CEP Lesson Plan Unit 2

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

Level: Intermediated 4
Date/Time: Monday, Mar. 12th , 2015 10AM-12PM
Goal:
To talk about different roles each one plays everyday
To listen for tones and use different tones to show different moods
Objectives (SWBAT): Students Will Be Able To
1. Talk about different roles they play in daily life
2. Identify what roles do people play in a conversation
3. Listen for tones when giving advice
4. Use different tones to show their different moods
Theme: Because I told you to!
Extensions: A summary of new vocabulary they have learned in unit 1 & 2. Send their
collection of new words back after spring break.
Aim/Skill/Microskill
Review or Preview (if
applicable)

Activity 1:
What did you do yesterday?

Activity/Procedure/Stage
Review of Unit test 2 Ss took
yesterday:
Group Work
Work in groups of 4 and help each
other with questions they have on
their test sheets.
Discuss together with the whole
class. And call on Ss to share
their answers (good ones).

Interaction
T

Time
2min

Ss-Ss

8min

T-Ss

5 min

Pre-Stage:
Show Ss model of how to describe
T-Ss
what they did yesterday by giving them
possible questions to answer.
During-Stage:
Pair Work

Ask Ss to talk with their partners

about what they did yesterday.

Come up with at least 5 things.

Take notes of what they hear.

From what we have discussed and

Ss-Ss

2min

5min

heard before, it is not hard to notice

that one person may play different
roles in different places doing different
things
T-Ss

3min

Show Ss the picture of a man wearing

many hats and elicit the idiom wear
many hats from Ss.

Transition to #2:
Ok, since we have some
roles here, lets see what
others different roles out
there in the society

Pair Work 2

Have Ss work in pairs again and

Ss-Ss
talk about what hats they wear
every day basing on the 5 things
they discussed before.

Ask Ss to come to board and write Ss

down the names of different hats.
Post-stage:
Pick several roles written on board
and ask Ss to share when and where
they play those roles.

3min
3min

T-Ss

4min

T-Ss

3min

Ss-Ss

10min

Tangible Outcome & T. feedback/peer

feedback:
Notes of 5 things they did yesterday;
Different names of hats on board
Activity 2:

Listen &
Identify different Roles
(Role Play)
Transition to #3:
As we heard in the
conversations, we may have
a feeling that this one
woman has different tones
and attitude playing
different roles. So lets invite
Natalie to explore a little
more of wearing many
hats

Pre-Stage:
Show Ss three pairs of roles:
Tenant & Landlord
Employer & Employee
Client & Travel Agent (service
provider)
Use pictures to help Ss understand
meanings of those roles.
During-Stage:
(Group Work)
(Depending on time)

Assign each pair of roles to each

group;

Ask them to come up with a very

short conversation between
assigned roles;

Two group members will act in

class.
Listening Activity
Listen to 4 conversations and
finish the task on textbook.
Play twice
Check answers together with the
whole class.
Post-stage:
Clear up other questions Ss have

Activity 3:

T-Ss

10min

T-Ss

2min

Tangible Outcome & T. feedback/peer

feedback:
Listening task in textbook;
Role play conversations
Pre-Stage:
Ask students to brainstorm some words T-SS
about emotions and feelings (and come SS-SS
to write on the blackboard).

During-Stage:
SS-SS
Students work in pairs to read the
dialogue on the handout (with different
Transition to #4:
emotions).
You have already know a
SS-SS
little bit about talking with
Post-stage:
T-SS
emotions, and now, I want
Ask some students to read the dialogue
you to still work in pairs to for the whole class, and ask the class
make your own dialogues, in to guess what emotions they read the
which you are going to
dialogue with.
express your emotion
through your speaking.
Tangible Outcome & T. feedback/peer
feedback:
Handouts for the activity
Activity 4:

Pre-Stage:
Show students example dialogues

5min

8min

5min

2min

SS-SS

10min

SS-SS

5min

Make your own dialogue

During-Stage:
Students make their own dialogues, in
which they would talk with strong
emotions.
Transition to #5: We have a
little bit feeling about how
people speak with different

Post-stage:
Ask some pairs to present their

emotions, and now, I want

you to think about how we
can identify different
emotions in other peoples
speech.
Activity 5:

Listening Practice

Wrap-up

dialogues to the whole class.

Tangible Outcome & T. feedback/peer
feedback:
Dialogues written down during the
activity
Pre-Stage:
Ask students to (work in pairs to) talk
about how to identify different
emotions in speech.
During-Stage:
Listen to the conversations and do the
practice on the textbook.
Post-stage:
Talk about the answer with partner.
Talk about the answer with the whole
class
Tangible Outcome & T. feedback/peer
feedback:
The listening practice on textbook.
Lesson Evaluation Procedures:
Students will write exit notes about
what they have learned in todays
class.

T-SS

T-SS

5min

T-SS

5min

SS-SS
T-SS

2min
3min

SS

3min

Homework for Spring Break.

Materials:
PPT Slides; Handouts for each activity.
Anticipated Problems & Suggested Solutions:
Problem1: Students may have difficulty coming up with original conversations between
specific roles;
Solution1: Give Students a certain situation and context to give them more ideas.
Problem2: Some groups will finish earlier than other groups in some activities.
Solution2: Prepare some follow-up activities.
Contingency Plans (what you will do if you finish early, etc.):
We will do another listening practice.