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CEP Lesson Plan Template

Teacher/s: Yan Luo(Maggie)


Level: Intermediate 4
Goal: grammar: past perfect progressive; speaking: express opinions
Objectives (SWBAT):
Students Will Be Able To
1. learn past perfect progressive tense
2. express their opinions
Theme: Childs play
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)
preview

Linking & Transitioning to rest of


lesson:
Today, we are going to learn
1. How to express opinions
2. The use of past perfect progressive

(for example:
SS-T)

Activity 1:
Speaking activity-express
your opinions

1.1 Pre-Stage:
TS-SS
1. Sometimes people are struggling to
express their opinions. Sometimes you
think it is a very good idea but you
dont know how to express it.
2. Have you ever heard some others
express their opinions?
3. work in groups, write down
Transition to #2:_thats
structures to express your agreement
pretty much for the opinions, and disagreement.
now lets move to a
grammar part.
1.2. During Stage:
SS-SS
__________________
1. Ss discuss and come up with
phrases.(one group work on
agreement, the other group work on
disagreement) (it turns out few students
know how to express their agreement
using various structures, they can only
come up with I agree with you and
then the whole group remain silent.)

Time

5mts

5mts

5mts
5mts

2. ask them to write on board/paper


3. Introduce Ss useful phrases about
expressing opinions.
4. explain it
5.Give them handouts about some
basic structures expressing opinions
TS-S
6. explain the key words in handouts.
7. work in groups,each person take
turns to express your opinions about
specific controversial issues including
war on terror, homeschooling, smoking
ban, (It turned out that Ss found the
topics too far from their lives, although
they knew the meaning of the words,
they seldom had any comments on that
topic, I should consider change it to
more daily topics like Is it Ok to lie to
your friend, Is it Ok to be late for the
meeting?)

10mts

1.3 Post-Stage:
1. note down Ss oral mistakes and
provide corrective feedback:
Tangible Outcome & T. feedback/peer
feedback:
Fluency exercise
Activity 2:
2.1 Pre-Stage:
TS-SS
Speaking activty-past perfect 1. introduce past perfect progressive.
progressive
2. write down a sentence:
Mayumi had been playing the violin
for eleven years when she moved to
Tokyo.
TS-SS
3. The past perfect progressive often
stresses the length of time a person
Transition to
had been doing a certain activity.
#3:___________________ 4. Ask Ss to compare with the present
perfect progressive: Mayumi has
been playing the piano for three
years.
5. Difference between past
progressive and past perfect
progressive
SS-SS

5mts

5mts

10mts
2.2. During Stage:

1. . Ss write down three duration words


2. put all the duration words together
3. Work in groups, take turns making
sentences in past perfect tense using
those words.
4. Take turns, get one card for
duration, one card for score.
TS-SS
5. if the sentence is not correct, other
members win the score. (This activity is
more like a grammar drill with target
grammar structure and repeated
exercises, I should try to put this
grammar structure in context and let
students know when they can use past
perfect tense in their daily life)

5mts

2.3 Post-Stage:
1. listen for mistakes
2. give feedbacks
Tangible Outcome & T. feedback/peer
feedback:
Activity 3:
Extension of past perfect
progressive use

3.1 Pre-Stage:
Homework checkWorkbook p27, practice 6,7
Check your homework within pairs

TS-SS

3.2. During Stage:


1.Ask Ss to use six verbs in the
sentence: I had been _________ for a
long time. (call, beg, ask, dislike,
forgive, need)
2. explain the concept of dynamic
verbs and stative verbs.

TS-SS

10mts

5mts

Transition to #4 or Wrapup:___________________

5mts
5mts

3.3 Post-Stage:
TS-SS
1. ask SS to differentiate between
dynamic verbs and stative verbs.
2. provide a list of verbs, ask Ss to
decide which were dynamic verbs,
which are stative verbs.
(there should be a follow-up activity, to
let students come up with verbs and let
them judge their categories)

Tangible Outcome & T. feedback/peer


feedback:
Ss learn to differentiate dynamic verbs
and stative verbs
Wrap-up

Homework: textbook page 31


Lesson Evaluation Procedures:

Materials:
Handouts for FOR or AGAINST
Handouts for agreement
PPT
Cards for duration words and score
Anticipated Problems & Suggested Solutions:
Ss may find the controversial topics difficult, try to go over the words one by one.
Contingency Plans (what you will do if you finish early, etc.):
Post-Lesson Reflections: