CLP Lesson Plan - Lesson

Teacher: Wendy Wang, Weiting Yuan, Yue Zhu

Level: Intermediate 1 Date/Time: Thursday, 4/11
Goal: Help students to learn more about the culture etiquette in business and teach students seven
idioms.

Objectives (SWBAT):
Students Will Be Able To…
1. learn more about culture etiquette in business, and discuss different culture behavior with each other.
2. learn seven idioms, and understand the meaning of them.

Theme: Culture etiquette

Materials & Technology:
● Textbook: Interchange 3

● Other materials: handouts

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

7:00-
Review or Preview (if applicable) 7:30
● Review the noun phrases containing relative clauses
● Review the situations when some pronouns can be omitted.

Activity 1: Cultural etiquette in business

1.1 Pre Stage: 8:30-
● T reviews what we have learned so far about the differences across cultures in general, 9:00
and brings today's topic “culture etiquette in business”.
● T asks Ss if they know the meaning of “culture etiquette”, if not, T explicitly explains
the meaning of this word.

1.2. During Stage:

● T asks if Ss still remembers the collaborative reading we had done on Monday. If so,
T invites Ss to talk about the process. If not, T gives the instruction again.
● T lets Ss count from 1 to 3. Each student is given one piece of writing that discusses
one specific culture etiquette in different cultures. Ss with the same number is given
the same piece of reading passage.
● Ss need to read through their reading passage and answer the following questions.
After that, Ss need to discuss their answers within the group.
● T assign new groups (one from group 1, one from group 2 and one from group 3). T

1
 asks Ss to share information with each other and try to answer the rest of the questions
collaboratively. After that, Ss need to look at ten different statements and decide
whether it is true or false.
1.3 Post-Stage:
● T asks Ss if they paid attention to the bolded expressions in their reading. In
groups, T asks Ss to have a guess on the meaning of all the bolded expressions.
● T explicitly introduce the concept of “idiom” and explain the idiom appeared in the
reading.
● T asked Ss to discuss some questions related to different culture (the idiom will
appear in the question)

Tangible Outcome & T. feedback/peer feedback:

Ss will learn more about culture etiquette in business in different countries, and they will also
learn seven idioms.

Transition to #2 Now let's move on.

Activity 2: Irregular verbs review
8:30-
2.1 Pre-Stage: 9:00
● T: give Ss a handout and ask them to circle out the irregular verbs

2.2. During Stage:

● T: check answers
● Instructions on game: group bingo
○ Ss will form three groups and each group will have a symbol
■ Group1 is a circle
■ Group2 is a triangle
■ Group3 is a star
○ I’ll draw a 5x5 table on the board
○ When one group answers a question correctly, they have a chance to place
their icon into a cell. If they don’t know the answer or don’t answer it
correctly, the next group will get the chance to answer.
○ If you form a line horizontally, vertically, or diagonally, you win. Bingo!
○ If no group forms a line, whoever has the most icons in the table wins.
○ Questions are from a quizlet (irregular verbs)
https://quizlet.com/25908934/simple-past-irregular-verbs-exercises-flash-cards/

2.3 Post-Stage:
● check who’s the winner
● summative feedback

Tangible Outcome & T. feedback/peer feedback:

Ss will review the irregular verbs in past tense.

2
Transition to wrap up:
Thanks everyone for your participation today!

Wrap-up (e.g: Exit ticket, review of language foci)

● Announcement: summer CLP, review session, exam time and layout, last class (party
time!)

Anticipated Problems & Suggested Solutions:

● Ss might have difficulty understanding the reading passage due to the new words, T will provide
them with a glossary.

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

● The quizlet has so many questions, so the activity is very flexible.

Post-Lesson Reflections.
● Wendy: Ss are really talkative today! I found that they not only just talked about the question I
gave them, but also asked each other questions spontaneously! The article I gave them wrote
something about the correct way to receive business cards in Japan, and in each group, there was
at least one Japanese student. Students from other countries ask the Japanese student whether the
statement in the article was true or not.
● Yue: I did not have time to give them the input text and let them circle out the irregular verbs, so
I just jumped into the game. Ss participated very well. They discussed in their groups and asked
me questions. I believe they learned many irregular forms of verbs. Interestingly, three groups
had a tie at the end of the game.
● Weiting: It surprised me that students were still confused about the situations when some
pronouns can be omitted. I asked students to make some sentences in which the pronouns can not
be omitted and some of them made the sentences where the pronouns can be omitted. I think I
should help them practice it more in the next class.