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CEP Lesson Plan 3

Teachers: Katherine Kang & Yitong Zheng


Level: I4
Date/Time: September 25, 2014
Goal:
- To familiarize learners with the present perfect tense and -ed cluster pronunciation through
review activities
- To help learners identify main ideas within reading and listening passages
Objectives (SWBAT):
Students Will Be Able To
1. use the present perfect tense in speaking
2. identify main ideas in reading passages and infer vocabulary meaning from context
3. categorize verbs according to the three different ways to pronounce -ed clusters
4. write down the characteristics of four different learning styles after listening to a talk show
and give examples of each learning style
Theme: Making Progress
Extensions: Students will think about the learning style that best suit themselves.
Aim/Skill/Microskill

Activity/Procedure/Stage

Objectives &
Homework Review

Teachers present lesson objectives on ppt.


Homework Review
1. Students get into pairs to check each others
workbook homework (p.3). If they find any
differences in their answers, they discuss it
among themselves.
2. Go over the answers as a class and answer any
remaining questions about the homework.
Linking & Transitioning to rest of lesson:
Now that weve reviewed the workbook
homework, were going to practice using the
present perfect some more.

Interaction Time
T

1min

SS-SS

3min

SS-T

5min

Activity 1:
Grammar: Present
perfect and simple
past tense

1.1 Pre-Stage:
Students get out their homework sentences and
in pairs, discuss whether they think the simple
past and present perfect tense were used
correctly.
Ask if they have any questions.
Briefly refresh their memory on present perfect
and simple past tense.
1.2. During Stage:
Students will be randomly assigned to partners.
With their partner, they will talk about 1) things
they did yesterday and 2) things they have done
in their life that are interesting. They are
instructed to remember one thing from each
others answers.

1.3 Post-Stage:
Students return to their seats. Using the simple
past tense and present perfect tense, students
Transition to #2: We write down their partners answers individually.
will continue to review Report their answers back to the class.
the present perfect
tense in the future. In Tangible Outcome & T. feedback/peer feedback:
the meantime, lets
Students written sentences. Peer feedback given
move on to the
as students interact with each other. Teacher
passage you read for will check whether students used the grammar
homework.
correctly while they are reporting back.

Activity 2:
Reading: Vocabulary
in context &
Identifying main ideas

2.1 Pre-Stage:
Ask students a question about the reading: What
was this entire passage about?
Explain the importance and usefulness of
identifying main ideas. Give instructions for
activity.
2.2. During Stage:
Students are randomly assigned to a paragraph.
They will work together with students assigned

SS-SS

3min

SS-T

5min

SS-SS

7min

SS-T

5min

T-SS

3min

3min

SS-SS

7min

to the same group. They will discuss the main


idea for their groups paragraph in one or two
sentences and write it down on the handout.
Transition to #3:
Oftentimes after weve
read something
interesting, we might
talk about it with our
friends or classmates.
We use verbs with ed
endings a lot in
speaking. Lets review
what we learned
yesterday about the
pronunciation of ed
endings.

Activity 3:
Pronunciation: -ed
clusters

2.3 Post-Stage:
One group member from each group will write
their main idea on the blackboard. Another
group member will explain to the class why they
arrived at this conclusion.

SS-SS-T

7min

SS-T

3min

SS-T

2min

SS-T

5min

Tangible Outcome & T. feedback/peer feedback:


Filled out main idea charts. Peer feedback given
as students discuss in groups and also while
examining the main ideas written on the board.
Teacher provides feedback during these stages
when needed.

3.1 Pre-Stage
Review the pronunciation of the verbs on p. 7
and have Ss practice reading the sentences.
Read a list of words and ask Ss to listen to the
final consonant cluster. Read 3 from each group
in random order.
/t/ ask, help brush
/d/ turn, praise, drag.
/Id/ flood, trust, paint,
Ask students how many different pronunciations
they hear.
Introduce the three consonant pronunciation: /t/
/d/ /Id/.
3.2 During-Stage:
Categorize consonants and explain the rules.
Read the verbs and ask the Ss to write down the
final consonant letter(s). Ask them to find out if
there could be some rules.
Point out if a verb ends in t d (/t/ or /d/),
then, -ed will be pronounced as /Id/.
Teacher makes a 3-column chart on the board,

Transition to #4: To
practice speaking, we
definitely need to pay
attention to
pronunciation. Also,
we need to listen
carefully to check how
those words are
pronounced. Now lets
do a bit of listening
practice.
Activity 4:
Listening: Different
learning styles

and writes /t/ and /d/ and /Id/ on top of each


column. Ask Ss to do the same thing on their
notebook.
Have students work with a partner and give 2
different groups of verbs to each person.
Students need to read out the verb in simple past
tense form to his/her partner and ask the partner
to think for a second on their own. Then, the
other repeat the verb with the final consonant
(either /t/ or /d/ or /Id/). Next, they decide which
column to put the verb into.
3.3 Post-Stage:
The whole class checks the answers. The teacher
writes down some of them, and ask some
students to come up and write on the board.

SS-T

1min

SS-SS

5min

SS-SS-T

5min

SS-T

4min

SS-SS

7min

SS-T

12min

SS

2min

Tangible Outcome & T. feedback/peer feedback:


The verbs written down in three groups to
distinguish the pronunciation of the ed endings.

4.1 Pre-Stage:
Have the students fill out the questionnaire on p.
6 before your listen.
Clarify vocabulary if necessary.
Ask students to compare their answers and find
something in common.
4.2. During Stage:
Show instructions on the slide. Play the
recording twice. First, ask them to look for the
main idea and use examples mentioned in the
recording to talk about the differences between
the different styles. Clarify the vocabulary.
Play clip again and have Ss fill out the form.
Ask Ss to compare their notes and select one

Transition to WrapUp: Today we learned


some interesting facts
about how different
people learn in
different ways. When
you go back home,
think about some
interesting strategies
that help you learn
and lets share it with
our classmates next
time.

person to come up and fill out the form.

SS-SS

4min

SS-T

2min

SS-SS

5min

SS-SS-T

2min

Play for the third time to check answers.


Ss need to think about which learning suits them
better and share their learning experience.
4.3 Post-Stage:
Workbook p.5 Practice 8. Ask Ss to talk about
what kind of strategies could be effective for
different types of learners if they are learning
these subjects. Share as a class.
Tangible Outcome & T. feedback/peer feedback:
Notes taken while listening to the recording.

Wrap-up

Give students HW.

2min

Materials:
textbook, pronunciation practice handout
Anticipated Problems & Suggested Solutions:
Difficult vocabulary in the reading and listening practice. Since our lesson focuses on vocabulary
in context, we will address this skill but go over vocabulary explicitly if needed.
Contingency Plans (what you will do if you finish early, etc.):
If there is extra time after the listening activity, we will have students discuss how people of
different learning styles might best learn the subjects on p.5 of the workbook.
Post-Lesson Reflections:
We had some difficulty with time management, and the activities were somewhat rushed. For
next time, we will focus on fewer activities in which students will have more time to use and
reflect on the skills being taught.

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