CEP Lesson Plan Template

Teacher/s: Zizhen Liu

Level: Intermediate 2
Date/Time: 11/10/2014
Goal:
To practice using modal verbs to ask for advice and provide advice.
To introduce illustrated literature to students.
Objectives (SWBAT):
Students Will Be Able To
1. Recognize the words the little girl uses to give advice in the video and use them to give Jimmy
Kimmel some advice about how to be a good father.
2. Ask for and provide advice by giving advice on each others personal
problems.
3. To create a bucket list and produce advice by advising each other how to finish their bucket
lists.
4. To understand the illustrated story Someday and practice using simple past, simple present
tenses to make up a story.
Theme: Ask for advice and offer advice.
Extensions: Read illustrated literature: Someday.

Aim/Skill/Microskill

Activity/Procedure/Stage

Warm-up

Ask students to talk to the person sitting Ss-Ss

next to them and talk about what they did
for fun this weekend.

Activity 1:

1.1 Pre-Stage:
1.1.1 Students brainstorm sentences and
words people often use to offer advice
and write them on the board.

Listening and Speaking

Activity

Interactio
n

Time
5min

Ss-Ss

4min

T-Ss

2min

1.1.2 Teacher checks the board very

quickly for spelling mistakes.
1.2. During Stage:
1.2.1 Students watch a video clip (Jimmy S
Kimmel asking a little girl for advice on
how to be a good dad.) and write down
the two words that the little girl uses

3min

Transition to #2: Great job

everyone! Now weve known
how to give advice. Lets
practice offering advice.

when giving advice. (suggest and should)

4min

1.2.2 Play the video again and ask

students to write down the advice that the S
little girl gives Jimmy. (E.g. You should
change the diaper.)

5min

1.3 Post-Stage:
1.3.1 Discuss in pairs and come up with
at least 3 pieces of advice for Jimmy.
1.3.2 Bring the discussion to the big
class; ask each group share one piece of
advice for Jimmy.

Ss-Ss

5min

T-Ss

Tangible Outcome: Students brainstorm

words and write them down on butcher
paper. Students write down the advice
Jimmy received while watching the video
clip.
T. feedback/peer feedback: students
check other groups words for spelling
mistakes and inaccurate word choice.
Activity 2:
Speaking Activity

2.1 Pre-Stage:
Students write down 4 problems they are S
having right now. (Remind them that they
do not have to share very private
problems. Unimportant problems are
fine, e.g. I are so tired of cooking for the
entire family or Im having a birthday
party for my son but I don't know what
food to serve.)
Ss-Ss

2.2. During Stage:

2.2.1 Teacher passes out colorful cards
with different animal sticker on them to
students. Student will have 30 seconds to
find their new partners who have the
same animal stickers with them. Then
Ss-Ss
they should ask their new partners for
advice on 2 of their problems. Teacher
Transition to #4 or Wrap-up:
Good job everyone. You all did models first. (Teacher monitors and
assists as necessary.)
very well on using modal
verbs to give advice. Now we
2.2.3 Give students another 30 seconds to

5min

8min

8min

are going to do some more

practice on giving advice.
Have you found out what a
bucket list is?

find a new partner who has the card with

the same color. Then students will ask
them for advice on another 2 problems.

Ss-Ss

5min

2.3 Post-Stage:
Ask students to share some of their
problems and the advice they received.
Tangible Outcome: Students write down
their personal problems on paper.
T. feedback/peer feedback: Teacher
monitors and provides corrective
feedback if students misuse modal verbs.

Activity 3:
Speaking and Writing
Activity
(Bucket list activity)

3.1 Pre-Stage:
3.1.1 Homework check: Students discuss Ss-Ss
in pairs about the meaning of kick the
bucket and a bucket list. (homework
from last class)
T-Ss
3.1.2 Bring the discussion to the big
class. Explain that a bucket list is not a
sad thing. It is simply a list of things that
you really want to do in your life, a list of
dreams you want to realize. Teacher
shares her bucket list with the class.
S
3.2. During Stage:
3.2.1 Give students 5mins to write their
own bucket lists. (At least 3 items)
Ss-Ss

Transition to Wrap-Up: Great

job everyone. You can give it
more thoughts and add more
things on your bucket list.

