CEP Lesson Plan

Teacher/s: Lyndsey Reed

Level: Advanced Studies

Date/Time: 4/2 7pm

Goal: To use appropriate grammar and vocabulary to negotiate signing up for

language learning classes.
Objectives (SWBAT):
Students Will Be Able To
1. Review the pros and cons of learning a second language
2. Use relationship-building techniques and appropriate pragmatic phrases to
negotiate.
3. Read, understand, and take on roles in a
negotiation, to negotiate signing up to learn a second language
4. Gain insight from error correction
Theme: Learning Languages
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: What are some of the
reasons you learned yesterday for
learning a second language?

(for
example:
SS-T)

Activity 1:
Transition to #2: now we
are going to review
relationship building
techniques for
negotiating compromises

T-SS

1.1 Pre-Stage: Ok, Id like you to

1 min
take out your homework please--the
article what a foreign language is
worth. Please compare the words
you looked up with your partner.
1.2. During Stage: Ss compare the
words they looked up with their
partners, and explain any new
words they found. After 5 minutes
the T conducts a WCFB and
answers any
vocabulary/pronunciation questions
1.3 Post-Stage: Now Id like you to
compare your answers for the
comprehension questions. You
have 4 minutes, and then we will
discuss them as a class. (Ss
compare, then T goes over each
question by eliciting answers from
the Ss)
Tangible Outcome & T.
feedback/peer feedback:
Ss give answers and are corrected

9 min

5 min

3
min

on meaning, pronunciation, and

comprehension questions
Activity 2:
Relationship-building
techniques for
negotiating a
compromise

2.1 Pre-Stage: Take a moment to

T-Ss
read through the 6 techniques for
building relationships. Once youve
finished this. 1. Write down a few
phrases you use for finding things
in common with people. What do
you say to someone in order to be
able to find things in common with
them?
(What do you like to do on the
weekend? What are your
hobbies?,etc.)

10
mins

2. What do you say to show an

interest?
(Ask questions about the topic to
acknowledge how we are
interested)
3. what are some expressions for
genuine flattery. (saying something
nice that is genuine rather than
made up because most people can
tell the difference.)
Ss-Ss
2.2. During Stage: 1. with your
partner practice these finding
Transition to #3: now that things in common phrases until
you find something in common with
weve practiced coming
your partner.
up with techniques for
identifying with someone 2. Once you find something in
you may have a different common use expression of interest
phrases.
opinion from lets use
3. try to come up with genuine
these to negotiate a
flattery.
compromise.
2.3 Post-Stage: Debrief with the
T-Ss
groups ask them what they spoke
about? and what phrases they used
Tangible Outcome & T.
feedback/peer feedback:
Relationship-building techniques
worksheet. Practice uses phrases
that meet this objective.
Activity 3:
Transition to #4 or Wrap-

3.1 Pre-Stage:
Ok, now Im going to explain how

T-Ss

7
mins

3
mins

2
min

up: Everyone did a great

job negotiating! Lyndsey
and I noticed some
things you said well and
others that you might
want to work on. Lets
take a look.

Activity 4: Error
Correction

Transition to Wrap-Up:
Please fill out the learner
centered questionnaire
and if you finish this,
please start reading an

the negotiation works. You will each

be given a piece of paper with a
role on it. On the paper it will tell
you WHO you are and WHAT you
want out of the negotiation. You will
first have 5 minutes to read your
role and think of some points to
make, and then 10 minutes max for
your negotiation. I will tell you when
your time is up. So, how much time
to get ready? (5) and how long for
the discussion? (10)
Ss-Ss
3.2. During Stage: Ss read roles,
prepare, ask questions if necessary,
and conduct negotiations. Both Ts
walk around the classroom, writing
down errors they hear for the error
correction session at the end of the
lesson. After 15 min one T calls time
to switch, and the Ss pass down
their roles and get a new set of
roles.
3.3 Post-Stage: Ok, time is up! So,
what were the outcomes of your
negotiations? Was everyone
successful, or did one person win
and another lose?
Tangible Outcome & T.
feedback/peer feedback:
Ss negotiate amongst themselves
using the phrases they learned, and
give feedback at the end for how it
went
4.1 Pre-Stage:Write out all errors
T
on the board along with phrases
students used that were good
4.2. During Stage: Have Ss
individually correct these errors.
then go over this in pairs. Then go
Ss-Ss
over this as a class
4.3 Post-Stage: Let students ask
any question they have about these
error corrections.
T-Ss

43
min

5
min

3
mins

15
mins

5-7
mins

article on idioms and

common language for
next week.

Tangible Outcome & T.

feedback/peer feedback:
Written corrected errors.

Wrap-up

Lesson Evaluation
Procedures:Review what weve
covered in class today, and give
learner-centered questionnaire.

Materials:
-pragmatic phrases handout
-negotiation roles
-learner-centered questionnaire
Anticipated Problems & Suggested Solutions:
Ss may not understand their roles. I will be monitoring closely and be ready to offer
explanations during their planning period. Some modeling of the activity may also be
necessary.
Contingency Plans (what you will do if you finish early, etc.):
Read article for next weeks class underline unknown vocabulary