CEP Lesson Plan Template

Teacher: Bruce Tung

Level: TOEFL Prep
Date: November 21, 2014
Goal: To improve test-taking skills for the TOEFL iBT Test; to improve reading, listening, speaking, and writing
skills; to familiarize with question types on the TOEFL.
Objectives: Students Will Be Able To
1. Build self-editing skills through error correction exercises.
2. Determine gist, organization, speaker stance by listening to conversations and lectures.
3. Record and analyze speaking skills and strategies for the Speaking section using recording.
4. Improve skills and strategies for problematic section(s) based on needs indicated in HW Reflections.
Theme: Focus on all four skills needed for the TOEFL Test
Extensions: Recording speaking responses at home and practice self-correcting speaking and writing samples.
Aim/Skill/Microskill Activity/Procedure/Stage
Review or Preview
(if applicable)

Linking & Transitioning to rest of lesson:

You should have already received the invite for our in-class
Google Docs file. So, as soon as you're settled in and have your
laptop ready, go ahead and open the file I have shared with you.
Ask Ss to access our class website and open the Entry Ticket, then
complete and submit their Homework Reflections.
toeflprep.weebly.com

Interaction Time
(4:00)
T-Ss
1 min

9 min

T-Ss

(4:10)
5 min

Tangible Outcome & Teacher/Peer Feedback

Completed homework reflections to be used for Activities 1-3
Activity 1:
Independent
Writing Section
The 5-Minute
Planning

1.1 Pre-Stage: Watch Inside Writing Q2 by TOEFLtv:

http://youtu.be/zx3AXbGWNbA to review outlining and scoring
criteria for the Independent Writing task.

T-Ss
1.2 During Stage: Using the sample topics in the video, ask Ss to
S
brainstorm and complete an an outline within 5 minutes for each
prompt. The outline should include: thesis statement, topic
sentences for each main idea, and bullet points for details and
examples for each main idea.
Do you agree or disagree? A teacher's ability to relate well
with students is more important than knowledge of the
subject being taught.
Some people like to travel with a companion. Others
prefer to travel alone. Which do you prefer?
It has recently been announced that a new restaurant may
be built in your neighborhood. Do you support or oppose
this plan?
Ask Ss to compare and contrast their outlines with a partner. Note Ss-Ss
the similarities and differences; discuss the strengths and
weaknesses of each.

30 min

5 min

Transition to #2:
Now that you're
able to plan a
complete outline for
a writing topic in 5
minutes, let's
practice planning for
a speaking topic in
45 seconds

1.3 Post-Stage: Ask Ss to analyze and discuss with a partner:

Based on the rater's comments, what are the strengths and
weaknesses of the sample writing?
What are the strengths and weaknesses of your writing?
What do you need to do to improve your preparation for
TOEFL writing?

Activity 2:
Practice Speaking
Plan & Record,
Analyze/Re-record

Transition to #3:
So far, we have
worked on planning
skills for writing and
speaking. After our
break, we'll do some
listening practice.

Ss-Ss

15 min

2.1 Pre-Stage: Ask Ss to move and spread out, taking their

notebooks and cell phones/recording devices, in order to practice
and record their speaking. Explain the recording process.

T-Ss

(5:05)
3 min

2.2 During Stage: Posting one topic at a time, ask Ss to take notes
and plan for 15 secs, then speak and record for 45 secs. Ask Ss to
listen to the recording and write down 2 things they need to work
on, then do a 2nd recording. Then listen again and write down 1
thing they still need to work on. Finally, do a 3rd recording and
send/share the recording to me.

40 min

2.3 Post-Stage: Ask a couple of Ss to share one specific thing they

worked on and improved during this process.

T-Ss

7 min

Tangible Outcome & Teacher/Peer Feedback:

Completed outlines by Ss

Tangible Outcome & Teacher/Peer Feedback

Revised recordings of speaking responses
(5:55)
5 min

BREAK
Activity 3:
Practice Listening
Mini-Tests
Transition to #4:
We've been working
on different skills
today. There's one
more skill we need to
work on for TOEFL
writing: self-editing.

3.1 Pre-Stage: Pass out test papers and access the online audio
files. Remind Ss to take notes while listening.

T-Ss

(6:00)
3 min

3.2 During Stage: Play audio files of conversations and lectures.

20 min

3.3 Post-Stage: After completing each test, ask Ss to compare and

discuss answers with a partner. Use DocCam to show answer keys.

Ss-Ss

7 min

T-Ss

(6:30)
3 min

Ss-Ss

15 min

T-Ss

7 min

Tangible Outcome & Teacher/Peer Feedback:

Completed Practice Tests

Activity 4:
3.1 Pre-Stage: Post selected sentences from various S writing
Error Correction
samples in Google Docs. Explain to Ss these sentences were
Building Self-Editing randomly selected to model the errors.
Skills
3.1.2 During Stage: Ask Ss to discuss in small groups of 2-3 to
Transition to wrapidentify the specified errors in each sentence, then post post the
up: Great work
corrections as comments on Google Docs.
today everyone!
Please post your exit 3.1.3 Post-Stage: T addresses any unresolved Qs or issues.
tickets before you
leave
Tangible Outcome & Teacher/Peer Feedback:

Error corrections by Ss posted as comments on Google Docs

Wrap-up:

Ask Ss to complete Exit Ticket.

Tangible Outcome & Teacher/Peer Feedback
Completed exit tickets

Materials:
-Google Docs link
-Class Website link
-Online Mini-Test Audio File link
-Copies of Listening Mini-Test questions
-Printed copies of Google Docs with one activity per page
Anticipated Problems & Suggested Solutions:
-Ss without laptops or unusable laptops: share with others
-Ss without recording device: call my Google Voice number
Contingency Plans (what you will do if you finish early, etc.):
-If the classroom computer is down: use individual laptops to access Google Docs
-If the internet is down, use printed copies of Google Docs
Post-Lesson Reflections:
-

T-Ss
S

(6:55)
5 min