CEP Lesson Plan Unit 1

Teachers: Natalie (Xiaoye Qian) & Anna (Danchen Zhao)

Level: Intermediated 4
Date/Time: Monday, Feb. 16th, 2015 10AM-12PM
Goal: Students will learn to read for gist and for details.
Objectives (SWBAT): Students Will Be Able To
1. Talk about left-brained and right-brained person
2. Report the result of group discussion by giving examples
3. Glance and identify the main ideas of each paragraph of a text
4. Read for particular details in a text
5. Guess the meaning of vocabulary based on its context without looking it up in
dictionary
Theme: Making Progress
Extensions: Practice reading and speaking skills. Get to know more about human brain.
Aim/Skill/Microskill
Review or Preview (if
applicable)
Review present perfect
tense

Activity 1:
Left-brained or Rightbrained?
(Aim: doing a warm-up
activity before doing the
reading )

Activity/Procedure/Stage
Students get into pairs.
Talk with the partner about what
you have done during last
weekend using present perfect
tense.
Share your partners story with the
class.

Interaction
T
SS-SS

Time
1min
5min

T-SS

5min

Pre-stage:
The whole class does 3 tests to see T-SS
if you are left-brained or
right-brained.
T
Get students into groups of 4.
T
The teacher picks one person as
the reporter in each group.

During-stage:
Transition to #2: Ok, now
In a group of 4, each person talks
you have known something
about whether you are a right
about the left and right
brained/left brained person, and
brain, and next, we are
gives an example to support your
going to do a reading to
idea.
know more about the human
brain. I would like you to
Post-stage:

SS-SS

10min
1min
1min

10min

open your book, and turn to

page 8.

Reporters of each group reports

T-SS
the result using the template given.

5min

Tangible Outcome & T. feedback/peer

feedback:
Notes taken during the activity
The reporters template

Activity 2:
Extensive Reading
(find the main idea
sentences)

Pre-stage:
Do the True or False activity on
Page 8 before reading the passage
and check answers together
Get SS into groups of 4.

T-SS

2min

1min

During-stage:
Transition to #3: Knowing
S
Each student reads his/her
about the main idea of each
paragraph individually, and finds
paragraph, now I would like
out the sentence(s) that indicate(s)
you to do an intensive
SS-SS
the main idea of the paragraph.
reading about the whole
Discuss with the group to see if all
passage, and find out all the
the group members find out the
words that you are not
same main idea sentence(s)
familiar with.
T-SS
Post-stage:

3min
5min

5min

Each group will tell the whole

class the sentence(s) they found.
Tangible Outcome & T. feedback/peer
feedback:
Practice on the text book
Teacher gives feedback about the
main idea that found by each
group.
Activity 3:
Vocabulary Time

3.1 Pre-Stage:
Tell SS to put their E-dictionary
or cellphone away.
Ask SS to work individually and
underline all the new words they
find difficult to understand.

34min

3.2. During Stage:

Get SS in pairs and give them the
handout filling with definitions of
possible difficult words. Give
them one example of how to
match the definition with the
word.
Let pairs use the handout to help
them understand new vocabulary
and ask them to mark those that
they cant agree on or cant find a
definition for.
Transition to #4:
Since we have already
cleared up new vocabulary,
now we are able to actually
read what this article is
about.

3.3 Post-Stage:
Go through definitions on the
handout by asking each pair to
give the class the correct
matching word.
Clear up other vocabulary
questions raised by students with
the whole class together.

T-SS

10min

T-SS
SS-SS

6min

Tangible Outcome & T. feedback/peer

feedback: Handouts for definitions of
new vocabulary;
Activity 4:
Group Battles
Transition to wrap-up

4.1 Pre-Stage:
Get SS into 4 groups and give
T
each group a handout; Ask them
to pick a group leader who will be
in charge of writing down the
answers.
4.2. During Stage:
Let SS find out right answers to
each question and ask them to
make sure of their answers.

T-SS
SS-SS

3.3 Post-Stage:

Ask groups to switch their answer T-SS

SS-SS
sheet and we are going to show
the correct answers together.

Check the scores they get and find

out the winner.

1min

8min

5min

Tangible Outcome & T. feedback/peer

feedback: Handouts for reading
comprehension
Wrap-up
Fun Facts of Human Brain

Lesson Evaluation Procedures:

Show SS fun facts of Human Brain and
let them share their take-away for
T-SS
todays class. If theres time left, we
SS-SS
will do one or two Real World
English sharing.

Materials:
Reporters template for Activity 1
Handouts for Activity 3 & 4
PPT slides
Anticipated Problems & Suggested Solutions:
Students will have trouble finding the main idea sentence(s) in each paragraph.
SolutionTell students the strategies to find the main idea in advance.
Some groups may finish the task faster than others.
Solution: Ask those faster groups to look at other paragraphs and try to find main
ideas.
Students may still have questions about vocabulary or other stuff about the reading
article. I will ask those who have particular questions to google it after class and
teach us next class.
Contingency Plans (what you will do if you finish early, etc.):
We will do an activity called the real world English. Students will share some dailylife English with the whole class.
Post-Lesson Reflections:
We did not provide challenging tasks to students with higher level.

67min