CEP Lesson Plan

Teacher: Parkorn Wongsiri
Level: Intermediate 2
Date/Time: July 28, 2015/ 09.30AM - 12.00PM
Goal: 1. Students use proper forms of comparison to convey intended meaning.
2. Students successfully develop persuasive sentences that affect decision.
3. Students apply speaking strategies in the discussions.
4. Students understand the components and develop writing to describe the
products.
Objectives (SWBAT):
Students Will Be Able To…
1. use correct comparative/superlative adjectives to develop interview questions.
2. develop conversations using the comparison to convince partners.
3. successfully reach final decision on the quotes using speaking strategies in the
discussion.
4. write a paragraph to describe specific products using rank order format with proper
expressions.
Theme: The Best In Life, Advertisements
Extensions: Students develop conversations about specific features of the products they
created based on different features.
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if
applicable)

Linking & Transitioning to rest of
lesson: T welcomes SS to the class and
briefly reviews the content of the
previous lesson.
“Good Morning, students. Yesterday
we talked about the Comparative and
Superlative in the ads and you did the
listening for specific information in
radio ad. So, here’s today’s agenda.”
T shows the first slide and briefly
reviews today’s agenda one by one.
T asks SS for any questions or
concerns before moving on to the first
activity.

Interaction

Time

T-SS

3min

Activity 1: Grammar - The
Comparative & Superlative

1.1 Pre-Stage: T reviews some major
concepts of the comparative and
superlative using slide as a summary.
T asks SS to participate and provide
answers and uses for both types of
comparison.

Transition to #2: “Let’s
discuss more about the use
of comparison in ads.”

T says, “So, we talked about two types
of comparison. The first type is
comparative. Who can tell me what is
the adjective form and in what
circumstances we use this type of
comparison?”

T-SS, SS-T

3min

SS volunteer to answer.
T gives feedback and clarification or
elaboration with examples.
T continues to the next type: the
superlative and repeat the process. SS
listen and take notes.

T-SS, SS-T

When the review is over, T asks SS to
finish the worksheet on this grammar
focus given yesterday.
“I’d like you first to bring out our
grammar worksheet and please finish
all the questions. Please work
individually. You have ten minutes.”

T-SS

10min

SS-SS, SS-T
T-SS

5min

SS do as instructed.
T walks around and provides help or
suggestions to SS if needed.
When time is over, T asks SS to turn
and talk with their partners to discuss
their answers. (5 mins)
T then asks SS to do the second part of
the exercise. SS write down two
questions they’d like to know about
their partners to do a brief interview.

T presents examples and provides stepby-step instructions on the slide.
T says, “Now please write down the
two questions. I will walk around to
help you. You have five minutes.”
SS do as instructed.
When time is over, T asks SS to turn to
interview the person next to them
(different partner).

T-SS

5min

T-SS

“Let’s get to know your friends!”
1.2. During Stage: T asks SS to get into
pairs with different partners and take
turns interviewing each other.
“Now, I’d like you to interview
different partners and they will do the
same. When you have the answers,
take a note and we’ll share later with
the class.”

T-SS

SS do as instructed.
SS-SS
T walks around the room with an Error
Correction Chart to take notes of
errors spotted in SS’s speaking.

7min

T continues, “Let’s have some of you
share your answers. Who thinks you
have interesting questions and want to
share, raise your hand.”

T-SS

SS volunteer as instructed. T also calls
on SS to keep discussion going and
provides feedback/comments to SS’s
performance.

SS-T, T-SS

6min

T-SS

2min

T moves on to the next activity.
“Next, we will practice using more of
comparison in speaking. First, I’d like
to explain this activity to you. This is a
game called ‘Discover the products!’”
T opens the slide with instructions and

starts distributing cue cards to SS
while explaining.
“Please write down two sentences to
best describe the products you have.”
SS do as instructed.

