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CEP Lesson Plan: 1.1 Pre-Stage

The lesson plan aims to help students practice explaining processes and describing products using linking words. Students will watch a video about an invention, reorder sentences describing how it works, and review simple present tense and sequencing words. They will then choose an unusual invention, write how it works using linking words, and present it to the class. The goal is to prepare students for their final project by providing examples and feedback.

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75 views4 pages

CEP Lesson Plan: 1.1 Pre-Stage

The lesson plan aims to help students practice explaining processes and describing products using linking words. Students will watch a video about an invention, reorder sentences describing how it works, and review simple present tense and sequencing words. They will then choose an unusual invention, write how it works using linking words, and present it to the class. The goal is to prepare students for their final project by providing examples and feedback.

Uploaded by

api-316613188
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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CEP Lesson Plan

Teacher/s: _Rocky Wood_________________________________________


Level: _Int. Conversation AM_____
Date/Time: _April 1, 2016 (Fri)___
Goal: Students will work on transitions/linkers when explaining how something works
(process) and students will describe a product/gadget and its purpose. Students will also
get practice for writing an explanation of a produce as a possibility for their final.
Objectives (SWBAT):
Students Will Be Able To
1. use sequencing linkers of: first, next, after that, finally (Ss will have then)
2. use the simple present to explain how something works (process)
3. use active voice to explain how something works (process)
4. practice how to prepare their speaking through writing it first
Theme: _Helpful Inventions_____________________________
Aim/Skill/Microskill
Activity 1:
Video: Wallace and
Gromit Cracking
Contraptions The
Tellyscope
https://www.youtube.
com/watch?
v=6RHQk4pqfFU
[2:28]

Activity/Procedure/Stage
1.1 Pre-Stage:
T will explain objectives for the
lesson, what Ss will be doing,
and how this relates to their
final.
1.2. During Stage:
T will give the students the
sentences explaining the process
of the Tellyscope. Each S will
read the sentences and see if
there is any unknown
vocabulary. Possibilities: spiral,
remote control, spring, wheel,
basket, air chair, clank, shoots
forward, smash
T will then explain that they will
be watching a video about an
invention and that the process of
how it works is explained in the
sentences they just read. They
are going to watch the video 2x.
1st they will watch to get a
general idea of how it works and
then they will have 2 min to

Interaction Time Anticipated Problems


T-SS

2 min
[2]

S
T-SS

* Ss may not know that


5 min majority of the vocab
[7]
- T will review all the
necessary vocab until
Ss are prepared

T-SS
S
SS-SS

* Video and activity


8 min may be too hard
[15]
- T will walk them
through it step-by-step
* Ss may start ordering
the sentences before
watching the video

arrange the sentences. Then the


2nd time they need to check their
order with their partner.
2.3 Post-Stage:
Ss will report back the order that
they put the sentence in. T will
check accuracy and to see if
there are any questions.

SS-T

- T will remind Ss to
not touch the sentences
until after watching the
video the first time
(may have Ss flip the
5 min sentences over)
[20]

Tangible Outcome & Assessment


Ss will have a written example
of a process explanation.
Activity 2:
Quick review of
simple present
(already known by
students in need to
review and practice)

2.1 Pre-Stage:
T will give directions and try to
elicit the simple present and
active voice.
2.2. During Stage:
Ss will examine the language
from the video sentences with a
partner and come up with a few
observations about the language
they find.
2.3 Post-Stage:
Ss will report back what they
found and T will make sure that
Ss are on the right track. T will
also quickly review the forms.

Activity 3:
Quick review of
sequencing
linkers/transitions
- first, next, after
that, finally

Tangible Outcome & Assessment


Ss will have the same handout
from previous activity
2.1 Pre-Stage:
T will point out that the
beginning of each sentence from
the video sentences is missing a
word and then elicit what they
think goes there. T will have Ss
just look at the 1st sentence. Then
T will give them directions to
come up with possibilities for
the other sentences. T will tell
them that its ok to have more

T-SS

SS-SS

2 min * Ss wont know the


[22] simple present or why
we would use it in this
situation.
- T will do a quick
mini-lesson explaining
8 min the form.
[30]

SS-T
T-SS

8 min
[38]

T-SS

4 min * Ss may not be able to


[42] think of any transitions
- T will write an
example on the board
and then have them
continue working.

than one option for each gap.


2.2. During Stage:
Ss will work with a partner to
complete the activity with
transitions.

SS-SS

2.3 Post-Stage:
Ss will share their answers with
the class and the T will write
them on the board (if necessary
T will separate them into
categories such as linkers and
other)

5 min
[47]

5 min * Ss may not be using


[52] linkers/transitions
- T will do a minilesson with them and
write down a few
examples

T will then review sequencing


linkers/transitions, why they are
used, and then circle the 4 that
they will be using for the task.
Tangible Outcome & Assessment
Ss will have the same handout
from previous activities.
Activity 3:
Product/Gadget
Explanations

3.1 Pre-Stage:
T will activate student schemata
on inventions and technology by
having Ss answer the following
questions in groups of three.
1) In your opinion, what are the
top 2 most important recent
inventions?
2) What are 2 strange or unique
inventions that you have seen?
T will explain the activity and
then model with the Bright
Strike Traffic Gloves. T will
show what she wrote and then
verbally describe its purpose and
how it works. The T will show a
picture of the item.
3.2. During Stage:
Ss will choose a strange or

SS-SS

T-SS

8 min * Having Ss think of


[60] top 2 inventions might
be too complicated and
take too long
- T will provide her
two choices: GPS and
high speed internet
* Ss may not be able to
think of strange
inventions
5 min - T will provide an
[65] example: electric
guitar t-shirt
* Ss may not want to
write out their
information
- T will remind them
that writing will help

unique invention, write out its


description and how it works.
The Ss must use the 4 transitions
(or more) discussed in class. T
will help Ss with any questions,
monitor their writing, and
provide corrective feedback
when needed.
3.3 Post-Stage:
Ss will share their invention and
explain how it works to the
whole class. Before speaking the
T will have Ss flip their paper
over so they wont be reading it.
Ss will have the opportunity to
ask clarification questions
(covered in a previous lesson).

SS-Class

10
min
[75]

10
min
[85]

Tangible Outcome & Assessment


Ss will have their handout of
with their scripted speaking so
they will have an example for
their final.
Wrap-up

Lesson Evaluation Procedures:


T will quickly go over feedback
by going over things they did
well and giving them 2 things
they can work on over the
weekend.

T-SS

them gather their


thoughts and decide
what they want to say
and how it is a chance
to get feedback
* Ss may have trouble
thinking of products
- T will help them
brainstorm or give
them other examples
* Ss may not be
comfortable flipping
their explanations over
and speaking without
the paper.
- T will encourage
them to try and let them
look at it 3 times (make
it game-like)

5 min
[90]

Materials: blackboard, chalk, computer for video and image, model of the Bright Strike,
handout 1: jumble of Tellyscope process
Contingency Plans (what you will do if you finish early, etc.): Informal class discussion
about other inventions people think are interesting or maybe odd. T will come to class
with a powerpoint of other gadgets or inventions that students can discuss.

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