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CEP Lesson Plan

Teachers: Allison Orr & Christopher Mueller


Level: Advanced Conversation
Date/Time: Friday, 3/25 11:30am-1:00pm
Objectives (SWBAT):
Students Will Be Able To
1. Recall two phrasal verbs learned last class.
2. Use language to define ethical and explain which companies they think are more ethical and which are less
ethical.
3. Use two phrasal verbs and one idiomatic expression to talk about US privacy issues.
4. Talk about privacy issues not just in the US but also in the world and in their own countries.
Theme: World News & International Events
Aim/Skill/Microskill
Warm-up: Phrasal Verb
Review

Activity 1: Companies:
Good or Evil?

Activity/Procedure/Stage
Interaction
Ss call out four different ways of defining phrasal
OC
verbs (learned from last class). Open class (OC)
review of separable/inseparable,
transitive/intransitive phrasal verbs. T reminds Ss
to be careful that sometimes transitive/intransitive
(object/no object) changes meaning of phrasal
verb.
In pairs, Ss describe the two pictures on the PPT
using phrasal verbs they learned last class.
1.1 Pre-Stage: In pairs, Ss activate schemata w/
best company chart. Pairs decide which is the
best company in its category and why they think it
is the best (open-ended responses are expected).
Open class, T calls on Ss to report on which
company they chose and why.
T writes on board names of companies Ss chose. If
running out of time, T will selectively call on
groups to answer each category.
1.2. During Stage: T writes the word ethical on
the board and gives Ss a minute to look at the
word and think. In pairs, Ss will take a minute to
discuss what they think the word means. After a
short discussion, T asks Ss to give a definition. Ss
may call out a definition. If no Ss call out a
definition, T asks if any Ss think one of the
companies listed on the board is ethical. This
will allow those Ss who may not be able to offer up
a clear definition of ethical to show their
knowledge in other ways. T will ask why Ss think
[Company X] is ethical. T will elicit examples of

Time
10-15 min

S-S
S-S
OC

15-20 mins

ethical behavior from Ss.


Ethical is a culturally-loaded word and taking
the time to get definitions from the students
themselves will help other students define that
word.
T then has Ss work with the same partner to rank
the companies on the board from most ethical to
the least ethical. Ss will negotiate with their
partner by explaining why they think one company
is better than another.
Transition to #2: Small
Group Discussion &
Vocabulary Review

Activity 2: Small Group


Discussion & Vocabulary
Review - Article on Privacy

1.3 Post-Stage: Open class, Ss will report which


company they decided was the most ethical and
which was the least. If short on time, pairs will
only report the most or least, not both.
Tangible Outcome & Assessment: Ss will have
activated schemata related to companies being
ethical and/or unethical by filling out a chart. Ss
will also have practiced negotiating (ranking
companies and why) with a partner.
2.1 Pre-Stage: Ss get out article they read for HW.
T hands out extra copies if some Ss forget to bring
the reading & questions. T asks Ss what the two
phrasal verbs were from the questions on the HW.
T asks Ss what the idiom was from the questions
on the HW. Open class review of two phrasal
verbs & one idiom from HW. Ss offer definitions of
three vocabulary words.
1. stand up for [something/someone]
inseparable, transitive
2. put up with [something/someone] inseparable,
transitive
3. invade [someones] privacy
2.2. During Stage: In pairs, Ss discussion three
comprehension Qs from the article. T encourages
Ss to use the phrasal verbs and/or idiom in their
responses.
Both Ts will walk around the room taking notes on
errors to be discussed at the end of class,
answering questions, and/or facilitating
discussion if needed.
If time, class comes together and Ss report on the
third Q from the HW a time they had their
privacy invade or invaded someone elses privacy.

T-Ss
OC
S-S

30 mins

Transition to #3: Broad


Group Discussion

Activity 3: Broad Group


Discussion World News

2.3 Post-Stage: In pairs, Ss read on PPT two short


scenarios about privacy and tell their partner how
they would respond and why.
Tangible Outcome & Assessment: Ss will be able
to define and use two phrasal verbs and one idiom
from HW in small group discussion about the
news article. Ss will also use these three
vocabulary words in relation to their personal
experiences.
3.1 Pre-Stage: Ss will look at images taken from
recent news headlines not just in the US but also
around the world. T asks if any Ss have
heard/read about these news stories? Ss will
describe a little if they know about a particular
news headline.

T-Ss
Ss-Ss
OC

30 mins

T-Ss

5-10 mins

3.2. During Stage: In groups of three, Ss will


discuss any of the six Qs on the PPT.
Both Ts circulate listening for errors to go over at
the end of class.
Transition to Wrap-up:
Error Correction

3.3 Post-Stage: Ss will report to the class which


Qs they chose to talk about.

Wrap-up: Error Correction

Tangible Outcome & Assessment: Ss will use the


vocabulary practiced in earlier activities about US
privacy issues to talk about world privacy issues
and/or privacy issues in their country.
Errors: cold-correction.
Exit ticket: Ss will tell the class one new thing they
learned about one of their classmates.

Materials: PPT, board, markers, extra copies of HW (in case Ss forget to bring it)
Anticipated Problems & Suggested Solutions: The goal of this lesson is to get students practicing the two
phrasal verbs and one idiomatic expression from the homework. One problem that may arise is students may not
do the homework. If this happens, I will need to take extra time to have them discuss the meaning of those three
vocabulary words first with a partner and then as a class. In order to adjust for this, I will plan to take out the
Privacy/Scenario activity in Activity #2. Depending on the time, I might be able to keep that in and just shorten
the time students spend in broad-group discussions in Activity #3.
Another problem may be that students do not use the targeted phrasal verbs or are using them incorrectly. I try
to always plan for this, as it is a language class. Both Christopher and I will be walking around during smalland broad-group discussions encouraging students to use the three targeted vocabulary words in their responses.
If I notice just one or two students are having trouble using the phrasal verbs correctly, I will help correct them
during pair work. If all the students are having trouble using the phrasal verbs correctly (e.g., trying to make it
separable when it is inseparable), I will take a moment to temporarily bring the students attention to the board

and go over the errors together. I will then have the students continue with their discussions, focusing on the
forms we just went over.
Timing, as mentioned previously, is always an issue. Each group of students is different. Even though I may
have done an activity many times, some groups will take more time than others to go through the activity;
additionally, some will enjoy it and others may not. I like to have some alternatives in case I have more time left
than I originally anticipated; I am running out of time; or I need an alternative because the current activity is not
going well. Realistically, I do not think we will have enough time to spend all 30 minutes on Activity 3: Broad
Group Discussion. However, I know these students like broad-group discussions, so I have planned for that in
case the previous activity does not go over well or the students finish quickly.
Contingency Plans (what you will do if you finish early, etc.): See Timing above.

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