T-SS

3min

“Now please stand up and find the
other person with the same product.
When you find each other, sit
together.”
SS walks around the room to find their
partners. T also monitors SS’s
conversations and the use of
comparison adjective in sentences

SS-SS

5min

T-SS

3min

As a challenge, T gives more
instructions to SS who finish early by
showing on the slide.
“Please write another sentence
together to describe the product you
have.”
When time is over, T asks SS to take
their seats and discuss the activity as a
whole class.
1.3 Post-Stage: T asks SS to pay
attention and continues the final step
of the activity.
“Now, I’d like to know. Who finishes
first and last? Can you raise your
hand?”

T-SS

SS do as instructed.
“Now as a class, we will try to guess
T-SS, SS-T
the products of each pair. I’d like you
to read aloud your new sentence to the
class and they will guess what products
you are talking about. Who’d like to
begin?”
SS volunteer to do the activity.
T supports the SS and gives feedback

6min

on the use of comparison adjectives. T
also encourages class discussions.
T continues until every S participates.
T moves on to the next activity
Tangible Outcome & T. feedback/peer
feedback:
- List of comparative and superlative
adjectives
- Sentences that use comparative,
superlative structures to talk about
specific products
Feedback:
T- informal reinforcement during
activity, comments on the use of
comparison in sentences
P- negotiation of ideas during the
presentation (guessing) and the use of
comparison to talk about products
Activity 2: Comparison in
ads - The Frontier
Furniture Ad & Speaking
Strategies

Transition to #3: “Now, we
will talk about writing.”

2.1 Pre-Stage: T briefly reviews
yesterday’s listening drill on The
Frontier Furniture Ad and asks SS to
take out the worksheet to resume this
activity.
“Yesterday we listened to radio
T-SS
commercials. I hope you can still
remember. That was your first listening
activity so it might be a little difficult.
Now, I’d like you to take out the
worksheet.”

1min

T opens a slide with two leading Qs
and asks SS to answer individually.
- What is this advertisement for?
- What is the target population?

3min

T then randomly picks a few students
to share with the class and provides
feedback/suggestions to reinforce
ideas.

T-SS, SS-T

2min

Then T moves on to the next part of the
activity. T asks SS to get into pairs and
develop short dialogues together based
on the information they listened.
T opens a slide and explains each step
carefully.
T says, “Please get into pairs. First,
develop a dialogue together. One of
you will convince the other to visit this
furniture store. Use comparative and
superlative in your conversations.
Examples are here on the slide.”
T gives examples and SS perform the
task.
“Now, please get into pairs and
perform the dialogue.”

T-SS, SS-SS,
SS-T

5min

T-SS, SS-SS

3min

T walks around the room to monitor
SS’s conversations and take notes of
any errors for following feedback.
2.2. During Stage: T begins the second T-SS
stage on speaking. “I will now ask you
to learn about the strategies we use
when we discuss. Think about when
you decide on which products you want
to buy.”
T opens a slide with information on the T-SS, SS-T
three strategies.
“Please turn over to P. 59 together.
You will see three general speaking
strategies we use: arguing,
counterarguing and conceding.”

5min

T briefly explains the difference
between each strategy and asks SS for
any Q they may have.
T then presents the two famous quotes T-SS
on the slide.
1. Treasure your relationships not your
possessions.
2. We do not need money in order to

1min

live a happy life.
T asks SS to get into groups of three by
counting them off. Then SS have to
take turns participating in the
discussion.
T-SS, SS-SS

6min

“Ok. Get into your own groups. I’d like
you to pick one quote and discuss
whether you agree with that quote or
not. Try to use expressions on P. 59 in
your dialogue.”
T walks around the room to monitor
SS’s discussion. T gives feedback on
SS’s dialogue and suggests any
possible corrections.
T-SS, SS-T
When time is over, T asks SS to share
with the class what they discussed in
groups.
T welcomes any participation from
other SS during the discussion.
2.3 Post-Stage: T asks SS to share
what they discussed with the class.
T-SS, SS-T

5min

T-SS

1min

“Ok, let’s share what you discussed.
I’d like to know the outcomes of your
discussions. Do you finally agree or
disagree with the quote? Who’d like to
begin?”
SS volunteer to give opinions and
share the discussion.
T asks other SS whether they have
similar opinions. Then T picks SS who
choose the other quote to share with
the class.
When time is over, T concludes the
activity by pointing out the importance
of using these expressions in future
negotiations.

