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CEP Lesson Plan Template: Review or Preview (If Applicable)

This lesson plan aims to review past perfect tense and practice listening skills. It includes 6 activities: 1) a TED talk on human evolution with comprehension questions; 2) pronunciation practice with yes/no question intonation; 3) an IQ test to review understanding; 4) a writing activity to practice past perfect tense; 5) a speaking activity using time expressions with past perfect; and 6) role plays to practice making polite requests. The plan provides objectives, procedures, and materials for each activity.

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63 views

CEP Lesson Plan Template: Review or Preview (If Applicable)

This lesson plan aims to review past perfect tense and practice listening skills. It includes 6 activities: 1) a TED talk on human evolution with comprehension questions; 2) pronunciation practice with yes/no question intonation; 3) an IQ test to review understanding; 4) a writing activity to practice past perfect tense; 5) a speaking activity using time expressions with past perfect; and 6) role plays to practice making polite requests. The plan provides objectives, procedures, and materials for each activity.

Uploaded by

api-285721485
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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CEP Lesson Plan Template

Teacher/s: Yi Hu(Mini) Yan Luo(Maggie)


Level: Intermediate 4
Goal: review past perfect tense and practice listening skills
Objectives (SWBAT):
Students Will Be Able To
1. Pronounce the yes/no questions with certain intonation.
2. Listen for causes and results.
3. review and practice past perfect tense in writing and speaking
4. practice making a request in a polite way.
Theme: Childs Play
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if


applicable)

Review the vocabulary:


Show the picture describing the target
vocabulary,
Ss write them down on board, and
check the spelling

(for example:
SS-T)

5mts

TS-SS

8mts

Warm up activity
Activity 1:
TED TALK
What explains the rise of
humans

1.1 Pre-Stage:
Hand out the questions for Ted talk,
Give Ss sometime to read it. (there are
some unexpected new vocabulary,
students should be taught the new
Listen for causes and results words before they listening, for I4
students)
1.2. During Stage:
Play the video one minute at a time,
ask Ss to finish some detail questions
individually to practice the listening
strategy listening for details.(After
each pause, students have to answer
the questions, there should be
interactive question-answer activity)
After playing the video (4:42), ask Ss

5mts
SS
10mts

to discuss 3 following questions in


groups.
1. What causes humans to be the
SS-TS
ruler of planet Earth?
2. Chimpanzees can work flexibly,
why arent they not as important as
humans?
3. What does the word Homo sapiens
mean? Do you agree with the
speaker that humans is the only
animal that can combine the two
abilities together and cooperate
both flexibly and still do so in very
large numbers? If yes, give 2
examples of a flexible, large
numbers cooperation, if no, why
not? (this activity should be based
on the fact that all the students
know the main idea of the
listening, we should first explain
the main idea to students to make
sure they are ready for extension
discussion questions)

5mts

1.3 Post-Stage:
Ask Ss to share in front of the
class. Handout the transcripts of the
video.
Tangible Outcome & T. feedback/peer
feedback: the transcript and the
question sheets.
Activity 2:
Pronunciation
Using intonation to ask a
yes/no question

2.1 Pre-Stage:
That wasnt Maggies first time in
Florida.
Really? Had she gone before?
Exaggerate the intonation and ask
student which is rising-falling
intonation and which is rising.
That wasnt Maggies first time in
Florida.
You mean shed gone before?

TS-Ss

5mts

Yes/no question is asked by using


rising intonation with normal sentence
word order.
We usually use rising intonation with
yes/no questions and rising-falling
intonation with information questions.
Rising/falling intonation is also used in
affirmative statements.

10mts
SS

1) Show surprise
2) To confirm something we think
we already know
(students easily get confused about
intonation because these are
completely new to them, I think much
more input from audio or video are
needed in order to let students know
people actually use intonation to show
their attitudes)
2.2. During Stage:
Ss work in pairs and practice saying
example sentences. Encourage them to
come up with some new examples.
Ss read sentences aloud to predict the
intonation. Write a question mark or a
period.
Play the recording to check
answers.??..?..?.?.
2.3 Post-Stage:
Ask Ss take turns reading the dialogue
to the class
Tangible Outcome & T. feedback/peer
feedback:
Some intonation arrows.
Activity 3:
Speaking
Confirming understanding.
IQ test

3.1 Pre-Stage:
Handout an IQ test (part of it)
Ask Ss to finish it. (IQ test may not be a
useful way to stimulate the talking
about target structure, students still so
focus on solving problems; however,

TS-SS

5mts

some students seem not so interested in


this topic because they were not
interested in Maths problems)
3.2. During Stage:
Take a look at the expressions in the
green box.
Ask Ss work in pairs. One S explains
and the other S says if they get it.
If S doesn't understand, explain again.
Repeat the process.
(It is hard for students to generate
talking based on IQ test because some
answer is hard to explain.)
3.3 Post-Stage:
Check the answers and let Ss explain
difficult ones in front of the class.
Tangible Outcome & T. feedback/peer
feedback: IQ test with expressions
showing understanding.
Activity 4:
Review Past Perfect Tense

Transition to activity 5:
__Then,lets do a speaking
activity to review the past
perfect
tense_________________

4.1 Pre-Stage:
1. Quick review about past perfect
tense. (write down a sentence and
explain it)
2. Take out the writing assignment
3. Exchange your writing to your
partners
4. Correct the mistakes.
(When students correcting mistakes,
find out the major problems in the
writing, and write it on blackboard)
4.2. During Stage:
1. Ask Ss to read the writing, what are
those time words that used to specify
the time in past perfect tense?
2. Please choose one sentence in your
writing
3. Write three sentences. use by
before when
4.3 Post-Stage:
1. explain the use of by, before, when:

TS

5mts

SS-SS

5mts

TS-SS

5mts

TS

2mts

By: by the time somebody did


something
By the age of 6.
Before: before somebody did
something
When: when somebody did
something
2. How to ask wh-questions in past
perfect tense. (It seems that some
students are still puzzled about this,
later we should spend more time to
explain it.)
Write a sentence. Using WHAT
By the time she called him, he had
already finished his homework.
Tangible Outcome & T. feedback/peer
feedback:
Ss write down three sentences in past
perfect tense using
bywhenbefore
Activity 5:
The time is right-speaking
activity about past perfect
tense

5.1 Pre-Stage:
1. Write something about yourself that TS
may surprise other people.
2. For example: I had visited Italy
before I was 18.
3. Write the sentence down on your
notebook.
4. Give you a card.
On one side: write down the action:
Transition to activity 6:
visit Italy, using the original form of
_thats pretty much for the
the verb.
past perfect tense. We wrote 4. Work in groups.
a compliant letter yesterday, 5. Take out a card from this bag.
but sometimes when we want 6. Those with the same color forms a
to say something face to
group.
face, we may be too direct.
SS
__________________
5.2. During Stage:
1. work in groups
2. guess about the time related to that
action.
3. visit Italy.
4. You had visited Italy twice before
you came to New York. That is close.
5. You had visited Italy twice by the

5mts

15mts

time you were 16.


6. This time is before the target time.
So that person out.
7. Then those who get the closest time
win.
8. Take turns to make a guess.
(This activity is too difficult to be
explained, some meaningful and
contextualized activity should be
chosen to practice this grammar
structure)

TS-SS

2mts

5.3 Post-Stage:
1. write down the sentences with errors
from students talking
2. discuss it

Activity 6:
Soften structure

Tangible Outcome & T. feedback/peer


feedback:
Fluency exercise
6.1 Pre-Stage:
1. work in pairs.
TS-SS
2. give each pairs a card.
3. there is a situation on each card
4. role play and make dialogue based
on the situation.
5. Be polite
6. For example, the situation maybe
Customer-shop assistant in a cloth
store: I bought this shirt yesterday. But
it was too small.
I love this shirt. However, I found it too
small for me. Is it possible that I could
exchange for a bigger one?
(More expressions should be further
introduced and explained. More new
vocabulary and expressions should be
provided to scaffold students to this
activity)
7. Briefly introduce some structure
SS-SS
related to the request.
8Situations include:
Customer-shop assistant,
Boss-employee
TS-SS
Waitress-customer

5mts

15mts

2mts

6.2. During Stage:


1. Ss make dialogue
2. T listen and note down the errors
6.3 Post-Stage:
Correct the errors in front of the class
Tangible Outcome & T. feedback/peer
feedback:
Fluency practice, Students make
dialogues
Wrap-up

Lesson Evaluation Procedures:


Home work:
Workbook page 27, practice 6, page
28, practice 7

Materials:
cards for dividing groups
cards for soften request exercise
Anticipated Problems & Suggested Solutions:
In activity 6, students may not know what to say in those specific situations, teachers are
supposed to provide concrete examples.
Contingency Plans (what you will do if you finish early, etc.):
Ask Ss to show their dialogue in front of the class
Post-Lesson Reflections:

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