CEP Lesson Plan Template

Teacher/s: _____________Kim Edmunds_____________________

Level: ____I3_______
Date/Time: __04/10/14 10:00am-12:00pm_______

Goal: To further understanding of first conditional with if/unless; to recognize and

produce unstressed you
Objectives (SWBAT):
Students Will Be Able To
1. Write a letter to a friend who is setting them up on a blind date using conditional
structures
2. Understand how unstressed you sounds in certain phonetic environments
3. Effectively utilize first conditionals to persuade other people
4.
Theme: __________________Rags to Riches________________________
Extensions: ______________N/A______________________________________

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)
Collect homework
Explain the fact that Im
recording

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

SS-T, SS-SS
1.1 Pre-Stage:
Activity 1: Practice with
1.2 Introduce theme; explain that hit
Unless
the jackpot can be generalized to
Quickly review meaning on
getting a big prize in a lot of ways
board
1.3 Quickly review meaning on board
Elicit examples
1.4 Emphasize that its often used for
requirements or strong warnings
1.5 Have each? student write example
sentence on the board
1.6 Ask them to write requirements
for their blind date. Give examples.
Transition to #2: Explain
They should use 4 with unless and 4
that the most common use
with if.
for first conditionals is to
talk about possible results or 1.2. During Stage: Students work

Time

10
pre,
10
durin
g, 10
post)
(30
total)

consequences of an action.
Usually, that action is
specific.

individually on their sentences. Then,

they share with their partners. I
circulate.
1.3 Post-Stage: Some of the pairs share
about each other. They give their
sentences to me so I can correct them.
Tangible Outcome & T. feedback/peer
feedback:

Activity 2: Using
conditionals to talk about
possible consequences

Transition to
#3:___________________

SS-T, SS-SS,

10
pre,
10 +
10
durin
g, 10
post)
(40
total)

SS-SS, S

10
pre,
10
durin
g)

2.1 Pre-Stage: I prep students by

asking for other types of situations
where conditionals would be used.
At a doctors appointment
Get a list with a student at the board.
Hopefully get a pattern of talking about
consequences.
Intro activity on p. 123. Divide students
into groups of 4. Describe make
your/a case. They should emphasize
consequences and, if they want, chain
reactions. I will come around to listen.
2.2. During Stage: Students prep
arguments in groups first (10 min),
then rotate members to make their
cases.
2.3 Post-Stage: I ask members from
each group to decide whose case was
the most convincing.
Tangible Outcome & T. feedback/peer
feedback: Discussion, written
arguments

Activity 3: Pronunciation
and Unstressed you

3.1 Pre-Stage: Go over box on p. 123

with students. Give them several
examples. Emphasize t and d endings.
Ask if they can think of others.
3.2. During Stage: Students read
dialogue and predict when you will be

Transition to #4 or Wrapup:___________________

unstressed. Then, we listen. Then, they

practice.
3.3 Post-Stage: A little dictation
practice?
Tangible Outcome & T. feedback/peer
feedback:
30 m

Activity 4: Ask students to

read p. 117-118. Underline
all conditional sentences.
Mark where they think you
will be unstressed. Compare
with a partner and practice
pronouncing the you
sentences. Answer Q3 a-c
and Q4; what they dont
finish is homework.
Bonus: underline adjective
clauses
Ask class how questions are
formed with if-clauses?

4.1 Pre-Stage: Intro reading.

4.2. During Stage: Students perform

the tasks.
4.3 Post-Stage: We go over any
confusing vocabulary items.
Tangible Outcome & T. feedback/peer
feedback:

Transition to Wrap-Up:
___________________

Wrap-up
Homework: p. 118, #3 and
#4

Lesson Evaluation Procedures:

Materials:
Powerpoint
Chalkboard
Text and workbook
Camera
Anticipated Problems & Suggested Solutions:

Contingency Plans (what you will do if you finish early, etc.):

Post-Lesson Reflections: