CEP Lesson Plan Template

Teachers: Jasmine Kim and Aaron Braten

Level: Advanced 3
Date/Time: April 6, 2015
Goal: Students will become more comfortable talking about translation and
mistranslations. Moreover, students will be familiar with reported speech.
Objectives (SWBAT):
Students Will Be Able To
1. talk about translation and mistranslations
2. use reported speech (reporting information)
3. ask for and give interpretations
Theme: A WAY WITH WORDS
Extensions: Students can be more aware of reported statements while having a
conversation outside of the class.
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)

Greetings!

Interaction

Time
7

1. Put the phrase English only! on the T-SS/ SS-T

board. Ask students what they think of
it. Ask them if there are classroom
situations where they think translation
is acceptable, and if so, what they are.

4 min

2. Point out the unit title, A Way with

Words, and ask if anyone can explain
it to the class. Elicit something like It
means that someone is skillful with
language.

3 min

T-SS/ SS-T

7:007:07
31

Activity 1: Warm Up

Transition to #2: Do you

have any questions? Alright
then lets move to page149.

1.1 Pre-Stage: Introduction & Q1

1. Have SS read the introduction
independently. Ask if they understand
or have any questions.
2. Have SS read the question 1 to
answer the questions.
3. Then have them compare answers
with a partner and discuss.
*Ts monitor and write any strengths or
errors down while SS are discussing.

S-S
T-SS

1 min

S-S

1 min

SS-SS

4 min

Before we read the

conversation on page 148,
we will go over some
vocabulary words. Lets look
at the exercise 5.

4. Have selected SS share their

answers with the class.

SS

1.2. During Stage: Question 2

1. Have SS read the questions and
S-S
work independently to answer the
questions.
2. Then have them compare answers
SS-SS
with a partner and discuss.
*Ts monitor and write any strengths or
errors down while SS are discussing.
3. Have selected SS share their
SS
answers with the class.
1.3 Post-Stage: Question 3
1. Have SS read the questions
independently.
2. Play the recording twice, and have
SS answer the questions.
(If necessary, play it one more time.)
3. Then have them compare answers
with a partner and discuss.
4. Have selected SS share their
answers with the class. Review the
answers.
(The audioscript is on pT144.)

5 min

1 min
4 min

5 min

S-S

1 min

T-SS/ S-S

4 min

SS-SS

2 min

SS-T/ T-SS

3 min

Tangible Outcome & T. feedback/peer

feedback: Students will practice
talking about translation and
mistranslations both in written and
spoken form. Also, students can check
their listening comprehension from
their notes and help from peers when
we discuss.
Teacher monitors students for errors
and strong points to be compiled and
shared on Wednesday.

7:077:38

8
Activity 2: Vocabulary
Check

2.1 Pre-Stage:
1. T. asks if SS are familiar with these S-S
words. Have SS read the instructions
and do the exercise independently.
*mention: SS can skip to the next one if
they dont understand or cannot guess
the meaning of the word.

3 min

Transition to #3:Alright then 2.2. During Stage:

lets move on and read the
Have SS compare answers with a
conversation between Lisa, partner and discuss.
Jose, and Fred on page 148.
2.3 Post-Stage:
Review answers with the class.
Go over any problematic words.
(Make sure SS understand the
vocabulary words clearly.)

SS-SS

2 min

SS-T/ T-SS

3 min

7:387:46

Tangible Outcome & T. feedback/peer

feedback: Students practice matching
the vocabulary words and should feel
more comfortable understanding its
meaning. They will find correct
meanings in written form and discuss
with peers and teachers; teacher
monitors students for errors or
problematic words to fix/correct them.
Activity 3:Figure It Out
(pg148)

3.1 Pre-Stage: Exercise 4

1. Put the expression It loses
something in the translation on the
board, and ask SS what they think it
means. Elicit the fact that translations
are never completely faithful to the
original.

Transition to #4 or Wrap-up: 3.2. During Stage:

Alright then lets move on to 1. Have SS read the dialogue
Talk About It on page 149.
independently. Ask if they understand
or have any questions about
vocabulary.
2. Once they finish reading the
dialogue, give out the Culture Notes.
Explain- this is just an extra, a culture
note. Then, have them read the notes
and Ts can briefly explain what they
are saying.
3. Have SS work with a partner to
answer the following questions- pass
out the handouts.
*. The teachers monitor the students
and writes down their strengths and
errors.

T-SS/ SS-T

26
2 min

S-S

7 min

T-SS/ SS-T

5 min

SS-SS

7 min

3.3 Post-Stage:
Review answers with the class; have
selected SS share the answers.

Activity 4: Talk About It

SS-T/ T-SS

Tangible Outcome & T. feedback/peer

feedback: Students will make notes on
the cultural-note handouts. Also, SS
will write answers down on the
handouts while discussing with a
partner. The teachers monitor the
students and writes down their
strengths and errors to be compiled and
gone over the next class.
* Note: This activity is designed to
develop fluency. It is best not to
interrupt students to correct errors.
Make notes of student errors for review
with the class after activity has
finished.

4.1 Pre-Stage:
Transition to Activity 5: Do 1. Have SS read the instructions and
you have any questions?
the model conversation independently.
Alright then its time to
2. Have a pair of students read the
watch a short video. But
conversation for the class.
before you watch it, we have (Explain how the functions relates to
few questions for you.
the model conversation, and ask if they
are familiar with these
important/famous people shown under
Quotations)
4.2. During Stage:
1. Then have SS work in pairs to
improvise conversations, using the
cues and the language in the model.
4.3 Post-Stage:
1. Have selected pairs present their
conversations to the class.
Tangible Outcome & T. feedback/peer
feedback: The teachers monitor the
students and writes down their
strengths and errors to be compiled and
gone over the next class.

5 min

7:468:12

19

S-S

1 min

SS-SS

3 min

T-SS

SS-SS

10
min

SS

5 min
8:128:31

19
Activity 5: Listening and
preview for next classs
grammar

5.1 Pre-Stage:
Ask students if they use TV shows to
T-SS
help improve their English.
Do you ever watch some TV shows to
help improve your English?
[Give students a chance to answer]
SS-T
Well, some shows have some really
good opportunities to learn some
everyday English. Right now we are
going watch a clip from the Big Bang
Theory.
5.2. During Stage:
T-SS
Before you watch you might need to
know that Sheldon has a very hard time
with everyday things like reporting a
lie.
Go to the following link and have them
watch the video (watch it a second time
if they need it).
https://www.youtube.com/watch?
v=le5eXSm10UI
Have students answer the following
questions:

SS-SS

3 min

1 min

2 min

10
min

What was Sheldon supposed to do? Do

you think he will be able to do it?
How often do you use reported speech?
Have you ever been asked to report a
lie?
Did you have a problem with reporting
the lie?
Transition to Wrap-Up:
Okay class, so that was just
one way we can use reported
speech. We will practice
more next class, but before
we go we have some special
news.

Students answer questions in groups.

5.3 Post-Stage:
Have the students share the answers
with the rest of the class.

3 min

Tangible Outcome & T. feedback/peer

8:31-

feedback: Students will have more

knowledge on the applications of
reported speech. Ts monitor the
students speech writing down errors to
go over during the next class.

8:50

10
Wrap-up
-Inform the students that the next class T-SS, SS
will be a little special and ask them to (individually
download Twitter. Have them sign a
fill out form)
consent form so we can record the next
class. Do you have any questions
about our next class?

5 min

[Give the students a chance to answer]

- Discuss the homework for the next
class (Practice 1-3).

T-SS

2 min

- Have student complete an exit ticket.

SS
(individually)

3 min
8:509:00

Materials: Audio file, laptop, exit tickets, pen, markers, textbook, workbook, Culture
Notes, and handout for exercise 4 on page 148.
Anticipated Problems & Suggested Solutions: Students might find the listening activity a
little difficult. We may need to play it more and explain vocabulary in the dialogue.
Contingency Plans (what you will do if you finish early, etc.): We can move on and
begin another grammar activity if we finish early. If we are running behind, we can begin
grammar section next class.