CEP Lesson Plan

Teacher: Adam Agostinelli

Level: A5
Date/Time: 6-2-2015 / 9-12pm
Goals:
1. To practice the use of relative clauses and stress and intonation patterns through
group presentations.
2. To improve reading skills.
Objectives (SWBAT):
Students Will Be Able To
1. Pronounce different stress and intonation patterns.
2. Identify the elements of a formal presentation.
3. Distinguish facts from commentary to improve reading.
Theme: Amazing Inventions: Unit 5, Lesson 5
Extensions: mini-project
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:

(for example:
Ss-T)

Activity 1: HW Review &

Review of the Listening
section

1.1 Introduction:

T-Ss

T hands back the corrected HW

paragraphs about inventors
from the Ss home countries.
Ss ask any questions they may
have about the corrections.
T mentions that there will be a
final research paper due at the
end of the session and that these
HWs could serve as a potential
basis for their final topics.

Workbook #7 p. 37
- Ss review the additional

Ss-Ss, Class

Time

20
min.

Transition to Activity 2:

practice exercise they did for

HW in the workbook.
Ss compare their answers in
small groups, then review
answers with the class.

Workbook # 8 p. 38: (wrap up / review Indiv., T-Ss,

of listening section)
Ss-Ss, Class
- Ss are reintroduced to the
theme, modern inventions
and asked if they have ever
heard of a Frisbee.
- Ss listen to the dialogue and
number the statements in the
order which they occurred.
- Ss work with a partner to
compare their answers to and
then to discuss the questions in
part C.
- T uses the questions to facilitate
a whole class discussion.
- T: Now lets learn more about
one of the inventors we talked
about last class, Marie Curie.
Tangible Outcome & T. feedback/peer
feedback:
- Ss peer-check each others HW
then share their answers with
the class.
- Ss practice listening to identify
sequences and make inferences.
- Ss-Ss and T-Ss feedback is
given during whole class/group
discussions.

Activity 2: Pronunciation p. 2.1 Pre-Stage:

60
- T writes three sentences on the T-Ss
board (from Teachers manual)
and asks Ss which 2 have the
same intonation.
- T models the two similar
sentences and diagrams their
intonation pattern on the board.

20
min.

2.2. Presentation:
#4
- Ss read the directions and do
Ss-Ss, Indiv.
the exercise. T reminds them to
draw the arrows above the
sentences.
- Ss compare their predictions
with a partner.
#5
- T plays recording for Ss to
Ss-Ss
check their predictions.
- T gives Ss the answer key from
the T book to check their
answers further.
- Ss discuss any differences with
a partner.
#6
- Ss read the dialogue with a
Ss-Ss, T-Ss
partner, paying attention to
intonation.
- T monitors Ss speech and has
selected students read the lines
from the dialogue for the class.

Transition to Activity 3:

2.3 Post-Stage:
Workbook p.38: #9
Ss-Ss
- T wraps-up the activity by
having Ss predict the stress and
intonation patterns of the
conversation in the workbook.
- Ss work with a partner and take
turns reading the conversation
aloud while paying particular
attention to stress and
intonation.
- T: Now that we have finished
the stress and intonation
section, lets take a look at oral
presentation. These two
sections are deeply related and
soon we will do our own
presentations to practice stress
and intonation.
Tangible Outcome & T. feedback/peer

feedback:
Activity 3: Speak Out, p. 62

Ss predict and then check

intonation patterns in dialogues.
Ss practice these intonation
patterns in groups and as a
whole class.
T recasts any pronunciation
difficulties Ss have.

3.1 Pre-Stage:
-

T asks Ss, Which kinds of

presentations have you done in
the past? Academic,
professional, etc.
Ss discuss with a partner and
share their answers with the
class.

20
min.
T-Ss

Ss-Ss

3.2. Presentation:
-

Ss read the strategy and T

Ss-Ss, Class
reviews it with the class.
Ss are asked about the basic
components of an oral
presentation.
T emphasizes that these
components are similar to those
of an essay.
Ss complete the activity with a
partner.

3.3 Post-Stage:
Transition to #4:

T reviews the answers with the

class and asks Ss to read the
supporting examples aloud.
T: Okay, now we are going to
further practice oral
presentations as well as stress
and intonation by creating our
own original inventions and
presenting them to each other.

T-Ss, Class

Tangible Outcome & T. feedback/peer

feedback:
-

Activity 4: Original
inventions (mini-project)

Ss work together to identify the

components of an oral
presentation.

4.1 Pre-Stage:
-

T reminds Ss of the Silly

T-Ss
inventions presentations we
did last class and tells Ss that
this new activity will be similar
to that one, only it will be more
formal as each group needs to
write a script for their
presentations.
Ss are reminded of the original
inventions they were supposed
to brainstorm about for HW last
weekend.
T writes the guidelines for the
project on the board. (e.g.:
attention to stress and
intonation, include relative
pronouns, the components of an
oral presentation, etc.)

4.2. Presentation:
-

T models an example
T-Ss
presentation with pre-made
drawings and dialogue.
Ss are instructed to work in
Ss-Ss
small groups to come up with
an original invention that they
must invent, describe, and
market to their classmates.
Ss are given paper and markers
to make doodles of their
product (to show the class
during the presentation) and
any situations it might be useful
for.
Ss are instructed to create a
script (that contains the

60
min.

components of an oral
presentation) where each of the
group members has equal
speaking opportunities during
the presentation. Ss are told that
they do not have to follow the
script exactly when presenting,
however, they should make sure
that their scripts meet all the
requirements as they will be
peer-evaluated in the post stage
(either during the next lesson or
during the post-stage depending
on time)
4.3 Post-Stage:
-

Transition to #5:

Groups take turns presenting

Presentations
their inventions to the class.
Other groups ask questions
about the new inventions.
If time permits, groups
Ss-Ss
exchange scripts and give peer
feedback on any grammatical or
requirement related mistakes.
Groups then write a final draft
of their script (This step may
take place next class depending
on time.
Transition from speaking to
T-Ss
reading (p. 63) Great job, now
lets change our focus from
speaking to reading.

Tangible Outcome & T. feedback/peer

feedback:
-

Ss work together to create a

new invention.
Ss create scripts and present
their inventions to their
classmates.
Scripts are peer evaluated and
final drafts are written during
the post-stage.
Doodles of inventions and

final scripts are put on the class

website. The scripts may be
used for a future HW
assignment (e.g. Comment on
a another teams invention in the
forum section of the website.
Activity 5: Reading and
Writing, p. 63-65

5.1 Preview:

30
min.

As Ss have read this article for

HW, we have a whole class
discussion on what the article
was about and any general
comments or questions Ss had.

Class

Ss read the introduction and

discuss the questions with a
partner. Selected pairs share
their answers with the class.
Ss read the strategy and review
it as a class. Ss must separate
factual information and events
from the writers opinion or
commentary.

Ss-Ss, Class

#1

5.2. Presentation:
#2
-

Ss skim the article and look for Ss-Ss, Class,

statements of opinions. Ss mark Indiv.
the sections that contain any
commentary with partners and
share answers with the class.

Ss read the directions, do the

exercise, and compare their
answers with a partner.

#3

5.3 Post-Stage:
Transition to Wrap-up:

Ss Review the answers from

question #3 as a class.
T: Okay, now lets add some
vocabulary from this article to
our class dictionary.

Indiv. Ss-Ss

Tangible Outcome & T. feedback/peer

feedback:
- Ss-Ss and T-Ss feedback is
given when Ss are asked to find
examples of commentary and
facts.
Wrap-up

Lesson Evaluation Procedures:

#4
- Ss work in small groups to
Ss-Ss
complete the vocabulary check.
Any questions are answered by
T.
- Ss are told which of these terms T-Ss
are regularly used and which
ones are antiquated.
- Ss are told which words will be
added to the class dictionary on
the website and any preferred
definitions created by the Ss are
considered.
For next Class
- Ss are asked to watch a video
T-Ss
about transportation innovation
for HW and to bring in any
comments they have about it to
class for tomorrows warm up
activity.

30
min.

Materials:
PPT, Book, Workbook, Markers, Poster boards, Audio
Anticipated Problems:
- I predict that diagraming intonation will be difficult for some Ss. It will also be
difficult for the T to explain or model some of these patterns, as the stress is often
only very slightly different.
Contingency Plans
- If we finish early Ss will give peer feedback on other groups scripts during class.
- T needs to be prepared to model the stress patterns in the dialogues in case the
audio clips cannot be accessed during class.
- The mini-projects may take a while and the last activity may need to be move to
the next class.

Post-Lesson Reflections:
- The pronunciation activity was fine, but I would like to think of some more fun
or interesting pronunciation practices in the future.
- The reading had a lot of antiquated/rarely used words and phrases. I should point
this out before the Ss do the reading so they do not get too discouraged when they
cant understand these sections.
- Creative activities are good, but I should limit these kinds of projects to once per
week