CEP Lesson Plan

Teacher: Parkorn Wongsiri

Level: Intermediate 2
Date/Time: August 5, 2015/ 09.30AM - 12.00PM
Goal: 1. Students understand the present perfect tense and use it appropriately to
convey intended messages.
2. Students realize the importance of job interview through listening.
3. Students differentiate between making generalization and hedging.
4. Students learn the paragraph writing with supporting ideas.
Objectives (SWBAT):
Students Will Be Able To
1. apply correct forms of verbs to make meaningful sentences in grammar exercise.
2. extract important information in job interview clips and complete the worksheet with
correct information.
3. differentiate between making generalization and hedging and use words, expressions
appropriately in the debate.
4. apply supporting ideas to support the writing paragraph on job interview.
Theme: The Perfect Match, Job Interview
Extensions: Students research on the topic in the Internet and prepare for the debate in the
next class using the content learned in this class on making generalization.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: T opens the lesson by talking
with SS about things in general to get
SS ready for the class.

T-SS

4min

T opens the slide with the agenda and

goes over each agenda with the class
with supporting details.
T says, Here is our agenda for todays
class.
T also asks SS for any Qs they have
about things that are expected from
them in this lesson.

Activity 1: Grammar Practice

1.1 Pre-Stage: T asks SS to take out

their worksheet on the present perfect
tense from the previous class.
T says, Please take out the grammar
worksheet I gave you in our last
class.
SS do as instructed.

Transition to #2: Lets

listen to job interview
dialogues!

T-SS

1min

T-SS

5min

T gives a brief review on present

perfect tense by summarizing major
points in the slide.
Lets review the points of the present
perfect tense so that you can do the
exercise better.
T asks SS to finish the worksheet on
their own. SS have to apply knowledge
they learn on both simple past and
present perfect tense in this exercise to
make meaningful (correct) sentences.
T-SS,
Please work on each sentence and fill S-Individual
in the correct verb form individually.
You have 12 mins.

12min

SS work on their exercise sheet

individually.
T walks to each S to ask for any Qs or
help they need with the exercise.
T gives further explanation to SS to
help them with the difference between
simple past and present perfect tense.

T-SS, SS-T

1.2. During Stage: After S finishes the

exercise, T asks SS to work in pairs to
compare their answers.
T-SS, SS-SS
T says, Now, please get together in
pairs and check the answer with your
partners. If you have different answer,
try to think about the meaning of the
sentence and which tense will be more

8min

appropriate. Ill give you 8 mins.

SS get in pairs and check their
answers.
T walks around to take notes of any
frequent errors SS make to teach for
the whole class.
T gives help with any points SS have
problems with.
T then asks SS to get together for
whole class discussion. T asks SS for
any Qs they have or any
disagreements.
SS answers Qs.
T writes and discusses the issues with
the class and asks SS to give opinions
to reach the conclusion on their own.

T-SS, SS-T,
SS-SS

5min

T-SS

3min

T also gives frequent errors or other

points worth discussing to the whole
class by writing them out on the board
and ask for SSs opinions.
1.3 Post-Stage: T asks SS to open the
student book to page 69 and completes
the activity in pairs.
T-SS, SS-SS

3min

T says, Please turn to p.69 and

complete exercise 4 together with your
partners. Pick the sentences with the
same meaning.
SS do as instructed.
When time is over, T discusses the
answers with the SS and gives
explanation for them to relate the
sentences to the grammar focus.
Tangible Outcome & T. feedback/peer
feedback:
- answers to the worksheet exercise,
students book practice

T-SS, SS-T

4min

- form and use of the present perfect

tense
Feedback:
T- answers to SSs Qs, opinions or
corrections during the activity, correct
answers to the exercise
P- discussion of correct answers

Activity 2: Listening Job

Interview

Transition to #3: We will

now do speaking on making
generalization!

2.1 Pre-Stage: T leads SS into this

activity. SS have to listen to/watch
audio clips about job interviews to
extract important information.
T says, Now I want you to listen
to/watch two job interview situations.
While listening, please take notes of
the information you hear for each
listening for you to complete the
following task.

T-SS,
S-Individual

1min

T-SS

2min

T then distributes a listening handout

to SS and asks them to look at the chart
and questions they have to complete
after the listening.
T says, I will now play the first
listening. Each listening will be played
twice so fir the first time just listen for
overall idea.
T plays recording for the first time.
SS take notes.
1min
T gives 1 min. for SS to summarize
their thoughts.
2min
T plays it for the second time.
2.2. During Stage: T asks SS to fill out
the chart/ answer the Qs for the first
listening.
T-SS
Fill out the chart and answer the Qs
for the first listening. You have 5

5min

mins.
SS do as instructed.
T walks around the room and gives
help to SS with any Qs they have.
T asks SS to check answers in groups
of three SS.
T-SS, SS-SS

5min

Please get in groups of three and

check your answers.
SS do as instructed.
In the end, T asks for any Qs from SS
and gives the correct answers.

3min

T also mentions about the importance

in listening skills especially in the
interview situations.
2.3 Post-Stage: T asks SS to turn over
to the second listening activity.
T asks SS to look through all the charts
and Qs for this listening.
T-SS,
T says, Please look through all the Qs S-Individual
. This is the second listening and it will
be a little bit longer than the first one.
So, please pay attention.

1min

3min
When time is over, T asks SS to listen to
the second clip for the first time.
T plays the clip for the first time.
SS take notes of information.
T-SS, SS-T
When it is over, T asks for any Qs from
SS and points out to the vocabulary
section in the handout and gives more
words that are spoken in the clips.
SS take notes and try filling out the
tables, answers Qs as they can.
3min

T then plays the clip for the last time.

