CLP Lesson Plan

Teacher: Joey Cheng-Hsun Hsu

Level: A2
Date/Time: 9:00 AM - 11:00 AM, Friday, February 12, 2016

Demographic Context: This is an ESL integrated skills course. This is Week 1 of a tenweek session. There are six students in the course one native speaker of Chinese, one
native speaker of Italian, one native speaker of Korean and three native speakers of
Japanese. There are one male student and five female students.
Previous Lessons: The study questions of the passive voice, the grammar point which is
to be covered in this class, have been provided for students to review. We have done two
ice-breaking activities for self-introduction and one part of Unit Five, which is the
pronunciation stress patterns in compound nouns and adjectives. This is the first week
for covering the material from Unit Five. Students are taking a test one week from
todays class on four language skills. Next week, we will finish the conversation,
vocabulary and discourse function on pp. 55 57, listening on pp. 60 and understanding
in a discourse on pp. 61 62, and we will do in-class writing on pp. 65 66. The
homework will be assigned as an assessment and review in accordance with the class
progress/schedule.
Goal: This class will help students become efficient readers and hone the skills of
making margin notes and using idea maps when they are reading for understanding. This
class will also enable students to identify, provide and apply the passive voice in
pragmatically appropriate social contexts.
Objectives (SWBAT):
Students Will Be Able To
1. Make margin notes for readings.
2. Illustrate an idea map and use it when reading for understanding.
3. Identify, provide and apply the passive voice in pragmatically appropriate social
contexts.
Theme: Unit 5 Odd Jobs
Extensions: The application of the passive voice to daily life usage
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

5
mins

Collect the homework

Agenda reading strategies

and grammar (passive voice)

Review

pronunciation stress patterns in

compound nouns and adjectives

Activity 1:
Read About It

1.1 Pre-Stage:
The teacher introduces graphic
T-T
organizers (e.g. cluster and idea map).

T-SS

The teacher and students discuss

T-SS
reading strategies and skills of making
margin notes and using idea maps
when they are reading for
understanding.
1.2. During Stage:
Students read the article A Sweet
Job on pp. 63 64 individually, and
make their own margin notes.
Students share their margin notes with
the class and work in a group to
complete the graphic organizer on pp.
65 on the whiteboard.
1.3 Post-Stage:
The teacher checks students graphic
organizers, sparks discussion and
provides feedback.
Tangible Outcome & T. feedback/peer
feedback:
As demonstrated in 1.2. & 1.3
Students share their margin notes with
the class.
Students work in a group to complete
the graphic organizer on pp. 65 on the
whiteboard.
The teacher checks students graphic
organizers, sparks discussion and
provides feedback.

5
mins

5
mins
5
mins

SS

15
mins

SS, SS-SS

15
mins

T-SS

10
mins

Activity 2:
Grammar The passive
voice: past and present

2.1 Pre-Stage:
The teacher and students go over the
study questions of the passive voice
provided previously for review.

T-SS

2.2. During Stage:

[Deductive Grammar Teaching]
T-SS
Students read passive sentences in the
textbook, provide (original) passive
sentences and figure out the formula of
a passive sentence.

5
mins

10
mins

Students provide modal verbs, make

active sentences with modal verbs and
convert active sentences into passive
sentences.

T-SS

5
mins

Students do the exercise on pp. 59 of

the textbook. The class reviews it
together afterwards.

SS
T-SS
SS-SS

10
mins

Group activity: advertisement, slogan

or instruction design using the passive
voice. Students share their highlights
and the teacher gives feedback.

T-SS
SS-SS

15
mins

The teacher lectures on other issues of

the passive voice (e.g. passive
sentences that are unclear, wordy and
redundant, verbs that cannot be used
in the passive voice, ergative verbs)

T-SS

10
mins

2.3 Post-Stage:
Review and Q&A session: Students ask T-SS
questions if they are still unclear about
the content.
Tangible Outcome & T. feedback/peer
feedback:
Students do the exercise on pp. 59 of
the textbook. The class reviews it
together afterwards.
Group activity: advertisement, slogan

2
mins

or instruction design using the passive

voice. Students share their highlights
and the teacher gives feedback.
Homework: the part in which students
do not get to practice further during
the lecture will be covered in the
homework.

Lesson Evaluation Procedures:

Wrap-up
Review todays class content Students recall their memories and
contribute their thoughts. The teacher
fills them in when necessary.
The teacher explains the homework to
students.

T-SS

3
mins

Materials:
1. Textbook
2. Whiteboard
3. Posters and markers
4. Computer & PowerPoint
Anticipated Problems & Suggested Solutions:
1. Students may not have previewed the study questions.
Solution: slow down the teaching pace, give more prompts and have students practice and
discuss a bit more than scheduled
2. Students may have had difficulty coming up with ideas for the group design activity.
Solution: provide more real-life examples
Contingency Plans (what you will do if you finish early, etc.):
1. Do the exercises in the workbook.
2. Go over the conversation on pp. 55 in the textbook.