CEP Lesson Plan

Teacher/s: Janet Xu and Xiao Yang

Level:A4 Date: 03/05/2014

Goal:

Objectives: (In a perfect world) Students Will Be Able To
1. use eitheror to show that one of two options is possible and neither nor to show
that both options are impossible
2. identify and use discussion skills such as taking turns, staying on track and clarifying
miscommunication


Theme: Dream

(Extensions: students were asked to prepare to talk about dreams in their own culture
before coming to class.)


Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time
Activity 1:

Juicy Bake




Transition to #2: So we
reached our decisions based
on opinions from different
perspectives, didnt we? This
is really a complicated issue,
isnt it? Do you still
remember how tag
questions? But how do we
answer them?

Pre-Stage:
Write 'Juicy Bake' on the board and
asks the class if they have heard of
Juicy Bake. Tell the class that there is a
big debate in North America about
whether or not to make Juicy Bake
illegal. Because Juicy Bake is so new,
there are no laws yet. The purpose of
the class is to decide how Juicy Bake
should be regulated if at all. But first,
the students must gather facts and
views from different constituencies of
society.
Each student will be given a role-card.
They represent the different
constituencies of society: the police,
sociologists, medical doctors, victims,
family members, and Juicy Bake users.
Give students time to read and absorb
their cards.

Vocab build-up:
Regulate

T-S, S-S
30mi
n
Although, even though, while ,despite,
in contrast, however
Ask students to pay special attention to
the tenses they use

During Stage:
Students line up and talk to each other
and exchange their view points. For
example, doctors describe medical
issues related to Juicy Bake such as
brain shrinkage and sociologists
describe issues such as divorce and
violence.

Post-Stage:
Students go back to their groups to
share their ideas and write down 2
sentences using the transition words to
express their final decisions.

Tangible Outcome:
Fact-finding sheets and decision-
making questions written on discussion
sheet
Activity 2:

Tag Tag Tag!




Transition to #3:_You have
understood tag questions
quite well, havent you?
Now, we are going to look at
the conversation I asked you
to read for homework.

Pre-Stage: Review how to make tag
questions. Write sentence You have a
dog, ______? and You have learned
tag question, _____? on board. Ask
students to come up with the answer,
and review the steps for forming a tag
question.


During Stage: Now that we learned
how to ask a tag question. If I ask
Jennifer, Jennifer, you have a dog,
dont you? How should Jennifer
answer? (ask SS for response and write
down their answer) Now, what if I say,
Jennifer, you dont have a dog, do you?
How should she answer now? Is it the
same or different from the last one?
(Ask SS for response) T summarize and
explain tag questions are answered
according to fact. Then, ask SS what
the difference is for the two sentences,
T-S S-S 40
mins
both asking whether Jennifer has a
dog. Lead to the different implications
when using positive tag v.s. negative
tag. Ask SS to turn to page 30 and take
a look at the answer to tag question.

Divide students into two groups and
play word guessing game. The words
they need to guess are either festivals
or country names. Group members take
turns to ask questions. Instead of
asking a yes/no question Is this a
country?they need to use tag question
to ask This is a country, isnt it? For
every correct tag question asked, the
team will get 1 point, and they get 2
points for guessing the right word.


Activity 3:


Find it and change it!
Pre-Stage:Ask SS questions about the
main idea and some comprehension
questions for the dialogue on P28. (SS
have read it for homework)


During Stage:
1. Ask SS to find out all the tag
questions and the answer to tag
questions. (Point out that in real
life conversations, tag questions
may not be answered explicitly or
even not answered)
2. Ask SS to find out transitional
devices (learned in the last unit),
discuss with their partner whether
some other transitional devices can
be used to replace the one in the
sentence and keep the meaning
unchanged.

Post-Stage: Ask SS to report to class
their sentences. T types down the
correct sentences in a word document
on smart board.

(Tangible Outcome) T will send SS the
word document via e-mail
T-SS, SS-SS 20
mins

Student Presentation

One student gives a 10-minute
presentation on the topic s/he chooses,
usually their home country.

At the end of the presentation, students
could ask questions.

Other students are asked to provide
peer feedback in three main parts;

What I learned from the presentation;
What I liked about the presentation;
What I think could be improved.
S-S T-S 20mi
n

Wrap-up


Talk about homework from last class

Assign new homework

Remind the presenter on Thursday
T-S 10mi
n


Materials:

Cards for the word guessing game;
Role-play cards and fact-finding sheets

Anticipated Problems & Suggested Solutions:
Uneven number of students when they line up and talk to each other; teacher could take
one role card

Contingency Plans (what you will do if you finish early, etc.):
Talk about tag question homework.