T-SS, SS-SS

4min

T-SS, SS-T

4min

T-SS

1min

T-SS

2min

When time is over, T asks SS to get into

groups of three to discuss their
answers.
Later, T discusses the answers with SS
and points to specific words, sentences
in the clip that are relevant to each
information SS missed.
(T may play the clip for another time if
necessary.)
Tangible Outcome & T. feedback/peer
feedback:
- points mentioned in the interview
clips
- answers to each listening activity
Feedback:
T- suggestions, answers to SSs Qs
during the listening, correct answers to
each activity, explanations to certain
points in the clips
P- discussion of answers to the activity
worksheet
Activity 3: Debate Making 3.1 Pre-Stage: T asks SS to turn the
Generalization
book to p. 71 and take a look at the
Speak Out part.

Transition to #4: Lets talk

about writing.

T says, Please turn to p. 71 in your

student book. Look at Speak Out part.
In this unit, we will focus more on the
speaking to make generalization about
certain things.
T opens the slide with further
explanation in details and uses it as a
guide while giving an explanation
along with the book.
T gives some words, expressions that
can be used when making
generalization with supporting
examples.

T asks SS for any Qs they have.

Then T talks about hedging or
responding to the generalized
statements.

T-SS

2min

T says, Please get into groups of five. T-SS

We will now do a debate and one group
will argue on generalized statement
that it is common while the other group
will argue against that statement that it
is not always true.

1min

T opens the slide with an explanation.

T says, Here are some words you can
use for talking against the generalized
statements.
3.2. During Stage: T asks SS to get into
groups of five. There will be two
groups for this activity. T then explains
more about the activity.

T then assigns the side to each group:

for (generalized) or against (hedging).
T opens the slide and asks each group
to consider this statement based on
their side;
A long commute to work makes a
person less productive.

T-SS

SS get into groups and do as

instructed.

SS-SS, SS-T

10min

T-SS

3min

3.3 Post-Stage: T asks SS to take turns

expressing their opinions based on the
discussions.
Now, Id like the first group
(generalized) to talk about your first
point. Why do you think this statement
is true? What is your evidence?
SS do as instructed.

T asks for any points in opposition

from the other group for SS to argue
back and forth.

T-SS, SS-SS

3min

T asks the second group (hedging) to

talk about their first point and repeat
the process of debate.

T-SS, SS-SS

10min

T-SS

4min

T also gives supporting ideas for each

group during the debate.
In the end, T asks the class to select the
winner.
T concludes the activity before moving
on.
Tangible Outcome & T. feedback/peer
feedback:
- words, expressions in making
generalization
- words, expressions to hedge the
statement
Feedback:
T- opinions, ideas during the
brainstorming for the debate,
supporting opinions during the debate
P- during the brainstorming,
discussion on the winner of debate
Activity 4: Writing The
Supporting Details

Transition to Wrap-Up:
Thats it for today. Here is
your homework.

4.1 Pre-Stage: T introduces SS to the

writing focus of the unit on supporting
ideas.
T says, I hope you still remember the
paragraph components we talked
about earlier. There are three
components. Who can tell me what
they are?

T-SS, SS-T
SS volunteer to give answer.
T gives feedback or corrections.
T continues, In this unit, we will add
more details to the second part of the

writing component.
T-SS

5min

T opens the slide with charts on the

paragraph component to use as
illustration.
T also provides examples on the
paragraph about related to job
interview as an example to the focus of
the units writing on supporting ideas.
4.2. During Stage: T asks SS to
complete the activity in the students
book on p. 74.
T-SS,
Please turn to p. 74 in your book and S-Individual
take a look at activity 7. Read the
paragraph first about Sarah Lewis and
try to fill out the paragraph outline to
summarize about what you will write.

7min

SS do as instructed.
T walks around to help SS with any Qs
or concerns they have.
T-SS, SS-SS

4min

T-SS

2min

T asks SS to compare answers with

their partners when they finish.
4.3 Post-Stage: T asks SS to write
similar paragraph using SSs personal
information.
T first distributes writing worksheet to
SS as a guide to help them brainstorm
ideas into paragraph outline with stepby-step instructions.
Please look at the worksheet. You will
write similar paragraph but this one
will be about yourself. Try to first think
about your personal job experience or
qualifications.
S-Individual
SS fill out the paragraph outline in
their worksheet.

S-Individual

15min

T-SS

2min

T then asks SS to write a paragraph

about their job experience.
T walks around to help SS with any Qs
or confusion they have. T may repeat
explanation for certain SS with
difficulty in developing the paragraph.
T asks SS to finish the paragraph at
home.
Tangible Outcome & T. feedback/peer
feedback:
- components of writing paragraph
- ways to develop supporting ideas
Feedback:
T- reinforcement to SSs answers,
suggestions on developing paragraph
P- answers to the activity in student
book
Wrap-up

Lesson Evaluation Procedures:

- Students comprehension on
paragraph writing with supporting
ideas
- The overall understanding of the
Present Perfect Tense
T says, As a homework, please finish
your writing and post it on the class
website.
T asks for any Qs from the SS.

Materials: Chalk, presentational slides, students book, worksheet on writing

Anticipated Problems & Suggested Solutions:
Students make several mistakes in the grammar exercise and are still
having problems.
Give more practice on the class website.

Students do not understand the contents in the listening clips.

Post clips on the class website and give them a script.

Students do not participate in the debate. / Students are shy to speak in

class.
Ask specific students to speak up during the debate. / Assign those
students to lead the debate group the next time.

Contingency Plans (what you will do if you finish early, etc.):

Students can practice more on paragraph writing with another task to let them
write about another person.
Post-Lesson Reflections: