Lesson 23 - Unit 4

Teachers: Grace Chang, Yinan Gong

Level: Intermediate 4 (I4)
Date/Time: Wednesday, November 12, 2014, 7:10 - 9:10pm

Goal: The goal of this lesson is for students to understand paragraph structures, identify
sentence types (topic/supporting/concluding), and be able to use these sentences as a tool
to finding out the main idea of the text. As that concludes the last lesson of the unit, Ss
will also begin to review for Unit 4, namely the past simple, past perfect, and past perfect
progressive grammar points.

Objectives (SWBAT):
Students Will Be Able To
1. Review various reading strategies and practice identifying detailed information by
scanning a text.
2. Identify topic sentence(s), supporting sentence(s), and concluding sentence(s) within a
paragraph in order to reinforce their understanding of paragraph structures.
3. Distinguish and explain the difference among tenses used to talk about past events
4. Use past simple, past perfect and past perfect progressive correctly to talk about past
events
Theme: Childs Play (Reading & End-of-Unit Review)
Extensions: Ss will practice using the target tenses and the different cohesive devices
introduced in the current unit to write a short biography as an extension to the Integrated
Grammar Activity conducted in class. Ss will also be asked to write 1~3 sentences that
sums up the main idea of a text using only the topic/supporting/concluding sentences they
have identified.
Aim/Skill/Microskill Activity/Procedure/Stage

Preview

-T will mention what was covered so far in this unit

(grammar (past perfect and past perfect progressive,
writing (practicing with coherence), speaking (confirming
understanding - do you see what i mean?), pronunciation
(using intonation to ask yes/no questions), and listening
(identifying cause and effect), and that we have only
reading left before proceeding onto reviewing for the unit.
T will briefly mention the end of semester test.
-T will present todays agenda.

Intera- Time
ction
T-SS

2 min

1.1 Pre-Stage:
- T will refresh the Ss memory on the reading
T-SS
lessons covered thus far in the course, by asking
& SSReading - Reviewing
them if they remember what we have learned
SS
Reading Strategies
(finding the main idea, looking for specific
information, and recognizing definitions and
examples). T will write these categories up on the
board.
- T asks Ss to think back to how we can identify
main ideas and detailed information and as a group
(by table) discuss with their classmates what
strategies they remember. They will have one
minute to do so.
- Then T will ask Ss to share their ideas with the
class by coming up to the board and writing those
strategies down (shared space). T will have about 4
students up on the board at the same time and will
remind them they are not graded on their response.
- T may add some other strategies that they did not
mention. T will also add that no matter what the
purpose it is for our reading, it is important for us
to activate background knowledge, preview the text
title, subtitles, captions, photos/illustrations, and
also reading the questions (ex. comprehension
questions).
- T will now give Ss a chance to practice their look
for details reading strategies by asking Ss to scan
the article on Mozart on pg. 40 in the textbook and
answer the following questions, which will also be
presented in the PowerPoint.
Note: We have already covered look-fordetail/information reading strategies earlier in the
semester. The purpose of this activity is for students to
review and practice while also making a connection to the
upcoming lesson (activity #2).
1) When was Mozart born? (1756)
2) Where was he born? (Salzburg, Austria)
3) What was his fathers name? (Leopold Mozart)
4) Who were some famous people Mozart played for?
(Empress Maria Theresa, Emperor Francis I)
5) What were the titles/names of some of his operas?
(The Marriage of Figaro, Don Giovanni, Consi
Fan Tutte, and The Magic Flute)
- T asks Ss to work individually or in pairs to
complete the exercise and write down their
answers on the handout. T will also remind them
Activity 1:

8 min

they have about only 5 minutes to answer the

questions. (The 5-minute time limit to complete the
activity encourages Ss to scan for information and
not read the entire text).
1.2. During Stage:
- Ss work individually or in pairs to scan through the
text on pg. 40 in the textbook to try to answer and
write down their answers.
- T will be walking around, sitting in, listening and
facilitating Ss reading and discussions. T may
remind lower-level Ss where to look and how to
SS-SS
scan for detailed information and encourage
students not to have to read through the entire text
to complete the answers.
1.3 Post-Stage:
- T now calls the class back together and asks Ss to
leave their handout on on their desk and ask Ss to
change seats with another table. Ss are asked to
Transition to #2:
read their peers response and mark them as
T says, Now that we
correct/incorrect and provide feedback as
have reviewed some
necessary. If Ss needs clarification, T will call upon SS-SS
of the reading
other Ss to help answer each others questions
strategies we have
(negotiation between Ss). T will only step in if they
covered in this class,
cannot come to a consensus or if the answer is
we will now go onto
incorrect even after their discussion and
our next reading
negotiation.
lesson understanding
Tangible Outcome & T. feedback/peer feedback:
paragraph structures,
- The tangible outcomes of this activity are the
which may be
answers Ss write down on the handout, which
something you are
requires them to scan the text and look for
familiar with.
specific/detailed information.
- Peer feedback are given during stage where Ss can
work together with a partner to figure out the
answer and/or post-stage where Ss review and give
feedback on a peers response.
- Should there be any confusion, Ss are asked to
answer each others questions. T feedback are
minimal in this straightforward activity, except to
compliment Ss on their good work. T will give Ss
the chance to help each other and only step in to
clarify if Ss seem to all struggle with certain
questions.

5 min

5 min

(20)

Activity 2:

Reading Understanding
Paragraph
Structures

2.1 Pre-Stage:
- T asks Ss to think back to what we have talked
T-SS
about and maybe even reading strategies in their L1 &
and ask, In a paragraph, we have topic sentences
SS-SS
(usually the first or second sentence), supporting
sentences, and concluding sentences. Without
actually reading, can you guess what the purpose of
function of each types of these sentences are for?
T asks Ss to share with the class their ideas.
*Topic Sentence(s): Present the main ideas
*Supporting Sentence(s): Give specific details about the
main ideas.
*Concluding Sentence(s): Ends or sums up the ideas in the
paragraph.
- T reviews the three types of sentences and purpose
of understanding paragraph structure by referring to
the PowerPoint.
- T compliments Ss answers and go onto saying
that, Understanding paragraph structures is
helpful, because it gives you a better sense of what
the paragraph means, how it relates to other
paragraphs, and increases overall understanding of
the text.
- T now provides the directions for the during-stage
activity by handing out a worksheet, which
includes 3 columns: Topic sentence(s), supporting
sentence(s), concluding sentence(s), which Ss are
asked to fill out for each paragraph of the text.
- Using the PowerPoint, T presents the directions for
this activity:
1) Read - Take turns reading each paragraph with a
partner (one person reads one paragraph)
2) Write - Using the handout, write down the topic
sentence(s), supporting sentence(s), and concluding
sentence(s) you find in each paragraph.
3) Speak - As a class, we will share answers and
explain to each other why and how we came up
with these answers.
-

T now demos by using the first paragraph of the

text on pg. 40. T asks one Ss to read the paragraph
and using the think aloud method direct Ss
attention to the topic sentences, supporting
sentence, and concluding sentence and explain why
they serve as those types of sentences within the

10 min

paragraph. T will use the powerpoint to present

how it would have been filled out the worksheet.
T now asks Ss to work in pairs to do the same thing
for the rest of the text. T reminds them there will be
vocabulary words they are not familiar with and
encourage them to use context and clues to make a
good guess. Before beginning, T will tell them they
have about 20 minutes to complete this activity.

2.2. During Stage:

- Ss work together in pairs or groups of three to
complete the handout/chart.
- T will walk around, sit in to listen and make sure Ss SS-SS
are following the directions. T may guide Ss to the
right answers by asking them questions instead of
giving them the answers. For example, Why do
you think that sentence is a supporting sentence
instead of a topic sentence? Does it show the main
idea or does it provide supporting details to the
main idea?
- T will take notes of possible global errors SS are
experiencing and attempt to address them either at
the end of the lesson for save it later for reteaching
point.

Transition to #3:
T compliments Ss on
their hard work and
concludes that this is

2.3 Post-Stage:
- T will call the class back together, even if they
have not fully completed the worksheet.
- T asks the pair/group to join another pair/group
SS-SS
(double-pair discussions) and share answers. T will
ask Ss to discuss and negotiate so that they all
agree on their answers.
- After double-pair discussions, T will ask if Ss have
any questions that they cannot agree on and would
like to clarify.
- T compliment Ss on their hard work and round up
the lesson by reminding them the usefulness of
understanding paragraph structures.
- T assigns homework by asking Ss to use the
worksheet (not the actual text) and write 1~3
sentences on main idea of the text (In other words,
T will reinforce the purpose of
topic/supporting/concluding sentences and how by
just using these sentences, we are able to
comprehend a text without referring to the actual
text). The homework will be collected next class.

20 min

10 min

(40)

the last part of unit

4s lesson. T says,
Tangible Outcome & T. feedback/peer feedback:
Now we will
- The tangible outcomes in this activity are the
proceed to reviewing
answers Ss put down on the handout, which will
for Unit 4 and later
require Ss to read and examine a paragraph and
next week, we will
identify purpose and type
start reviewing all the
(topic/supporting/concluding) of the sentences.
units before taking
Moreover, Ss are asked to write down the overall
our end-of-semester
idea of this text using those sentences they have
exam. Yinan will now
identified.
review some of the
- Peer feedback (oral feedback) are given during
grammar points we
pair/group work and also when the pairs join
covered earlier last
another pair to compare answers. Ss work together
week.
to try to negotiate meaning and come to a
consensus on their answers. The purpose of this is
for Ss to help each other instead of giving them the
answers.
- T feedback are given during during-stage and poststage. If Ss are confused, may direct students by
giving hints or asking questions back. Ts feedback
in this activity is main for Ss to stay on task and to
give encouragement. However, there may some a
few lower-level students who may need individual
attention and clarification. T may in this case give
more explicit feedback or instructions. Lastly, T
will also be giving written feedback on the
worksheet after it is collected. It will be handed by
next class.

Activity 3:
Past Perfect vs. Past
Perfect Progressive
Integrated Activity Press Conference

3.1 Pre-Stage:
- T quickly review the difference between past
T-SS
perfect and past perfect progressive tense by having
ss respond to Ts questions.
Questions:
1) What grammar point did we learn in this unit (past
perfect & past perfect progressive)
2) When do we use past perfect and when do we use
past perfect progressive; Can someone give me an
example for each of these two tenses? (Example
sentences will be written on the board)
3) What is the difference between these two tenses?
(Past perfect emphasizes on the completion/the
result of a completed action; Past perfect
progressive emphasizes on the duration of an
activity; maybe completed maybe not)

7min

After reviewing the two grammar points, T will

have ss conduct an integrated activity in which ss
practice using the two tenses and distinguishing the
difference between them.
- T will give ss directions on how to conduct the
activity (Directions will also be displayed on the
screen).
- T first provides ss with the necessary background
information they need to know in order to run the
activity by calling on someone to read the
information aloud to the class
Background:
A Hollywood actress who was very famous and popular in
the 1930s died. A couple of days after her death, her
agency decided to hold a press conference for the news
reporters to ask any questions regarding any events
happened in her life. The news reporters are going to write
a short biography for the actress that will be later published
on the newspaper.
- T will then pass out the worksheets and explain to
the ss how to use the worksheets in the activity
Directions:
- Read the information presented on the card
carefully
- You will take turns to: 1) be the representative
from the actress agency who are going to answer
the reporters questions regarding the actresss life
using past perfect or past perfect progressive 2) be
the reporters who are going to ask questions to the
representatives using past perfect or past perfect
progressive.
P.S.
- As a representative, each time you answer a
question you can only give one event at a time
- As a reporter you need to consider what questions
to ask and how to ask in order to fill out the time
line worksheet
-

T will elicit from the ss the Wh- question form of

past perfect and past perfect progressive and the
frequent time adverbials associated with these two
tenses before ss run the activity (Past perfect: Wh+ had + past participle + time adverbial Past
perfect progressive: Wh- + had been +verb-ing +
time adverbial)

