CEP Lesson Plan Template

Teacher/s: __Lauren Hazony___________________________________

Level: __I2____ Date/Time: _Wednesday, June 11th____
Goal: Talking about job interviews
Objectives (SW!T":
Students Will e !le To!
1" tal# aout $os y usin% ne& vocaulary
2" read aout $o intervie&s
'" listen to ma#e in(erences y determinin% &hat in(ormation the em)loyer is tryin%
to (ind out
Theme: __*nit +, The -er(ect .atch
!im#Skill#$icroskill !ctivit%#Proce&ure#Stage 'nteraction Time
Activity 1
Question Review:
Students will have the opportunity to
ask any questions that have come up
while practicing for their test. First at
their tables, then asking the teacher
S! 1/
min
Activity 2
"nit # $%am
"nit # $%am
&egin with 'istening (ctivity)%,
*ictation + )% plus e%ample sentence
Individual -ortion o( 01am
2rea#
1/
min
34
min
4 min
rea#
Activity 3
,etting Started + "nit
-ntroduction
!alking about .ob interviews
)./ 0reStage:
- think finding a .ob takes a lot of
marketing. 1ust like we talked about
advertisements, .ob interviews are all
about selling yourself.
-n this unit we will talk about .ob
interviews, the present perfect tense,
understanding grammar clues, making
generali2ations, deciding if
information is supported in a te%t of
not 3inferences4, and writing with
supporting details
).). *uring Stage:
T,5
T,5
5,5
4 min
+ min
!ransition to 56:
6o& lets tal# s)eci(ically
aout the 7uestions and
to)ics that come u) at $o
intervie&s
'ead a discussion about .obs and .ob
interviews: 7hat qualifications 3type
of e%perience, skill4 does someone
need to get a good .ob8
9onversations at table groups
See where the conversation goes +
possible topics
7ho has had a .ob8 7ho has been on
a .ob interview8 7ho has hired
someone else8
).: 0ostStage:
&rainstorm whole class and review
vocabulary related to .obs and
interviews
!angible ;utcome < !. feedback=peer
feedback: vocabulary words on the
board
+ min
Activity 4
7arm "p 'istening
!ransition to 5>:
Let8s loo# at an e1am)le o( a
$o intervie& (or a $ournalist
)./ 0reStage:
ppt winstructions
7ith a partner + 7hat kind of
information do employers want to find
out during .ob interviews8 ?ow can
you best get ready for a .ob interview8
@ake a list of answers for each
question.
7rite on butcher paper and post in the
room
!ake a minute to review answers as a
class
).). *uring Stage:
review vocabulary in
'istening (ctivity 5) + book p.#>
'isten and asnwer 3)%4
Review as class
).: 0ostStage:
(sk additional comprehension
questions
5,5
T,5
5,5
T,5
4 min
4 min
4 min
!angible ;utcome < !. feedback=peer
feedback: 'ist of answers from pre
stage activity on butcher paper,
answers to listening activity 5)
Activity 5
Figure -t ;ut Read a
sample .ob interview
!ransition to 5#:
)./ 0reStage:
9heck understanding of some
vocabulary + te%tbook
-nclude idea of dream .ob
7orkbook +p. >A5)
7ords related to .ournalism or getting
a .ob
9omplete with a partner
).). *uring Stage:
Read the interview
(nswer the questions with your table
.igsaw answers
).: 0ostStage:
-nner circleouter circle conversation
0pt instruction
*iscuss with the person across from
you: / min each.
?ow important do you think the
criteria of BBBBBBBB is to choosing a
.ob. 7hy or 7hy not8
Feel free to discuss what you think is
more important
3money, power, adventure, being
famous, family opinion, en.oyment,
personal interests4
!eacher monitor for grammar, vocab,
pronunciation, and bravo
!angible ;utcome < !. feedback=peer
feedback: 7orkbook activity 5)
vocabulary sort, answered questions
about reading
T,5
5,5
5
5,5
4 min
14
min
1/,14
min
Wrap-up 'esson $valuation 0rocedures:
?omework: on ppt and website + check
answers at home
Student &ook p. ## 56 + Cocabulary
9heck
7orkbook p. 6D5/ 1ob (pplication
4 min
$%it !icket:
7hat is your dream .ob8 *o you
already have it8
.aterials : 5i%n,in sheet, 01am, 9om)uter (or listenin% activities, chart )a)er, mar#ers,
timer, $i%sa& letters, ))t (or instructions, e1it tic#et
:ntici)ated -rolems ; 5u%%ested 5olutions:
Technolo%y < aility to read listenin% activities out,loud to students, aility to sho&
instructions on doc cam or share orally,
=rou) &or# ans&erin% 7uestions < i( students aren8t &ritin%, as# them to &rite or have
them &rite on chart )a)er (or dis)lay"
9ontin%ency -lans >&hat you &ill do i( you (inish early, etc"?:
.oile )hone activities to )ractice usin% com)aratives/su)erlatives (rom *nit @
1" :s# students to &or# in small %rou)s" Tell them to ta#e out their moile )hones >e
)re)ared (or the loo#s o( sur)rise, students are (ar more used to ein% told to )ut their
moile )hones a&ay? and to A)resentB their moile )hones to each other" Cou could &rite
the (ollo&in% in(ormation on the oard to hel):
When did you uy itD Ho& much did it costD
Is it your (irst )honeD
What do you li#e aout itD
What don8t you li#e aout itD
Ence they8ve done that, as# students to ma#e com)arisons o( the moile )hones" 5et a
tar%et o(, (or e1am)le, ei%ht sentences com)arin% the di((erent )hones" For e1am)le:
5uzy8s )hone is i%%er than mine"
Tanya8s )hone &as chea)er than 5uzy8s"
0nzo8s )hone is more interestin% than =iovanni8s"
2" It also &or#s to do a &e7uest usin% their smart)hones, they ty)e so (astGG
01am)les:
driest desert
i%%est )lanet
smallest )lanet
smallest animal
oldest )erson
lar%est continent
smallest continent
tallest uildin%
lon%est river
-ost,Lesson He(lections: