CEP Lesson Plan Template

Teacher/s: Jasmine Kim

Level: I2 Date/Time: November 18, 2015 / 7:00pm-9:00pm
Goal: To feel comfortable skimming and finding the main ideas when reading a text.
Objectives (SWBAT):
Students Will Be Able To
1. understand what skimming is.
2. understand how to skim when reading.
3. guess the meaning of new words by using the context.
4. differentiate either & neither
Theme: Ask the Experts
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable):

Greetings!

T-SS

SS-SS

10

1. Introduction
- Explain what we are going to do
today.
2. Have SS work in pairs to come up
with a list of ways people get advice
today. Ask:
In the past, people usually got
advice from their families and
friends. What are some different
ways of getting advice today?
(Pair work, 3 minutes)
3. Have SS come up to the board with a
list of ways people get advice today.
15
mins
Activity 1: Skimming

1.1 Pre-Stage:
1. See if SS knows what skimming is.
If they dont know, explain what it is.
- Vocabulary: Skimming
Reading quickly to get a general
sense of the main idea(s).
2. Questions (pair work):
- Do you ever skim materials in your
native language? If so, what
materials
are they?
- Why would you skim something

T-SS/ SS-T

SS-SS

10

rather than read slowly? What are the

advantages & disadvantages to
skimming something?
1.2. During Stage:
T-SS
1. Explain the strategy of Skimming:
Before reading a text, it is a good
idea to get a general idea of what
the text is about. Skim, or read
quickly, to find the main ideas.
SS-SS
2. Have students quickly skim for the
main idea in paragraph 1 & 2.
- Once they finish, they can compare
asnwers with a partner.
- After we go over as a class, I can
show my answers as an example.
S-S
3. Have them read the remaining
paragraphs (time it!) & find the main
idea for each one (have them write it
down).

15

1.3 Post-Stage:
1. Once they finish finding the main
ideas, have them compare their
answers with a partner.

20

SS-SS/ T-SS

2. Have SS come up to the board and

put their answers & have them
explain!
(Give feedback!)
Activity 2: Guessing the
Meaning

2.1 Pre-Stage:
1. Explain what they are going to do
now.
- They will be working in pairs to
guess the meaning of the new
vocabulary words by using the
context.
2.2. During Stage:
1. Distribute handout 1.

45
mins

T-SS

SS-SS

SS/ T-SS

10

2. Have Ss think & find about- What

clue words in the context helped them
figure out the meaning of each word?
2.3 Post-Stage:
1. Have Ss come up to the board &
write the meaning of the words!
(Feedback time!)

20
mins
Activity 3: Discussion

3.1 Pre-Stage:
1. Explain to Ss:
- They will discuss about three
questions in pairs.
3.2. During Stage:
1. Have Ss discuss about the following
questions:
Is it easier to get advice from a
friend or from a stranger?
Why?
Can you trust advice you find
on the Internet? How do you
know?
What experience have you had
using the Internet? Have you
ever asked for advice or solved
a problem using the Internet?
Explain.
* I will make notes of Student errors,
but dont interrupt to correct them; I
want to encourage fluency.

T-SS

SS-SS

10

3.3 Post-Stage:
1. Go over the discussion questions as SS-T/ T-SS
a class.
2. I will refer to my notes and write
errors on the board without identifying
who made them.
Wrap-up

1. Show the video- either vs. neither.

15

26
mins

SS

2. If we still have time in the

classroom, have student complete an
exit ticket.
3. Discuss the homework for the next
class (Practice 8-10).

T-SS

9
mins

Materials: USB (for PPT), exit tickets, pen, markers, textbook, workbook.
Anticipated Problems & Suggested Solutions: Students might find few unfamiliar vocabularies a little difficult.
Then, make some example sentences along with the vocabs so they can easily understand and also remember.

Contingency Plans (what you will do if you finish early, etc.): I can move on to Pronunciation on pg.82 and
have students practice conversation. If we are running behind, I can show the video clip (either/neither) next
class.