CEP Lesson Plan

Teacher: Parkorn Wongsiri

Level: Intermediate 2
Date/Time: July 30, 2015/ 09.30AM - 12.00PM
Goal: 1. Students give peer feedback and incorporate feedback to revise their
paragraph.
2. Students learn about occupation and related vocabulary.
3. Students understand about job interview and form appropriate questions/
answers to engage themselves in the situation.
Objectives (SWBAT):
Students Will Be Able To
1. give comments on their partners paragraph and summarize their ideas in peer
feedback portion of the paper.
2. revise their paragraphs based on the comments they receive.
3. share their jobs with related responsibility to the class.
4. brainstorm vocabulary related to jobs
5. write interview questions and provide relevant answers to those questions.
6. form Qs using Have you ever? and give answers.
Theme: The Perfect Match, job and job interviews
Extensions: Students take turns interviewing their partners and report why they find their
partner to be a competent candidate to the class.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: T previews todays lesson by
showing the agenda on the slide and
briefly describes each agenda with the
class.

T-SS

4min

The agenda includes peer feedback

from previous writing on the use of
rank order to describe products and
new topic of discussion on occupation
and job interviews.
Activity 1: Writing- Peer
Feedback

1.1 Pre-Stage: T reminds SS of the

writing they wrote in the previous
class.

Transition to #2: Lets

begin the new unit!

T says, On Tuesday we talked about

T-SS
rank order and you wrote your
paragraphs to describe the products
you created earlier. Now, Id like to
give your writing back to you.
T gives writing sheet back to every S.
T continues, Now, today we will check
our writing. Id like you to give
feedback for your friends paragraph
including ideas and language use.

2min

T opens the slide with instructions and

asks SS to get into pairs.
Please get into pairs. Switch the
papers and read your partners
paragraph thoroughly. Then underline
words or sentences that you think are
awkward or might be incorrect.

7min

SS do as instructed.
T walks around the room and gives
suggestions, feedback to SS during the
process. T also answers Qs SS have
about language.

T-SS, SS-SS

Parkorn Wongsiri 8/14/2015 7:18 PM

Comment [1]: This is the second time I gave
students the peer feedback activity. For this time,
even though SS did better than the first time, most of
the feedback was about language. Also, I wanted the
feedback to be more specific. Feedback activity
should be more structured with guided prompts for
SS to answer on what I was hoping them to give
feedback on.

T-SS, SS-T

Then T asks the class to move on to the

next part.
1.2. During Stage: T asks SS to share
the feedback they have with their
partners. SS have to talk about each
others writing then discuss on how to
fix the errors together.

Parkorn Wongsiri 8/14/2015 7:20 PM

T says, Now please get into pairs. Id T-SS, SS-SS,

like you to share your comments,
SS-T
feedback including errors you find with
your partners. Also, please discuss on
how to fix the errors for both papers
together. You have 5 mins.

1min

SS share feedback with each other and

discuss on how to fix the errors they
find in each paper.
T walks around with an error

5min

Comment [2]: Students seemed to fix more errors

and were more aware of the advantages of feedback
that didnt come from the teacher.

Parkorn Wongsiri 8/14/2015 7:22 PM

Comment [3]: For this part, the time was quite
limited. I should have specified the areas I wanted
them to comment such as ideas, organization. It is
possible for the errors to be corrected by the teacher.

correction chart to take notes of errors

while students are discussing.
T also gives feedback and helps SS with
any issues about language they may
have.
T also brings some salient errors into T-SS, SS-T
the class attention by writing the
words/sentences on the board and
discuss with the whole class.
T reminds SS of the importance of peer
feedback and how it can improve their
writing ability before moving on to the
next stage.

5min

Parkorn Wongsiri 8/14/2015 7:23 PM

Comment [4]: I think it is important to talk about
common errors that T thinks they are important.

1.3 Post-Stage: T asks the SS to fill out

the Peer feedback portion of the paper
they review.

Parkorn Wongsiri 8/14/2015 7:24 PM

T says, Id like you to fill out the Peer T-SS,

feedback section at the bottom of the
S-Individual
paper you review. Please try to give
clear comments that reflect your
opinions of the writing as it will help
your friend improve their writing in the
future.
SS fill out the Peer feedback portion.

7min

When time is over, T asks each pair to

turn and talk briefly about the peer
feedback section they just finish and
the overall feeling toward their
partners writing.

5min

Tangible Outcome & T. feedback/peer

feedback:
- Correct forms/structures they get
after the discussion
- list of comments on the writing/peer
feedback sections comments
Feedback:
T- feedback to the writing during the
pair discussion, informal
reinforcement, comments/feedback on
salient errors during whole class
discussion

T-S, SS-SS

Comment [5]: I believed this part went quite

well. For this part, SS were given Qs and prompts to
evaluate on their peers writing. I should have
included more on specific Qs and avoid Yes/No Qs.

Parkorn Wongsiri 8/14/2015 7:25 PM

Comment [6]: This could be done at home or
during the break because SS already gave the
feedback anyway.

