CEP Lesson Plan #1 Teacher/s: Haimei Sun & Julie Kozikova Level: _A2__ Date/Time: 06/05/13 Goal: To review

the knowledge and strategies students have learned Unit 5, using different language skills Objectives (SWBAT): Students Will Be Able To 1. Participate in peer feedback through peer conferencing 2. Organize main points through graphic organizers in reading 3. Practice conversation skills such as requesting clarification, and paraphrasing 4. Make inferences and categorize information while listening 5. Use passive voices and vocabulary by participating in games Theme: Odd Jobs Extensions: There is no extension activity for this session as the primary goal is to help students review for the unit exam. Therefore, there might be a short Q&A session at the end of the lesson. Stage/Aim/Skill/Microskill Activity/Procedure Interaction Time Linking & Transitioning to rest of Review or Preview (if lesson: applicable) The theme of Unit 5 is odd jobs. We are T-SS 10 min going to review what we have learned SS-SS in the unit through different kinds of activities. Before we start doing those activities, lets recap what we learned yesterday. Speak to the person next to you about two things you remember from yesterdays lesson. Activity 1: Peer Conferencing (To encourage peer learning and practice giving critical comments for doing a second draft of their writing) 1.1 Pre-Stage: Reviewing the features of a good introductory paragraph T elicits the features of a good introductory paragraph, and then asks SS to use the guiding questions on the PPT for doing peer feedback. 1.2. During Stage: Giving feedback T-SS 5 min

1. Ss read peers introductory paragraph SS-SS 2. Ss ask peer questions listed on the PPT, and give critical comments. 3. Peer takes notes of points they want to improve in the second draft. 1.3 Post-Stage: Whole class sharing 1. What do you think your partner needs T-SS to improve in the second draft? Why? 2. T asks Ss to do a second draft after class based on their peers comments, and hand it in on Thursday. 2.1 Pre-Stage: Brainstorming & predicting ideas Ss come to the board and write down words and expressions related to jobs or SS-SS odd jobs. T calls on Ss to explain and then classify words that others do not understand. 2.2. During Stage: Making graphic organizers and retelling 1. T. divides the class into Group A and SS-SS Group B. Ss in Group A will be given Passage A and Ss in Group B will get Passage B (Both passages were downloaded from an online magazine and are about odd jobs.). 2. Ss read individually and then work with a partner from the same group to make a graphic organizer. 3. Ss in Group A retell their odd job to Ss from Group B by using their graphic organizer, and vice versa. T circles around to note down students errors. 2.3 Post-Stage: Reporting to the class T asks one volunteer from each group to T-SS SS-SS

10 min

5 min

Transition to #2: We are now going to do some reading on odd jobs. Activity 2: Making graphic organizers for reading passages (To help learners practice using graphic organizers to categorize, classify, and organize ideas while reading)

5 min

2 min

8 min

SS-SS

10 min

Transition to #3: Weve read two passages about odd jobs. Now we are going to imagine and discuss future jobs.

5 min

Activity 3: Discussing jobs of the future (To allow students to focus on meaning and fluency, and to practice conversational skills such as requesting clarification, paraphrasing, etc.)

retell their odd job to the class. 3.1 Pre-Stage: Brainstorming expressions for making clarification, paraphrasing, etc. T asks If you do not understand, what will you do. Ss come to the board to write expressions they come up with. 3.2. During Stage: Discussing jobs of the future 1. With a partner, think of a new job that will be created within the next twenty years. 2. Ts model how to conduct an interview. 3. Ss discuss and interview each other about the job in terms of its salary, working schedules, benefits, leave of absence, its pros and cons, etc. (i.e., Expressions Ss came up with from the previous reading section.) T-SS 2 min T-SS 5 min

T-T SS-SS

1 min 12 min

Transition to #4: Now, we are going to do a listening activity. Activity 4: Listening (To practice classifying information and making inferences)

3.3 Post-Stage: Role-play Ss come to the front to role-play their dialogue. 4.1 Pre-Stage: Recalling listening strategies The T asks Ss recall how we can classify information and what making inferences means. Ss talk with their partners and report to the class. How can we make inferences? 4.2. During Stage: Listening

T-SS SS-SS

10 min

T-SS SS-SS

5 min.

The T. distributes worksheets with T-SS listening comprehension questions SS-SS adopted from the textbook, asking students to look over the questions for a

10 min.

minute (to know what to expect). 1. The T reminds Ss to classify information while listening and listen for information that is not directly stated (making an inference). 2. The teachers read the listening script once (or twice, if necessary). Transition to #5: Now that weve practiced critical thinking skills such as making inferences, lets move on to another necessary skill of reviewing grammar and vocabulary. 4.3 Post-Stage: Checking answers Ss work with a partner to answer SS-SS comprehension questions and share any charts they made while listening. The T asks Ss to share their answers with the class. 4.1 Pre-Stage: Recalling grammar points T asks Ss to recall from yesterdays lesson: When do we use the passive voice? Discuss with a partner for 1 minute. 4.2. During Stage: Doing grammar T distributes worksheets for the video SS-SS clip. The T provides directions: Watch the movie clip about odd jobs. Read the sentences in the worksheet and decide if you are going to use affirmative or negative modal verbs, according to the information in the video clip. Choose the correct modal verb according to the purpose in parentheses. Compare your answers with your partner. Re-write the sentences in Exercise A using the passive 10 min. SS-SS 1 min. 5-7 min.

Activity 5: Focusing on forms (grammar + vocabulary) (To practice passive voice and modals verbs in meaningful contexts and to review newly learned vocabulary through games)

Transition to Wrap-Up: Now that we used the passive voice and reviewed some grammar, lets get ready for tomorrows unit exam!

voice as HW. 4.3 Post-Stage: T asks Ss to write the passive statements on the board. T-SS 5 min.

Mixed Modals Practice SS-SS Now that we practiced using modal verbs in the passive voice, lets work on a mixed passive voice activity. This activity includes present, past, and modal verbs in the passive voice. Work with a partner. Share your answers with the class. Vocabulary Review Game: Now that we reviewed grammar, lets look at something else that we studied in Unit 5: vocabulary. T asks Ss to pair up and pick a card. Once everyone has chosen a card, T explains that Ss have to provide a simple definition of their vocabulary word and use it in a sentence. T encourages creative sentences. Ss share their sentences in front of the class. Lesson Evaluation Procedures: Wrap-up On their Exit ticket, Ss write down 3 things they need to review for the unit exam and one thing they still feel confused about. Materials: PowerPoint Dry-erase markers Reading passages (A and B) Listening comprehension worksheets and the script Mixed modals fill-in-the blank worksheet The grammar blog website SS-SS

7 min.

10 min.

Passive modal worksheets 6 index cards (vocabulary words)

Anticipated Problems & Suggested Solutions: There may be an uneven number of students; the other teacher will be a partner when an activity calls for a pair-up. Contingency Plans (what you will do if you finish early, etc.): If we finish early, the class will start the warm-up activity on page 67 (next unit, which is unit 6). Post-Lesson Reflections: The peer feedback session was not very successful, probably because it was the first time learners had to comment on their peers essay, and they ended up giving limited constructive feedback. I think it would be more effective to provide students with a peer feedback form that they could fill in. Through continuous practice, students will become more critical.