CEP Lesson Plan Template

Teacher/s: Xinzhou Hu, Pan Yun, Yan Luo

Level: __I6_________
Date/Time: 02/11
Goal:
Get students to be familar with basic vocabulary and expressions of remodeling a house.
The grammar of have sb do and have sth done
Objectives (SWBAT):
Students Will Be Able To
1. Indentify the difference between house and home
2. Memorizing the vocabulary of basic remodeling jobs and familiar with relative
expressions.
3. Learn how to use the structure have someone do, get someone to do, and make
someone do. And to use passive have something done and get something done.
Theme: Home sweet home
Aim/Skill/Microskill
Activity 1:
Leading to the topic

Transition to #2:_Now we
understand the difference
between house and home. Lets
move to a new topic: moving to
a new
house.__________________

Activity/Procedure/Stage
Interaction Time
1.1 Pre-Stage:
TS&SS
15
(Playing the video of an animation
mins
named home sweet home before
the class while the students
coming to the classroom)
Pause the video and ask students
whether they know the name of
the animation and lead to the topic
home sweet home
1.2. During Stage:
Do you know the word house and
home? Think about their
difference? (pause) Send out
handouts with a list of adjectives.
Divide students in groups of four.
Ask them to work in groups and
write down house or home after
each adjective. Give examples: the
first adjective is comfortable.
Do you think it is right to say a
comfortable house? or a
comfortable home? Some of the
adjectives could describe both but
some can only describe one of
them.

1.3 Post-Stage:
Ask group to share their answers
and discuss the difference between
house and home.
Tangible Outcome & T.
feedback/peer feedback:
Students would learn adjectives to
describe home and house and they
will have a clear view of the
difference between house and
home.
TS
Activity 2:
2.1 Pre-Stage:
Vocabulary of jobs memorizing When we move to new house,
there will be lots of remodeling
work need to be done. Look at the
pictures on the PPT, do you know
them? You have two minutes to
remember those words.
Transition to #3:_
SS
___Now we are familiar with (Wait for a minute).
these jobs_______________
2.2. During Stage:
I need four volunteers. Each will
be assigned a job. Carpenter with
wood, roofer knees down and fix,
painter paint the wall, bricklayer
with milk, gardener with gloves,
plumber with paper towel (looks
like tunnel), electrician with plug,
architect with a paper with pencil.
Eight people will be divided into
two rounds. Each round for four
people.
Introduce each person and with
the job. Work in groups to discuss
how to memorize their jobs. And
divide the class into two groups.
When I say the persons name,
they should shout out his/her job.
The group gets the most jobs win.
2.3 Post-Stage:
Please open your workbook, turn
to page 65, do at exercise two in
pairs.

20
minutes

Activity 3:
Dialogue figure it out

Transition to #4 or Wrapup:___________________

Tangible Outcome & T.

feedback/peer feedback:
Memorizing of eight remodeling
job vocabulary.
3.1 Pre-Stage:
TS
Open the textbook, Turn to page
85, look at figure it out and you
will see a dialogue. Now kerry
and I will read the dialogue for
you. (After reading)Read the
dialogue, and answering the
questions on PPT. Work in groups
to find out the answer.
SS
3.2. During Stage:
Ask students from each group to
answer the questions.

25 mins

TS

3.3 Post-Stage
Please find the word in the
picture. Show the pictures of
sprinkler system, hose and
back yard. Hints: on page 86.
Do the exercise 2 in groups (if do
not have enough time, leave it as
homework.)

Activity 4:
Getting things done

Transition to Wrap-Up:
___________________

Tangible Outcome & T.

feedback/peer feedback:
Understand the dialogue from
figure it out.
4.1 Pre-Stage:
SS
Have students work in group of 3
to think of 1 thing that they have
other people to do for them. Give
an example for them first, cut hair:
hairdresser or barber. Ask them to
write their ideas on the board.
4.2. During Stage:
1. Have S read through the TS
instructions on page 87.
2. Use hairdresser or barber
as example to make the
sentence.I dont cut my
hair myself, so I have the

5 mins

10 mins

10 mins

hairdresser cut my hair. SS

3. Make Ss work in groups
and discuss the ideas on
the board and turn them
into sentences. (They have
to make sentences of other
groups ideas.)Pick
students to answer.
4. Ask Ss to read the
grammar rules 1.
5. Make Ss work in pairs to
finish check your
understanding. Pick Ss to
read their answers.
6. Go back to the ideas S
wrote on the board. write
down I have my hair cut
by the barber.And make
them put the sentences in
passive voice.
7. Make S read the grammar
rule2.
8. Ss finish the 2nd
conversation on their own.
Discuss with their partner
when they finish.
4.3 Post-Stage:
Have all the Ss stand up. One S
reads one sentence of the article
on p.88. They can sit down after
reading. (S would have to raise
their hands to read voluntarily.)

Wrap-up

Materials:
Textbook Page 85-86
Workbook page 65

Tangible Outcome & T.

feedback/peer feedback:
S will be able to think of real life
example as example for this
structure.
Lesson Evaluation Procedures:
TS
Homework
workbook p. 67-68 (practice 5.6)

5 mins

10
mins

5 mins

Animation video: sweet home

List of adjectives.
Powerpoint
Anticipated Problems & Suggested Solutions:
1. For activity 4, it might take time for S to think of real life examples. Suggest S refer
to what they have learned in previous activity (roofer, plumber)
2.

In order to avoid having same people raise hands and response all the time, assign
who has to give answer after telling the questions. Or, say How about those who
hasnt said anything today? to encourage Ss to speak.

Contingency Plans (what you will do if you finish early, etc.):

Workbook practice 1, 5 and 6
Post-Lesson Reflections: