Вы находитесь на странице: 1из 4

CEP Lesson Plan

Teacher/s: Lyndsey Reed


Level: Advanced Studies Date/Time: 7pm-9pm
Goal: Personality Types & Verbal Phrases
Objectives (SWBAT):
Students Will Be Able To
1. identify personality types from the Myers-Briggs test
2. Work with new verbal phrases
Theme: Personality

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson:

(for example:
SS-T)

Activity 1: Warm up activity 1.1 Pre-Stage: Go over PP. Familiarize


with Myers-Briggs
all Ss with all famous personalities.
T-Ss
personality types.
Guess the Famous
Personality

1.2. During Stage: Hand each person


their character (famous person). Give
Ss time to read the description. Make T-Ss
sure they understand all the new
descriptive vocabulary words. Explain Ss-Ss
the game. All these famous people are
at a dinner party together. You are to
act like your personality and chat with
each other. You have two chances to
guess who the other person is. If you
guess who they are they must sit down.
If you do not guess you must start
talking to someone else. The last
person standing is the winner
1.3 Post-Stage: Everyone reads their
description out loud and defines the

Time

5
mins

15
mins

Transition to 2: A few people


brought up practicing verbal
phrases so thats what we
are going to do for the rest
of the class.

Activity 2:
Verbal Phrases

new vocabulary words for the other


students. T will write new vocabulary
on a word document that will go up on
the website.

Ss-Ss
10
mins

Tangible Outcome & T. feedback/peer


feedback:
All new descriptive vocabulary on the
website.

2.1 Pre-Stage: Tell students there are


around 10,000 phrasal verbs in the
T-Ss
English language and elicit from
students why they are so important.
Highlight the following information:1)
English speakers tend to use the
phrasal verb rather than the Latin
based equivalent (e.g. give out
/distribute, put up with/ tolerate, go
around/avoid, etc) and so they are high
frequency.

10
mins

2) Understanding phrasal verbs


therefore is very important but often it
is difficult to understand the meaning
of a phrasal verb from their individual
components e.g. put up with.
3) Divide the class into small teams.
Write up a verb on the board and ask
the students which prepositions can go
with the verb to make a phrasal verb.
Go through examples and have the
students make example sentences.
2.2. During Stage:
Next, explain the game. Tell the
students you will write a different verb Ss-Ss
on the board. In their teams, students
have five minutes to write as many
sentences as they can, using the chosen

15
mins

verb as a phrasal verb. After five


minutes, ask each team to tell you their
sentences. For each correct sentence,
award one point. Make sure the
meaning of the phrasal verb is
conveyed correctly.
Play several rounds using different
verbs. The team with the most points at
the end wins.
Here is a list of verbs:
call
find
fill
give
hold
pick
make
bring
get
put
turn
carry
take

Write out all the words each group


comes up with with the sentence.
2.3 Post-Stage: The team with the most
used verbal phrases in the proper
T-Ss
context. Wins.
Tangible Outcome & T. feedback/peer

5
mins

feedback:
The verbal phrases and sentences will
be put up on the class website.
Wrap-up

Lesson Evaluation Procedures:


Review what was done today in class.
Hand back writing assignment.

Вам также может понравиться