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CEP Lesson Plan 4

Teacher/s: Maureen Darcy

Level: Lower-Intermediate III

Objectives: To solidify understanding of the form and use of indefinite pronouns

Students Will Be Able To

1. Ask and reply to questions using indefinite pronouns to further get to know their
classmates

2. Write complaints using indefinite pronouns

3. Complete an intensive reading on The power of nature to solidify extreme weather

vocab and to be introduced to the 2nd conditional

Theme: Ice-Breaker continuation: commonalities and differences

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of

applicable) lesson: For the first 30-45 mins, we
will be going over vocabulary from the
song someone like you by Adele and
discuss common errors I found in their
homework writing assignment.

1.1 Fluency Lines: Vocab Review 20

1. Where do you see yourself SS-T mins
settling down?(somewhere
rural, urban, or suburban?)
2. Do you regret anything in your
life? Why or why not?
3. Has anyone from your past
contacted you out of the blue?
4. What was a bittersweet moment
of your life?
10
1.2 Writing Errors Discussion T-SS mins

Activity 1: Find someone 1.1 Pre-Stage: Correct homework on T-SS 15

who BINGO indefinite pronouns in workbook mins
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1.2 Display three sentences on the

powerpoint

Someone in our class has a birthday T-SS 10

tomorrow. mins
Everyone in our class is really nice.
No one in our class hates traveling.
(There isnt anyone in our class who
hates traveling.
Have students write three similar
sentences with different facts and then
share out. Ask if their statements are
true or false for the no one /everyone
and for the someone sentences, ask the
class Who? Make a chart on the
board validating students ideas.

1.2. During Stage: Find someone who

bingo. Display a sample bingo card on SS-SS
Transition to #2: We are the board. Explain the directions. You 10-15
going to continue practicing will be asking questions to 5 different mins
by complaining. Take out classmates who fit the descriptions in
your complaints that you the box. Model how to ask the question
started writing yesterday. in the box, have a student reply. Point
out that if a box is in the present
perfect, we invert the helping verb and
the main verb. If the box has one verb
in the simple present, you use Do
you Have students practice asking
questions from the boxes on the slide
before handing them the cards.

Go row by row and cover possibly

problematic vocabulary in the squares.

Pass out the cards. Have students

stand up and try to find 5 different
people that match the descriptions. The
first person who has BINGO wins.
T-SS 25-30
mins
1.3 Post-Stage: Have students sit back
down, and start asking, Who
______(from BINGO card)? Have
students volunteer themselves or
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their classmates that fit the

description. Have students ask
follow up questions to one another
based on the description. If no one
fits the description, add this to the
chart from the beginning of class.

1.4 : Have students write both

affirmative and negative sentences
using indefinite pronouns with
additional information that they
learned about their classmates,
using the BINGO card descriptions
that we didnt talk about in Part 1
of the post stage. Share out with the
class and ask follow up questions
to class.

T. assessment: Monitor students

exchanges for the correct use of
indefinite pronouns(specifically in
negative contexts as that can get
tricky)

Activity 2: Complaints 2.1 Pre-Stage: Finish writing

Gallery Walk complaints that students started in SS-SS 10
pairs the previous day. Students were mins
assigned a role (a teenager, a mother, a
teacher, a retired person, etc) and had
to start writing at least 5 complaints or
things the person would say.

2.2 During-Stage: Gallery Walk. Have

4 poster boards on the wall. Assign
each pair to a poster and have them SS-SS
write down their complaints. Dont 20
label the posters so that other groups mins
Transition to have to guess who the person is that is
#3 Something that we making the complaint. Have students
complain about every day is read the complaints, decide who is
weather. We are now going making the complaint, adding at least
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to learn about extreme one more complaint to each poster.

weather around the world.

2.3 Post-Stage: Students go back to

their seats and I have students read
complaints, ask how they could be T-SS 15
written differently(with other indefinite mins
pronouns or with the opposite
meaning) and provide grammatical
feedback

T Assessment: The large poster boards

provide ample space for written
corrective feedback.

Activity 3: Intensive 3.1 Pre-Stage: Go through pictures on

Reading: The power of page 144 in textbook of extreme T-SS
nature weather. Ask if students can identify 10
what kind of weather phenomenon the mins
picture shows. Talk about where in the
world have the extreme weather in the
pictures.

In pairs, talk about what sort of

extreme weather do you have in your SS-SS 5
country mins

Ask what is in the picture from the

reading. Where is the photo taken? T-SS 5
What is the man holding? mins

Pre-teach vocabulary from reading

5
Probe mins
Rush
Determined

3.2 During Stage: Intensive reading. T-SS

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Read paragraph by paragraph,

monitoring comprehension of the text 20
through comprehension questions as mins
well as personal response

3.3 Post-Stage: Take quotes out from 10

reading to Introduce language T-SS mins
objective: 2nd conditional. Inductively
teach this grammar concept.

T Assessment: Monitor comprehension

through reading paragraph by
paragraph

Wrap-up: Ask the class what they learned today,

what they found the most useful, and
tell them the homework assignment.

Materials: Posterboard, markers, powerpoint

Anticipated Problems & Suggested Solutions: Time