CLP Lesson Plan

Teacher: Joey Cheng-Hsun Hsu

Level: Advanced 2
Date/Time: 9:00 AM - 11:00 AM, Wednesday, March 30, 2016

Demographic Context: This is an advanced ESL integrated skills course. This is Week
7 of a ten-week course. There are seven students in the course, all of whom are female
one native speaker of Chinese, one native speaker of Italian, one native speaker of
Russian, one native speaker of Polish and three native speakers of Japanese. All students
are highly motivated in learning English and like to spark discussions in class.
Previous Lessons: We finished Unit 7 this Monday. As scheduled, Test 3, the
achievement test, will take place in the first period of todays class (9 10 AM). As with
the second period (10 11 AM), we will move on to Unit 8, which is a new unit to
students.
Goal: This class will guide students to use adjectives to describe personality. This class
will also enable students to listen purposefully for comprehension, gist and details. This
class will also help students hone the skill of using a context to figure out any unfamiliar
words.
Objectives (SWBAT):
Students Will Be Able To
1. describe their own personality using adjectives.
2. listen purposefully for comprehension, gist and details.
3. use a context to figure out meanings of unfamiliar words.
Theme: Unit 8 Youre Not My Type

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Take the attendance and collect the

homework

1 min

Frame class (write on the board)

Agenda
9:00 9:55 Test 3
9:55 10:00 Break
10:00 11:00 Unit 8

Describe your personality

Listen to a conversation

Guess words from a context

1 min

Activity 1:
Test 2

1.1 Pre-Stage:

Time

3
mins

The teacher plays the soft music to help T

alleviate students stress of the test.
The teacher gives an instruction of Test T
3 and hands out the test sheets.
1.2. During Stage:
Test 3 begins.
The teacher reminds students of 10
minutes remaining.
1.3 Post-Stage:
The teacher collects the answer sheets.
Tangible Outcome & T. feedback/peer
feedback:
Reading: teacher feedback will be
given
Listening: teacher feedback will be
given
Speaking: teacher/peer feedback will
be given
Writing: teacher/peer feedback will be
given

SS
T

50
mins

Activity 2:
Describe your personality
(textbook, pp. 95)

2.1 Pre-Stage:
[Prediction] The teacher writes the title T-SS
of Unit 8 on the board - Youre Not
My Type and asks students to predict
what the unit will be about. The teacher
explains not my type usually refers
to an unsuitable potential romantic
partner and reminds students that the
opposite of this expression is Mr./Ms.
Right.
2.2. During Stage:
[Group activity] Write three
adjectives that best describe your
personality on the Post-it. Write your
name on the reserve side. Stick it on
the wall when you finish. Later, we
will guess together who you are.

SS-SS
T-SS
SS

Transition: Lets hear more 2.3 Post-Stage:

about how ones personality [Group activity] Now, lets guess who T-SS
is perceived by peoples first you are!
SS-SS
impressions.
Activity 3:
Listen to a conversation
(textbook, pp. 95)

3.1 Pre-Stage:
[First time listening instruction] You
are going to listen to the conversation
about first impressions twice. First
time, listen for the main idea. Take
notes while listening. Please read the
questions now.
3.2. During Stage:
[After first time listening] What do
you think the main idea is? The
teacher writes students responses on
the board and gives feedback.

3
mins

3
mins

5
mins

T
SS

3
mins

T-SS

5
mins

[Second time listening instruction]

T
You are going to listen to the
SS
conversation again. This time, focus on
details. Take notes while listening.
Please read the questions again. The
teacher prompts students with a table
on the board that shows comparison for
note-taking.

3
mins

[After second time listening] Please

SS-SS
compare your notes with your partner.
3.3 Post-Stage:
[Comprehension check]
Transition: Here is a
Now, each pair takes turns filling out
personality questionnaire
the table on the board. After that, the
that will help you understand class listens to the conversation again.
if you are a feeler or a
The teacher breaks down the
thinker. Before filling it out, conversation by chunk when necessary
lets take a look at the new
for explanation. Then, the teacher
words.
checks students answers on the board.
4.1 Pre-Stage:
Activity 4:
Guess words from a context [Instruction] These are new words for
(textbook, pp. 96)
us to learn. Lets read them aloud
together. Now, work in pairs and take 5
minutes to read through the
questionnaire and use the context to
guess these words. Words: sociable,
strong-willed and stubborn, intuition,
spatial, articulate, thrive

T-SS
SS-SS

5
mins

T
SS-SS

5
mins

4.2. During Stage:

[Word guessing instruction]
T-SS
The teacher goes through the words
together with students, explains the
words from the PowerPoint and selects
students to give answers.
4.3 Post-Stage:
[Concept check] Now, lets recall
what you just learned. The teacher
calls on students to say out what they
learn from each word as take-aways.
Wrap-up
Review todays class

Lesson Evaluation Procedures:

The class reviews the class content
together (as specified in objectives).
The teacher explains the homework to
students.

Finish the personality

questionnaire textbook, pp. 96

Finish the workbook: Unit 8,

Practice# 2

5
mins

14
mins

T-SS

5
mins

T-SS

3
mins

1 min

Preview grammar textbook, pp.

98 - 101

Materials:
1. Textbook
2. Post-it
3. Whiteboard and markers
4. Computer and PowerPoint
Anticipated Problems & Suggested Solutions:
Students may not be able to guess the meanings of the words.
Solution: [scaffolding] Provide students with the clues to find the answers.
Contingency Plans (what you will do if you finish early, etc.):
Finish the personality questionnaire (textbook, pp. 96)
Continue Talk About It (textbook, pp. 97)