CEP Lesson Plan

Teacher/s: Caitlin Wang, Parkorn Wongsiri

Level: Advanced 3
Date/Time: March 5, 2015 / 10.00am - 12.00pm
Goal: 1. Students will learn the grammar patterns of future perfect and will differentiate
the differences between future progressive and perfect. Students will be able to use these
two grammar patterns in speaking as well as apply them to exercises and activities.
2. Students identify components of Block Organization.
3. Students write an essay and organize the ideas using Block Organization.
Objectives (SWBAT):
Students Will Be Able To
1. Differentiate the differences between future progressive and future perfect tenses
2. Combine what they know about both the future tenses and apply them in a new context
3. Understand the rules and usage of the future perfect tense
4. Apply the knowledge of future perfect tense to other interaction activities
5. Identify the components and differentiate between both types of essay organization.
6. List points to support the essay and organize information into Block Organization
format.
7. Develop an essay of comparison based on the points in the listening.
Theme: ____Space Exploration, Future Perfect Tense____
Extensions: ____English Page and ESL Caf, Students organize the points using the
other writing organization (Point-by-point).____
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: Attendance and Greeting
After attendance and greeting, T
reviews the future progressive tense
with the SS asking the SS what they
learned yesterday about the grammar.
T introduces the objectives and leads
the SS into future perfect tense.

(for example:
SS-T)
SS-T

10:00 to
10:05am
(5 mins)

Activity 1: Future Perfect

1.1 Pre-Stage: T will cover the future

perfect tense. After Ss has a chance to
practice with the future progressive, T
ask the Ss if anyone knows what the

SS-T

10:05 to
10:10am
(5 mins)

Transition to #2:__Now
that we have had practice
with both future perfect and
future progressive, lets
apply both of these grammar
tenses into a new context
turn to page 127 in the
textbook__

future perfect tense is giving them a

chance to explain. T either explains or
clarifies what the Ss has said of the
future perfect tense using the
powerpoint slides.

T-Ss
(mainly T
explaining the
grammar)

T will call on another S to read the

SS-T
paragraph on page 127 and highlight
the keywords, emphasizing what was
covered in the slides. Another S will
read the examples in the box and
explain the meaning and usage of those
sentences.
T instructs Ss to move on to workbook
practice 7, activity A.

1.2. During Stage: Ss work on Practice SS-SS

7 activity A individually first then, with
their partner, discuss and explain their
answers and reasoning to each other.
After they completed that portion, have
the SS work on textbook page 128
activity 6. After they finish filling the
answers in, SS will work with their
partners again to compare and discuss
their answers.

10:10 to
10:20am
(10 mins
for 2
activities)

1.3 Post-Stage: T checks the answer of SS-T

Practice 7, Activity A and activity 6 in
the textbook (page 128) with the Ss by
having Ss rotate to provide the
answers. T verifies or corrects Ss on
any wrong answers as well as
explaining any confusion SS may have.

10:20 to
10:30am
(10 mins
for
checking
both
activities
answers)

Tangible Outcome & T. feedback/peer

feedback: Ss understand the rules and
examples of future perfect tenses as
well as being able to apply these rules
in textbook and workbook exercises.
(T) verifies and checks answers with
the Ss and provide informal

reinforcements when they are correct.

T also monitors the pair discussion
when the Ss are comparing answers,
making sure all of them are on the right
track. (P) in pairs, compare and check
answers with each other correct each
other and provide reasoning during pair
work.
Activity 2: Personal Future
Accomplishments and Plan

2.1 Pre-Stage: T have students turn to

page 127 in the textbook and have the
SS focus on activity 5. T instructs SS
to use both the future perfect and future
progressive to think of a story for two
of the categories they selected. T will
ask the SS to use at least 3 future
progressive and 3 future perfect for
Transition to #3:__Now I
each topic (thus, two topics make at
will leave it up to Parkorn to least 6 future tense grammar in each
get into his activities__
paragraph). SS will first work
individually and then work with their
partners.