T will then have ss sit in groups according to the

actress info card they received
T gives each group 5 minutes to 1) read through the
information of their actress; 2) discuss what
questions to ask as reporters in order to fill out the
worksheet

3.2. During Stage:

- Ss read through their information card
- Ss discuss in groups what questions to ask (using
past perfect & past perfect progressive) in order to
fill out the worksheet

Transition to #4: T
will wrap up the
activity and
compliment on ss
good work and move
on to review the
difference between

SS-SS

5min

3.3 Post-Stage:
- Each group will take turns to be the representatives
from the agency as well as the reporters
- Reporters ask questions and representatives answer SS13min
questions regarding the actresss life using required SS&Ttenses
SS
- T will pay attention to ss mistake and take notes
during the activity
- T will bring the class back, point out the common
mistakes or errors (if any) regarding the tenses
noticed during the activity (incorrect sentences will
be written on the boar) and have ss self/peer correct
first and then gives Ts corrective feedback
- T will then assign the second part of the activity as
homework in which T asks ss to write a short
biography as a reporter for the actress according to
the worksheet they filled out.
- T will also remind ss to use the different cohesive
devices introduced in the writing section to make
their write more coherent. (P.S. The objective of
this part of the activity is to both have ss be able to
use the two different tenses introduced in this unit
correctly as well as write a paragraph with
coherence by incorporating different cohesive
devices introduced in the writing section.)
(25)
Tangible Outcome & T. feedback/peer feedback:
- Tangible Outcome: The questions ss asked as
reporters using correct tenses and the response ss
gave as representatives using correct tenses. The
paragraph ss were asked to write as homework will
also count as the tangible outcome once ss finished.
- Peer feedback will be given during the group

past simple and past

perfect that ss turned
out to struggle with a
lot in the grammar
section.

discussion in which ss discuss what questions to

ask as reporters as well as during the post-stage
when T brings the class back to review and correct
some of the mistakes ss made during the activity; T
feedback will be given during group discussion by
guiding and assisting with the groups to come up
with questions to ask; Ts corrective feedback will
also be given during the post-stage when T draws
the class attention to correct the common mistakes
regarding the target tenses.

4.1 Pre-Stage:
- T will briefly review the difference between past
T-SS
simple and past perfect by having ss refreshing
Grammar Exercise
their mind and shout out whatever they remember
(Past Simple vs. Past
from the grammar section.
Perfect vs. Past
- T will ask ss to give example sentences for each
Perfect Progressive)
tense and use their sentences to further clarify the
+ Student Teaching
use of and the difference between the two
sentences,
- T will then have ss complete a grammar exercise in
groups.
- After completing the exercise, T will have ss take
initiatives to explain the answer to each question by
having them come up to the front and explain the
assigned portion of the exerices to the class as if
they were the teachers.
- T will give demo by giving explanation and leading
class discussion on a couple of questions before
having ss explain them.
Activity 4:

3min

P.S. In the student-teaching part, ss will also practice their

speaking by incorporating the expressions learned from the
speaking lesson which they use to confirm understanding
when explaining their answers to the class.
4.2. During Stage:
SS-SS
- Ss work in groups and help each other to complete
the exercise
- Ss will further discuss on questions that they are
assigned to explain later in the activity
P.S. Questions will be assigned during the group work and
T will walk around and guide each group in explaining the
questions they are assigned.

17min

4.3 Post-Stage:
- T will go over the answer and give explanations to
the first couple of questions as demonstration.
- Each group will come to the front and teach the
rest of the exercise
- During the student-teaching, T will ask questions
suc has Can I use past simple instead of past
perfect here? to the student-teachers to further
check their understanding regarding the difference
among the tenses
- T will give clarification when ss find it hard to
explain or are confused with the explanation given
by the student-teachers.

Transition to WrapUp: T will wrap up

the activity and
assign homework to
the ss.

Wrap-up

Tangible Outcome & T. feedback/peer feedback:

- Tangible Outcome: The grammar exercise ss
completed
- Peer feedback will be given during the group work
when ss work out the answers collaboratively as
well as during the post-stage when students teach
and explain their answers to the class; T feedback
will be given during the group by monitoring and
assisting with the group work. Ts corrective
feedback will be given during the post-stage by
offering clarification on questions that ss are most
struggled with.

Lesson Evaluation Procedures:

Assignment:
1) Write a short biography based on the information
you have collected in the Press Conference. In your
paragraph you should use 1) correct tenses (past
simple, past perfect, past perfect progressive) 2)
different cohesive devices (repeated key words;
reference words, transition words) to make your
writing coherent.
2) Ss will also be asked to write 1~3 sentences that
sums up the main idea of the Mozart text using
only the topic/supporting/concluding sentences
they have identified.

SS-SS
T-SS

15min

(35)

Materials:
Dry-ease marker & eraser
Lesson Slides (printed copy also as back-up)
Reading Strategy Review - Looking for detailed information (12 copies)
Paragraph structure/sentence type worksheet (12 copies)
Integrated Grammar Info Card A (6 copies)
Integrated Grammar Info Card B (6 copies)
Integrated Grammar Activity Worksheet A (6 copies)
Integrated Grammar Activity Worksheet B (6 copies)
Grammar Exercise Worksheet (12 copies)
Anticipated Problems & Suggested Solutions:
For the reading activity, the text on Mozart is rather long. Some lower-level
students might not be able to complete readnig and filling out the worksheet on the three
main paragraphs within the allotted time. Solution: T may ask Ss to complete the
worksheet as homework so that they get enough time and practice. T will also only assign
three paragraphs to complete instead of the whole text (Paragraph 1 is for T demo, so Ss
just needs to complete the worksheet using paragraphs 2~4). Another anticipated problem
may be that the text is a little intimidating with unfamiliar vocabulary and technical terms
(i.e. names of instruments). Ss may be stuck trying to figure out the definition or ask T
for clarification. Solution: T will remind Ss that the purpose of the activity isnt to
understand every single vocabulary but to identify the structure of the paragraph and its
sentences. If there is a word the Ss does not understand, T will ask them to use context
clues to make an educated guess and proceed with the activity.
For the grammar activity in which ss will be asked to teach and explain the
answers of the exercise to their fellow classmates, they may not be able to work out the
correct answer or explain or deliver their answers and thoughts clearly to their classmates
or feel shy to speak up in front of the class. Solution: 1) T will model the studentteaching by going over the answers and give explanations to the first couple of
questions; 2) T will have ss take the initiatives but will also assist with them by giving
hints or prompting answers whey they find it hard to give explanations to some of the
questions. 3) T will have ss work in groups instead of individuals to do the studentteaching so that they can help each other to get their ideas across.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, we will ask Ss to start organizing or writing the short biography
based on the information they have collected. T may also take this time to again remind
them what elements needed to be included in this biography and/or answer some
questions they may still have about grammar or the assignment.
Post-Lesson Reflections:

The review activity, activity #1, took long than expected and cut into the time that was
dedicated to activity #2. We will continue with activity #2, understanding paragraph
structures, next class. While we tried to provide teacher demo in activity 2 to try to
identity topic, supporting, and concluding sentences for paragraph 1 in the assigned text,
it seemed like there was too much teacher talk. Instead of the teacher spending too much
time giving out explicit instructions, the students should have jumped right into the
activity and start practicing to cut down teacher talk and increases SS-SS interaction. In
the future, we will make sure to make that adjustment in our lessons.
As anticipated and similar to the last grammar section, ss still struggled a lot with the
different tenses refer to past events. Although they found the instruction clear and straight
forward but when it came to the exercise or actual use of the tenses they got confused
again. In addition, the integrated grammar activity (info gap) turned out to be too
challenging for the ss. We should have given less gap but more information and provided
more scaffolding. The ss spent a lot more time than expected on the info gap activity and
as a result we did not get to do the grammar exercise. We will save it for the next class
since ss definitely need more time and exercise practicing using the different tenses.