3.2.2 Put students into group of three. In

groups, students take turns sharing their
bucket list. And the other group members
have to give them some advice on how to
do it or advise them not to do it. Teacher
models first.
For instance: A: I want to watch a sunset
with my boyfriend.
B: You should definitely do it! Maybe you
Ss-Ss
could go to Barbados and watch the
sunset on a cliff. It must be gorgeous.
Teacher monitors and provides assistance
as necessary.

5min

3min

5min
10mi
n

4.3 Post-Stage:
Ask a few students to share one thing on
their bucket lists and the rest of the class
could offer some suggestions.

5min

Tangible Outcome: Students write down

their bucket list.
T. feedback/peer feedback: Teacher
monitors and provides corrective
feedback if students misuse modal verbs.

Activity 4:
Speaking and Reading
activity

4.1 Pre-Stage:
T-Ss
4.1.1 Ask students to recall all the
literature genres we have read in this
course. (short stories, fairy tales, news
etc) And then briefly introduce illustrated
T-Ss
literature.
4.1.2 In the big class, students brainstorm
the forms of simple past, present and
Ss-Ss
future tenses.
4.2. During Stage:
4.2.1 Today we are going to read a story
called someday. Its like a long letter a
mum writes to her daughter. Put students
into 3 groups. Teacher distributes 5
Ss-Ss
pictures from the story to each group and
5 sentences in an envelope. Ask students
to match the sentences with the pictures.
Ss-Ss
4.2.2 Each group rotates to where the
next group is and reads their part of the
story and checks whether their matching Ss-Ss
is correct. They could suggest differently.
4.2.3 Repeat 4.2.2. So everybody has
read the whole story.
4.2.4 Everyone goes back to his or her
seat and see the changes other groups
have made to their story.
4.2.5 Students will put all three parts of
the stories on one table and place them in

3min

3min

5min

5min

5min
3min

Ss-Ss

3min

Ss-Ss

5min

Transition to #4 or Wrap-up:
Great job guys! I will post all
the material we used today on
our class website.

the right order.

T-Ss

5min

5min

4.3 Post-Stage:
4.3.1 Students work in pairs. Teacher
shows 4 pictures from the movie up
and ask students make up a story. (Use
the time expression one day and past
tense to describe the two pictures on the
left; and use the expression sometimes
and present tenses to describe the pictures
on the right.)
4.3.2 Ask student to share their stories in
the big class.
Tangible Outcome & T. feedback/peer
feedback: Students match the sentences
with the pictures of the story.
Students provide peer feedback during
group work. Teacher monitors and
provides assistance and feedback.

Wrap-up:
Exit Tickets

Lesson Evaluation Procedures: Exit

Tickets
Teacher hands out index cards. Students
should write 2 things they learned from
todays class and 1 thing they are still
confused about.

Materials:
-Textbook
-Worksheet
-Illustrated literature worksheet
-Jimmy Kimmel video on course website: http://zl2329.wix.com/stacy2014#!blank/c24kz
-Butcher paper
-Markers
-Envelope
-Index card
Anticipated Problems & Suggested Solutions:
Jimmy Kimmel video might be a little difficult for students because he speaks really fast.
Teacher should remind students that they do not have to understand everything and that they just
need to listen for the two words the little girl uses to give advice. Teacher could play the video
twice to facilitate comprehension.

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

The class is over planned so it is unlikely that we will have extra time. But if we run out of time,
we could ask students to email their exit tickets instead of writing them in class.
Post-Lesson Reflections:
The class went over very well. Students really enjoyed reading the story Someday and they ended
up making very good stories themselves. The Jimmy Kimmel video was actually comprehensible
to students. Almost all of them were able to recognize the two words that were used to give
advice. And they were very excited about providing advice on how to be a good dad for Jimmy
Kimme.