CEP Lesson Plan

Teacher/s: Janet Xu and Xiao Yang

Level: A4 Date: 04/02/2014

Goal: Practice listening and speaking, and acquire new structures

Objectives: Students Will Be Able To
1. Produce tag questions learned in the last class in both oral and written forms
2. Understand the preferred answer to tag questions
3. Use transition words to express contrast and concession


Aim/Skill/Microskill Activity/Procedure/Stage Interac
tion
Tim
e

Activity 1:

Juicy Bake




Transition to #2: So we
reached our decisions
based on opinions from
different perspectives,
didnt we? This is really a
complicated issue, isnt it?
Do you still remember
how tag questions? But
how do we answer them?

Pre-Stage:
Write 'Juicy Bake' on the board and asks
the class if they have heard of Juicy Bake.
Tell the class that there is a big debate in
North America about whether or not to
make Juicy Bake illegal. Because Juicy
Bake is so new, there are no laws yet. The
purpose of the class is to decide how Juicy
Bake should be regulated if at all. But
first, the students must gather facts and
views from different constituencies of
society.
Each student will be given a role-card.
They represent the different constituencies
of society: the police, sociologists, medical
doctors, victims, family members, and
Juicy Bake users. Give students time to
read and absorb their cards.

Vocab build-up:
Regulate
Although, even though, while ,despite, in
contrast, however
Ask students to pay special attention to the
tenses they use

During Stage:
T-S, S-
S
30
min
Students line up and talk to each other and
exchange their view points. For example,
doctors describe medical issues related to
Juicy Bake such as brain shrinkage and
sociologists describe issues such as
divorce and violence.

Post-Stage:
Students go back to their groups to share
their ideas and write down 2 sentences
using the transition words to express their
final decisions.

Tangible Outcome:
Fact-finding sheets and decision-making
questions written on discussion sheet
Activity 2:






Transition to #3:_You
have understood tag
questions quite well,
havent you? Now, we are
going to look at the
conversation I asked you
to read for homework.






















Pre-Stage: Review how to make tag
questions. Write sentence You have a
dog, ______? and You have learned tag
question, _____? on board. Ask students
to come up with the answer, and review
the steps for forming a tag question.


During Stage: Now that we learned how to
ask a tag question. If I ask Jennifer,
Jennifer, you have a dog, dont you? How
should Jennifer answer? (ask SS for
response and write down their answer)
Now, what if I say, Jennifer, you dont
have a dog, do you? How should she
answer now? Is it the same or different
from the last one? (Ask SS for response) T
summarize and explain tag questions are
answered according to fact. Then, ask SS
what the difference is for the two
sentences, both asking whether Jennifer
has a dog. Lead to the different
implications when using positive tag v.s.
negative tag. Ask SS to turn to page 30 and
take a look at the answer to tag question.

Divide students into two groups and play
word guessing game. The words they need
to guess are either festivals or country
names. Group members take turns to ask
questions. Instead of asking a yes/no
question Is this a country?they need to
use tag question to ask This is a country,
isnt it? For every correct tag question
asked, the team will get 1 point, and they
get 2 points for guessing the right word.
T-S S-S 40
minu
tes
While one group is guessing, the other
group will listen carefully to spot mistakes
in the tag questions made by the other
group, for every mistake discovered, the
other group gets one point.

T will first model one round for SS.


Post-Stage: Ask SS to write down 3 tag
questions from the guessing game and the
answer to it. Work in pair to check the
others sentences.

(Tangible Outcome): The 3 tag questions
on their notebook.
TS, SS

Activity 3:
Figure it out


Transition to #4:




Pre-Stage:Ask SS questions about the main
idea and some comprehension questions
for the dialogue on P28. (SS have read it
for homework)


During Stage:
1. Ask SS to find out all the tag questions
and the answer to tag questions. (Point
out that in real life conversations, tag
questions may not be answered
explicitly or even not answered)
2. Ask SS to find out transitional devices
(learned in the last unit), discuss with
their partner whether some other
transitional devices can be used to
replace the one in the sentence and
keep the meaning unchanged.

Post-Stage: Ask SS to report to class their
sentences. T types down the correct
sentences in a word document on smart
board.

(Tangible Outcome) T will send SS the
word document via e-mail
T-S S-S 20mi
ns
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;

What I learned from the presentation;
What I liked about the presentation;
What I think could be improved.
S-S 20
min

Wrap-up


Talk about homework from last class

Assign new homework

Remind the presenter on Thursday
T-S 10
min



Materials:

Cards for the word guessing game;
Role-play cards and fact-finding sheets

Anticipated Problems & Suggested Solutions:
Uneven number of students when they line up and talk to each other; teacher could take
one role card

Contingency Plans (what you will do if you finish early, etc.):
Talk about tag question homework.