CEP Lesson Plan Unit 4 Teacher/s: Holly Fernandez Level: A1 Date/Time: 6/20/13 Goal: Use the gerund in authentic

contexts. Objectives (SWBAT): Students Will Be Able To 1. Talk about activities (eliciting the gerund) 2. Match the activity gerund to the image of the gerund 3. Brainstorm vocabulary of activity gerunds Theme: Conflict resolution Extensions: Read the New York Times column Room for Debate and share with the class one conflict and how it could be resolved. Stage/Aim/Skill/Micros Activity/Procedure kill Review or Preview (if applicable) Interaction Time

Linking & Transitioning to rest (for of lesson: example: SS-T) Activity 1: OkGo Video 1.1 Pre-Stage: Tell the students T-Ss http://www.youtube.co they will watch a video and write down the activities they see in the m/watch? video. Be creative because there will v=qybUFnY7Y8w be a competition! 1.2. During Stage: Each Ss-Ss individually will list the activities they see in the video. They will go around the room to compare their lists. If they have the same word as someone else they will cross the word off their list. The goal is to have the most words that no one else has on their list. Ss-Ss Transition to #2: Now 1.3 Post-Stage: Have the winner write their unique words on the board were going to form two and discuss meanings as a group. lines...

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Activity 2: Face to face sharing ideas of what activities in New York are confrontational

2.1 Pre-Stage: Instructions will be T-Ss given to stand in two lines face to face to discuss the topic in turn with their partner.

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2.2. During Stage: They will tell Ss-Ss their partner what activities in NYC bother them. Cutting in line, spitting, etc. Ss-Ss Transition to #3: Now 2.3 Post-Stage: Have them report were going to talk about to the class what their partners annoying activity was. As they report, etiquette... come write the gerund on the board. Activity 3: What is the 3.1 Pre-Stage: Explain the word T-Ss activity of etiquette in the etiquette and its meaning. Watch the video? animations. Tell the students to name the activity in the video. http://nathanwpyle.blogspot.ca/2013/0 3/blog-post.html 3.2. During Stage: Ss-Ss Students will watch each one of the action vignettes and choose from the activity card that matches the cartoon. Mark a point for the first one to call out the activity. Transition to #4 or Wrap-up: Now you will write a roll play... Activity 4: Role play 3.3 Post-Stage: Announce the winner with the most points! Ss-Ss

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4.1 Pre-Stage: Instruct students to Ss-Ss work in pairs to act out a conflict from activity two or three and its resolution.

3min

4.2. During Stage: Work in pairs Ss-Ss to choose one of the common offenses Transition to Wrap-Up: in NY and write a short script to act And for homework..... out for the class. 4.3 Post-Stage: Give instructions Ss-Ss for the students to post their conflict drama and its resolution on the class blog.

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Wrap-up

Homework: Read pages 46-47 in your textbook and do practice 2,4, and 6 in your workbook. Dont forget to write the final version of your stereotypes essay and email the word document too!

Materials: Cards with the activities in the etiquette cartoons. Anticipated Problems & Suggested Solutions: They may lack sufficient vocabulary to produce gerund vocabulary. I may need to scaffold by working with the vocab they know and seek synonyms. Contingency Plans (what you will do if you finish early, etc.): Post their conflict resolutions on the class site. Post-Lesson Reflections: I later discovered that the best words from the gerund brainstorming activity were not widely know to but only a few of the students. I should follow this up next time with a vocabulary activity before progressing on to the other activities. Perhaps a dictionary activity or a matching activity?