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CEP Lesson Plan Template

Teacher/s: _____Yukiko Shirai_______


Level: ___A1___
Date/Time: __9:00- 11:00___
Goal: Students will be able to feel comfortable creating sentences using infinitives
Objectives (SWBAT):
Students Will Be Able To
1. understand the different use of infinitives by participating in the various activities.
2. experience looking at the use of infinitives within the reading context.
3. demonstrate their comprehension of the reading by re-telling the story to the opponent
group.
4. feel comfortable creating a question based on the reading.
Theme: ____Learning infinitives________
Extensions: _____Re-telling the story to the opponent group________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson:

(for example:
SS-T)

Activity 1: Explanations of
Infinitives

1.1 Pre-Stage: Prediction

Ss-Ss
Ss-T

Tim
e

T asks Ss to predict the meaning of


infinitives.
Q: What is an infinitive? Can you
think of sentences using an infinitive?
Ss share in class.
5
T introduces four ways to use an
infinitives.
After certain verbs
After an object
After certain adjectives
After certain impersonal
expressions beginning with it

T-Ss

To show purpose
Transition to #2: We have
many categories for an
infinitive but today, I am
only going to introduce
common one.

1.2. During Stage:

Ss-Ss

T distributes a reading and asks Ss to


underline the infinitives. T also asks Ss
to categorize the underlined
infinitives.
1.3 Post-Stage:

10

5
Ss-Ss

Ss ask to compare their answers with


the opponent group.
Activity 2: Infinitives as
subject; An adjective + an
infinitive

2.1 Pre-Stage: Explanation

T-Ss
Ss-T

10

2.2. During Stage:Practice


T asks Ss to write a list of things that
people should know about
thanksgiving and Christmas in New
York using an infinitive as subjects.

Ss-Ss

15

2.3 Post-Stage:

Ss-Ss

10

Infinitive as subject:
T explains how to use an infinitive as
subject. T presents some sample
sentences with using an infinitive as
subject.
An adjective + an infinitive:
T asks Ss if they know any adjectives
that we could use with an infinitive.
Ss share in class.
T adds other adjective in class.

Transition to #3: Now we


are going to learn using an
infinitive with certain verb.

Ss are asked to share their idea to the


opponent group and see what other
group created.
60
Activity 3:

3.1 Pre-Stage: Explanation

T-Ss
Ss-T

Infinitive after verb:


T asks Ss if they know verbs that we
could use with an infinitive.
Transition to #4: We
learned many grammar for
the first half of hour so let7s
have some coffee
listening break.

3.2. During Stage: Practice

Ss-Ss

15

Ss-Ss

T-Ss

T-Ss
Ss-Ss

20

T asks Ss to discuss the given topic


and tell why you like or don't like the
following activity using an infinitive
after verb.
Sample topics:
Stay home on the weekends
Eat in a restaurant
Talk on the phone
Go shopping
3.3 Post-Stage:
Ss are asked to shre their idea to the
opponent group and see what other
group created.

Activity 4: Listening

3.1 Pre-Stage: Reading A/B


T divides Ss into group A and B and
distributes readings to the each group.
3.2. During Stage: Read aloud
T pairs up Ss: 1 and 2
Ss1 are asked to read the reading to
your partner.
Ss2 require to listen and fill the bank
in the worksheet.
T explains the rule of this activity.
Read aloud #1: Read through
with normal speed
Read aloud #2: Read with
slower speed
Listener: Ask to repeat the
parts that you missed.

Repeated this procedure for Ss2


3.3 Post-Stage:
Check the answer with partner.

Ss-Ss

10

For the group that finished early, T


asks Ss to put two reading together
and read thorough the reading by
checking the main idea and detailed
information.

Wrap-up

Lesson Evaluation Procedures:


Exit Ticket & Homework

Materials:
Power Point
Worksheet 1- reading (an infinitive)
Worksheet 2- readingA/B (listening)
Anticipated Problems & Suggested Solutions:
Problem1: Ss may have difficulty making sentences by using the target contexts.
Solution 1: I will ask Ss to check the example that I introduced in class.
Solution 2: I will introduce a sample sentence before the activity.
Problem 1: Ss may confuse with the activity rule for the listening activity.
Solution: I will ask Ss to re-tell the rule and write on the board.
Post-Lesson Reflections:
Reflection 1: Including activities before introducing the new category provided less
confusion to students. Moreover, by participating each activity, I was able to assess
students understanding of the target grammar as well as to evaluate the effectiveness of
my lessons.
Reflection 2: Allowing students to predict the meaning of the word: an infinitive
provided an opportunity for me to observe overall percentage of students familiarization
towards English linguistic terminologies.
Reflection 3: The reading that I used for the activity: read aloud needs to be changed for
the future class since there was no correlation to the previous lesson: an infinitive.
Although the reading did not have any relationships with the previous lesson, I obtained a
positive comment from a student. She said it was interesting to observe how others

misheard my speech. This activity made me realized that additional lessons are needed
for my pronunciation. I think this experience gradually recognized student the importance
of speaking clearly. Moreover, it motivated each student to actively participate in
activities in the future class.