SS-T
(primarily T
giving
instructions)

2.2. During Stage: SS will first

SS-SS
individually pick two topics from the
box in the activity and brainstorm two
paragraphs (one paragraph for each
topic). SS will write about their topics
using the future perfect and future
progressive to describe their
accomplishments and plans for ten
years from now.
SS will then share their ideas with their
partner, talking about what their
accomplishments and plans/goals are
ten years from now in the two areas
they picked (e.g. work and education).
T will provide butcher paper or
construction paper for each pair to
write down one topic they want to
share with the class (highlighting the
future progressive and future perfect
they used in the paragraph).

10:30 to
10:31am
(1 min)

10:31 to
10:45am
(14 mins)

While SS share in their pairs, each pair

will also check their partners usage of
the future perfect and future
progressive tenses and provide
correction if necessary.
2.3 Post-Stage: T will have each pair
SS-T
present their partners topic to the rest (primarily SS
of the class. After each pair presents, T presenting)
will randomly call on a student to
report what he/she has heard from the
presentation provide the topic and at
least 2 uses of future perfect and
progressive that the pair used in their
presentation. The S who is being called
on to report cannot look at the butcher
paper or construction paper that the
pair made.
T will also ask the rest of the class if
each pairs usage of the grammar
tenses is correct (in case each pair
overlooks their partners errors)
Tangible Outcome & T. feedback/peer
feedback: Ss understand the rules and
examples of future progressive and
perfect tenses as well as being able to
apply these rules in a new context and
using them to talk about their possible
accomplishments and goals. (T) checks
other SSs comprehension after each
pair and provide informal
reinforcements after each pair presents.
T also monitors the pair discussion
when the Ss are sharing and discussing
their ideas with each other. (P) in pairs,
discuss and talk about their ideas and
paragraphs; the pairs also check each
others usage of the future perfect and
future progressive tense correcting
their partner if necessary.

10:45 to
11:00am
(15 mins)

Activity 3:
Overview of Writing
Format

3.1 Pre-Stage:
T-Ss
T reminds Ss on the information
they learned in the last class on
Block Organization format to
continue the writing part of the unit.
T. will say, So, yesterday we
learned about Block Organization
format and I give you the preview
into it including the components of
the writing. Today, we will look
closer to the Block Organization
and you will have chances to
brainstorm your ideas and develop
the essay.
T quickly review transition words of T- Ss
the essay of comparison.
Who can give me transition words
we learned earlier? You can give me
either transition words for
comparison and contrast. Who
would like to volunteer? Please
raise your hand.
Ss volunteer to give examples of
transition words. T emphasizes the
ideas and provides brief
explanation.
3.2. During Stage:
T-Ss
T teaches Ss on the details of Block
Organization essay by illustrating
each part of the essay clearly and
provides information on what
should be included in each part.
T will say, Ok, now lets learn
about Block organization format.
We talked about it a little bit
yesterday. Who could tell me what
are the components of this essay?
- Ss volunteer to give answers.
- T provides further explanation by
using presentational slides to
include details for each part of
the essay.
T also present another style of

2 mins

5 mins

10 mins

writing called Point-by-Point

Organization and inform Ss about
the differences in the organization
of information into the paragraphs
by using information on the slides.
Now, lets take a look at another
T-Ss
type of essay, Point-by-Point
Organization, I would like you to
see the differences between both but
we will only focus on the Block
Organization to develop an essay in
our class.
T gives information on the
similarity and differences along
with components of both types and
raise Ss awareness.
- Ss listen carefully and asks any
questions they have.
3.3 Post Stage:
T distributes writing lesson handout
to the Ss with the organization of
both Block and Point-by-Point style
without any information and asks Ss
to fill out the chart to show the
components for each type of
writing.
T will say, Ok, I will now
T-Ss, Ss-Ss
distribute a handout. Please take a
look at the screen and fill out
correct information on components
of each type of essay into the sheet.
You can work in groups.
- Ss work in groups to check their
understanding and complete the
task.
Ss have to also use points on the
slides and organize into compare/
contrast essay using Block
Organization.
Ok, now please see the points on
T-Ss, Ss-Ss
the screen comparing Cats VS dogs.
Please try to organize the points

3 mins

3 mins

12 mins

into paragraphs using the sheet I

gave you. Please work individually
and when you finish, you can
compare with another student.
- Ss do as instructed.

Transition to #4: Now,

lets come up with your
own ideas in the next
activity.

Tangible Outcome & T. feedback/

peer feedback:
Feedback:
Peer - during the discussion of the
development of essay ideas, details
on Block Organization style.
T - informal reinforcement

Activity 4:
Points Brainstorming

4.1 Pre-Stage:
T-Ss
T present three topics that can be
organized into compare/contrast
essay using a Block Organization on
the screen and asks Ss to work on
developing points to be included in
the writing.
I have three topics on the screen.
They aim to contrast two different
things. I would like you to get into
pairs and pick one topic to work on.
Try to come up with the points you
will use to compare/contrast the
topics. Lets begin.
The topics include;
1) Being rich VS being famous
2) Online class VS traditional class
3) Natural beauty VS cosmetic
beauty
4.2 During Stage:
Ss work with partners to develop
T-Ss, Ss-Ss
points they will use based on the
selection of the topics earlier.
T walks around the room to monitor
Ss discussing and provides help or
suggestions on the ideas.
T will say, please brainstorm your
points and write them on the sheet I
gave you earlier. Remember to
organize information into paragraph
using correct structure of Block
Organization format.
Ss work with partners and develop
their ideas.

3 mins

10 mins

4.3 Post Stage:

T guides Ss into the last part of the
activity when they have to
incorporate the ideas from listening
and write an essay of comparison
using Block Organization format.
T will say, I think everyone now
has an idea of what Block
Organization essay is. Now, Id like T-Ss
to play a short clip comparing Venus
and Earth. I would like you to note
down the points you can use to
develop essay of comparison using
the sheet I gave you.
- T distributes the sheet for Ss to
brainstorm.
- T plays a clip twice while Ss note
down the information.

Transition to Wrap-Up:
I would like to assign
you to write an essay
today.
Wrap-up

10 mins

Tangible Outcome & T. feedback/

peer feedback:
Information on Block Organization
essay, List of points from the
brainstorming session on the
selected topics, points from the clip
to develop an essay
Feedback:
Peer -during the discussion
T.- informal reinforcement
Lesson Evaluation Procedures:
T-Ss
As a homework, Id like you to
write an essay using the information
you have from the clip and submit
in class next Monday.
- T write a list of assignments on the
board and concludes the lesson.

Materials: markers, erasers, textbook, worksheets, audio clip

Caitlin
o Textbook, Workbook, Teachers guide

2 mins

o Color construction paper x9 or 10 OR Butcher paper

o Instruction slides/powerpoint (of grammar)
Anticipated Problems & Suggested Solutions:
- Students do not speak up in class.
Encourage students to speak up (asking for students who have the answers to raise hands)
- Students do not listen to the teacher.
Use louder voice or call on the students by their names.
- Activity goes beyond class time or too short.
Manage the time and decide how many activities to include/ Prepare extra activities
- Activity do not go well in class.
Reflect on activities and do not repeat mistakes.
- Caitlin
- Not having enough time to finish my grammar lesson and possibly having to push back
the schedule again
o Letting students know of the firm limit for each activity on the slides
beforehand
o Using the website online stopwatch so when it goes off, all students will
know its time to stop
o Have to be absolutely adamant about this
- Students having too many questions and not being able to move on to the next
activity (which then results in first problem)
o Firmly but politely cut them off and tell them we can discuss about this
topic next time start off with interesting point, but because we are
running a little bit short on time and there are still a lot of activities to
come, lets move on and we can return to your questions or topic at a later
time
- Cannot explain the grammar well enough for the Ss to understand
o trying to explain slower and provide students opportunities to form some
examples to check whether they understood it or not modeling some
examples as well

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

Students can organize the information from the listening into Block Organization in class.
- Caitlin
- T finishes up with the error correction activity with the students (no. 5 to 10)
o If no contingency plan is necessary, T will upload the corrections on the
website and have Ss check at home and come to class with any questions

Post-Lesson Reflections: