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CEP Lesson Plan

Week 9, Session 26
Teachers: Kaitlin Griswold & Mallory Massie
Level: A4
Date/Time: November 19, 2014, 7 9 PM
Goal: Review grammar that will be on the final, introduce students to additional types of writing they can include in their
portfolios, practice listening for contrast and concession, practice modals, present perfect, and passive voice.
Objectives (SWBAT):
Students Will Be Able To
1. Listen to dialogue using terms of contrast and concession and be able to identify positive and negative attributes.
2. Use terms of contrast and concession while creating sentences that will lead to a collaborative story (a continuation
from last class).
3. Distinguish between the functions of different modals (may, might, should, could, etc.)
4. Review the use of present perfect and passive voice constructions
Theme: Beyond Words
Aim/Skill/Microskill
Warm-Up:
Review of Terms of
Contrast and
Concession

Activity/Procedure/Stage

Interaction

Time

Ss are paired up and work on dialogue from p. 32 of the textbook. The pairs
will perform their dialogue for the class. The Ss will write down which terms
their classmates use. WC class decides which terms best fit in each blank and
why.

S-S
WC

10 min

S-S
WC

10 min

8 min

1.2.2 Listen to the recording one more time without stopping.

WC

4 min

1.2.3 Ss will work with a partner and go over the characteristics they wrote
down. 1 group will share their notes with the class.

S-S
WC

5 min

S
WC
WC

10 min

Linking & Transitioning to rest of lesson: Were going to listen to how these
terms are used in speech and then continue practicing making sentences with
them from the story we started creating in the last class.

Activity 1:
Choosing an
Executive Assistant
Listening

Pre-Stage:
1.1.1 Ss work with a partner to answer the questions on p. 48 (Question 1). WC
discusses their answers.
Additional question: Do you know of anyone who is an executive assistant,
either from people you know personally or characters you have seen on TV/in
movies? What do they/did they do?
During Stage:
1.2.1 Ss will listen to the recording. T will split it up into 3 parts because 3
people are being talked about. Ss will record the positive and negative
characteristics they hear on the chart.

Transition to #2: Now


we are going to
continue working with
the story that we came
up with in the last
class. Those of you
who were here, can

Post-Stage:
1.3.1 Listen again and answer the Qs from Question 3 (time-permitting)
1.3.2 T asks Ss how they knew when the characteristics were positive or
negative. What words did you hear that led you to your conclusions? What
about tone? What is the function of terms of contrast and concession in
conversation? What effect do they have?

10 min

you explain what we


did to those who
werent?

Activity 2:
Collaborative Story
Writing Review of
Contrast and
Concession

Tangible Outcome/T. feedback/peer feedback: S-S interaction/feedback, chart,


T notes on overheard errors

Pre-Stage:
2.1.1 Ss who were in class on Monday explain to the Ss who missed what we
did with the posters.

S-S

5 min

2.1.2 Ss review and brainstorm some gestures/body language that are typical
when:
-Greeting a stranger
-Meeting a new person
-Greeting a friend

S-S
WC

10 min

2.1.3 They will work in partners. WC will discuss.


- What body language do you use when you greet a stranger? Meet a new
person? Greet a friend?

WC

5 min

2.1.4 T tells Ss that they are going to continue writing the story of how Mallory
and Katie became friends.

T-Ss

1 min

T-Ss

5 min

S-S

15-20
min

S-S
WC

10 min

During Stage:
2.2.1 T tells Ss that they will work with a partner to finish adding terms of
contrast and concession to the posters (but, while, even though, despite,
however, nonetheless). They must use at least 4 of these terms correctly. They
will have to do two things: make sure that the sentence is grammatically and
logically correct and to add gestures and body language to the sentences related
to the different stages of Katie and Mallorys friendship. T tells Ss that they
may need to change or add more sentences to fit these criteria.
2.2.2 The Ss will be paired up. The group of 2 (Marc and Shogo) will do the
first two posters the group of 3 (Mahdi, Sungho, Jinhong) will do the last 3
posters.

