minutes for the debate! Someone in
your group should be a note-taker, but I want you to
engage with the question, and try to narrow down
your debate to an argument
- if you don't agree, it's ok. The goal of this is to
practice your arguing skills to help you with writing
your supporting paragraphs.
Questions:
Do you think people should receive aid from
the government for plastic surgery? Are
some forms of surgery better than others?
Why?
What is your opinion on tattoos? Are they
professional? Do you think they can be
considered artistic? Why do you think people
get tattoos?
Do you think the media is to blame for the
cause of eating disorders in our society? Do
you think movies, advertisements, and
popular culture contribute to this? Why or
why not?
Using science, parents can now control how
their baby is going to look: eye color, hair
color, etc. Do you think this is moral or
ethical? Why/why not?
Eventually, you are going to turn your debate into an
outline for your essay. I want you to turn your
debate into A thesis statement and 3 topic sentences.
(this is the beginning of your supporting
paragraphs) This should take no longer than 5-10
mins
After you are done with your major essay outline, I
want each person in your group to take a topic
sentence, and write a supporting paragraph about it
based on what you discussed as a group. 10 mins
-Don't worry about grammar and spelling, this is
just to get you to practice thinking in the way that a
supporting paragraph works.

For students who finish early:

edit each others paragraphs using the criteria for
writing an effective supporting paragraph.
3.3 Post-Stage: Have students come up in groups of
three and present their paragraphs to the class. The
class must take notes and give feedback on what they
think they should improve.
-1 thing they liked
-1 thing to improve
Tangible Outcome & T. feedback/peer feedback:
Students will have their paragraphs written down
and will receive feedback from students in the class.
Activity 4: Listening &
Speaking: Steering
conversations and
listening for cues
Transition to Wrap-Up:
In groups, give me an
example of how you
would steer the
conversation.

4.1 Pre-Stage: I am going to show you a clip from

SS-SS, SS- 15one of my favorite shows, called the Ellen Degeneres T
20min
show. Do you know Ellen Degeneres? Shes a talk
show host. She talks to celebrities about random
things (explain ED show)
The activity you did yesterday with Kyoung is good
for academic settings, but in more informal setting
Native Speakers are much more subtle. Ellen
Degeneres is great at getting celebrities on track, so
I want you to see how she does it:
https://www.youtube.com/watch?v=frPxeO7JP90
time: 2:47
(pass out papers, give context for the show)
I want you to mark down what Ellen says when she
wants JL to stop talking, and what gestures she
makes when she wants her to stop talking.
4.2. During Stage: Play the video twice, stop when
Ellen is successful in getting her to stop talking.
Discuss with students what the gestures were that
Ellen used, and the words that she said.
4.3 Post-Stage: Have students be talk-show hosts.
When one student starts going off track and talking
for a long time, have the student try to subtly get
them back on track.
Tangible Outcome & T. feedback/peer feedback:
Worksheet where students fill in information from
the listening, and teacher goes over it afterwards to
make sure they understand what they were supposed
to be listening for.

Wrap-up

Lesson Evaluation Procedures: Students will act out

the discussion that they just had for the class.

Materials: Listening worksheet, youtube, questions for students to debate

Anticipated Problems & Suggested Solutions: I was sure to create different levels of questions so that
if one group finds one questions too difficult to answer, I have another one that they can debate and
discuss with each other. Also, for groups who have more than three people, I will have one person
write the introduction/main idea, etc. so that the group can have a complete paragraph.
Contingency Plans (what you will do if you finish early, etc.): If certain groups finish earlier than
others, I will have them evaluate each others paragraphs before evaluating another groups
paragraphs.
Post-Lesson Reflections: Again, time management!! I need to time their discussions so that they
dont focus too much on that part. I think I will have a 5 minute timer on the computer, and they have
to jot down as many ideas as they can within that time. I still havent done the listening, but again, it
wasnt a priority because I really wanted to cover the writing for the test they were going to have on
Thursday.