CEP Lesson Plan Template

Teacher/s: Stephanie
Level: Int 1
Date/Time: 6/1 9 a.m. -12 p.m.
Goal: Use present perfect properly as applied to their lives: form, function, use.
Objectives:
Students Will Be Able To
1. Use new vocabulary to describe music
2. Distinguish difference in For and Since use
3. Identify with classmates using surveys feat. Pres perfect.
Theme: World Music
Aim/Skill/
Activity/Procedure/Stage
Microskill
Activity 1:
1. Pre-stage
Building
- Think of one of your favorite musicians. When
fluency, warmdid you hear them for the first time? How long
up: Discussing
have you liked them? Why did you like it? How
music genres
would you describe the music? What genre
(check understanding) is it? Have you seen them
Transition to
live? Have a think about that and make some
Activity 2:
notes. You will tell a partner afterwards. See if
Boarding
your favorite musicians are similar at all, try to
music genres
remember something interesting about your
and checking
partners favorite musician.
understanding
2. During stage
- Ss write notes and then discuss
- Gather feedback: Who has a similar favorite
musician as their partner? Tell me how they are
similar or different. For example were they
similar genres? Ok, whose favorites were
SIMILAR? How? DIFFERENT? How
3. Post stage
- Think about what genre your favorite musician is
and what other genres you like. Tell your
partner. Do you like similar genres?
- Feedback: What are some popular music genres
we like?
- Board genres. Peer feedback for
comprehension
Activity 2:
1. Pre-stage: Have a look at pg. 22, 2 (music genres
Vocabulary
matching activity match genre to its country of
-genres
origin. ) Which already were mentioned by us?
2. During stage

Interac Time
tion
15
min.
s-t

5 min.
s-s
s-t

5 min.

s-t

5 min.
15 min.

Transition:
telling
adjectives to
describe
musician

Activity 3:
Communicativ
e activity:
Femi Kuti

Transition to
#3:How long
has he had his
band?

- Lets pronounce those terms. Choral repeat of

terms.
- Lets work in pairs to match the genre to its country.
- feedback
-Look at the adjectives in number 3 (adjectives to
describe music), have a look and underline new
words. Then, check with your neighbor to see if they
can help.
- Feedback: What new words did you learn?
Choral repeat words - pronounce
3. Post stage
- Use these new words to describe the genres in
number 2 does your partner agree?
- Feedback: ok, tell me a genre that is catchy,
lively, cheerful, melancholy, etc.
- Which of these adjectives could describe your
favorite musician? For example, The Smiths have
a variety of sounds, some are melancholy, but
they are also melodic. Use at least 2 adjectives.
- Lets listen to a song (by Femi Kuti), listen and
think do you like this song and which
adjectives you would use to describe it. Tell your
partner. Feedback
Tangible Outcome & Assessment
Using new adjectives to describe their fave artists

t-s
s-s
s-t
s-s
t-s
s-s

5 min.

s-t

s-s

1. Pre-Stage:
After hearing 1 of his songs and discussing the
s-s
genres, Ss predict where he is from, based on activity
2 countries matched to genres. Tell your partner
where you think this artist is from and why, which
genre is this?
Feedback
2. During Stage: Pairs decide who is A, and who is B
take a different gapfill each. Demo open question
forms needed for these questions. Elicit open Q
s-s
forms. I am listening for open questions
- Pairs work to fill out their gapfill
3. Post-Stage:
- Feedback: So what genre was it? (world music) t-s
- What did we learn about him? Elicit all
answers: Ss read sentence by sentence. Correct
pronunciation on the spot

5 min.

10 min.

10 min.

5 min.

Tangible Outcome & Assessment

s-s
Which of our predictions were correct?
+ Mention any speaking mistakes heard
Tell us if you think you would enjoy his music, why/ why not?
Activity 4:
1. Pre-Stage:
Grammar work How do you know how long hes had his band? Find
sentence. Board sentence.

2 min.
s-t

2.2. During Stage:

t-s
Underline verb phrase in that structure. Point out
underlined words. What structure is this? Does he still have
his band? Do we know then they will break up?
Draw timeline. When we use Pres perf we focus on an
action which is not finished or may happen again.

Transition to
#3: How long
have you been
listening to that Lets find all examples of present perfect. Check with your
music?
partner
- Elicit use of
for/since
Board some. How is it formed? AUX + have/has + past
participle
Add example using FOR. (change SINCE example)
Work through Act. 7 p. 22. Check w a partner,
get feedback.
Which tense do we use for situations that are finished? Past
simple.
Act. 8 - Practice refer to chart below. Write.
Check w partner. Feedback Ss read outloud

2.3 Post-Stage:
Discuss in groups: do you agree with question 5 We have
heard lots of great new music in the past few years? Why/
why not?
Feedback

Activity 3: Use
pres. perfect to
describe their
own lives and
ask Ss about

5 min.

10 min.

s-s
t-s
s-s
s-s
s-s

s-s

Transition:
What kind of music have you listened to lately? Tell partner. s-s
Tangible Outcome & Assessment
#8, p.23
3.2. Pre-Stage: Feedback: volunteer some music youve
listened to lately.
t-s
-HOW LONG have you listened to that music?
-Ex: I have listened to punk music since I was 14.
-What form did I need to say that? SINCE
s-t
-Tell partner how long you have listened to that

5 min.

10 min.

theirs.
Transition to #4
or Wrap-up:
Something a
student has
never done.
Would you want
to? You can
say I havent
yet

music.
2. During Stage: How could I change it using FOR if I s-s t-s
am 29 now (use timeline) Elicit rule.
- Activity 10: Ss work together to categorize time
expressions into for/ since. 7 each.. 14 total
s-s
- feedback
3. Post-stage: Make statements true for you in activity. s-s
11.
- Feedback
- think of how to make them in question form - board
- Mingle: Find something you have in common with
EACH S using questions you made from ex. 11. talk
to each student once! Be prepared to tell me
something interesting about each S. REMEMBER.

5 min.

10 min.

Tangible Outcome & Assessment

Act. 11
s-s
Wrap-up

Post-Stage: FB: gather interesting info about Ss.

-Discuss common errors heard

10 min.

Lesson Evaluation Procedures: Go through objectives, close t-s

books, tell me your new favorite word for describing music
s-t
genres, tell me when we use pres perf, use it in a true
sentence about yourself

10 min.

Assign HW, check on ongoing assignments

Hw: p. 23 #9
WB p.10, do writing on separate paper!!
Materials:
Textbook, markers, communicative activity,
Anticipated Problems & Suggested Solutions: quiet students be patient, encourage
listening to them. Grammar Qs about tenses how used by natives: admit that we use it
wrong, promise to bring follow up material
Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
Add tic tac toe game for/ since
Cut a text book assignment do for HW