CEP Lesson Plan Template

Teacher: Yvonne Rosas

Level: PI2

Date/Time: Oct. 25, 2016

Goal: Introduce new unit topic through listening and topic-related vocabulary
Objectives (SWBAT):
Students Will Be Able To
1.
Listen in for information through a job-related butler video provided
2. Listen in for language use through fill-in-the-blank exercises and discussion
3. Listen for comprehension through comprehension questions and discussion
3. Identify job-related vocabulary through a job listing reading & practice
Theme: Work
Aim/Skill/Micros
kill

Activity/Procedure/Stage

Review or Preview
(if applicable)
Activity 1:
Listening
information
language
theme
introductiom

Linking & Transitioning to rest of lesson:

- New unit, introduce unit topic: work
1.1 Pre-Stage:
Do you know what a butler is? Do you think of being a
butler is a job anyone can have? (all Ss answer) (T
bids)

Transition to #2:
Vocabulary

Inter
actio
n

Tim
e

t-ss

5-7
min

ss-t
Yeah, theyre kinda like servants, attendants to maybe
rich people? important people? Where do you think
they learn these skills? Okay so actually, were going to
find out!
So heres a video about butler school that might answer
our questions.
1.2. During Stage:
Before we watch the video, lets look at the first part
here in your book. So we have to pick if the sentence is
true or false. Listen closely and see if these sentences
are true or false so take a minute to read them. Well
watch the first part now. (to 2:31) Do we know why this
is false?
Okay lets look at the second part. Now we have to
complete these sentences, so you have to listen for them
in the video. lets say the sentences out loud first. (2:31-

t-ss

t-ss

3min
s

2
-3mi
ns
3mins
1min

5:01)
Lets look at a few words: champagne, pipes, tobacco
(spelling & meaning review)
Okay, did everyone catch that? (repeat if necessary)
Now lets go to the last part. we have to answer these
questions 1 and 2. (5:01-end)
Alright, compare your answers with a partner. (t checks
around once)
Okay, so what did we get? (Ss supplies answers; T
evaluates)
1.3 Post-Stage:
Alright, did you find this video surprising? Yeah? Okay,
so in pairs now, talk to your partner and discuss these
questions. Do you want to be a butler or maybe the
female version? Do you think it is a good job to have?
Why?
Tangible Outcome & T. feedback/peer feedback:
(Ss reply to show comprehension of the video; make
note that people come from all walks of life and can see
being a butler as career advancement in some ways maybe not?)
Activity 2: Job
listing vocabulary

2.1 Pre-Stage: So how do you think David in the video

would get a job as a butler now? Do you think he has to
do a job application? I wonder.
So, think about the last time you had to apply for a job.
Take some time.
Here are some questions to guide you (write on B):
What kind of job was it? Did you prepare for it? What
was the process like? Okay, turn to your partner and
talk about how you applied for that job. What did you
guys talk about?
2.2. During Stage:
So now its popular to apply online or you can send an
email if you are interested in a job. So lets look at a job
listing online in your book. Pg. 88
Everyone read it? Okay, so it looks like its a position
for a sales assistant. Does anyone know what that is?
(Writes students As on B) Yeah, a person who sells

3min
s
ss-t
t-ss
s-s
t-ss
ss-t

34min
s
57min
s

t-ss
s-s
ss-t

2min
s

t-ss

2-3
mins

s-s

56min
s

t-ss
5-7
mins
ss-t

things in the shop and helps customers. What are some

duties for a sales assistant?
So now lets look down to number 2. Work with a
partner and try to match the words in the listing with
the definition.
What did we get? Okay, lets practice saying these
vocabulary words - Repeat & give contexts for words

t-ss
s-s
ss-t

35min
s

t-ss

2min
s

Okay so lets look at these vocabulary words a little

more closely. Have you seen these words before? They
are found in a lot work-related things so they are good
to know in English.
To make things easier, here is a handout for you with
these new vocabulary words.
Below, youll see that theres an email responding to
this job listing thats in your book. I want you to take a
look at it and work with your partner to fill in the
blanks. Okay? I put some hints on the handout to help
you out.

s-s
57min
s
t-ss
ss-t
23min
s

2.3 Post-Stage:
Okay so lets read the email out loud. Does this sound
like an email someone might actually write? Yeah its
pretty close actually. This is a good template for you to
use.
Tangible Outcome & T. feedback/peer feedback:
new list of vocabulary terms to use in later writings

t-ss
Wrap-up

Lesson Evaluation Procedures:

Okay, so before we go, pick one word from this list,
write it down. Try to find this word somewhere - online,
job posting online - on a subway maybe? Look for this
word and share what you find in class next time, okay?

Materials:
11 handouts - vocabulary
Anticipated Problems & Suggested Solutions: students do not elicit expected response s, teacher
will have to call out & repeat instructions; listening takes longer or shorter than expected

23min
s

Contingency Plans (what you will do if you finish early, etc.): 5 min warm up - start with a
sentence & have students try to add on by passing notes around using the vocabulary words; look
to the book to preview ch.
Post-Lesson Reflections: