CEP Lesson Plan

Teacher/s: Jean and Helen__________________________________

Level: A6
Date: November 6, 2014
Goal: Listen for supporting details and ask for elaboration or clarification from a seminar.
Identify and apply strategies when giving an impromptu speech.
Objectives: Students Will Be Able To
1. Define and provide example sentences of words from a listening prompt
2. Listen for supporting details in a business seminar prompt
3. Ask for elaboration or clarification from a business seminar
4. Identify strategies for impromptu speeches
5. Apply strategies when giving an impromptu speech
6. Provide written and verbal feedback on impromptu speech
Theme:

A Laughing Matter

(Extensions: ____________________________________________________)

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview
(if applicable)

Linking & Transitioning to rest of

lesson:

(for
example:
SS-T)

Activity 1:
Homework Review

Pre-Stage: T instructs Ss to take out

their homework and compare
answers with a partner.

T-SS

During Stage: Ss discuss their

answers with a partner. T walks
around and listens to the Ss, as well
as providing help if necessary.

SS-SS

Transition to #2:
Now that weve
gone over the
homework, lets
move on. Were
going to work on
listening for
supporting details
today. Lets all turn to
page 152 from the

Post-Stage: T calls out the answers. T-SS

T asks Ss if they have any questions.
(Tangible Outcome- Ss will have
provided correct answers to the
homework.)

Time

10:0010:15

textbook.

Activity 2:
Vocabulary
Notecards Activity

Transition to #3:
Now that weve
gone over the
vocabulary from the
audio, were going to
listen to it. ___, can
you read the
directions for
Exercise 2 on the
same page for us?

Pre-Stage: T asks S to read the short S-SS, S-T,

paragraph on Listening for
T-SS
Supporting Details on TB p. 152. T
asks for any questions about it.

10:1510:30

During Stage: Before doing the

SS (SS-SS)
exercise, Ss are to pick two
vocabulary notecards each and use
their phones to find the definition and
one example sentence. Ss can work
in pairs.
Post-Stage: Ss report their answers,
and T types them to a Word
document so everyone can see. T
clarifies meaning if necessary.

SS-T

(Tangible Outcome- Ss will have

defined and provided example
sentences for words.)
Activity 3: Listening Pre-Stage: Another S reads
T-SS
to a Business
directions for Exercise 2 on the same
Seminar
page. T asks SS which two things
they are supposed to do. T shows
them a template they should use to
SS, SS-SS
complete Exercise 2 on TB p. 152.
Transition to #4:
Now that youve
listened to it once,
were going to listen
to it again. This time,
were going to look
for something
different. ___, please
read the directions
for Exercise 3 for us.

During Stage: Ss listen to the audio

and fill in the template. Ss compare
their answers with their partner. T
walks around and listens, as well as
providing help if necessary.
Post-Stage: Ss discuss their results,
and T writes them on a Word
document. T clarifies meaning if
needed.
(Tangible Outcome- Ss will have
filled out the template.)

SS, SS-SS,
SS-T

SS-T

10:3010:45

Activity 4: Asking
for Clarification or
Elaboration

Transition to #5: So
far weve worked on
listening for details.
Now were going to
transition into
speaking. You guys
read the Speak Out
section for
homework, right? Be
ready to discuss it.

Pre-stage: S reads directions for

Exercise 3.

S-SS, S-T

During Stage: Ss listen to the audio

again and writes a possible question
to ask the speaker for clarification or
elaboration.

SS

Post-Stage: Ss share their questions

with the class.

SS-T

10:4511:00

(Tangible Outcome- Ss will have

written a question to ask for
clarification or elaboration.)

Activity 5:
Pre-Stage: T has Ss read Speak
Impromptu Speech- Out aloud.
Strategies
T elicits the definition of impromptu,
what impromptu speaking is, and
situations where we might have to
prepare an impromptu speech.

T-Ss, SS-T

11:0011:15

T introduces strategiesWhat are some strategies you can

use when preparing for an impromptu
talk?

Transition to #6:
Now that you have
identified strategies
for impromptu
speech, lets put
them into action.

During Stage: Ss discuss strategies

Ss-Ss
with a partner. Ss pairs come up with
a new strategy for impromptu talk .
Post Stage: Ss present strategies to
the class.

Ss-T

(Tangible Outcome- Ss will have

identified and written down possible
strategies to prepare for an
impromptu talk)
Activity 6:

Pre-Stage: T hands out rubric for

11:15-

Impromptu Speech: peer feedback and hands out

Pairs
envelopes with speech topics. T has
Ss read rubric and clarifies meaning
(if needed). T then gives directions
for activity.

T-SS

11:35

Pick a topic from the envelope.

Take one minute to organize your
ideas. You can take notes, but you
shouldnt use the notes when you
deliver your speech. After a minute,
deliver your talk - Directions also
on PPT slides
During Stage: Ss produces
impromptu speech in pairs. Student
A will prepare an impromptu speech,
Student B will complete a feedback
rubric to provide feedback. (Student
A and Student B will switch roles)

Transition to 7:
Now that you have
finished giving an
T will walk around listening to
impromptu talk to a
impromptu speech/feedback and
partner, lets do it
take notes.
again with the class.
Post-Stage: Ss will discuss
something they liked about their
partners impromptu speech as well
as something their partner needs to
work on.
T will collect Feedback rubrics and
Reflection WS.
(T will provide feedback on Ss
speech from notes taken)

SS-SS

SS-T

(Tangible Outcome- Ss will have

completed a peer feedback rubric
and reflection worksheet about their
impromptu speech)
Activity 7:
Pre-Stage: T hands out worksheets.
Impromptu Speech- T gives directions.
Class
During Stage: Ss give an impromptu

T-SS

11:3512

talk to the class. Listening Ss

complete a feedback worksheet.
Speaking Ss complete reflection
worksheet.
Post-Stage: T pairs Ss up. Each pair
will meet to give each other
feedback. T will walk around and
take notes.
After SS give each other feedback, T
will get Ss attention and provide
feedback from notes.

SS-SS

SS-SS

T-SS

(Tangible Outcome: Ss will have

completed feedback rubrics and
reflection worksheets about their
impromptu speech)

Wrap-up

Lesson Evaluation Procedures:

Homework: Google Voice
(impromptu speech) + feedback
worksheet

Materials: PowerPoint, Internet, notecards, Feedback rubrics, Reflection Worksheet, Envelopes

with topics.
Anticipated Problems & Suggested Solutions:
Running behind, ending early (see contingency plan)
Computer not working: we will write out the agenda on the board or save the powerpoint in a
USB; for the listening activity, we will read the audioscript out loud.
Contingency Plans (what you will do if you finish early, etc.):
Running behindReduce Qs for class discussion on feedback. Assign reflection worksheets for
homework.
Ending earlyDo Exercise 1 on TB p. 152.
Post-Lesson Reflections: