CEP Lesson Plan

Teacher: Adam Agostinelli

Level: A5
Date/Time: 6-22-2015 / 9-12pm
Goals:
1. To review Unit 7
2. To introduce unit 8 (we didnt get to this last week)
Objectives (SWBAT):
Students Will Be Able To
1. Review the grammar, vocabulary, and concepts covered in Unit 7.
2. Talk about biological clocks
3. Use gerunds and infinitives
Theme: A Hard Act to Follow : Review & The Time of Your Life: Introduction
Extensions: Handouts, Magazines
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
Ss-T)

Activity 1: HW Review /
Warm up

Introduction:
-

Check up on research papers

Synthesis and peer evaluation
of posts from last weeks
career day presentations.

Time

10
min.
Ss-Ss, class

Discussion
- Ss take turns discussing the
articles they read from
magazines for HW.
- Ss give mini presentations
about their articles to the class Ss-Ss, Class
and are encouraged to use the
magazine pictures as visual aids
if applicable.

30
min.

Transition to Activity 2:
T: Now lets review what we Tangible Outcome & T. feedback/peer
have learned so far in Unit
feedback:
7.
- Ss give peer feedback on their
oral presentation scripts from
last week.
Activity 2: Review of unit 7: 2.1 Pre-Stage:
(student book p. 92 and
workbook p. 50)
#4 (continued from last lesson)
Ss- Ss, Class
- Ss read the directions and work
in pairs to do the vocabulary
check.
- Ss work together to formulate
definitions and write them on
the board. Final definitions are
added to the class dictionary.
- Class reviews the vocabulary
Class
and the grammar points
(relating to giving advice) that
were covered during the unit.
2.2. Presentation:
Workbook #4
- Ss read the dialogue of two
friends talking about how to
find career information.
- Ss complete the exercise and
compare answers with a partner.
We review as a class.
Workbook #5
- Class reviews how the
subjunctive is used when giving
advice.
- Ss read the letter from an
employment counselor and try
to find the 6 mistakes in the
letter with a partner. We review
answers as a class.
Transition to Activity 3:
Workbook #6
- Ss work in groups to give
- T: Nice job. Since
advice to the people in each
we have been talking
given situation.
about careers so
much, lets build our 2.3 Post-Stage:

Indiv, Ss-Ss,
Class

Class, Ss-Ss

Groups, Class

30
min.
(10
min
each
exerci
se)

job-related
vocabulary.

Each group shares one of their

answers with the whole class
for review.

Tangible Outcome & T. feedback/peer

feedback:
-

Activity 3: Job and

Workplace Vocabulary
(Expansion)

Ss work together find and

correct the grammatical
mistakes found in exercise #5

3.1 Preview:
-

Ss are reminded of the

Ss-Ss, Class
workplace related vocabulary
we went over last week in class.
- We review the terms from last
class and begin the next
exercise on the vocabulary
expansion worksheet.
3.2. Presentation:
C
-

In small groups Ss read the

sentences and try to figure out
the meaning of the bold words
based on their context.

Ss-Ss, Class,

3.3 Post-Stage:
Transition to Activity 4:
-

T: Okay everyone,
now that we have
wrapped up unit 7,
lets move on to unit
8.

Ss review the answers from part Class, T-Ss

C as a class.
T asks Ss which terms they
think are more commonly used
and which ones are rarely used.
T highlights low frequency and
high frequency terms.
Ss work together to create their
own definitions of the more
high frequency terms and write
the definitions on the board.
Finalized definitions will be put
into the class dictionary.

Tangible Outcome & T. feedback/peer

20
min.
(inclu
ding
break
)

feedback:
- Ss work together to create
definitions of the more relevant
words or terms found in the
exercise. Final definitions are
put into the class dictionary for
the final exam.
Activity 4: Warm up (page
95)

4.1 Pre-Stage:
-

Ss look at the picture and the

titles and work in pairs to
predict the topic of the unit.
T writes biological clock on
the board. Class discussion
ensues.

20
min.
Ss-Ss, Class

4.2. Presentation:
#1
-

Small groups discuss what they Groups

think day person and night
person mean and answer the
questions.

Ss take the quiz about

Inidv, Ss-Ss,
biological rhythms before
Class
listening to the audio as a check
on their pre-existing thoughts
and knowledge on the subject.
Ss compare their answers with a
partner then listen to the audio
can check their answers.

#2

4.3 Post-Stage:

Transition to Activity 5:
-

T: Nice job, now

lets put everything
we just learned

Workbook #1
- Ss imagine that they had a 14hour day instead of a 24-hour
day. With a partner they
brainstorm a list of ways that
their lives would be affected b
this change.
- Ss share their lists with the
class.

Ss-Ss, Class

together and talk

about presentations
and visual aids.

Tangible Outcome & T. feedback/peer

feedback:
-

Activity 5: Figure it out (p.

96)

Ss work together to determine

the meanings of the new
expression.
T monitors Ss discussions to
find any reoccurring mistakes
to be brought up with the whole
class.

5.1 Preview:
-

10
min.

Ss discuss their answers to

Ss-Ss, Class
these questions in pairs then as
a class: How do you feel in the
morning? In the afternoon? In
the evening? At night?

5.2. Presentation:
-

Ss read the article then answer

the comprehension questions
from the T book.

Indiv.

Ss read the directions and work Ss-Ss, Class

in pairs to figure out the
meanings of the vocabulary
words based on the context of
the passage.
Ss write their definitions on the
board and finalized definitions
are put into the class dictionary.

#3

#4
-

Ss read the situation then work

in pairs to improvise
conversations of their own.
Select pairs present their
conversations to the class.

Ss-Ss, Class

5.3 Post-Stage:
Workbook # 2
- Ss match the definitions from

Indiv, Class

10
min

Transition to Wrap up:

-

the box with the italicized

words in the sentences as extra
practice with the vocabulary
from page 96 of the student
book.
Workbook #3
- Ss examine the situation and
take turns playing the doctor
and the patient. Ss ask and
answer questions about the
different complaints.
- Each group presents one of
their original conversations
with the class.

Ss-Ss, Class

10
min

T: Okay, great job

with the introduction
to unit 8, tomorrow
we will start and
Tangible Outcome & T. feedback/peer
finish the grammar
feedback:
section.
- Ss work together to find the
meanings of the vocabulary
words in the passage. The class
decides on the best definitions
of these words and writes them
on the board. These final
definitions will be put into the
class dictionary.

Activity 5: Supplementary
5.1 Preview:
listening activity (NPR)
(Contingency plan for extra
- T write 3 pre-listening
time)
discussion Qs on the board
(from PPT). Ss discuss in
groups

20
min.
T-Ss, Groups

5.2. Presentation:
-

Ss listen to the interview about Indiv.

the oldest living people in the
world. They are instructed to
listen for the main points and
the big picture.
Ss are given three additional
comprehension questions to
answer. Ss listen a second time.
Ss discuss answers in groups
Groups, Class

then as a class.
5.3 Post-Stage:
Transition to Wrap up:
-

T: Okay, great job.

Now lets talk about
whats due
tomorrow,

Ss are given a final discussion

question and asked to write a
list of the pros and cons of
living to see a great age
(100+ years old).
Ss share / compare their lists
and share with the class.

Groups, Class

Tangible Outcome & T. feedback/peer

feedback:
- Ss work together to find the
answers to the discussion
questions.
- Ss create lists in groups about
the pros and cons of living to be
very old and exchange these
lists with another group (peer
feedback is given as
appropriate)
Wrap-up

Contingency plans
-

If time allows, Ss do the extra

practice activities (spelling and
vowel sounds) on page T65 of
the T book
If time allows, Ss do the
supplementary vowel sound
worksheet maze.

20
min.
Indiv., T-Ss

Lesson Evaluation Procedures:

-

Ss talk about any thing they

would like to cover more
extensively in Unit 7 or 8 as
review for the final exam on
Wednesday.

For next Class

- Ss are given a magazine and

Class

Class

told to read one article of their

choosing and write 3 Whquestions about the article for
Tuesdays opening.
Ss are reminded about the paper
due tomorrow and given time to
ask any questions they may
have about it.

Materials:
PPT, Book, Workbook, Markers, sharpies, Handouts, magazines
Anticipated Problems:
- Ss will be more concerned about the research paper due the next day than on the
lesson.
- Ss will have a lot of questions about what will / will not be on the test.
- Hot classroom
Contingency Plans
- I will dedicate the end of class to going over any questions or concerns about the
final research paper.
- Everything we do in class today and tomorrow (except for the introduction
articles) will be on the final exam.
Post-Lesson Reflections:
- Ss were confused about the reference and bibliography requirements for the final
research paper. They were calmed down when I said the format of the
bibliography was not an issue, only in-text citations.
- The peer-feedback on last weeks oral presentation scripts went well. I will use
this in the future.
- Using a timer during article presentations might be helpful for time control.