CEP Lesson Plan

Teacher/s: Jean and Helen__________________________________

Level: A6
Date: October 27, 2014
Goal: Identify and produce correct use of irregular nouns and count and non-count
nouns
Objectives: Students Will Be Able To
1. identify irregular nouns
2. identify count and non-count nouns
3. produce correct subject-verb agreement for irregular nouns
4. interpret meanings of sentences that use count and non-count nouns
Theme:

Were All In This Together

(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 pairs Ss up. T asks

Ss to compare answers with their
partner.

T-SS

During Stage: Ss compare

answers in pairs. T walks around
and listens and takes notes on
what Ss say.

SS-SS

Post-Stage: T reads the answers

out loud and asks Ss for any
questions.

SS-T

Transition to #2: Okay,

weve gone over the
homework, which is on
irregular nouns. Now
were going to see how
much we really know
about irregular nouns.

(Tangible Outcome- Ss will be

able to identify correct verbs for
irregular nouns from the
homework.)

Time

10:0010:15

Activity 2: Irregular
Nouns - Example
Sentences

Pre-stage: T asks Ss what

irregular nouns are. T asks Ss to
make 2 example sentences of
irregular nouns with their partners
write them on the board.

SS-T

10:1510:30

SS-SS
Transition to #3: Now
that were able to make
our own sentences on
irregular nouns, were
now going to make a
mini quiz to test each
other.

During Stage: Ss discuss with

their partners and write their
example sentences on the board.
T-SS
Post-Stage: T goes over their
results and asks Ss for their
feedback on each sentence. Class
discussion may follow.
(Tangible Outcome- Ss will have
produced their own sentences with
correct usage of irregular nouns.)

Activity 3: Creating a
Irregular Nouns Mini
Quiz

Pre-Stage: T puts Ss into two

groups of three and hands out 3
copies of the worksheet labeled
1,2, and 3.

T-SS

T-SS

Transition to #4: Now

that youve created your
own mini quiz, I want
you to pass your
worksheet to the person
on your right.

During Stage: T asks Ss to work

alone to create five sentences,
where the nouns listed on p. 138
on TB are the subjects and only
the base forms of verbs are given.
One S from the group writes
sentences on worksheet 1,
another S from the same group on
worksheet 2, and so on. Ss are to
write answers to the quiz on a
separate piece of paper.
Post- Stage: Ss create five
sentences on their own on one of
the worksheet.
(Tangible Outcome- Ss will have

SS

10:3011:40

created their own quiz on irregular

nouns.)
Activity 4: Irregular
Nouns Mini Quiz

Pre-Stage: Ss pass their

worksheets to the person on their
right. T gives directions to Ss

T-SS

During Stage: Ss write the

Transition to #5:
answers to what they were given
(possible transition?) So on the corresponding worksheet.
weve gone over
irregular nouns, which
Post-Stage: Ss go over each
are a certain type of
worksheet together as a group
nouns in English. There and give each other feedback. T
is another type of nouns walks around and listens to Ss, as
in English called count
well as helping out if needed.
and non-count nouns.
(Tangible Outcome- Ss will have
completed each others quizzes
and provided feedback.)

SS

Activity 5: Count and

Non-count Nouns:
introduction

T-SS

Pre-Stage: T introduces Count

and Non-count nouns. T asks Ss
questions and elicits responses
about count nouns and non-count
nouns from Ss. - PPT is used
T gives Directions.

Transition to #6:
Now that we know
During Stage: Ss open TB p. 140
what count and nonand complete Activity 2 in pairs
count nouns are, lets
do a matching activity Post-Stage: Ss pairs compare
answers with other group. After,
Class discussion

10:4011:00

SS-SS

11:0011:15

SS-T

T-SS

(Tangible Outcome- Ss will have

completed TB p. 140 -Activity 2)
Activity 6: Count and
Noncount nounsidentify vocab activity.

Pre-Stage: T hands out envelopes T-SS

with words. T gives directions
During Stage: Ss pair the words

11:1511:35

Transition to #7:

by definition and decide if the

words are count/noncount nouns

SS-T

Now that youve

identified count and noncount nouns, lets see
what happens when
theyre put in the similar
sentences

Post-Stage: Ss pairs compare

their answers with other groups
and Discuss as a class. T will
hand out answer key handout
(Tangible Outcome: Ss will have
identified and paired count and
non-count nouns by definition)

Activity 7: count and

non-count activity 2:
meaning

Pre-Stage: T hands out worksheet T-SS

and gives direction.

Wrap-up

SS-T

During Stage: Ss complete

worksheets on their own. When
they finish, Ss work with a partner
to compare answers

SS

Post Stage: Ss present answers

and discuss what they found
confusing

T-SS

Lesson Evaluation Procedures:

Homework: read text on p. 143
on TB

Materials: handouts, powerpoint, envelopes with activity

Anticipated Problems & Suggested Solutions:
Running behind, ending early (see contingency plan)
computer not working: we will write out the agenda on the board
Contingency Plans (what you will do if you finish early, etc.):
Running behindRunning early- WB Practice 4, p. 82

Post-Lesson Reflections:

11:3512