Tangible Outcome & T. feedback/peer
feedback:
- Strategies in the
negotiation/argument
- points to persuade the others to visit
the furniture store
- results/ comments from the
negotiations on quotes
Feedback:
T - informal reinforcement/ suggestions
on sentence structures during SS’s
presentation, additional ideas on
discussion about quotes
P - ideas during the development of
dialogues, the use of expressions in the
speaking on quotes
Activity 3: Writing - Rank
Order

3.1 Pre-Stage: T briefly discusses an
overview on the writing of this unit.
T also links the contents to the previous
units on topic sentence and concluding
sentence.

Transition to Wrap-up:
“Let’s review what we
learned today and the
homework.”

“For this unit, we are still working on
three writing components- topic
sentence, supporting sentences and
concluding sentence. Who can tell me
what they are?”

T-SS, SS-T

3min

SS volunteer to participate.
T gives feedback and provides further
details.
Then, T opens the slide and talks about
the three components in writing and
the difference of rank order to
chronological order.
T says, “I hope you can still remember T-SS
your previous writing. For this unit, we
will write using a rank order. So you
either start from the most important to
the least important or vice versa. When
I say ‘important’ I mean the features of
the products you want to describe.”

5min

T also emphasizes on the use of
expressions including first of all,
second, most importantly and urges SS
to use them in their writing.
3.2. During Stage: T gives a small
practice to elaborate the concept.
T asks SS to complete activity 9 (p. 62)
individually and then compare with
their partners.

T-SS, SS-SS,
SS-T

10min

T says, “Please complete the activity
based on its instructions. I will give
you five minutes.”
SS do as instructed.
When time is over, T asks SS to share
the answers with their partners.
T then reveals the answers and asks for T-SS, SS-T
any Qs from the SS.

5min

T continues, “For the next part, I’d
T-SS
like you to write about your own
products that you created last week.
First, think about two-three features
that you want to include and then write
a short paragraph. Don’t forget to
include the topic sentence and
concluding sentence.”

15min

T walks around the room to monitor
SS’s writing and help them develop
ideas/sentences and gives possible
suggestions.
3.3 Post-Stage: T asks SS to get into
groups with others having different
products and share their stories.
“Now, I’d like you to form a new
group. Each group should have three
persons who have different products.”

T-SS

2min

SS do as instructed.
T then asks SS to share their story to
convince their friends and asks them to
review the writing of the group
members and give peer feedback.
“Now, I’d like you to read each other
story and suggest any ideas including
corrections to your friends. Put a line
under the sentences that you think
might not be correct. I will walk
around the room in case you have
questions.”

T-SS, SS-SS

- SS do as instructed.
-T puts some students’ comments under T-SS, SS-T
the doc cam for the whole class to give
comments.
Tangible Outcome & T. feedback/peer
feedback:
- List of components in writing
- The use of rank order compared to
chronological order
- List of features of the products used
in writing
- comments to improve writing from the
peers
Feedback:
T - informal reinforcement, suggestions
on helping SS form correct sentences
P - discussions/ comments on writing
(feedback), suggestions during the
sharing of writing (including further
Qs)
Wrap-up

Lesson Evaluation Procedures:
- Students’ use of comparative and
superlative in writing.
- The development of topic and
concluding sentence based on their
understanding on the first introduction
from the previous unit

10min

10min

T says, “Please review chapter 5-6
today and email me with any questions.
We will have our Mid-Term Exam this
Wednesday so please be prepared.”
Materials: Slide, chalk, activity material, error correction chart, student’s book
Anticipated Problems & Suggested Solutions:
Students use wrong sentences to make comparison.
- Reinforce the concept during the presentation and after the activity, give
more practice.
Students do not speak up.
- Call students by names and allow equal participation from every student.
Students are confused about the speaking strategies.
- Give model to students by asking some pairs to develop conversation as
a model before the activity.
Students do not understand the rank order and paragraph components.
- Provide practice in the workbook as a supplementary.
Contingency Plans (what you will do if you finish early, etc.):
Students can search on another quote on their own and develop conversations to
react to the quotes.
Post-Lesson Reflections: