CEP Lesson Plan Template

Teacher/s: ___________Kim Edmunds__________________________

Level: ____A5_______
Date/Time: ___11/03/14______
Goal: To develop student understanding and control of the subjunctive within the
context of a communicative skill and theme-relevant vocabulary; to raise student
awareness of the importance of voice projection in presentations
Objectives (SWBAT):
Students Will Be Able To
1. Define and use key vocabulary by working together and profiling themselves
2. Practice using subjunctive tense by composing a formal message
3. Understand and practice voice projection by engaging group in read-alouds
Theme: _______________The Time of Your Life___________________________
Extensions: ____________________________________________________

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)
Agenda
Reminders about project
(need sourcesjust names
are OK)
Warmup: Categories
Colors
Sports
Famous places in NYC
Emotion adjectives
Foods that start with the
letter C
Things you think about
when you think about
winter

Linking & Transitioning to rest of

lesson:
Great! We shouldnt forget this
grammatical point, since it will
continue to come up in class.

(for example:
SS-T)

Time
10
min

5
Activity 1: Introduce/Expand 1.1 Pre-Stage:
on Relevant Vocab and
1.2 Give SSs list of expressions; work
Expressions (25 min)
with a partner to determine
meaning

SS-T, SS-SS

1.3 Ask them to fill them into the miniself-profile (if applicable)
1.2. During Stage:
o SSs work together to determine
meanings and complete profiles

Transition to #2: So, there

are clearly a lot of ways that
our circadian rhythms can
1.4 Post-Stage:
be disrupted. How should we
o Ask SSs to take mini quiz on
deal with them?
p. 95

10-15
min

5 min

Tangible Outcome & T. feedback/peer

feedback: self-profile

Activity 2: Subjunctive
2.1 Pre-Stage:
SS-T, SS-SS
practice/review by
o Ask SSs to brainstorm as
composing a formal message
many verbs and adjectives
(40 min)
of insistence, urgency,
necessity, or advice as they
can (write neatly for doc
cam)
o Preview subjunctive form
with SSs; elicit examples of
statement (with or without
Transition to #3: Great work
be), passive, negative,
with this, everyone. Well do
question form; get SSs to
a bit more review on
produce this for at least one
Wednesday, and have a
phrase: I recommend
mini-quiz on Thursday. Ill
that
also make sure to have your
o They must compose a
tests back to you by then.
formal message asking for
Now, Id like to think about
advice on one of several
issues related to biological
rhythms (real or
hypothetical)
o Remember: were
discussing actions that have
not yet taken place, so we
cannot be certain that they
will take place.
2.2. During Stage:
o SSs compose the message

20 m

7 min

2.3 Post-Stage:
o Each S gets the message of
other, and must respond to it
using the subjunctive
o Should check forms first to
make sure theyre appropriate
o If time, we rotate and do
another

8 min

Tangible Outcome & T. feedback/peer

feedback: Completed messages; submit
them to me so I can check them for
correctness
3.1 Pre-Stage:
o Explain what projection is
o Emphasize how important it is
for delivery
o It is a feature of volume, not
intensity
o It can be difficult for you, or
not, depending on the
Transition to #4 or Wrapexpectations in your culture
up: Good job, everyone. I
o Allow SSs to do read-alouds in
recommend you practice
groups, to make sure they get
projecting to your walls at
the pronunciation right and
home. Now, finally, we have
have a chance to practice
to finish up the vocab quiz.
o Let them make lists of words
they arent sure of
o Take any questions; briefly
review topic as a group
Activity 3: Projection
Practice with Popcorn
Reading (35 min)

3.2. During Stage:

o With SSs lined up around edges
of classroom, each student
assigned a set of lines from text
to read
o If time, we do build-a-story
3.3 Post-Stage:
o Get students to answer 2
questions on a note card to hand
to me: how confident do you
feel in your ability to project?
What other concerns about
delivery do you have?

SS-SS

20
min

6-12
min;
we
may
scram
ble
lines
and
do
again

5 min

Tangible Outcome & T. feedback/peer

feedback: Written answers
S
Activity 4: Mini Vocab Quiz 4.1 Pre-Stage:
o Hand out collocate section to
(10 min)
SSs

10
min

4.2. During Stage:

o Have them complete section;
they may leave when finished
Transition to Wrap-Up: A
bit of homework for you:

4.3 Post-Stage:
Tangible Outcome & T. feedback/peer
feedback:

Wrap-up
Homework: read Figure it
Out and do vocab check

Lesson Evaluation Procedures:

Exit tix

Materials:
Stuffed monkey
Vocab sheets + profiles (+ extras)
Textbook
Note cards (many)
Line # slips
Doc cam
Anticipated Problems & Suggested Solutions:
Some SSs finish vocab earlygive them extras
Contingency Plans (what you will do if you finish early, etc.):
Repeat some tasks (extra message, or another projection round)
Post-Lesson Reflections:
Not quite enough time + interfering noise for projection activity; will do next day. Formal
message was effective!