CEP Lesson Plan Template

Teacher/s: Stephanie Thornton

Level: int 1
Date/Time: Mon 6/13 9 a.m. 12 p.m.
Goal: Use past tenses in an authentic situation, review past tenses
Objectives: Students Will Be Able To
1. Produce past tense forms (past perfect and continuous) in question and statement
form correctly and spontaneously
2. Listen well to their classmates to create an accurate timeline of events.
Theme: Alibi game

Aim/Skill/
Microskill
Warm up:
goal check

Warm up:
Language
detective
presentation

Activity/Procedure/Stage

Interaction Time

1.

s-s

3 min.

s-s

2 min.

s-s

5 min.

Pre stage: Goal check pair work. Tell your

partner if you were able to achieve your most recent goal
and how.
2.
During stage: Create follow up Qs for your partner
to learn how they acheieve goals. If they didnt achieve it,
how can they change it to make it easier to achieve? Give
your partner advice on this.
Feedback
3. Post stage: set a new SPECIFIC goal to achieve by
Next Monday. Raise your hand when you are done
so I can come see.

Student presents a new term they found:

s-s
Present the word on the board. Let Ss guess the meaning.
Correct?
Where did they see or hear it, what was the context, what
does it mean, how did you remember, is there a translation
in your language?
Is there a new context we can use it in? Lets all try if
applicable.
Review: past
1. Pre:
participle
directions and demo: Participle ball toss I say a sentence t-s
in present simple. I toss the ball to a student, they say the
same sentence in past contin, they toss it to another S: they s-s
say the sentence in past perfect, they toss it back to me.
Lets practice with I teach
- Ok Try to remember all 8 verbs used.

5-8 min.

3 min.

2. During toss the ball!

a. I run
b. I sit in class
c. I ride a bike
d. I read the news
e. I speak English
f. I write.
g. I drive my car.
h. I wear black.
2. Post - Remember all 8 verbs?? Feedback
Review
homework
+vocab work

Activity 1:
prep for
Alibi game

s-s-t

3 min.

s-t

2 min.

1.

Pre- choral repeat vocab words Pronounce

t-s
a. Which of those words did you find in
the article? Find them with your partner s-s
and check the meaning
2. During: Feedback - With each word, tell me how it
was used in the article.
I want to play tic tac toe with these words. (Board
ss-t
12 words in a grid on board.)
You must form a sentence that reviews what you
learned from the article.
Use one of the nouns and create a sentence in the
past simple and continuous. 45 sec for your team to
create a logical sentence. (Board form: SUBJ
was/were ing when PAST SIMPLE. )
3. Post stage review other parts of reading
comprehension 2, 3, 4
1.1 Pre-Stage:
Who went shopping over the weekend? Tell us where you
went and if you bought anything.

Tell your group where you like to shop in NYC and why,
Transition to and what do you like to shop for?
#2: What
How do we form these statements?
might the
BOARD
suspects say When you chat, create follow up questions to get more
as an alibi? information, too.
Discuss in groups
Have you been to 5th ave? What do they call it? What
stores are on it?
Did you hear the breaking news about Tiffanys?
What is breaking news (check understanding)?

5 min.

15 min.

10 min.

ss-t
2min.
s-s

5 min.

ss-ss

5 min.

ss-t,

3min.

ss-t

Listen to this breaking news and tell me some adjectives to

describe the news. READ
FB adjs.
1.2. During Stage:
Listen again and listen for (BOARD):
1. The number of suspects 2. When the crime
happened 3. Where are the suspects now? 4. Any
difficult or confusing vocabulary
2. FB check w partner first
3. feedback
1.3 Post stage: What are some questions the police might
ask the suspects? Why? What information do they
want? What are they trying to figure out? Lets
pretend we are the cops. Work in groups to create 2 or
3 questions.
Gather examples - board (listen for past tenses)

3min.
t-ss
5 min.
t-ss
s-s
s-t
ss-ss

t-ss
We need to get their alibi.
BOARD ALIBI.
Whats it mean?? - What might the suspects say as an alibi? ss-t

5 min.

2 min

break
Activity 2
Alibi game

1. Pre
s-s
Unfortunately, the two suspects are here in this room.
Go into corner and create your alibi check their
understanding. What time did the crime take place?
You will answer those questions from the cops and
they will have more questions for you! Make notes!
We are cops and we are going to question you and
see if you are innocent or not. We will question you
one at a time so be careful when you create your
story each can write it down make notes. We
might ask these questions and more!
Cops, in pairs, create some more Qs you need to ask the
suspects. Write them down.
Circle help create alibi, help make relevant questions.
2. During Stage:
Lets question the first suspect. Take notes while
you listen. Think about whether they seem guilty or

s-s

15 min.

10 min.

innocent.
Why are we taking notes? so we can compare the
two stories
-

Q and A 1st S. Think: are they honest? Are they

guilty?
Q and A 2nd S. Think: are they honest? Are they
guilty?

3. Post stage:
Cops In pairs: Discuss how their stories line up.
Decide if they seem guilty or innocent and why or
why not. Should you take them to jail or let them
go?
FB
Lets tell them our decision
3.1Post-Stage:
Suspects: create a timeline of events you did last night alibi. Draw. Use the story you created.

s-t
s-s

s-s

5 min.

s-s

10 min.

Cops, in teams, you will draw the timeline on the board and
try to remember the best you can. Then the suspects will
check to see who remembered the story the best.
In what ways were each past tense used?
Tangible Outcome & Assessment
Speaking Feedback, created timelines
Wrap up

Feedback on speaking and Homework assigned.

Anticipated Problems & Suggested Solutions:

suspects not creating a detailed enough alibi. Check with them before bringing
suspects in.
No volunteers to be suspects ask strong students to do it.
Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
Assign timelines as HW

ortunately, the t
suspects are he
this room.