CLP Lesson Plan

Teacher: Yunong (Cameron) Li

Level: Intermediate Conversation Date/Time: Tuesday 11:30 AM-1:00 PM

Objectives:
Students Will Be Able To…
1. Share their opinions on the topic of the class
2. Understand and use the related vocabulary
3. Use the correct intonation in different types of questions

Theme: Choices

Extensions: Maximizer or satisfier

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of lesson T-S, T-SS
applicable) S-S, S-SS
SS-SS

Activity 1: Warm-up 2.1 Pre-Stage: Ask students to look at the S-S, T-S 8 Min
session-Choices photo on page 122 and read the caption.
Then use 2 minutes to discuss with their
partners “what does ‘less is more’ mean?”
and “would you live in a house like this?”
Then elicit answers in the class.
10
2.2. During Stage: Ask students to imagine S-S, T-S Min
that they are running a restaurant and now
they are deciding on the menu. Use 5
minutes to talk with their partners about their
ideas on “Do they want to provide a menu
with various options like the picture on page
124, or do they want to cut the menu simple
with only several options for each types of
food?” Then elicit answers in the class.
5 Min
2.3 Post-Stage: Play audio 2.17 and T-S, S-S
introduce the concept of “paradox”. Then ask
students to discuss in pairs about the title of
the book “the paradox of choice”. Students
have 2 minutes to discuss. Elicit answers in
the class.
 Tangible Outcome & Assessment
Students will be able to be familiar with the
topic and have related topical knowledge be
simulated.

Activity 2: Listening- 2.1 Pre-Stage: Introducing the vocabulary. S-S, T-S 15

Paradox of choice First give students 3 minutes to discuss the Min
meaning of the vocabulary on page 125.
Then ask students to play two rounds of tic-
tac-toe game on two pre-made game sheets
with their partners.
HANDOUT 1-game sheets
Each pair will have two game sheets. On
each sheet there is a tic-tac-toe grid. In the
grind, each blank contains a word from the
vocabulary on page 125. When playing on
this game sheet, if students want to place a
mark on the blank, they need to explain the
word on the blank with English. Only when
they successfully do so, they can have the
blank. If there is a draw, restart the round
with another game sheet with the same
format (A or B). Play until both sheets have a
winner.
Then have 3 minutes for students to discuss
the questions on page 126. Elicit answers in
the class after.

2.2. During Stage: Play the video 1.30. Then T-S, S-S 15
ask students to ask one question whose Min
answer can be found in the video and write
the questions on pieces of paper. Collect the
paper and randomly assign them. Then give
2 minutes for students to discuss the answers
to the questions they have with their
partners.
SMALL PIECES OF BLANK PAPER

S-S, T-S 5 Min

2.3 Post-Stage: Ask students to share the
definition of “maximizer” and “satisfier”
with their partners in 3 minutes. Then elicit
answers in the class

Tangible Outcome & Assessment

 Students will be able to share their opinions
on the topic of the class understand and use
the related vocabulary.

Activity 3: Two 3.1 Pre-Stage: Ask students to discuss the S-S, T-S 8 Min
personalities questions in exercise I on page 129 in 5
minutes. Then elicit answers in the class.

10
3.2. During Stage: Write down three S-S, T-S Min
questions on the board and ask voluntary
students to read them in class.
Are you happier with more choices on the
menu?
Do you want to go to the Italian restaurant?
Would you like some pizza or lasagna?
Ask students to draw on a piece of paper
how their voices change when reading the
sentences. Then elicit the rule of intonation
in Yes/No questions and choice questions.
After that, ask students to read the sentences
in exercise M to their partners.

15
3.3 Post-Stage: Ask students to go to S-SS, T-S Min
exercise O on page 132 and cover the rubric.
Then finish the test in 3 minutes and see if
they belong to maximizers or satisfiers. Then
ask students to walk around in the classroom
to find 2 maximizers and 2 satisfiers using
the question “Are you a satisfier or a
maximizer?” When they find the target
people, get their signatures. The activity time
is 5 minutes.

Tangible Outcome & Assessment

Students will be able to share their opinions
on the topic of the class and use the correct
intonation in different types of questions.

Wrap-up Lesson Evaluation Procedures: 5 Min

Reviewing the content of the class.
This section is mandatory

1. Materials: Textbook, game sheet handout, small pieces of blank paper

2. Anticipated Problems & Suggested Solutions: In 2.2 when students need to ask
questions, it may be a challenging task for certain students. Solution: ask students to refer
to the questions in exercise F on page 127 if necessary, but do not ask about the same
thing.

3. Contingency Plans (what you will do if you finish early? need to cut LP? etc.): If there
is extra time, discuss the infographic on page 129.

4. Post-Lesson Reflections: The topic selection was a good pick for the “additional
content.” (I have finished all the contents in unit 2 but have one more session before
the presentation day and the test, and I picked this part of the textbook as extra
curriculum) However, once again I over-planned the class and was only able to finish
the intro to the last activity. That was something that could have been avoided and I
now understand that two big activities will absolutely be more than enough for a 90-
minute class.
 CLP Lesson Plan

Teacher: Yunong (Cameron) Li

Level: Intermediate Conversation Date/Time: Friday11:30 AM-1:00 PM

Objectives:
Students Will Be Able To…
1. Share their opinions on the topic of the class
2. Talk about causes and effects
3. Use reduced vowels in the speech
4. Making emotional connections in a presentation

Theme: Climate change/Choices

Extensions: Individual presentations

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of lesson T-S, T-SS
applicable) S-S, S-SS
SS-SS

Activity 1: Reviewing 2.1 Pre-Stage: Check students’ homework T-S 3 Min

about personality tests.
15
2.2. During Stage: Review the concept of S-S, T-S Min
intonation in the class. Distinguish from
pronunciation, pitch, stress, and speed. Then
ask students to think about two questions
that applies with the two intonations. (a
YES/NO question and a choice question)
15
2.3 Post-Stage: Ask students to ask their T-S, S-S Min
partners’ personalities using the question: are
you a maximizer or a satisficer? Then ask
students to think about jobs that are right for
the occupation.

Tangible Outcome & Assessment

Students will be able to share their opinions
on the topic of the class.

Activity 2: UNIT 2- 2.1 Pre-Stage: Ask students to discuss with S-S, T-S 20
Wrap it up their partners about what we learned in unit 2 Min
 in 5 minutes (cause and effect, and reduced
vowels). Then elicit the concepts in the class.
Then introduce the concept of making
emotional connections to the students.
Handout the emotion vocabulary handout
and ask students to pick 3 words from the
handout to discuss “I feel … when …”

2.2. During Stage: Ask students to share with T-S, S-S 15

their partners what are some of the Min
environmental issues or social issues that
they are concerned with. Then elicit answers
in the class.

2.3 Post-Stage: Ask students to discuss the S-S, T-S 20

following questions in a sequence: what are Min
the causes of the issues; what are the effects
of the issues; and what are their feelings to
their issue.

Tangible Outcome & Assessment

Students will be able to share their opinions
on the topic of the class understand and use
the related vocabulary.

Wrap-up Lesson Evaluation Procedures: 5 Min

Reviewing the content of the class.
Homework: ask students to prepare for their
presentations at home. Remind students to
make the speech colloquial.

This section is mandatory

1. Materials: Textbook, sheet handouts

2. Anticipated Problems & Suggested Solutions: Students may have difficult times to
pick a topic or will pick a difficult one to talk about. Solution: monitor the discussion,
give supports, suggest students to switch topic if they choose something complicated.

3. Contingency Plans (what you will do if you finish early? need to cut LP? etc.): The
effect question can be skipped as it may be covered in the intro to the topics part.
4. Post-Lesson Reflections: Students enjoyed the discussion on personalities and the
small workshop to construct a presentation very much. This suggests students’ interests to
the meaningful tasks that they have opinions on and can apply the language points to, and
this will definitely be my focus of the upcoming classes.