Transition to Activity
3: Now its time to do
a little more work
with modals. We will
be looking at the
function of modals in
giving meaning to
sentences.
Activity 3
Modals Unpacking
Function

Post-Stage:
2.3.1. Ss will correct sentences the other groups posters. WC will go over
corrections and read the story from start to finish.
2.3.2 T will assign different parts of the story to the Ss. Ss will be responsible
for adding more detail to the story, adding at least 3 sentences with participial
phrases and 3 with transitional devices (from Unit 2) HW for Thursday.

T-S

Tangible Outcome/T. feedback/peer feedback: S-S interaction, dialogue,


posters, T notes on overheard errors
Pre-Stage:
3.1.1 T gives Ss each a set of words/sentences. Tells Ss to work in pairs to
match the sentences with the function that best describes the purpose of the
sentence.

S-S

5 min

3.1.2 Ss leave their sets out on their desks and switch with the other pair to
check their answers. Ss may change/negotiate answers as they wish.

S-S

5 min

3.1.3 T reviews correct answers. Asks Ss what all of the sentences have in
common. (Answer: They have modals)

WC

2 min

During Stage:

Transition to #4:
We are now going to
review some grammar
that may be on the
final that we have not
explicitly taught in
class.

Activity 4:
Review of Present
Perfect Passive
Voice

3.2.1 In pairs, Ss are assigned a function and told to make sentences for that
function. They do not have to write the sentences just make them orally. T
tells Ss that the theme of this activity is Serial so they must make sentences
based on the characters in Serial.

T-Ss

2 min

3.2.2 Ss work in pairs on one function for 2 mins. Then, they pass the functions
to the next pair and make new sentences.

S-S

10 min

WC

5 min

Post-Stage:
3.3.1 T asks Ss what is the most difficult modal/most difficult thing to
understand about modals? Whats the easiest modal?
Tangible Outcome/T. feedback/peer feedback: Sentence construction and modal
arrangement

Pre-Stage:
4.1.1 T tells Ss that for the final exam, there might be some present perfect
T-Ss
constructions on the test. What do they know about the present perfect? T elicits
S thoughts (form, meaning, use).
During Stage:
4.2.1 T tells Ss that were now going to review this structure with Present
Perfect Bingo. Ss are given a Bingo sheet T asks Ss if they know how
Bingo typically works.

T-Ss

5 min

4.2.2 Ss go around the room interviewing each other they must ask / answer
questions using the Present Perfect the first person to get a straight line of
names wins.

S-S

10 min

4.2.3 T asks Ss about what they found out about their classmates.

WC

5 min

Post-Stage:
4.3.1 T tells Ss that oftentimes the present perfect can be turned into the passive T-Ss
voice. IF they wanted to do this, how might they? T gives Ss an example
sentence from the previous activity and asks Ss to make it passive.
4.3.2 T gives each pair of Ss two pictures that are folded in half one side
S-S
shows a room one way and the other one shows the room in a way that its been
Transition to Wrapchanged. T asks Ss to discuss the first picture without flipping it over. What do
up: We are going over you see? Describe.
these things because
they might appear on 4.3.3. T tells Ss to now look at the second photo. What has been changed? Ss
S-S
the final exam. We
discuss in pairs.
want you to be very
prepared!
Tangible Outcome/T. feedback/peer feedback: Bingo sheet, passive sentences
Wrap-up
Exit Ticket

5 min

Whats one thing you want to practice before the final exam?

5 min

5 min

5 min

2 min

Materials: PPT, textbook, recording from textbook, posters from Mondays class, markers
Anticipated Problems & Suggested Solutions: Ss may have trouble with using terms of concession and contrast. If they need
more practice after completing Practice 4 on p. 32 of the textbook, we will have them do Practice 7 on p. 20 of the workbook
with a partner.

Contingency Plans (what you will do if you finish early, etc.): If we finish early, we will spend time going over exactly what
the Ss want to review for the final. We can come up with a comprehensive list of whatever aspects of grammar, listening,
speaking, reading, or writing that they need more practice with to be prepared for the final.