CEP Lesson Plan Template

Teacher/s: ___Youngsoo and Jasmin_________________________________________

Level: ______I1_____ Date/Time: _____Feb 24
th
2!14 "#$%m____
Goal:
#To go over sim%le %resent tense and %re%are students &or the u%coming unit test '(nit 1)
Objectives (SWBAT):
Students Will Be Able To*
1+ Learn the usage o& be verbs in sim%le %resent tense+
2+ ,evie- the usage o& regular verbs in sim%le %resent+
.+
4+
Theme: ___/im%le %resent tense 0,evie-_____ _____
12tensions: ___ ______
Aim/Skill/ic!oskill Activit"/P!oce#$!e/Sta%e &nte!action Time
Review or Preview (if
applicable)
3rainstorm activit4: 5s6 students to
-rite do-n all the4 remember &rom
%revious class: #s/#es &re7uenc4 vocab
sim%le %resent tense micro/macro and
s6im/scan /s/ /8/ /i8/ agreement and
disagreement+
Discuss and go over an4 ambiguities or
7uestions students ma4 have+
Discuss home-or6 'handout &rom last
class 0 9ho- hone4 is made:
sentences+ ,e&er to -ebsite &or
discussion
S-S
T-S, S-S
T-S, S-S
. min
;min
.min
Activity 1: Jasmine
Transition to #2 or Wrap-
up:
1.1 Pre-Stage: Review the affirmative,
negative and interrogative types of
simpe present tense !Reguar ver"s#"y
transforming the senten$es T says into
the $orresponded type.
1.2. %uring Stage: %ivide students into
groups and as& them to "rainstorm the
differen$es and simiarities of simpe
present tense of '(e ver") and
T-S
S-S
;min
"min
en$ourage them to try fiing the "an&
in the power point.
1.* Post-Stage:
+ave students report their resuts and
T shows the e,pi$it rues of (e ver" in
simpe present tense. -so as& students
to form $onversations in groups or
pairs to pra$ti$e as&ing .uestions "y
using (e-ver"s.
Tangi"e /ut$ome 0 T. feed"a$&1peer
feed"a$&: When refer to the Power
Point, S are re.uired to fi in the
"an&s on their paper as we as
transform the senten$es on their paper.
T-S, S-S <min
Activity 2: Jasmine
Transition to
#2:2222222222222222222
2.1 Pre-Stage: Review the third person
singuar with students "y spea&ing the
un$ertain fase or true senten$es and
as& S to figure out the $orre$t ones,
whie revise the in$orre$t ones. Then
go through page 2 to review the "asi$
forms of reguar ver"s of simpe
present tense.
2.2. %uring Stage: 3ive them handouts
of simpe present tense !Reguar ver"s#
and finish the "an&s on the paper.
%ivide students into pairs and dis$uss
the $orre$t answers.
2.* Post-Stage: +ave students report
their answers and T gives $orre$t
feed"a$&s to them.
Tangi"e /ut$ome 0 T. feed"a$&1peer
feed"a$&: The answers written on the
review .uestions
T-S
S,S-S
S-T, T-S
"min
;min
;min
Activity 3: Youngsoo
Transition to #4 or Wrap-
up:2222222222222222222
*.1 Pre-Stage: 3ive handouts on
Paragraph - 0 ( and as& them to read
the first paragraph. Te them to
5s&im6 through the paragraph, and
highight senten$es they thin& denote
the main purpose.
T#/ / "min
*.2 %uring Stage: -s& students what
the main idea of paragraph - is. -s&
them to answer #1, 2, *. 7,pain indent
and its use.
8ow as& them to read paragraph (
and try to do .uestions #1, 2, *. -gain,
as& them to highight what they thin&
denotes main idea. -s& them to answer
.uestion #1,2,*.
*.*. Post-Stage: -s& them whi$h
paragraph was easier to read and
s&im, and why9 Whi$h was "est
written, - or (9 why9
7,pain you shoud write to have a
good fow and a senten$es shoud "e
$onne$ted to the main idea of the
paragraph instead of digressing.
T#/ /
T#/ /
12min
" min
Activity : Youngsoo
Transition to #: or Wrap-
up:2222222222222222222
4.1 Pre-Stage: -s& students to get into
pairs and ta& a"out your favorite food,
and why. The purpose of this tas& is to
"rainstorm and ma&e you thin& what
you i&e and why you i&e your favorite
food
4.2. %uring Stage: 3ive the handout
on 5writing a"out favorite food6. -s&
students to foow the instru$tions and
write a ;-<senten$e paragraph. Te
them to ma&e sure your paragraph is
more i&e - and not ( !main idea,
indentation#.
4.* Post-Stage: 8ow give your paper
to a different partner and as& them to
read the paragraph. -s& them to
answer .uestions #1,2,* from previous
a$tivity "ut for your partner)s writing.
When done, give it "a$& to the partner
and dis$uss why you thought it was
good1"ad !su$h as errors, mutipe
main ideas, et$#.
T#/ /#/
T#/ /
T#/ /#/
. min
1!min
1;min
Tangi"e /ut$ome 0 T. feed"a$&1peer
feed"a$&:
!rap"up
3o over what wi "e on the test ne,t
$ass: 3rammar on simpe present
tense, fre.uen$y vo$a", pronun$iation
with 1s1, 1=1, 1i=1, agreement,
disagreement, -s, -es, writing a 3//%
paragraph, and perhaps s&imming and
s$anning for reading.
Ta& a"out we"site and how they $an
review materias and parti$ipate in a
dis$ussion
T#/ /#/
T#/
1!min
;min
=aterials :
#Large %a%er and mar6ers or blac6board -ith mar6ers &or the brainstorm activit4
#>or6sheets
5ntici%ated ?roblems @ /uggested /olutions:
#/ince this is a revie- session there -ill be am%le time to cover -hat /As do not &ull4
understand+ Bo ne- lessons -ill be given 'onl4 revie-)
Contingenc4 ?lans '-hat 4ou -ill do i& 4ou &inish earl4 etc+):
#Do a com%rehension chec6 to see i& students are %re%ared &or the unit test+ 5lso tal6
about the test and e2%lain -hat is e2%ected o& them+
?ost#Lesson ,e&lections: