CEP Lesson Plan

Teacher/s: Xinyu Li; Yunshan Niu

Level: Intermediate 5

Date/Time: 06/10/15

Goal:
Students will practice reported speech.
Objectives (SWBAT):
Students Will Be Able To
1. improve their abilities to use reported speech in both spoken and written English
2. give brief definitions orally
3. introduce quotes orally
Theme: Humor
Extensions: N/A

Aim/Skill/Microskill

Activity/Procedure/Stage

Time

(for example:
SS-T)

Review or Preview (if

applicable)
Mid-term

Interaction

1. Students are given exam papers.

Listening clip is played first.
2. After the listening section, students
are called outside the room in pairs to
do the speaking section.

40
min

Linking & Transitioning to rest of

lesson:
The mid-term is officially over! Now
lets continue with Unit 7.
30
min

Activity 1:
vocabulary/grammar: verbs
similar to say

1.1 Pre-stage:
Students brainstorm different ways to
say say, and talk about their
meanings, and similarities and
differences.

Transition to #2: Now we

are going to watch a very
interesting video.

1.2 During-stage:
In pairs, students read the words listed
on Workbook Practice 7 and match
S-S
them with pictures.

T-SS
5 min

15
min

1.3 Post-stage:
1.3.1 Answers are checked. Students
T-SS
create sentences using each word.
1.3.2 The class discusses the frequency,
usefulness, and formality of the words.

10
min

Tangible Outcome & T. feedback/peer

feedback:
TO: matching results; sentences
created by students.
TF: checking matching results;
sentences created by students
PF: during matching
Activity 2:
Listening-Love is a Fallacy

Transition to #3: (Introduce

a quote from one of the
characters.)

2.1 Pre-Stage:
2.1.1 The teacher explains the word
T-SS
fallacy and students think of
examples.
2.1.2 The teacher introduces
background info of the video. Handouts
are distributed.
2.2 During Stage:
The video is played in segments. Before
each segment, students answer preT-SS, S-S
listening questions and are given
while-listening questions. After the
segments, students retell the segments
in pairs, answer questions, and the
class discusses them. The teacher
answers questions of vocabulary.
2.3 Post-Stage:
2.3.1 The video is played again.
2.3.2 In pairs, students have
discussions about the content, message, S-S, T-SS
and characters of the video.
2.3.3 Students share their opinions in
class, and the class has a discussion
about the message and humor of the
video.
Tangible Outcome & T. feedback/peer
feedback:
TO: answers to questions; retell.

45
min
5 min

25
min

10
min

TF: answers to questions

PF: during retell and when checking
answers
Activity 3:
Speaking: quotes

Transition to #4: Most of

you wrote in your exit tickets
yesterday that youd like to
practice reported speech.
Now lets do another
speaking activity on reported
speech.

3.1 Pre-Stage:
3.1.1 The class discuss the meaning of
quotes, students favorite quotes,
and how they can introduce a quote
in English.
3.1.2 Students read the four ways to
say a quote on the textbook.

30
min
T-SS
8 min

3.2. During Stage:

3.2.1 Students are divided in two
groups. Each group is given 10 cards S-S
(5 quotes and 5 names). The two sets of
cards are different.
3.2.2 Each group match the quote
cards to the name cards. They are
asked to look up new words and
discuss the meanings of the quotes.
3.2.3 Each group looks at the other
groups matching results, and discuss
if they agree, and what changes should
be made. If there are questions, they
direct them to members of the other
quotes.
3.3 Post-Stage:
3.3.1 The class looks at the matching
results. One student says each quote
using the expressions on the textbook,
and explain its meaning. The teacher
explains if the matching is correct /
gives further clues.
3.3.2 The class discuss their favorite
quote.
Tangible Outcome & T. feedback/peer
feedback:
TO: matching results; oral production
of target form during post-stage
TF: checking matching results; giving
feedback on target form production
PF: matching; checking matching
results

T-SS

15
min

7 min

Activity 4:
Speaking: definitions

25
min

4.1 Pre-Stage:
The class discusses ways to give
definitions.

3 min
N/A

Transition to Wrap-up:
How do you think
homework could be
defined?

4.2. During Stage:

4.2.1 Students are put into two groups.
Each group is given 6 cards. The
teacher explains the rules of the game
and models it.
4.2.2 The game is played. One member
holds up a card, and the other
S-S
members define the item on the card.
The former member guesses what the
others are defining. After guessing
correctly, the member suggests things
that could have been added to the
definitions.
4.2.3 Each group chooses two items
S-S, T-S
that they give the best definitions, and
writes the definitions on the board.
4.3 Post-Stage:
4.3.1 Each group guesses the items of
the written definitions, and gives
feedback on what could be
changed/added, as well as grammar
corrections.
4.3.2 The class revisits the pre-stage
discussion of what should be included
in definitions, and expands the
answers.
Tangible Outcome & T. feedback/peer
feedback:
TO: Students spoken and written
definitions.
TF&PF: During guessing game and
after definitions are written on the
board.
Assign homework.

Wrap-up
Lesson Evaluation Procedures:
Exit tickets.
Materials:

15
min

7
min

5 min

Textbook, workbook, handouts, and computer (for playing the video).

Anticipated Problems & Suggested Solutions:
Problems:
1. Activity 1 might be too difficult due to the vocabulary involved.
2. Activity 2 might also be difficult since the characters in the video talks fast.
Solutions:
1. If matching turns out to be too difficult, the teacher will provide clues or divide the
words into smaller groups first. Contextualized examples will also be provided.
2. The teacher will provide pre-listening and during-listening questions that familiarize
students with the plot, ask them to look for the main plot development, and ensure that
they have grasped the main idea of each segment. New and key vocabulary will be
written on the board and gone over in advance.
Contingency Plans (what you will do if you finish early, etc.):
Listening for definitions activity on the textbook.
Post-Lesson Reflections:
Students did relatively well for activity 1, but this activity still seemed to be too
decontextualized. The video for activity 2 proved to be difficult, but students seemed to
enjoy it very much, and the discussions were vivid.