P- comments/opinions from pair

discussion on writing and errors
Activity 2: Career and
Occupation

Transition to #3: Lets

focus more on the job
interview.

2.1 Pre-Stage: Getting to know you

more!
T leads SS into the new unit, which
covers job and occupation including
job interviews.
T says, For this unit, lets look at
different careers and job interviews. I
think itd be very useful for you if you
ever have to be in this situation.

T-SS

1min

T asks SS to get into groups of three

T-SS
SS. T counts SS off and ask them to join
their groups.

1min

T then opens the slide that includes the

activity instructions. T explains to SS.
For 7 mins, share your current
T-SS, SS-SS
occupation with the group with as
much information as possible and how
you feel about your job. You can also
refer back to your previous jobs in your
home country.

7min

Parkorn Wongsiri 8/14/2015 7:26 PM

Comment [7]: This discussion was highly
interesting for SS. They get to say about themselves
and talk about their own cultures. I (and also
students) learned a lot more from each other.

SS do as instructed.
T monitors each groups discussion
and continuously gives opinions,
further information to keep the
discussion going.
2.2. During Stage: T asks each group
to share what they discuss. T first starts
by mentioning a students name, asking
that person to begin.
I am so eager to learn about your job. T-SS, SS-T
Lets start and we will have everyone
share your occupation. Nathalia, can
you begin?
T also asks SS to take notes of
interesting information or any surprise

10min

Parkorn Wongsiri 8/14/2015 7:26 PM

Comment [8]: I think this was a good follow-up
but I was not sure whether it would be oversharing
and the activity went on longer than expected.

they find while the sharing from each S

continues.
Nathalia shares her occupation.
T and other SS gives supporting
opinions.
T continues until every S talks about
their jobs.
T asks for some students to volunteer
and tells the class what they think is
interesting or surprising during this
discussion.
T says, Ok, now that you hear your
friends occupations, anything
surprises or interests you? Whod like
to tell the class?

T-SS, SS-T

T-SS, SS-T,
SS-SS

5min

Parkorn Wongsiri 8/14/2015 7:28 PM

Comment [9]: I think this was important as it
made students focused on the task at hand. Without
the task, SSs minds would be drifting during this
activity.

SS volunteer.
T gives feedback, further elaborations
to encourage class participation.
2.3 Post-Stage: Vocabulary Experts
T asks SS to get into groups of five. T
then leads SS into this stage of activity.
T says, Lets brainstorm the
T-SS
vocabulary that you normally see when
discussing about jobs and careers.
Now you are divided into two groups. I
will give you five minutes. Try to
brainstorm as many words as possible
on the board. I want one person to the
board.

5min

Parkorn Wongsiri 8/14/2015 7:29 PM

Comment [10]: This was also a good one but I
thought I might give SS some time to brainstorm in
groups first and then write on the board for the next
time I teach.

SS do as instructed and brainstorm

words on the board.
T monitors SS while they do the
activity.
When time is over, T goes over each
word on the board and gives
explanation/clarification if necessary.
SS take notes of the words and ask Qs
that they have.

T-SS, SS-T,
SS-SS

7min

Tangible Outcome & T. feedback/peer

feedback:
- list of occupations
- words that are related to jobs,
careers
Feedback:
T- further information during the
discussion of jobs, vocabulary meaning
and explanation
P- discussion about jobs in groups,
during the brainstorming of vocabulary
Activity 3: Job Interviews

Transition to Wrap-up:
Lets review our
homework.

3.1 Pre-Stage: T briefly introduces the

concept of job interview to SS. First, T
uses the question on the slide to start
this activity. T introduces the leading Q
What is job interview? and asks SS
to give opinions.
T opens the slide.
T says, Now, lets focus on the job
T-SS, SS-T
interview. I think many of you may
have experience with this before. First,
how do you understand job interview.

6min

Parkorn Wongsiri 8/14/2015 7:30 PM

Comment [11]: This was not a good question. I
believed most SS knew the answer to this Q.

SS volunteer to give opinions. T

provides feedback and gives further
opinions, information to encourage
more class discussion.
Then T raises the 2nd Q to the class.
Have you ever had any experience
with job interviews?
T says, Now here is the second issue
Id like to know from you, Have you
ever had any experience with job
interviews? Who ever has the
experience and would like to share,
raise your hand.
SS volunteer to participate.
T gives feedback and asks more
relevant Qs to other SS in the class.

T-SS, SS-T

6min
Parkorn Wongsiri 8/14/2015 7:30 PM
Comment [12]: Even though few examples were
shared by SS, I believe it would benefit them in the
future if they happen to be in this situation.

T asks more Qs for SS to share their

experience related to job interviews. T
briefly talks about the difference in
feeling between an interviewer and an
interviewee in the same situation to
lead to the next Q.

T-SS, SS-T

4min

S also has an opportunity to share how T-SS, SS-T

they think an interviewer/ an
interviewee feel in the job interview
situation. T gives feedback.

4min

T then introduces the final Q, How

about being an interviewer, anyone
used to be an interviewer?
SS volunteer to give answers and T
gives feedback.

4min

T-SS, SS-T

Parkorn Wongsiri 8/14/2015 7:31 PM

Comment [13]: This could have been done in
shorter time, just a quick comments from SS.

Parkorn Wongsiri 8/14/2015 7:32 PM

Comment [14]: Only one S said, yes. It might
not be a good Q to raise in the class.

After the discussion is over, T asks SS

to turn and talk in pairs.
Now please get into pairs. Discuss
T-SS, SS-SS
and write down five questions that you
will ask if you are looking for someone
to work for you. You have 5 mins.

5min

Parkorn Wongsiri 8/14/2015 7:33 PM

Comment [15]: I was suggested to do this and it
worked quite well.

T walks around to monitor SSs

conversation and gives feedback with
sentences, ideas students may struggle
with.
3.2. During Stage: T asks each group
to pick the two most important
questions from the list and share with
the class.
T says, Now Id like to hear from you. T-SS, SS-SS,
Please select only two most important SS-T
questions youd like to share with the
class. Talk within groups, Ill give you
two minutes.
SS do as instructed.
Now, whod like to begin?

2min

Parkorn Wongsiri 8/14/2015 7:33 PM

Comment [16]: If time permits, I could ask SS to
write on the butcher paper and do the rotation for
every S to see all the groups answers in the future.

SS volunteer to share their Qs and T

provides possible answers to those Qs
and asks SS for any concerns they
have.

SS-T, T-SS

8min

Then T asks SS to turn to page 65 in

the students book. SS listen to three
conversations and put the match each
conversation with the correct type of
information the interviewers want to
know in each conversation.
Now turn to p.65 and listen to the
T-SS,
conversations, Ill play it twice. Match S-Individual
the conversation with the correct type
of information the interviewer is asking
the interviewee in each situation.
SS do as instructed.
When time is over, T asks SS to turn
and talk to check answers with their
partners.

8min

Parkorn Wongsiri 8/14/2015 7:34 PM

Comment [17]: The activity went quite well. If
possible, I could give more them more practice.

T-SS, SS-SS

5min

3.3 Post-Stage: T asks SS to get into

groups of five. Then T assigns each
group with one portion of the
conversation.
T says, Get into groups of five (T
T-SS
assigns groups for SS) Turn to p. 66
and take a look at the conversation.
Each group will take each portion of it.
First, read the conversation you are
assigned on your own. You have 5
mins.

5min

Parkorn Wongsiri 8/14/2015 7:36 PM

SS do as instructed.
Now get into groups and try to
answer as many questions as possible.
There are five Qs.

T-SS, SS-SS,
SS-T

7min

T continues, Now three from each

T-SS, SS-SS
group will join the other group. Id like

6min

SS do as instructed.

Comment [18]: This was the first time I did this

and I found that it was highly efficient. It reduced the
reading time when SS had to understand information
in long paragraph. This way they could do the
sharing.

you to share your part of the

conversation and the answers you have
to one another. Then write all the
answers on the butcher paper.

Parkorn Wongsiri 8/14/2015 7:36 PM

SS discuss the answers and write them

on the butcher paper.
When they finish, T asks each group to T-SS, SS-SS
present the answers to the whole class.
(One group presents Qs a. -c. and the
other presents the remaining Qs.)

Comment [19]: Brainstorming worked quite well

here.

5min

T then introduces the Q format that is

usually seen in a job interview to SS.
T opens the slide and briefly addresses
the Q.
Have you ever?
T provides examples on the slide and
asks SS to give opinions on how/when
to use this type of Q.

T-SS, SS-T

8min
Parkorn Wongsiri 8/14/2015 7:37 PM
Comment [20]: Next time I plan to present the
sentences through authentic materials such as texts,
articles and asked SS to conclude the rules.

SS answer.
T gives feedback/further details.
T also provides error corrections if
necessary.
Tangible Outcome & T. feedback/peer
feedback:
- interview questions
- answers to the exercises in textbook
- the details on question Have you
ever? and how to answer it
Feedback:
T- opinions on job interview questions,
answers to the exercise,
corrections/feedback on the Have you
ever?
P- discussion on interview Qs, answers
to exercises
Wrap-up

Lesson Evaluation Procedures:

T gives SS homework on writing.
As a homework, please post your

T-SS

1min

revised version of writing on the

products you have based on peer
review on the class blog.

Materials: Chalk, presentational slides, students book, worksheet on writing, butcher

paper, sharpies
Anticipated Problems & Suggested Solutions:
o Students do not know how to properly give peer feedback.
Give a model of how to do peer feedback to SS as a whole class, attend to
individual SS who still have problems.
o Students do not share much information as most of them are housewives.
Ask SS to share their previous job when they were in their home country and
obtain more information for further discussion.
o Same students give presentation to the class.
Ask specific students to be the presenter for each activity to give equal
opportunity for students to speak up in class.
o Students are still unclear about homework.
Discuss with individual students after class.
Contingency Plans (what you will do if you finish early, etc.):
Ask SS to practice the pronunciation from the set of pre-determined words that
are related to the units topic on job/job interviews.
Post-Lesson Reflections: