CEP Lesson Plan Template

Teachers: Jean Park and Michele Helm

Level: 2 Date/Time: Apr. 17, 2015 // 10AM-1PM
Goal: Identify and use expressions to make future plans
Objectives (SWBAT):
Students Will Be Able To
1. Listen for and Identify phrases/expressions that can be used when making future plans
2. Use phrases and expressions to discuss future plans
3. Use phrases and expressions to discuss future plans during a telephone conversation
4. Use specific phrases in conversation to discuss encountered problems.
5. Use specific phrases in conversation to raise and resolve a problem.
6. Use specific phrases to begin/maintain/ end a discussion.
7. Use specific phrases to resolve a conflict that may arise at work.

Theme: Travel/ Managing a discussion

Extensions: ____________________________________________________

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of (for example:

lesson:
SS-T)

Activity 1: Lets look at

our homework from last
class.

1.1 Pre-Stage: Ss will take out

homework from last week.

T-Ss

Time

10:0010:02

1.2. During Stage: T will discuss

Ss answers as a class.

10:0210:17

1.3 Post-Stage: T will answer

any Ss questions.

10:1710:23

Tangible Outcome & T.

feedback/peer feedback:

Transition to #2: Lets

continue our learning of
conversational strategies!

Activity 2: Warm UpWord Sneak

Transition to #3: Lets use

some of the phrases we
learned from this activity
to make future travel
plans!

Activity 3: Making
Future Plans- Phrases

Ss will receive
completed worksheet
with possible answers.

2.1 Pre-Stage: T will introduce

warm up game to Ss.

T-Ss

10:2310:28

T will show a model video of the

game.

10:2810:33

After clarifying the rules, T will

hand out piles of cards.

10:3310:36

2.2 During Stage: Ss will pair up

and play Word Sneak with each
other using phrases to elicit
their knowledge of various
future tenses.

10:3610:42

2.3 Post-Stage: Ss will regroup

and T will lead a discussion on
what the Ss have produced
during the game.

10:4210:50

Tangible Outcome & T.

feedback/peer feedback:
T will circulate
and take notes of any
phrases that Ss
produce (with regard
to tense use)
3.1 Pre-Stage: T will try to elicit
various expressions that Ss can
use when making future plans.
T will show a video and have Ss
identify some expressions that
are used to talk about future
plans. Ss will watch clip and
take notes.

T-Ss

10:5010:55

10:5511:10

T will then elicit some more

expressions from the Ss. T will
provide some expressions on
the PPT (if Ss have not
identified them).

11:1011:15

T will then introduce the next

activity and give directions. Ss
are to create an agenda for
their trip to SF.

Transition to #4: Before

we use our agenda, we
need to go over an
important thing- How to
make requests

11:1511:20

3.2 During Stage: Ss will create

an agenda for their trip to San
Francisco

11:2011:35

Ss will then discuss with their

partner what attractions they
chose.

11:3511:40

3.3. Post- Stage: T will get Ss

attention and elicit a short
discussion on the various
attractions in SF and try to elicit
why Ss chose or didnt choose
certain attractions

11:4011:55

Tangible Outcome & T.

feedback/peer feedback:
Ss will provide
peer feedback on
dialogue performance
T will circulate
and take notes on any
expressions that were
used both correctly and
incorrectly
Break: 10 minutes
Activity 4: Closing
Conversations

11:5512:05
4.1. Pre-Stage: T will introduce
a quick tip to elicit knowledge
about closing conversations

T-Ss

12:0512:07

T will ask questions to elicit

prior knowledge. T will then
review some possible ways to
signal that a speaker wants the
conversation to end

12:0712:12

T will instruct Ss to pair up and

think of possible phrases and
expressions that can be used to
close a conversation in certain
scenarios.

12:1212:14

Ss will then pair up and

brainstorm. When Ss have
come up with possible
expressions, they will then write
their expressions on the board
to review with the class.
Ss will discuss when certain
expressions can be used for
different types of situations
(informal, formal, etc)

12:1412:20

12:2012:25

4.2. During Stage: T will then

direct Ss to practice closing
conversations with each other.

12:2512:27

Ss will partake in brief

conversations with each other.
Then one interlocutor will signal
to the other that they would like
to close the conversation. When
each pair successfully closes a
conversation, the pairs will
switch.

12:2712:35

4.3. Post Stage: T will get Ss

attention and have a brief
discussion on how they closed
their conversations and discuss
what they found problematic

12:3512:40

(and how to deal with people

who wont close conversations).

Tangible Outcome & T.

feedback/peer feedback:
T will circulate
and take notes on any
expressions that were
used both correctly and
incorrectly
T will open the
class discussion and
elicit answers from the
Ss- What do you guys
think? Is there another
way we can deal with
this?

Activity 5: Making
Future Plans- AirBnB

Transition to 6:
How about we move on to
a new theme? Like, how
to manage discussions!
Specifically, well look at
how to discuss a problem.

5.1. Pre-Stage: T gives

directions and clarifies any
questions Ss may have.

T-Ss

12:4012:43

5.2. During Stage:

Ss will then create a dialogue
where they discuss their plans
when they go to SF in order to
convince an AirBnB host to let
them stay in their apartment.

12:4312:50

5.3 Post-Stage: Ss will perform

the dialogue for the class.
Listening Ss will take notes on
expressions that were used and
give peer feedback.\

12:5012:55

Tangible Outcome & T.

feedback/peer feedback:

Ss will provide

peer feedback on
dialogue performance
T will circulate
and take notes on any
expressions that were
used both correctly and
incorrectly
Activity 6: How to
discuss a problem
(Contingency)

6.1 Pre-Stage: T will ask Ss

what they typically do when
they have a problem.

If theres time leftover in

class for one more
activity, maybe ask Ss
which kind of activity they
would like to do, since
next week is going to be
their final exam.

6.2. During Stage: T will use ppt

slides to introduce typical
phrases people use when
discussing a problem theyre
experiencing.
T will provide handout with
useful phrases.
S volunteers will roleplay a
short dialogue.
6.3 Post-Stage: As a class, Ss
will then match parts of the
dialogue with categories of
typical phrases used to discuss
problems from the roleplay.
If theres time, T will elicit Ss
answers to the question, When
have you ever needed to
discuss a problem from your
own life?
Possible topics that commonly
pose problems for people will
be provided on ppt slide if Ss
have trouble coming up with
answers.
Tangible Outcome & T.

T-Ss

20-25
min.

feedback/peer feedback:
Ss will receive a
handout on phrases
used to discuss
problems.
T will answer any
Ss questions.
Production error
feedback will be
provided on whiteboard.

Transition to #7: Lets look

at how we
introduce/maintain/end
discussions next.
Activity 7: How to
manage discussions
(Contingency)
If theres time leftover in
class for one more
activity, maybe ask Ss
which kind of activity they
would like to do, since
next week is going to be
their final exam.

7.1 Pre-Stage: T will elicit

T-Ss
answers from Ss on what
discussion means to them,
and how they use it in their daily
lives.
7.2. During Stage: T will use
ppt slides to introduce the
general structure of discussion
management, and provide
handout on useful phrases. T
will answer any Ss questions
about handout.
7.3 Post-Stage: T will involve
class in a discussion, where Ss
will use phrases from handout
to begin/maintain/end a
discussion.

Transition to #8: Learning

how to manage a
discussion is useful in a
lot of different situations.
Lets see how we can
apply what we know

Tangible Outcome & T.

feedback/peer feedback:
Ss will receive
handout on useful
phrases for discussion
management.

20-25
min.

about conversation in
general for job
interviewing.

T will provide
corrective feedback on
whiteboard.

Activity 8: Job Interview

Skills
(Contingency)

8.1 Pre-Stage: T will show a 5min. video clip on common

interview questions.

If theres time leftover in

class for one more
activity, maybe ask Ss
which kind of activity they
would like to do, since
next week is going to be
their final exam.

T will assess Ss listening by

writing responses to ppt slide
question on whiteboard.

T-Ss

20-25
min.

T-Ss

20-25
min.

8.2. During Stage: Ss will fill out

a worksheet on job interviewing.
8.3 Post-Stage: T will ask Ss to
share their answers with the
class.

Transition to #9: Weve

looked at how to discuss
problems, but what do
you do differently/similarly
in a workplace setting?
Activity 9: How to
Resolve Conflicts in the
Workplace
(Contingency Activity)

Tangible Outcome & T.

feedback/peer feedback:
Ss will have
completed a worksheet
on common job
interview questions.
T will write
corrective feedback on
whiteboard.
Ss will receive a
handout on tips for job
interviewing.

9.1 Pre-Stage: T will elicit

answers from Ss by asking
them what they would do if they
were experiencing problems at
work.
9.2. During Stage: T will use ppt
slides to ask Ss on what kinds

of phrases they would use for

such a situation.
T will provide Ss with handout
on useful phrases for resolving
conflicts in the workplace.
9.3 Post-Stage: T will answer
any Ss questions. If theres
time, T will elicit discussion from
Ss on instances where they
may need to resolve conflicts in
the workplace.

Transition to Wrap-up:
Lets prepare for our final
next week!

Wrap-up

Tangible Outcome & T.

feedback/peer feedback:
Ss will receive a
handout on how to
resolve conflicts in the
workplace.
T will write
corrective feedback on
whiteboard.
Lesson Evaluation Procedures:

T-Ss

12:551:00

Lets revisit some of the things

weve learned so far to get
ready for our final next week.
Ss will fill out exit tickets (if
theres time).

Materials: PPT, markers, handouts

Anticipated Problems & Suggested Solutions:
We plan on arriving to class early to ensure that we have media available and ready to use.
Contingency Plans (what you will do if you finish early, etc.):
We have included extensions to some of our activities just in case. There are also activities that
we can cut-out if were running low on time.

Post-Lesson Reflections: