CEP Lesson Plan

Teacher/s: _________Laura Li & Danchen Yang_________________________________

Level: ___A3_____
Date/Time: __Sep 29____10:00-12:00_______
Goal:
Students will learn how to organize an essay of comparison in point-by-point style.
Students will learn to assess the purpose and function of a written text.
Objectives (SWBAT):
Students Will Be Able To
1.
write an outline of an essay in block/point-by-point style
2.
present their own ideas to others
3.
master transition words and expressions of comparison
4.
talk about their opinions about genetic engineering
Theme: ____Electronic Devices / Machines in the Future & Genetic Engineering__________

Aim/Skill/Microskil Activity/Procedure/Stage
l

General
Announcements

Interac
-tion

-- Presentation
-- Class Website
T-SS
Check understanding.
------------------------------------------------------------Linking & Transitioning to rest of lesson:
In the end of our last class, we have assigned some
homework for you. One of the homework is to write
an essay describing a future product you imagined.

Time

5 mins

Today well use your writing for the first hour of our
class. In this hour, well talk about
1)how to make the organization of your essay
clearer.
2) youll have a chance of sharing your work with
others and
3) well also revise your works together and change
them into essays of comparison. - well talk about
what an essay of comparison should be like later
on.
Check understanding.

Activity 1:

(reading - writing)

1.1 Pre-Stage:
-- Hand out 2 sample essays to students.
-- Before we look at your own works, here are two
sample essays under one same topic. The topic
is . You can see the topic on the top of your
handout. Now take 5 mins to read through both
essays and try to determine which one is better.

Transition to
#2:__Now that we
know what a wellorganized essay
should be like, why
dont you take out
your own work and
try to do an
evaluation for it
based on our
checklist.________

1.2. During Stage:

-- ask students which sample do they think is the
better one and briefly explain why
-- explain the organization of an essay: there should T-SS
be an introduction, several body paragraphs and a
conclusion.
-- show on screen a checklist for evaluating the
organization of our essays, go over the checklist
with students, see if there is any question
-- students work in pairs and discuss the strengths
SS-SS
and weaknesses of the two samples

Essay
organization

1.3 Post-Stage:
-- teacher guide the whole-class discussion
sample 1 (intro, body, con)
sample 2 (intro, body, con)

T-SS
5mins
SS-SS

10
mins

T-SS

Tangible Outcome & T. feedback/peer feedback:

Students will take notes of strengths and
weaknesses of different essays.

Activity 2:
Essay outline and
share
(writing - speaking)

Transition to
#3:___Now that we
all have a solid idea
of how to improve

2.1 Pre-Stage:
-- Ask students to do an evaluation of their own
work based on the checklist. Is there a clear
introduction? How many paragraphs do you have?
How about the conclusion?
Take notes of how you can improve your essay.
-- Students also need to make an outline of their
essay on a poster. the outline should include an
intro, several subtopics and a conclusion.
-- they will be presenting their essay to the class

5 mins
T-SS

2.2. During Stage:

Students make posters and present to class.
SS-SS
2.3 Post-Stage:

15
mins

your essay to be
more wellorganized, lets
move on to
something more
challenging.______
____

Activity 3:
Essay of
comparison and
contrast

Summarize useful expressions mentioned by

students.

T-SS

Tangible Outcome & T. feedback/peer feedback:

Students will write outlines of their essays on
posters.

3.1 Pre-Stage:
The challenge is there are something to add to your
writing: In your essay, apart from introducing the
product of your imagination, you should also
compare it with existing products. How are the
different/similar?

T-SS

Before we delve into this challenge, lets first look at

how to write an essay of comparison.
Transition to #4:
-- organization
In the past few
two ways - block and point-by-point organization
activities, we have
the major differences lie in the body paragraph
designed some
e.g. compare your product and existing product. if
machines to suit our you are using block, then if you are using ...
needs in the future.
Now lets move on
3.2. During Stage:
to talk about
Students will read a comparison article about
designing
Sumsung and Apple.
something alive.
-- Briefly read through the passage and find out if it SS-SS
adopts a block organization or a point-by-point
organization? If it is point-by-point, can you
summarize the topic for each paragraph?
-- 2mins to read, and then share answer

5mins

(Reading - revising)

3.3 Post-Stage:
-- read again, this time, pay attention to the
language use in this article. underline expressions
that you think are helpful for making comparison
SS-SS
-- compare answers in class
anything for the first / first two lines of paragraph
2?
T-SS
-- student do language exercise on the handout and
compare answers in pairs

5mins

10
mins

Homework: Now that we have some idea of how to

write an essay of comparison. Lets look one more

time at the task I provided: turn your piece of writing
into an essay of comparison. You should compare
the product you describe with some existing ones.
And this work is due on Wednesday.
Tangible Outcome & T. feedback/peer feedback:
Students will revise their work ssays and turn them
into comparison essays. To be handed in on Wed.

Activity 4:
Activating schema
knowledge about
genetic engineering

Transition to #5:
Now that we have
talked about our
opinions on genetic
engineering, lets
read a passage
about it and
enhance our
understanding of it.

4.1 Pre-Stage:
--Teacher writes genetic engineering on the board
and elicits responses from students.
--Teacher then gives the definition of the term and
writes it on the board.

5 min
T-SS

4.2. During Stage:

--In pairs, students discuss the question:
SS-SS
With recent advances in genetic engineering, it
might soon be possible to change appearance,
intelligence, and even personality. If this technology
were available today, would you choose to enhance
anything about you? Why?

5 min

4.3 Post-Stage:
--Teacher facilitates the discussion as a class.
Can someone share your opinions with us?
Does anyone want to respond to XXs view?

5 min
T-SS
SS-SS

Tangible Outcome & T. feedback/peer feedback:

Students will be able to briefly express their
opinions about genetic engineering.

Activity 5:
Assessing Function
and Purpose

5.1 Pre-Stage:
--Teacher explains the distinction between function
and purpose.
--Teacher points out the importance of assessing
critically both the purpose and function of a reading
text.

T-SS

5 min

5.2. During Stage:

--Students read the text on P. 115-116 and decide
on the function(s) and purpose(s) of it.
--Students compare their answers in pairs.

Transition to #6:
As we have found
out the functions
and purposes of this
passage, lets look
into the language of 5.3 Post-Stage:
it.
--Teacher elicits responses from students, drawing
attention to the clues from the text (e.g. factual
detail, rhetorical questions) that help them assess
the function(s) and purpose(s) of it.

SS-SS

10
min

T-SS

5 min

T-SS

1 min

SS-SS

14 min

Tangible Outcome & T. feedback/peer feedback:

Students will be able to find out the functions and
purposes of the text from certain clues.

Activity 6:
Vocabulary building

Transition to WrapUp:
Now that we have
learned the
vocabulary of this
passage, we will
look into the details
of the text
tomorrow.

Wrap-up

6.1 Pre-Stage:
--Teacher gives a list of vocabulary items from the
text and asks students to determine their meaning
based on the context.
6.2. During Stage:
--Students first work on their own to determine the
meaning of the words.
--Students then discuss their answers in pairs.
6.3 Post-Stage:
--Teacher goes over the vocabulary items by
eliciting answers from students.

7 min
T-SS

Tangible Outcome & T. feedback/peer feedback:

Students will be able to determine the meanings of
words from the context and verbalize such process.

Lesson Evaluation Procedures:

3 min

Materials:
Prezi
Sample essay+checklist handout *12
Posters *12
Tapes for posting
Markers *10
Sign-up sheets for presentation *1
Anticipated Problems & Suggested Solutions:
Important information on the Prezi was also included in handout.
If media doesnt work, well ask students to check class website on their own after class and talk
about it on Wednesday.
Contingency Plans (what you will do if you finish early, etc.):
Go over answers for homework - exercise 3 on page 111.