CEP Lesson Plan

Teacher/s: Janet Xu and Xiao Yang

Level:A4 Date: 02/26/2014
Goal:
Objectives: (n a !er"ect #orld$ Students Will Be A%le To&
1' descri%e a drea( using !ast tense) re*uest an inter!retation and give !ossi%le
inter!retation
2' tal+ a%out di""erent (eanings o" drea(s in their o#n culture
,' use -as&as&) not so&as) enough) such&. accuratel/
The(e: Drea(
(01tensions: students #ere as+ed to !re!are to tal+ a%out drea(s in their o#n culture
%e"ore co(ing to class'$
Aim/Skill/Microskill Activity/Proce!re/Sta"e #nteraction Time
Student Presentation One student gives a 10-minute
presentation on the topic s/he chooses,
usually their home country.
At the end of the presentation, students
could ask questions.
Other students are asked to provide
peer feedback in three main parts
!hat " learned from the presentation
!hat " liked about the presentation
!hat " think could be improved.
#-# $-# 12
(in
Activity 1:
%ody language
$ransition to &'(
Are there some body
languages that are unique or
different in your culture)
*re-#tage(
!rite +%ody language+ on the board
and asks the class ,hat they think body
language is. !hat are some body
languages you can think of)
!hy do ,e use body languages)
-ocab build-up(
gestures
posture
$-# #-# 12(i
n
movement
facial e.pression
/uring #tage(
0ave students read the instructions.
1emind them that they have to decide
,hether ,hat they hear matches ,hat
they see.
#tudents listen to the audio.
/o the statements you hear match the
pictures on p.23) !hy) !hy not)
/iscuss your ideas ,ith your partner.
*lay the audio again for students to
confirm their ans,ers.
*ost-#tage(
#tudents report back to the class ,hat
they discussed. Ask students to pay
special attention to the tense they use.
Activity 2:
$ransition to &3( !e have
4ust learned to use modals to
ans,er questions. 5o, ,e
,ill go on to look at ho, ,e
can use them to ask
questions.
Pre-Stage:
$ talked about an e.perience ,here a
friend snap his fingers to ask for the
check in a restaurant here in 56, and
asked ## ,hether this is acceptable in
their countries.78se should and " ,hile
asking questions to elicit student
ans,er ,ith 9should: and 9can:
Ask ## to recall an e.perience ,here
gestures caused problems or
embarrassing situation for them and
share ,ith the class ,hat they should
do instead.
During Stage:
Ask ## to read the model conversation
on p.22 and identify the modals used in
the conversation.
$hen, first ask about the ,ord
appropriate in the te.t to make sure
they understand.
Ask ## to report the modals they
identify and see if they can identify
9"t;d be considered:. "f not, point out
that this is short for 9it ,ould be
considered:
0ave ## practice ,ith their partner the
T34 434 10
(ins
20(i
ns
model conversation in three different
situation according to ho, gestures
,ork in their culture. 1. asking for the
check in a restaurant '.e.pressing 9"
don;t kno,: 3. e.pressing 9no
problem: 1emind them to use 9"t
,ould be considered rude<: or 9"t
,ould be appropriate<:
Post-Stage:
Ask several pairs to model the
conversation in class. Ask ## if ,e can
change the 9,ould: in 9"t ,ould be
considered rude: into some other
modals. /iscuss ,hether that changes
the meaning.$hen, ask ho, the
sentence is different from 9" ,ould
consider<: 7/irect ##;s attention to
the structure of the sentence=
10(i
ns
Activity 3:
$alk about your dream in
past tense
$ransition to &2 or !rap-
up(>>>>>>>>>>>>>>>>>>>
*re-#tage(
At the beginning of this class, you
talked about dream in your culture
,ith your partners. /id you remember
,hat tenses you use ,hen you talk to
your partner) /id you use present
tense or past tense) !hich do you
think is more proper ,hen you talk
about dreams in your culture) 7Ask ##
to give their opinion and e.plain ,hy
they think so= ?onclude that it;s more
proper to talk about dreams in their
culture using simple present tense
because it is not a specific dream that
happened, but a general cultural
phenomenon.
/uring #tage(
Asked students to read the model
conversation on page 1@ and pay
attention to the tenses.
$alk to your partner about ,hat you
noticed ,ith regard to tenses used in
the conversation. !hy do you think
they use these tenses) $hen ask
students to report ,hat they discussed.
T4) 44
*oint out that past tense is used in
describing the dream in the
conversation. ?ompare this ,ith
talking about dream in general ,here
present tense is used.
5o, please take three minutes to
briefly ,rite do,n one of your dreams
in the past. 1emember to use simple
past tense ,hile you ,rite.
A.change your ,riting ,ith the person
ne.t to you. $ry to do peer correction
and talk ,ith your partner to see
,hether you get the past tense
correctly.
5o,, please look at the first sentence
of the last part of the conversation.
!hy did the dreamer use 9must: here,
,hat does this 9must: mean) 7Bisten
to students ans,er and ,rite 9"t
should/may/can/might be a good
dream on the board=. $ell them these
are used to e.press degree of certainty.
0ave them discussed in a group and
range them from the highest certainty
to the lo,est.
Ask each group to report their order of
certainty, and then give the correct
order. Ask students to ,rite it do,n.
5o,, please describe your dream to
your partner using past tense. And
then, the partner ,ill e.plain your
dream to you starting ,ith the sentence
9"t must/should/may/might/can: be<
$hen s,itch roles.
*ost-#tage( " see many of you did a
great 4ob describing your dream.
1emember that simple past tense can
be used not only to describe your
dream last night, but also other things
that happened in the past. !e also
learned about ho, to e.press certainty
and probability using must, should,
can, could, might.
7$angible Outcome=
Activity 4:
What would you have
done?
*re-#tage(
5hoose one o" the un"inished sentences
"ro( the #or+sheet and #rite it on the
%oard'
" had had ti(e last #ee+) #ould
have&
gone to the !illo# "ight
done (/ ho(e#or+
0licit !ossi%le #a/s o" co(!leting the
sentence'
6ut the students into grou!s o" three or
"our' 7ive each grou! one co!/ o" the
#or+sheet
/uring #tage(
1. #s fill out all the sentences on the
sheet using the target structure.
'. ## intervie, each other to find out
,hat other members in the group
,ould have done, and ,rite do,n
their ans,ers.
e.g.- "f " had had time last ,eek, "
,ould have done my home,ork.
!hat ,ould you have done)
- !ould you have done your
home,ork if you had had time last
,eek)
*ost-#tage( Ask ## to report to class
their sentences and their group
members;.
5ote that ,hen it is the third person
singular before ,ould, the modal
doesn;t have to add s.
$angible Outcome( $arget structure
sentences on the ,orksheet
T34 434 40(i
n
8aterials:
Te1t%oo+) #or+sheets) and audio "iles
Antici!ated 6ro%le(s 9 4uggested 4olutions:
n case there is no internet access on the s(art%oard (ha!!ened once$) do#nload the
audio "iles in advance'
5ontingenc/ 6lans (#hat /ou #ill do i" /ou "inish earl/) etc'$:
Tal+ a%out ho(e#or+'
6ost lesson re"lection