CEP Lesson Plan

Teacher/s:
Level: B3

Melissa Smith and Aldo Resndiz

Date/Time:
Monday October 6, 2014

10:00 - 12:00 PM

Goal: Conclude Unit 1, Everyday Life (test review, feedback, and completion of
group activity), and Identify Clothing
Objectives (SWBAT):
Students Will Be Able To
1. Greet each other using appropriate questions and communicate information about their
weekends.
2. Correctly complete test tasks using their knowledge as well as the book, and use this
information to teach the class about the test task.
3. Develop basic paragraph writing skills
4. Learn new clothing words and talk about seasons.
5. Use the verb wear in the simple present and negative simple present to describe what
they do and do not wear based on different seasons, and different settings.
Theme: Lets go Shopping! (Unit 2: Lesson 1)
Extensions: Writing skills.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for
example: SST)

Activity 1: Greeting

1.1 Pre-Stage: Welcome back

everyone! Its wonderful to see you! T-Ss
Now I know many of you have not
had a chance to practice speaking
English since last class, so lets
start out our class by greeting each
other.
Choose from some of these
questions:
How was your weekend?
Did you see or talk to your family?
Who?
What did you do?
How are you? How do you feel this

Ss-Ss

Time

10
min

morning?
How do you think you did on the test
Ss-T
last Thursday?
1.2. During Stage: Students will talk
in partners for 2-3 minutes, then
they will switch partners and talk
for another 2-3 minutes.

Transition to #2: Now that

we are talking about the
1.3 Post-Stage: Report back, Who
test, we are going to go over can tell me something someone else
the test.
said during our greeting?
Also, I want to know how the test
was last Thursday?
Tangible Outcome & T.
feedback/peer feedback: The report
back
Activity 2: Going over the
test

2.1 Pre-Stage: We know the test was

T-SS
too long. BUT! Most of you did
pretty well on the test! Two things
we want you to remember:
1)You learn more language from
mistakes you make
2. There are 4 unit tests and
one final in this class. BUT
we will only give the CEP 3
Unit test grades, we will
drop your lowest scores.
Now, I want you to work in pairs to
complete the different sections of the
test that people in class found
difficult. You can use your
knowledge and your books to find
the correct answers, and then you
will teach the class how to do your
section.
(I will pair students here)
This is like the Overheard in B3 S-S
activity that we did last week.
If you have any questions Aldo and I T- will
are here to help you.
monitor and
help, and
2.2. During Stage: In pairs students

25min

work to correctly complete their

section of the test. There are a few
extra sections that we will hand to
early finishers.

Transition to #3: For the

next part of class, we will
revisit the last activity we
did on Thursday. We will
look at the paragraphs both
groups wrote to help us
develop basic paragraph
writing skills. Then we will
go into todays lesson.

Students will then present each of

the sections of the test that they
completed (only the sections that
people in class got wrong)
Does everyone agree with the
answers? Any questions?

give verbal
feedback
S-SS

T-SS, S-TSS
T-SS
SS-T

2.3 Post-Stage: Now that we have

gone over the test, here are your
tests. Look at them for a few
minutes, but then we need them back
so that we can write down your
grades in our computers.
BUT! Please ask any questions you
have about your test.

Activity 3:
Paragraph Unscramble

Tangible Outcome & T.

feedback/peer feedback: The
completed test tasks
3.1 Pre-Stage:
Ss get into their assigned groups
from last class: Group A) Yuki, SoHyun, Esperanza, Stephanie; Group
B) Manami, Yuumi, Monica,
Juliana, and Paula). Hand out a set
of sentences to each group. Explain
that each group will get the other
groups sentences. Then they will
have to put them in order as they
T-SS
think they should go to create a well
formed paragraph. Then each group
will write their paragraph on the
board. Introduce the idea of concise
(short) sentences as being integral to
good English written style. Ask Ss
to group the sentences based on the
ideas that go together as shown in
the following paragraph:
Young is from Texas. She is short

5 min.

and thin. She has black hair and

brown eyes. She is married and has
four small children. Her children
love her.
3.2. During Stage:
Each group unscrambles their
S-S, T-SS,
paragraph. Go round while they are SS-T
doing this, listening to Ss and
helping with any problems. If
consistent questions among several
students, interrupt the class and give
a mini lesson or review to help
students feel comfortable with the
concept.
S-S, T-SS,
SS-T
3.3 Post-Stage: One person from
Transition to #4: Now that each group is assigned to write their
we learned more about how completed paragraph on the board.
Put up the paragraphs from last
to write a short paragraph,
we will turn to our lesson of week and ask Ss to compare. What
the day where we will learn changed? Have Ss pay particular
attention to the verbs and indefinite
new words for clothes and
articles that were left out in the
talk about seasons. Today
original paragraphs and then added.
we will identify different
Why do you need a different verb
kinds of clothign.
there? Why do we need to say a
student?

Activity 4: Seasons and

Clothes

Tangible Outcome & T.

feedback/peer feedback:
Unscrambled paragraphs written on
the board. T explains how the
paragraphs were corrected.
4.1 Pre-Stage:
Have Ss open their book on p. 21.
Write the four seasons on the board.
Say what season you like the best.
Ask students which season they
like. Take a class poll. Continuing
with the seasons still listed on the
board, ask Ss what they might wear
during each season. Explain that in
this unit they will study clothing and
making clothing purchases. Read
T-SS
the title of Unit 2: Lets go
Shopping! Lesson 1: Shopping for

10
min.

5 min.

