CEP Lesson Plan

Teachers:
Level: B3

Melissa Smith and Aldo Resndiz

Date/Time: Monday, October 27, 2014 10:00 - 12:00 PM

Goal: Complete Unit 3 and Review Talking about Food and Nutrition
Objectives (SWBAT):
Students Will Be Able To
1. Use the verbs of recipes in the imperative form.
2. Use the verbs of recipes while making cookies.
3. Use the language skills they have learned in Unit 3 to review for their unit test.
4. Study new vocabulary by making flash cards and writing sentences.
5. Make and respond to requests (take and place an order) at a restaurant by completing a
listening activity and doing a role play.
6. Follow imperatives and negatives by playing Simon Says.
Theme: Unit 3: Food and Nutrition (Lesson 1- Lesson 5: Following instructions)
Extensions:

Vocabulary flashcards; Extension Challenge (Some/Any)

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for
example:
SS-T)

Activity 1: Greeting

1.1 Pre-Stage:Welcome back everyone! T-SS

Before we get into our lessons lets start
practicing our English by greeting each
other!
Choose from some of these questions:
How are you? How do you feel this
morning?
How was your weekend?
Did you see or talk to your family?
Who?
Did you go shopping?
Do you like the weather?
Did you cook anything this weekend?
What did you cook? What was in it?
1.2. During Stage: Students will talk in
partners for 2-3 minutes, then they will

SS-SS

5-7
min

switch partners and talk for another 2-3

minutes.

Transition to #2: Now that

were working on our
1.3 Post-Stage: Report back, Who can
English, lets look at your tell me something someone else said
homework.
during our greeting?

S-SST

Tangible Outcome & T. feedback/peer

feedback: The report back
Activity 2: Homework
Review

2.1 Pre-Stage: Compare the answers

you have in your homework with your
partner. Circle questions for which you
have different answers. Each pair will
need to come up with one question to
talk about.

T-SS

10
min

S-S
Transition to #3: As you
can see Ive brought the
ingredients for making
cookies.

Activity 3: Making
Cookies Jigsaw

2.2. During Stage: Students look at their

homework. Circle answers that are
different.

S-SST
min

2.3 Post-Stage: Which items do you

have questions about?
Tangible Outcome & T. feedback/peer
feedback: Homework
3.1 Pre-Stage: Here is a worksheet.
Some of you have Student A and some
have Student B.

T-SS

Ask your partner How much of each

item you will need. Then write down
what they say, Take turns. Student B will
start.
S-S
3.2. During Stage: Students compare
their answers.

S-SST

Use Doc Cam to check ingredients.

Transition to #4: While

we wait for the cookies to
cool, we are going to do
some activities to help us

NOW, In groups of 4 or 5, Give the

directions you have. If you have a blank, SS-SS
that means you are the cook. Follow
directions. Aldo and I are here if you
need help.
Help each other to make sure the

3045
min

review what we have

learned in Unit 3: Food
and Nutrition. Our first
activity is to create
flashcards to help you
study all the new
vocabulary we have
learned.
Activity 5: My Dictionary
(Vocabulary Flashcards)

cookies turn out correctly!

T-SS

3.3 Post-Stage: Address any common

errors.
Tangible Outcome & T. feedback/peer
feedback: The cookies
5.1 Pre-Stage:
Ss are going to make flash cards to
improve their vocabulary and study for
the unit test. Ask Ss to:
1. Choose ten (or more) related
new words from this unit.
2. Write the words on a Word
Cluster
(Show example)
T-SS
3.
Write the word on the
flashcard.
4.
Find and write a sentence from
the book with the word and write the
page number/
5.
On the back of the index card
or paper, draw a picture.
(Hand out weekly ads to use as drawing
examples)
6.
Study the words.
7.
Practice pronunciation.
8.
Use the word in a different
S, T-S, S-T
sentence.
9.
Get into pairs and take turns
using your flash cards.
10.
Write one new sentence on the
board.
5.2. During Stage: Ss work individually
making the word cluster and vocabulary
flashcards following the above
instructions. T goes around while Ss are
doing this, listening to Ss and helping
S-S, T-SS,
with any vocabulary-related or other
SS-T
questions. If Ss finish early, they can
study the words, practicing
pronunciation and using the word in a
different sentence.

25
min.

5
min.

10
min.

10
min.

Transition to 6: We just
made flashcards to help
us study our new
vocabulary for our next
unit test this Wednesday.
Our next activity will help
us practice how to make
and respond to requests
(take and place an order)
at a restaurant by
completing a
pronunciation exercise
and doing a role play.

