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CEP Lesson Plan Template: Review or Preview (If Applicable) Activity 1: Check Homework

The lesson plan template summarizes a lesson on personality and relative clauses for an A2 English level class. The lesson includes activities on phrasal verbs, Japanese blood types and personality, birth order theory, identifying vs non-identifying relative clauses, and relative clauses with "whose". The plan outlines objectives, procedures, times, and materials for each activity. It also includes contingencies, evaluations and reflections.

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49 views

CEP Lesson Plan Template: Review or Preview (If Applicable) Activity 1: Check Homework

The lesson plan template summarizes a lesson on personality and relative clauses for an A2 English level class. The lesson includes activities on phrasal verbs, Japanese blood types and personality, birth order theory, identifying vs non-identifying relative clauses, and relative clauses with "whose". The plan outlines objectives, procedures, times, and materials for each activity. It also includes contingencies, evaluations and reflections.

Uploaded by

api-277763254
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CEP Lesson Plan Template

Teacher/s: ___Keren Liu and Bashir Harrell__________________________________


Level: ____A2___
Date/Time: __June 23, 2015__
Goal: Integrated skills will be improved.
Objectives (SWBAT):
Students Will Be Able To
1. Use some phrasal verbs
2. Tell the difference between phrasal verbs and simple verbs+ prepositions
3. Talk about their personalities
4. Go over the identifying vs. non-identifying relative clauses
5. Go over the relative clauses with whose
Theme: _______Personality+ Review________________________________
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson: Today we will list

T-SS

2 min

Activity 1: Check
Homework

1.1 Pre-Stage: Compare your HW


partner. Do you have the same
answers? Try and come to a
consensus.

S-S

5 min

T-SS

1.2 During Stage:


Write 2 original sentences using the
vocabulary from Practice 2 on the
board. Check as a class.
Transition to Activity 2: We
are going to talk more
about personality but first
take a look at these words

Activity 2: Japanese,
blood-types and
personality

1.3 Post-Stage: Are all of the


vocabulary on p. 57 phrasal verbs?.

10 min

T-SS

5 min
22 min

Tangible Outcome & T. feedback/peer


feedback: Original sentences on the
board.
2.1 Pre-Stage: Write : Ask for, Laugh
at, Look at, Listen to../ Look up to,
look down on, put up with( on two
sides of the board

T-S

5 min

Transition to Activity 3:
_We know now that lots of
things affect your
personality

One list of words are not phrasal


verbs. Take a moment to look at them
and decide which ones you think are.
Do you know the meaning? Compare
with a partner. Do you both agree?
Ask for, Laugh at, Look at and Listen
to have no special meaning. They are
verbs and a prepositional phrase.

5 min

Look at p. 98 and read the


descriptions.

5 min

Underline the phrasal verbs on p. 96


Circle the verb + preposition.
Compare your answers with a
partner.

S-S
10 min

2.2. During Stage:


Do you know your blood type? Does
it determine your personality?
Read the article on p. 99. Use the
phrasal verbs in the box to complete
the conversation that follows the
article. Compare your answers with
a partner.

10 min

2.3 Post-Stage: Which phrasal verbs


have you heard/ seen before? Using
the phrasal verbs from p. 99 make 2
original sentences and write them on
the board. Check as a class.

Activity 3: ListeningBirth Order Theory

Transition to Activity 4:
Ive looked at what you
wrote on the index card

Tangible Outcome & T.


feedback/peer feedback: Original
sentences on the board.
3.1 Pre-Stage: Ok, what other things
affect your personality? How about
family? Were you the oldest middle
or youngest in your family? Were you
an only child? Do you think that it
makes a difference in your
personality?
How would things be different if you
had more/less siblings.(Write on

57
min

T-SS

5 min

5 min

S-S

yesterday, about
confusions you have about
unit 5 through unit 8. Now
well go over the
identifying vs nonidentifying relative
clauses.

Board) Take a moment to think about


it then discuss in pairs.

6 min

3.2. During Stage: Listen to the


conversation about the book review.
Then discuss what you heard with a
partner.

4 min

Listen again and answer the


questions on p. 101 Compare your
answers with a partner

5 min

Listen a third time and fill out the


chart on p. 102.
3.3 Post-Stage:
What were some characteristics
mentioned that correspond to your
birth order? Do you think they are
accurate descriptions of your
personality? Discuss with a partner

5 min
87 min

Tangible Outcome & T.


feedback/peer feedback: Butcher
paper
Activity 4: ReviewIdentifying vs. NonIdentifying relative
clauses
https://www.youtube.com/
watch?v=5rV6EY1Zqis
[WS-Titanic]
Transition to Activity 5:
Lets look at the last
sentence together. Rose is
a young woman whose
mother wants her to marry
a rich American. What
does whose refer to in
this sentence? Could you
break this sentence into
two sentences? When

4.1 Pre-Stage: Watch the video clip


about Identifying vs. Non-identifying.
Talk with a partner about what you
remember about the difference
between those two types.
Students who passed the test had a
party.
Did all students have a party?
4.2. During Stage: Workbook
practice 5, p.51. Choose the correct
meaning of each sentence. Compare
answers with a partner.
Practice 4, p. 50. Decide if the
relative clauses in these sentences
are identifying or non-identifying.
Compare answers with a partner.
4.3 Post-Stage: Complete the

T-SS
S-S

8 min

5 min

S
S-S

8 min

S
S-S

5 min

6 min

5 min

would you use whose in


a relative clause?

worksheet about Titanic. Expand the


following notes into single sentences.
Use defining/non-defining relative
clauses as necessary. Write down
your sentences on the butcher paper.

T-SS

134
min

Tangible Outcome & T.


feedback/peer feedback: Workbook
exercises, worksheet, and butcher
papers.
Activity 5: ReviewRelative clauses with
whose
Transition to Wrap up:
Now please write down 2
things you learned today
and 1 thing youre
confused about on the
index card.

5.1 Pre-Stage: Look at the last


sentence. Rose is a young woman
whose mother wants her to marry a
rich American. What does whose
refer to in this sentence? Could you
break this sentence into two
sentences? When would you use
whose in a relative clause?
5.2. During Stage: Workbook
practice 7, p.52. Combine the pairs
of sentences using whose. Use the
second sentence as an relative
clause.

10 min

T-SS
S-S

5 min

8 min

S
T-SS

8 min
5 min

5.3 Post-Stage: Write down your


sentences on the butcher paper.
160
min

Tangible Outcome & T.


feedback/peer feedback: Workbook
exercises, worksheet and butcher
papers.

Wrap-up

Materials:
WS
Butcher Paper
Laptop-Audio

Lesson Evaluation Procedures: On


an index card write
Two things you learned
One thing you are still confused
about.
HW: Worksheet- more phrasal verbs

T-S
S

6 min
166
min

Consent Form
Anticipated Problems & Suggested Solutions:
One sentence in the Titanic worksheet is probably too hard for AA2 students but it is a very good
practice. If none of the students could figure it out, T would talk about it in the class.
Contingency Plans (what you will do if you finish early, etc.):
Have more practice on phrasal verbs.
Post-Lesson Reflections:

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