CEP Lesson Plan Template

Teacher: Zizhen Liu

Level: Intermediate 2
Date/Time: 10/20/2014
Goal:
To practice using comparatives and superlatives to compare advertisements.
To practice using skimming and scanning to read.
To talk about fairy tales and identify characters, settings and plots of short stories.
Objectives (SWBAT):
Students Will Be Able To
1. Produce comparative and superlative sentences by comparing advertisements.
2. Use skimming and scanning strategies to read the text and answer guide o-roma questions.
3. Identify the setting, character and plot of the fairy tale: Little Red Riding Hood.
Theme: Advertisement, Comparison.
Extensions: Reading fairy tales.
Aim/Skill/Microskill

Activity/Procedure/Stage

Activity 1:

1.1 Pre-Stage:
T-Ss
Ask students to stand up and form two
lines, facing each other. Teacher explains
that she is going to ask students to
discuss three questions and that they
need to remember their conversations.

Warm up activities
(Line-up Interview)

Interactio
n

Ss-Ss
1.2. During Stage:
Pose a question and give Students 5
Transition to #2: Again, we are minutes to discuss. Then students switch
partners and teacher asks another
doing this to build up your
memory. Because memory is a question. Then repeat the above process
very important part of learning one more time.
What did you do for fun this weekend?
a language. Okay now lets do
What is one of your pet peeves?
a comparative and superlative
T-Ss
What is your first memory of a house
activity to better prepare you
you lived in?
for the test.
1.3 Post-Stage:
Bring the discussion to the big class and
ask a few students to share their
conversations.

Time

1min

15mi
n

5min

Tangible Outcome & T. feedback/peer

feedback:
No tangible outcome.
Teacher monitors and assists as
necessary.
Activity 2:
Grammar and writing
activity

2.1 Pre-Stage:
2.1.1 Put Students into group of 4 or 5.
Ask them to brainstorm the rules of
converting adjectives into comparative
and superlative forms and write them
down on butcher papers.
2.1.2 Bring the discussion to the big
class. Ask students to share the rules
they come up with.

Transition to #3: Great guys!

Now you all know
comparatives and superlatives
very well. Lets move on. Do
you still remember any of the
reading techniques we talked
about last Thursday?

Ss-Ss

5min

T-Ss

3min

Ss-Ss

5min

2.2. During Stage:

2.2.1 Put students into group of 3. Give
each group 3 advertisements and a
butcher paper. Each group will compare
the advertisements they have and make 2 Ss-Ss
comparative sentences and 2 superlative
sentences; and write them down on the
butcher paper.
2.2.2 When time is up, ask each group to
rotate to where the next group stands
and check their sentences for spelling
Ss-Ss
and grammatical mistakes. (Students
will put a check mark on the right
sentences and correct the mistakes.)
And add one more sentence (either
Ss-Ss
comparative or superlative) on the paper.
2.2.3 Repeat the above process for
another round. Teacher monitors and
assists as necessary.
2.3 Post-Stage:
2.3.1. Students go back to their seats and
read the peer feedback they received and
correct their mistakes.
Teacher collects all the butcher paper

5min

5min

5min

and provides corrective feedback on

students sentences on the next days
class.
Tangible Outcome & T. feedback/peer
feedback: Sentences students made on
the butcher paper.
Students provide peer feedback during
group work. Teacher monitors and
provides corrective feedback.
Activity 3:
Reading Activity

3.1 Pre-Stage:
Ss-Ss
Brainstorm the reading techniques
(skimming, scanning) we talked about
last week and ask half of the class to
write on the board while the other half
offers assistance.
Ss-Ss
3.2. During Stage:
3.2.1 Put students into pairs. Give each
pair a different part of the text (from the
textbook) and 2 guide o-roma questions.
Ask students to use skimming and
scanning strategy to answer the
questions. Teacher monitors and offers
assistance when needed. (Prepare extra Ss-Ss
questions for those who finish early.)

3.2.2 When time is up, ask each group to

rotate to where the next group is.
Students read the other groups part of
Ss-Ss
the text and check their answers to the
Transition to #4 or Wrap-up:
questions. If they have different
Good job everyone! Your all
opinions, write down their answers.
seem to have mastered the
Ss-Ss
reading techniques we learned. 3.2.3 Repeat the above process twice so
Now lets continue reading- but that every group has read the whole text.
reading something fun this
time!
3.3 Post-Stage:
Students go back to their seats and read
the peer feedback they received. Discuss
the problems together in the big class if
they have any.
Tangible Outcome & T. feedback/peer
feedback:

5min

5min

5min

10mi
n

5min

Students answer guide o-roma questions

and brainstorm reading strategies on the
board.
Students provide peer feedback on
content during pair work. Teacher
monitors and provides corrective
feedback.
Activity 4:
Reading Activity
(Fairy Tales)

4.1 Pre-Stage:
Ss-Ss
4.1.1 Schema Activation: Ask students
whether they like fairy tales when they
were kids. In group of 4 or 5, students
brainstorm names of fairy tales and
vocabularies that often come up in them.
E.g. princess, poison, dwarf, once upon
a time, live happily ever after. And write
them down on a piece of paper.
T-Ss
4.1.2 Ask one group to share their paper
via document cam. Others could add on
it.

3min
5min

4.1.3 Students will write down their

favorite fairy tales on a piece of paper
for 5mins. When time is up, ask students Ss-Ss
to hold on to their fairy tales for later.

5min

Ss-Ss

5min

T-Ss

5min

4.2. During Stage:

4.2.1 Put students into pairs and ask
them to read the fairy tale: little red
riding hood.

Transition to Wrap-Up: Great

job everyone. We had a good
class today right? So do you
remember what we did first at
todays class?

5min

4.2.2 Teacher hands out the worksheet.

Ask students to discuss with their
partners and complete the worksheet:
identify the characters, settings and plot
of the fairy tale.
4.2.3 Show one groups worksheet via
document cam and discuss it in the big
class.
4.3 Post-Stage:
Ask students to finish writing their
favorite fairy tales at home and post
them on our class website.

Tangible Outcome & T. feedback/peer

feedback:
Students write down their favorite fairy
tales on paper and complete the
worksheet in groups.
Teacher monitors and provides
assistance and feedback during group
work.
Wrap-up
Reconstruct the lesson

Lesson Evaluation Procedures:

T-Ss
Ask students think about todays class.
What did we do first? Then what did we
do? Reconstruct the lesson with
students.

3min

Materials:
-Textbook
-Advertisements from VOGUE.
-Fairy tale worksheet.
-PowerPoint
-Document cam
-Butcher paper
-Markers
-Paper
Anticipated Problems & Suggested Solutions:
The fairy tale worksheet might be challenging for some students. We could help students break
down the meaning of character (who was in the story?), settings (when and where did the story
take place?) and plot (what happened?). When they are doing the activity, we should monitor
closely and provides assistance as necessary.
Contingency Plans (what you will do if you finish early, etc.):
If we run out of time, we could skip the lesson evaluation part and ask students to email us their
exit tickets instead. (Two things they learned in todays class and one thing they are still confused
about.)
Post-Lesson Reflections:
The class went over very well. Students were very into talking about their favorite fairy tales
from their own culture. So we spent around 10 minutes talking about fairy tales and why the
same story has different endings in different cultures. They also liked comparing advertisements
from VOGUE, since they are very authentic and intriguing.