Activity 6: Dialogue:
Eating Out Role Play
Practice with /iy/

5.3 Post-Stage: Ss get into pairs and

take turns using their flashcards to
study. One S shows the picture the other
S has to guess. Ss can also ask each
other to come up with a sentences using
the word. Ss write one new sentence on
the board each.
Tangible Outcome & T. feedback/peer
feedback:
Completed flashcards. During the
activity, T provides feedback and
answers questions. If consistent
questions among several students, T
interrupts the class and gives a mini
lesson or review to help students feel
comfortable with the concept in the
Post-Stage.
6.1 Pre-Stage: This dialogue is
constructed to practice this vowel sound
/iy/. Instruct Ss to:
1. Open your mouth just a little
for the sound /iy/.
T-SS
2. Spread your lips into a smile.
3. Push your tongue forward in
your mouth.
4. /iy/ is a long sound.
5. Move your tongue up a little as
you say it.
6. Listen and repeat: /iy/
(Play pronunciation video.)

15
min.

3
min.

Hand out Activity 6 Handout

Follow the instruction on the handout.
Three friends are at a Pizza Restaurant.
1. Take a look at the menu
S, T-S, S-T
2. Ex. 1: Cover the dialogue and
8
listen. Circle the correct words
min.
in parentheses.
3. Ex. 2. Listen again and read
the dialogue.
4. Check your answers to step 1.
5. Compare your answers with
your partner.
6. Do a role play with the
dialogue in Ex. 2.

Transition to 7: We just
did a pronunciation
activity and did a role
play to review how to take
and place orders at a
restaurant. We will do one
last fun activity to help us
review for Unit 3. We are
going to play Simon Says
to help us practice
Imperatives (orders).

Activity 7: Simon Says

6.2. During Stage:

Ss will listen to the recording to get all
the information for Activity 6. Ask Ss
check their answers with their partners.
T goes around while Ss are comparing
answers and answers questions.Ss
practice the dialogue for a role play.

S-S, T-SS,
SS-T
4
min.

6.3 Post-Stage:
Check correct answers on the PPT
presentation. Ask Ss if they have any
questions.
Tangible Outcome & T. feedback/peer
feedback:
Completed Ex. 1 and 2 with correct
answers. T provides feedback answering
questions. If consistent questions among
several students, interrupt the class and
give a mini lesson or review to help
students feel comfortable with the
concept.
7.1 Pre-Stage: For practice in using
both affirmative and negative
imperatives, the class will pay an
adaptation of the childrens game
Simon Says, in which Ss have to do
whatever is commanded unless the
negative is present (note that the pace
must be quick in order to make this a bit T-SS
of a challenge). Model for the Ss:
T: Simon says, Stand up. (Ss stand
up)
T: Simon says, Turn around. (Ss turn
around.)
T: Simon says, Dont sit down.
Anyone who sits down after this third
command is eliminated from the game,
which continues until the class has one
or two winners remaining. Ask Ss to:
1. Listen to the what Simon S
2. Follow the order
(After Ss become more proficient in
forming negatives, Ss can lead Symon
Says.)
T-S, S-T
3.
Lead Simon Says
(Ss take turns leading the game.)

15
min.

3
min.

10

min.
Transition to Wrap-Up:
We just played Simon
Says to help us form
imperatives and negative
imperatives. We used
what we have learned in
this unit to review for our
unit test on Wednesday.
We will now end our
lesson by filling out the
learner log on p. 59 in
your Stand Out book.

Wrap-up

7.2. During Stage:

Ss play a round of Simon Says as a
whole class. Then Ss volunteer to take
turns leading the game.

S-S, T-SS,
SS-T

2
min.

7.3 Post-Stage: The Ss who follows the

most orders get a treat as a prize.
Tangible Outcome & T. feedback/peer
feedback:
T walks around during the activity and
helps Ss with questions. T provides
feedback answering questions. If
consistent questions among several
students, interrupt the class and give a
mini lesson or review to help students
feel comfortable with the concept.
Lesson Evaluation Procedures:
Complete Learner Log on p. 59
Homework:
Stand Out
p. 56 Ex. A, B
p. 57 Ex. D, E
p. 58 F, G, H
Additional Review Homework (Extra)
Grammar Challenge
p. 32 Ex. A, B
p. 34 Ex. C
p. 36 Ex. D
p. 39 Ex.
D
p. 41 Ex.
D, E

Materials:
Chalk
PowerPoint
Stand Out 2
Stand Out 2 CD
Grammar Challenge
Word Cluster Handout
Index Cards (Pieces of paper)
Colored pencils/Markers
Market Weekly Ads
Activity 6: Dialogue: Eating Out (Teaching Pronunciation, p. 144)

5
min.

Anticipated Problems & Suggested Solutions:

We will have to be flexible with our time. Lately some activities take less time than we
think they will while others take longer than we anticipate. Some of the activities can be
cut short or adjusted. We might run out of time in which case the last review activities
can be skipped.
Contingency Plans (what you will do if you finish early, etc.):
Students know their homework, and can start working on their homework handouts.
Early finishers can do the same.
Post-Lesson Reflections: