CEP Lesson Plan

Teacher/s: Lyndsey Reed

Level: Advanced Studies

Date/Time: April 8th 7pm to 9pm

Goal: Idioms and Common Language

Objectives (SWBAT):
Students Will Be Able To
1. demonstrate an understanding of phrases through an engaging activity
2. describe objects in depth
3. use new phrasal verb expressions
4. use new idiom expressions
Theme: Practicing Identifying Meaning, Using Idioms and Verbal Phrases, Describing
objects without the saying the name of the object
Extensions: extending the games further. both of the games can be extended further than the
time allotted.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)
Review pop quiz

Linking & Transitioning to rest of lesson:

(for
example:
SS-T)

Activity 1: Review pop

quiz
Transition to #2:Now
Lyndsey will help test your
memory of these phrasal
verbs with an activity.

1.1 Pre-Stage:
S-S
Lets see if you remember the phrasal
verbs! Heres the same handout you got
on monday. Please complete it by
yourselves.
1.2. During Stage:
Ss are given the same phrasal verbs
handout that they completed in class on
monday, to check their retention of the
material
1.3 Post-Stage:
Now, check your answers! How much did
you remember?
Tangible Outcome & T. feedback/peer
feedback:
Ss are able to check their understanding
with a self pop-quiz score

Activity 2:
Scattergories activity

2.1 Pre-Stage: Describe the instructions

of the game through demonstration. Go
over the first sentence Something that
might take time to get over

T-Ss

10
min

5
mins

Students then have to list as many things

as they can think of that they can get
over ex. a bad exam grade. They make
a list for 2 mins. Then everyone
compares answers. If they have said
something that no one else has said then
they receive a point. This is will
practiced with both verbal phrases and
idioms
2.2. During Stage:
Play the game
2.3 Post-Stage:
*This feedback will be given after each
Transition to #3: Now that round
Feedback: Write new words brought up
we discussed topics that
on the board. Go over these words with
describe this idioms and
phrases lets discuss how to the class. Also, come up with new verbal
Ss-Ss
phrases or expression for ideas
describe without a topic.
T-Ss
mentioned. For example, if someone
suggested a death is something one gets
over suggest the expression to pass
away
Tangible Outcome & T. feedback/peer
feedback:
Teacher and student feedback with new
generated topics involving the idioms and
verbal phrases.
Activity 3: How to
describe things

Transition to #4 or Wrapup: Now that weve

practiced this lets move
onto a more open activity

3.1 Pre-Stage:
Ss complete handout, we go over the
answers as a class
3.2. During Stage:
T points out words in the handout (made
of nouns, verbs, adjs, etc.) and elicits
how to describe something, putting them
into 4 categories: category, purpose,
material, and details.
3.3 Post-Stage:
Ss use handout to describe objects to
themselves using the phrases from the
handout
Tangible Outcome & T. feedback/peer
feedback:
Ss are able to describe objects on their
own using full sentences

S-S

T-S

S-S

15
mins

15
min

describing objects
Activity 4: Group game

4.1 Pre-Stage: Describe the rules of the

game. One student will face the other
students and a word will be written on the
T-Ss
board and the rest of the class will work
together to help that student figure out
what the word is without saying the word.

15
mins

Do a demonstration round
4.2. During Stage:
Play the game. The words that will be
written on the board will be words
generated from previous activities during
the lesson

Ss-Ss

Wrap-up
Go over all the words
generated and go over
what will be on the test
tomorrow

T-Ss

3
mins

Materials: Worksheets
Anticipated Problems & Suggested Solutions:
There may not be enough time to complete everything. If this is the case, we can shorten the
time of the games/open activities.
Contingency Plans (what you will do if you finish early, etc.):
Extend the games
Post-Lesson Reflections: The class went well. The timing worked out well and students
seemed to enjoy the transition from focused lesson to more open ended activities involving
focused games.