5 min.

clothes. Ex. A. Look at the picture

and answer the questions,. Then,
read about the Hernandez family.
Ask Ss to cover the paragraph.
Then, ask Ss to look at the
picture, Instruct the Ss that they
will read the paragraph once
silently, then we will all read it as a
class and then the will answer the
questions on their hand out. Who is
in the picture? How many people
are in their family? Where do you
think they are from? Where do you
think the Hernandez family lives?
What season is it?
Transition to Activity 5:
Now that we read about the
Hernandez family and how
they have to change the way
they dress according to the
season, we will now play a
fun game to help us learn
the names of different
clothes.

4.2. During Stage: Ask Ss to

uncover the paragraph and read
silently. Then read the paragraph
about Marios family with the class.

S-S, T-SS
10
min.

S-S, T-SS
5 min.

4.3 Post-Stage: Have Ss complete

their handout. Go around the room
and check on students progress.
Help individuals when needed.
Have Ss compare answer with each
other. Show answers.
Tangible Outcome & T.
feedback/peer feedback: Completed
hand out.

Activity 5: Find the Right

Clothes

5.1 Pre-Stage: Place a suitcase full

of clothes in front of Ss. Explain
that they will work in groups again
(Group A and B). Then you will
describe five different weather
conditions and have Ss choose what
they should wear. They will have to
T-SS
sort the clothes into what is more
appropriate. After they have done
so, they will need to look at their
handout to name each clothing
item. Its cloudy and windy. Its
about 75 degrees. Students should
choose items that are appropriate for

5 min.

rainy weather. Sweater, scarf, etc. S-S, T-S

SS can also try to guess what season
they think this is.
S-S

Transition to 6:
For the rest of class, we will
focus on the use of the verb
wear in the simple present
and negative simple present
to describe what they do and
do not wear based on
different seasons, and
different settings.

5.2. During Stage: SS listen to five

different weather conditions and
select clothing items accordingly.
They name the items they selected.

Activity 6: Simple Present

and Negative Simple
Present

6.1 Pre-Stage: In our last unit, we

talked about the verb Live. Today T-SS
lets look at verb for clothing that
takes the same form, Wear.

10
min.
5 min.

5.3 Post-Stage: Have SS complete

Ex. D on p. 22 (If extra time, have
them complete E as well).
Tangible Outcome & T.
feedback/peer feedback:
Completed Ex. D. T. helps with
pronunciation and any questions
about how to interpret the weather
(Fahranheit vs. Celsius)

(I will draw a chart on the board)

SS-T
Lets complete this chart together: I,
You, We, They - wear; He, she, it -Wears. Like lives that final s sounds
like /z/.
T-SS, SS-T
One thing we didnt go over last
unit was the Negative Simple
present. When a verb is negative, we
add a do not before it and instead
of changing the base verb, we
change the do. So lets look at a
chart for the negative simple
present, we say, I do not wear
Have students complete the same for T-SS
you, we and they.
What do you think we will say for
He, she or it? _____not wear?
Now when we write, we often will
write do not or does not but if
you say this when you talk it sounds

15min

REALLY STRONG. So to keep it

from sounding so strong, we
contract the do not into Dont
like I dont wear sandals in the
winter. My feet get too cold. What
do you think the contraction is for
Does not?

S-S
Ok, now, lets use the language we
have just learned to describe Mario.
Look at the two pictures. With a
S-S
partner, describe what he wears in
each picture and tell at least one
thing that he doesnt wear.
SS-SST
6.2. During Stage: In pairs students
talk about what Mario wears in both
Transition to 7: Ok, now
that we know how to use the pictures.
simple present and the
Now, switch partners and compare T-SS, SSnegative simple present.
TSS
Lets practice using it to talk what you have written with your
new partner.
about ourselves.
6.3 Post-Stage: What does Mario
wear to work? What does Mario
wear to the beach?
(Follow up question depending on
time: What do you think Mario
wears to a dinner out with friends?)
Tangible Outcome & T.
feedback/peer feedback: Their
written descriptions
Activity 7: To Wear or Not
to Wear

7.1 Pre-Stage: On your own, (no

partners), Write sentences about
what you and your classmates wear
to school.
7.2. During Stage: Students will
complete sentences about what they
wear to class.
7.3 Post-Stage: Now, compare your
answers with your partner. Do you
agree?

T-SS

S-S

5-7
min

Transition to Wrap-Up:

______, do you wear a tie to

school? ______ do you wear shorts
Good work everyone. Today to school? Who can think of some
We want you to write down other questions to ask each other?
one thing you learned, and
one thing you want to spend Tangible Outcome & T.
more time learning.
feedback/peer feedback: The
sentences in the book, and T.
Feedback to correct the way they
say things (probably recasts)
Wrap-up

Lesson Evaluation Procedures:

T-S

5
Min

1 think you learn, 1 think you want

to talk about more.
Homework:
Grammar Challenge: p. 16 & 17 Ex.
A, B, C, D, E
Materials:
Clothing
Stand Out 2
Printed parts of the test
Cut out sentences (Unscramble Paragraph)
Written Paragraphs from Thursday
Hand out with questions
Hand out with clothing items
Anticipated Problems & Suggested Solutions:
We are still getting to know our students and arent always sure of their language levels,
especially with speaking. Because we dont know this, we will have to be flexible with
our time in case some activities take longer than we anticipate. Some of the activities can
be cut or adjusted. We also have some extension activities for early finishers (see below).
Contingency Plans (what you will do if you finish early, etc.):
Our students usually take more time, but we have some who are early finishers. We have
written down follow up exercises, or follow up questions for students who finish early. If
by chance our entire class finishes early, we will work on some grammar exercises in
their grammar workbooks.
Post-Lesson Reflections:

Going over the test took more time than initially allocated. We struggled deciding
whether or not we should hand the test to the students before the activities we planned
because we did not want them to spend a lot of time looking at their scores. We still need
to work on transitions and giving instructions (scaffolding activities and breaking down
instructions).