CEP Lesson Plan Template

Teacher/s: Sabina Simon

Level: Intermediate 4 Date/Time: 6:30 9:30 PM 6/12/2015
Goal: Use reported speech to discuss commands and requests
Objectives (SWBAT):
Students Will Be Able To
1. Use let to describe things that they are given permission to do.
2. Identify requests and commands in a listening exercise
3. Use NP + infinitive to describe what certain people told them/ordered them to do
4. Identify the parts of a paragraph
5. Identify definitions when they are embedded in a text
Aim/Skill/Microskill Activity/Procedure/Stage

Interaction

Review or Preview (if Linking & Transitioning to rest of lesson:

applicable)
Review Midterm, go over basics of giving
orders, commands, etc. (Introduce chapter)

(for
example: SST)

Activity 1: Office
Space Listening

2.1 Pre-Stage: Play Office Space

Beginning he gets told about the memo a
second time
18:45 - 20:49

Transition to #2:
Have students discuss
their worst jobs, but
the things that at least
they were allowed to
do during those jobs.

2.2. During Stage: Have students watch and

answer the questions as they go.
After the listening, have students identify the
words that make these sentences either
commands or requests, and talk about the tone
that Lumbergh has when he gives the
commands.
2.3 Post-Stage: Have one person play Every
Day the Same Dream.
Students write down sentences of what people
tell them to do He told him to she told her
to in order to practice (15 mins)

Time

6:307:00

Tangible Outcome & T. feedback/peer

feedback: Paper with their notes about the
listening.
Activity 2: Speaking
using let

Transition to #3:
Have students identify
some of the sentences
from the comic. Have
them identify subject,
verb, object, etc. What
makes a sentence?

3.1 Pre-Stage: Have students talk about their

childhoods. Have them think of a time when
they did something bad (on purpose), or have
them list things that they were not allowed to
do, and things that they were allowed to do.

7:00
7:30

3.2. During Stage: Have students read the

comic http://hyperboleandahalf.blogspot.com/
They only have to look at the pictures, they
dont have to read the entire thing. (5 mins)
Have students answer comprehension questions
Introduce let with PPT
They let me go to the movies.
They didnt let me go to the movies.
Also:
They wouldnt let me
They couldnt let me
They wont let me
3.3 Post-Stage: Have students make and share
their comics, discussing what their parents
would and wouldnt let them do as kids.
Tangible Outcome & T. feedback/peer feedback:
Comics with stories and written grammar.

Activity 3: Writing
Topic Sentences

Pre-Stage: Have students name the parts of a

sentence:

Transition to #4: Give

students reading,
identify topic
sentences and their
importance in each
paragraph (jigsaw
reading, give each

Mary likes cake.

Mark likes chocolate cake.
(subject, verb, object and ADJECTIVES!!)
During Stage: Have students complete the first
part of the packet to practice putting adjectives

7:30
8:00

group one paragraph)

in their writing.
Introduce writing a paragraph. Have students
complete the part of writing a paragraph and
identifying the parts of a paragraph (topic
sentence generally = main idea)
Post-Stage: Have students talk about their
favorite singers and why they are their favorite
singers. Go over topic sentences, and what
makes a good topic sentence
- Introduces the main idea of the
paragraph
- Is argumentative/presents a point
Tangible Outcome: Completed packet

Activity 4: Reading
for definitions

Transition to #5: To
refresh what they
learned last time, put
verbs on board and
have them make
sentences. Do error
correction when
necessary.

4.1 Pre-Stage: Tell students that for this unit,

they are going to have to look for definitions
and examples that can be present in written
pieces.

8:00
8:40

Tell students this is a mystery story, but within

it the author gives a lot of definitions for
difficult words. Have students underline every
time the author gives a definition for a word in
the story.
4.2. During Stage: Have students read, then
answer the definitions.
4.3 Post-Stage: Discuss the phrases the author
used in order to communicate that they were
giving a definition.
Tangible Outcome & T. feedback/peer
feedback: Underlined reading with definitions.

TEN MINUTE BREAK

Activity 5: Grammar Pre-Stage: Have students think about whether
Practice with Giving they think aliens exist. Do they exist? Where
Orders (Reported
are they? Do you think they could come here?
Speech)
Why/why not?
Have students discuss why they think aliens
would come to Earth: what would they want?

8:50
9:25

Why would they want that? Etc.

During Stage: Students describe a time when
they were abducted by aliens. They were taken
by aliens, and these aliens were conducting
research on human beings.
They were discovered by the police a few hours
ago, and need to tell them everything that the
aliens told them to do.
Have students practice using:
-told me to
-asked me to
-let me
To describe their experience with the aliens.
They share with their partner, and the partner
asks questions
-did they make you?
Post Stage: Students recount stories to the
class, and describe their experiences.
Tangible Outcome: None, this is mostly
speaking practice.
Wrap-up

Lesson Evaluation Procedures:

On an exit ticket, have students write two of
their sentences from the alien scenario.

9:25
9:30

Materials: Office Space (Amazon Prime), computer and projector, whiteboard, copies of
the reading, Hyperbole and a Half online, Writing packet.
Anticipated Problems & Suggested Solutions: For those students who finish early, have
them do practice with grammar that was learned for the midterm (auxiliary modals:
might, must, cant, may, could) and link them with the reported speech elements. Have
students discuss whether this is in the past or present, etc.
Contingency Plans (what you will do if you finish early, etc.): If there is no computer/it
isnt working, have students use Smart Phones to look at pre-loaded clip of Office Space
on the website and in groups complete the listening. This can also be done for Hyperbole
and a Half.

Post-Lesson Reflections: Students really loved Office Space and wanted to keep
watching, so I let them for a couple of minutes. I should bring in more comedies/movies
that I think they can relate to, because it will encourage them to watch on their own.
Hyperbole and a Half was successful with the scaffolding and discussing their childhood,
but students were reluctant to divulge too much information, because of embarrassment,
until after I had told my story.
Writing packet was boring, and students did not like it. Many students did not even know
what a sentence was, and thought any punctuation made a sentence, so more explanation
there is needed.
The reading took waayyyyyy too long. I will tell them that this is a timed exercise, take
out some of the words to define, and try to make them see it as a scanning exercise rather
than deep reading. I can even split it up so students work in pairs, and have only half of
the words to define.