CEP Lesson Plan Unit 9 Lesson 2

Teacher/s: Xun Zhong (Peggie)

Level: I3
Date/Time: 09/25 Friday
Goal: To familiarize students with two types of adjectives in English. To introduce the form
of Adjective Clause
Objectives (SWBAT):
Students Will Be Able To
1. Enhance their knowledge about two types of adjectives (-ed/-ing)
2. Practice students ability to describe pictures
3. Practice students ability to create conversations
4. learn the basic forms of Adjective Clause
Theme: Stress-Related Issues
Extensions: Adjective Clause
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of lesson:

(for example:
SS-T)

1.1 Pre-Stage:
1. Review the use of stress, stressed
T-Ss
Homework Correction and
and stressful
Ss-Ss
Vocabulary Review
2. Youve done a great job with your
homework. Most of you have sent me their
homework by email and I gave feedback to
them. Do you have any questions
regarding to your homework?
Transition to #2:Since we
3. I want to share some good sentences
understand the meaning and
from you. If you dont mind I want to
use of the word stress, now
point out your names. Now lets have
think about some stressful
someone read these sentences for us.
situations that youve ever had. 4. Do you like these sentences? Do you
think they are good? Now I want you to
choose your favorite sentence here and tell
us why you think you like this sentence.

Time

Activity 1:

1.2. During Stage:

1. Since all of you did the homework, did
you? (12 sent me homework)
2. Now lets just do one more exercise with
the vocabulary. Please use Stress,
SS
stressed, and stressful to fill in the

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blanks.
1.3 Post-Stage:
1. Lets check the answers together. Any
other expression that you think its good in
these sentences?
2. point out stress-related, stress
T-Ss
management.
Tangible Outcome & T. feedback/peer
feedback:
Activity 2:
Picture Description
(Conversational Practice)

Transition to #3: Every group

has done a great job! Thanks
everyone for contributing to
these good plays. Now lets
look at these pictures together.

2.1 Pre-Stage:
1. Now we understand how to use the word
stress and its adjective. Now lets try to use T-Ss
these words to describe some stressful
situations. Next, Im gonna show you
some pictures. Do these pictures make you
feel stressed? How so? Now by looking at
the three pictures, can you try to make up a
story to connect these pictures together?
2. Ss share ideas in the class.
3. Here I have three sets of different
pictures. Can you try do describe the
pictures? Who is the person in the picture.
What happened to him?
4. Ss share in the class.
2.2. During Stage: (next class)
1. Now I will give you a more challenge
task. Just now you talked about what you
see from these pictures. Now I want you to T-Ss
use your imagination, to think about
Ss-Ss
characters in the story you just told us, and
create some conversation between
different characters. For example, in these
pictures. I see a student, but I can create
more characters for example a teacher or
another student, and theres some
conversation happening around these
people.
2. I will divide you into three groups.
Choose the set of pictures you prefer. I will
give you 15 min to create the
conversations.
3. Now lets share in the class.
2.3 Post-Stage:
1. Summarize their performance. Focus on
content and language. Error Correction.
2. Which group you think has the best
T-Ss

10

15

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performance? Who is the best actress and

best actor?

Ss-Ss

Tangible Outcome & T. feedback/peer

feedback:
3.1 Pre-Stage:
Activity 3:
1. Every group has done a great job!
Thanks everyone for contributing to these
Adjective Clause (relative
good plays.
T-Ss
pronouns as subject)
2. Now lets look at these pictures together.
(elicit peoples job and what happened to
him)
3. look at these sentences. Is there anything
Transition to #4 or Wrap-up:
unique you can see in these sentences?
What did we learn in the class? Same subject. When two sentence has the
Please post online. I will send same subject, we can combine them
you the link
together by using clause.
3.2. During Stage:
1. First I want to ask a question. What is a
T-Ss
clause? Can you point out the clause in
these four sentences?
2. Introduce relative pronouns to
students. When we use which/that, when
we use who/that?
Ss-Ss
3. Two practices after the introduction of
adjective clause:
1) Combine all the information in one
sentence. (T will write the info given by Ss
on the board and ask them to make
sentences)
1. Think about one of your
friends/family/pets.
2. Think one feature of their
appearance. (big eye, long hair,
bear belly, strong, slim,.)
3. What is the funniest/stupidest
thing they ever did?
2) Guess what it is. (Ask Ss to describe
an object and others guess what it is.)
each group come up with two
objects.
Give information about the object
and ask the other groups to guess?
Use adjective clause.
3.3 Post-Stage:
1. Summarize that we should use Relative
pronouns properly.

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15

2. Point out that what does relative

pronoun as a subject mean.
2. Correct students if they have problem
using Relative Pronoun as object, but not
go into detail.
Tangible Outcome & T. feedback/peer
feedback:
Wrap-up

Lesson Evaluation Procedures:

What did we learn in the class? Please
post online. I will send you the link.
#1Writing:
Describe one thing you like and one thing
you dont like in New York. Use at least
three Adjective Clauses.
#2 Textbook pp.88 Ex.4
#3 Workbook pp.66 Practice 3

Materials:
Pictures print out
PPT
Anticipated Problems & Suggested Solutions:
1. Ss find its difficult to create conversations from the picture
ask students to describe the story in the picture first
2. Ss dont understand my explanation of adjective clause
create a PPT handout for them to study by themselves and talk about it again on
Monday.
Contingency Plans (what you will do if you finish early, etc.):
Post-Lesson Reflections:
Activity 1: Students can learn from others good sentences and use in their own sentences.
However, next time more interesting activities of sharing good sentences should be created, since
students easily loose attention if too much teacher talk involved.
Activity 2: Students ability of describing picture varies from one to another. Next time should
pair students with higher proficiency with others who are less proficient. Another problem is that
not all the students can get the chance to practice because the group is two big. Next time try to
put them in a smaller group.
Activity 3: Students found it hard to create a conversation by looking at several pictures, though a
pre-activity to activate the schemata has been employed. Students might need more scaffolding of
the content and the form of the language. Next time, try to provide them with more given
information about what language is expected in the conversation.

General: bad planning of the time, didnt expect how much time would spend on each activity.
Some important points were put off to the next class. The next time should understand the gist of
the teaching and create simple and feasible activities.