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Lesson 3

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44 views3 pages

Lesson 3

Uploaded by

api-240356001
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© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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CEP Lesson Plan Template Teacher: Kyeong Hyeon (Alice) Kim Level: Advanced 6 (AM) Date: October 2, 2013

Goal: Learn and practice using the specific order of adjectives in a noun phrase Objectives (SWBAT): Students Will Be Able To 1. Understand the order in which categories of adjectives are in by completing workbook and textbook exercises 2. Practice listening comprehension by listening to an audio clip 3. Practice speaking skills by explaining the steps of a process to a partner, using transitional words such as first, next, and finally 4. Write a good essay by creating an organized outline Theme: Unit 9 Hot Spots Extensions: Hone organizational skills through speaking and writing exercises

Aim/Skill/Microskill Activity 1: Listening Exercise

Activity/Procedure/Stage

Interaction Time 10:0010:05 (5 m)

1.1 Pre-Stage: In pairs, brainstorm questions that S-S you might ask a taxi driver in NYC before and after you board the taxi. Ss will write their questions up on the board. Ss (T will check for spelling errors) 1.2. During Stage: Ss will answer multiplechoice questions as they listen to audio clip. In pairs, Ss will compare answers. 1.3 Post-Stage: Ss will role-play being the driver and passenger. Tangible Outcome & T. feedback/peer feedback: Ss answer questions pertaining to audio clip. Ss practice asking/giving directions. T corrects any spelling errors made during brainstorm.

S-S

10:0510:15 (10 m) 10:1510:20 (5 m)

Transition to #2: Now were going to move on to practice writing an outline.

Activity 2: Writing an Outline

2.1 Pre-Stage: Ss will brainstorm the benefits of Ss-Ss outlining before writing an essay. T will group Ss by number, Ss will share with their group what they came up with. 2.2. During Stage: T will explain the common format of an outline. Ss are expected to take notes. T-Ss

10:2010:25 (5 m)

10:2510:30 (5 m) 10:3010:50 (15 m) 10:5010:55 (5 m)

Using the topic theyve selected (as hw), Ss will S write an outline. 2.3 Post-Stage: In pairs, Ss will review outlines and check for errors, and give comments. S-S

Transition to #3: Now that we know how to Tangible Outcome & T. feedback/peer feedback: write an outline, we will Ss will write their own outline and share with a practice using transition partner. Ss will give peer feedback on each words to verbally others outlines. explain a process. T will go around the room and help Ss w/Qs. Activity 3: Speaking Explaining a Process 3.1 Pre-Stage: T will explain how to use a copy T-Ss machine. Ss will listen and then try to improve Ss-T the directions by using words like first, next, finally, then. 3.2. During Stage: Ss will independently read S

10:5511:00 (5 m)

Speak Out on pg. 114. Ss-Ss In groups of 3, Ss will complete exercise 7. Each S will take no more than 2 minutes to describe the process. Transition to #4: Last Class 3.3 Post-Stage: 1 rep from each group will week, we went over present. Listeners will take note of key words word order in noun used by the speaker. phrases. Next, we will practice using adjectives Tangible Outcome & T. feedback/peer feedback: in the correct order. Ss briefly share their directions. Ss will write down transition words used when explaining a process.

11:0011:10 (10 m)

11:1011:20 (10 m)

Activity 4: Grammar Order of Adjectives

4.1 Pre-Stage: Refer to pg. 111 for Ss to read S-S independently. Have Ss read the examples aloud. Ss-T T will briefly review explanation with class. T-Ss 4.2. During Stage: Ss will complete exercise 2 pg. 111 independently. Share answers in pairs. Ss will then complete exercise 3 on pg. 111 in pairs. S S-S

11:2011:30 (10 m) 11:3011:45 (15 m)

Transition to Wrap-Up: What did we learn? 4.3 Post-Stage: Review answers as a class. Tangible Outcome & T. feedback/peer feedback: Ss complete practice exercises in the textbook and compare answers with a partner. T provides clarification and answer any questions Ss may have.

Wrap-up

Lesson Evaluation Procedures: T wraps up quickly summarizing what was done T in class today. T assigns homework - workbook practices 5 & 6 on pg. 67 T will remind Ss that Thursdays class is located Ss in GDH 271. Exit ticket: Ss write down 2 things they have learned, 1 thing that theyre still confused about.

11:4512:00 (5 m)

Materials: - In Charge 2 textbook, workbook, & teacher manual - Listening activity handout - Whiteboard - Markers/Pen - Laptop Anticipated Problems & Suggested Solutions: T runs short on time - use a timer, strict time management Audio clip does not work - bring back-up laptop in case classroom technology is faulty Ss take too much time during speaking activity - limit their talk time beforehand Contingency Plans (what you will do if you finish early, etc.): Give extra time for Ss to complete exit ticket.

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