CEP Lesson Plan Template

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

Level: __I6_________
Date/Time: 02/18
Goal:
Students will be able to use the grammar structure so that, in order to and have something done
correctly. Also, they will learn the skills of how to write a descriptive paragraph.

Objectives (SWBAT):
Students Will Be Able To
1. Identify their mistakes in the previous class
2. Master grammar rules of so that in order to have something done
3. Find the controlling idea in a descriptive paragraph
4. Write a descriptive paragraph
Theme: Home sweet home
Extensions: ____________________________________________________
Aim/Skill/Microskill
Review or Preview (if
applicable)preview

Activity/Procedure/Stage

Interaction

Tim
e

TS

1
min

1.1 Pre-Stage:
1.Send the handouts to students.

TS

1
min

1.2. During Stage:

Group discussion, find out the
mistakes and correct them

SS

10
mins

Today, we are going to cover several

task:.
1. do an error-correction activity
2. review the sentence structure that we
have discussed in the previous class
like in order to so that and have
something done.
3. Kerry will lead you to the writing
activity
Linking & Transitioning to rest of
lesson:
Ok, lets begin our first session.

Activity 1:
Error correction

1.3 Post-Stage:
Show one of correction under
projector. Answer questions

5
mins

Transition to #2:_On
Monday lesson, we have
discuss the structure of
expressing purpose.

Activity 2:
speaking: expressing
purpose

Tangible Outcome & T. feedback/peer

feedback:
The mistakes were collected from the
the previous classes. Students would
be able to identify others mistakes
and correct them.
2.1 Pre-Stage:
Turn to page 89, exercise 5
2.2. During Stage:
1. Exchange the books in pairs.
2. Read your partners sentences, correct
the mistakes.
3. Nominate reporter to share their
groups sentence (each group, two
sentence)
2.3 Post-Stage:
Group representatives share their
answers.

Transition to #3:_We have

do enough error-correction
for today. Lets move to a
speaking activity.

SS

1
min
10
mins

5
mins

Tangible Outcome & T. feedback/peer

feedback:
Error-correction of homework-exercise 5 on p89

3.1 Pre-Stage:
Activity 3:
a. Textbook, page 86, exercise 4.
Review grammar have
In the previous session, Kerry have
something done by doing
taught you the basic structures right?
exercise 4 on p86
b. Modeling
1. Read the example dialogue and the
example A.
2. Go over the phrases on textbook
3.2. During Stage:
1. Think of one thing that needs to be
done in your house.Make a to-do list
with two things.
2. Model the activity for them with kerry.
3. Find a person, talk to them, ask for
their to-do list and then tell them
yours using the dialogue structure.

1
min

5
mins

10
mins

Transition to #4 :
Thats pretty much about 1.
speaking. Now kerry would
lead you to an interesting 2.
writing activity.

3.3 Post-Stage:
Ask students to share what they get
from other students.
using structure: XXs XX need to
be ...ed.

10
mins

Tangible Outcome & T. feedback/peer

feedback:
Making dialogues with other people.
Get to know others to do list.
Activity 4:
Now you got me!

4.1 Pre-Stage:
1. Ask S to finish p.94 exercise 4.
2. Review the basic structure of a
paragraph.
1.
2.
3.
4.
5.

6.

4.2. During Stage:

Give group a picture and a piece of
paper.
Give Ss 5 mins to discuss about the
picture and write down descriptive
sentences.
Collect the pictures, exchange the
papers with another group and give
each group a piece of paper.
Give Ss 5 mins to replicate the picture
based on the description written by the
other group.
Give the pictures, drawings and
descriptions back to each group. Give
each group 3 mins to discuss the
differences between the picture and
the drawing done by the other group.
Ss will also need to discuss how to
adjust the sentences with more details.
Have each group report their findings.

4.3 Post-Stage:
1. Lead S to finish the worksheet
individually. They can discuss with
others once they finish.
2. explain HW. (Ss will have to choose
one topic and write a descriptive

TS

10
mins

SS
6
mins

1
mins

5
mins
3
mins

TS

5
mins

TS&SS

Transition to Wrap-Up:
Ask Ss if they have any
question about the
assignment. Remind them
that we are going to do
review tomorrow.

paragraph ).

mins

Tangible Outcome & T. feedback/peer

feedback:
Ss could finish the worksheet
individually and correctly.

5
mins

Wrap-up

Lesson Evaluation Procedures:

Ask Ss what they have learned today
as a quick review.

3
mins

Materials:
1.
2.
3.
4.

Handouts of error-correction
Handouts of descriptive paragraph
Pictures for activity 4.
Power Point slides

Anticipated Problems & Suggested Solutions:

1. The writing session may need more than one hour. The activities before writing session would be
limited within 50 mins.
2. Students might need more explaination of the assignment. Pick some of them to ask simple
questions in order to make sure they all understand what to do after class.
Contingency Plans (what you will do if you finish early, etc.):
Give the answer key of last-week homework to those students who finish the task early.
Post-Lesson Reflections: