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CEP Lesson Plan

Teachers: Allison Orr & Christopher Mueller


Level: Advanced Conversation
Date/Time: Tuesday, 2/8 11:30am-1:00pm
Objectives (SWBAT):
Students Will Be Able To
1. Ask and answer specific introductory or getting-to-know-you style questions.
2. Ask and answer questions in a variety of different forms.
3. Ask and answer introductory questions in a pragmatically appropriate manner.
4. Synthesize and summarize information about their partner in a concise manner.
Theme: Meeting New People
Aim/Skill/Microskill
Warm-up: Introduction to
the course

Activity/Procedure/Stage
Introduce instructors

Interaction
T-Ss

Time
10 mins

Housekeeping: Tell Ss about syllabus, CEP


policies (attendance, late arrivals), and course
requirements (tests, HW, participation).
Activity 1: Get-Together
Pragmatics and Use
Activate Ss knowledge
about introducing oneself,
meeting new people, and
starting conversations with
new people.
Embedded needs analysis.
Collect ideas for future
themes/topics.

Take attendance
1.1 Pre-Stage: Put Get-Together on the board.
Ask Ss what this means, and are there any other
related words (e.g., house party vs. a thing, dinner
party vs. potluck, first date, etc.). Mind map.
Tell Ss one of their classmates, who they are
absolutely going to be friends with, has invited
them to a get-together. Ask Ss if they will know
everyone at the gathering? Y/N? There will
probably be at least one person the Ss will not
know. Tell the Ss they sit down on the couch and a
person they dont know sits next to them. Ask,
What do you do? Sit there awkwardly? Look at
the floor? Ask them questions? Ok, what kind
questions? [Get a few examples from class].
Well, it turns out we are in a get-together right
now. Look, some of you know each other from
previous classes, and some of you dont. So lets
get to know the ones you dont.
1.2 During Stage: Tell Ss we have prepared a list
of questions that are commonly asked when
meeting new people at a get-together. [Go through
one-by-one and give students alternate examples.]
Can you think of any others? Have we missed
any?

T-Ss
Ss-T

15-20 mins

Put each question on the board. Ask students if


there are any other ways to say each question and
responses? Write alternatives to questions and
responses. [Do this for each question.]
(e.g., Whats your name?)
Possible answers: My name is ____.
Im _____.
or just _____. What is the most natural? How do
we respond? And you? What about you?
Yourself? etc.
Transition to #2: Practice
and Production
Ss will use these Qs in their
own interviews.

1.3 Post-Stage: Ss-generated feedback from


question/response alternatives. Review any
incidental vocabulary from activity.
Ss may also wish to share any awkward
stories/experiences they have had in this area.
(Depends on comfort-level of students)
Potentially teachable vocab: awkward,
uncomfortable silence, etc.

Activity 2: Get Together


Production and Practice
Ss practice Q formation in
an interview/small-talk
context, make choices from
a variety of options. Ss
practice giving extended
answers and asking followup questions, broadly
improving their
conversational skills.

Tangible Outcome & Assessment:


Ss familiarize themselves with pragmatically
appropriate Qs & As in the context of making
introductions, Ss are provided with a variety of
models to choose from re: introductory small-talk
2.1 Pre-Stage: Put Ss in pairs & provide with
worksheets. Instruct each pair to ask & answer
the questions on their worksheets (they can
practice alternate forms here too). Inform that
they will be reporting their partners answers to
class (tangentially practicing introduction skills? - This is _____. She is _____.) Model a few
questions/responses for class if necessary. (e.g.,
avoiding one-word responses, asking follow-up
questions, etc.)
2.2 During Stage: Ss take turns asking Qs in pairs.
If odd #, one S can work with teacher. T monitors,
making note of errors/interesting contributions.
Encourage Ss to give extended responses.

Transition to #3: Discourse


Competence

2.3 Post-Stage: Ss report their answers to class.


This can be adjusted for time/mood e.g. if time is
short - Tell us 3 interesting things you learned
about your partner. Open-class (OC) feedback.
Tangible Outcome & Assessment:
Ss learn more about their classmates, practice
examples detailed in Activity 1 & practice
reporting information/introducing someone.

S-S
SS-T
OC

40 mins

Activity 3: Get-Together
Discourse Competence
Ss will demonstrate
knowledge of socially
appropriate Q types,
becoming aware of
culturally specific norms re:
polite/intrusive Qs.
Ss will participate in
relevant cultural exchange
w/ Ts, classmates.
Transition to Wrap-up:
Course goals/Error
Correction
Ss will have gotten to know
each other as a class,
practiced their speaking &
question formation, &
provided substance for
upcoming error correction.
Wrap-up: Error Correction,
Course goals

Community-building.
3.1 Pre-Stage: Ask Ss: So, what kind of Qs
DIDNT we ask? Why? Discussion re: what
kinds of questions are/are not polite/appropriate
in US culture. Are you married? How old are
you? etc. Compare this to Ss own cultures,
modeling or eliciting examples from class.

T-SS
S-S
SS-T

10 mins (if
running out
of time,
move this
to next
class)

T-SS
SS-T
S-T

10 mins

3.2 During Stage: Ss discuss Qs in pairs/small


groups (or perhaps OC? -- will see what seems
best). This could also lead to broader discussion
questions re: culture shock, cultural differences,
politeness, etc. Ts monitor as necessary.
3.3 Post-Stage: OC feedback. Put any relevant
vocabulary/fixed expressions on board.

Tangible Outcome & Assessment:


Ss familiarize themselves w/ US sociolinguistic
norms re: small-talk & acquaintance-level
relationships.
Lesson Evaluation Procedures:
(Time allowing: if necessary, can be pushed to
Fridays lesson)

Provide Ss with the


opportunity to describe their
own goals for the class.
Errors: cold-correction.

Alright everyone, great work! Before we end,


did you have any questions for us? These can be
personal or course-related.
We also wanted to talk a little bit about some of
the goals we have for the course
Detail course goals:
- improve confidence
- improve fluency
- emphasis on natural speech
- increase overall accuracy in speaking
- collocations/phrasal verbs/idiomatic
language
- open arena for whatever Qs Ss may have
- Anything you wanted to add?
Exit ticket: What is one question/phrase/word
you learned today?
Give brief outline of Fridays class.

Materials: Board, markers, Interview Worksheet w/ example Qs. Online Student Needs Analysis/Survey link
will be emailed to Ss for HW.
Anticipated Problems & Suggested Solutions:
Ss are familiar w/ one another from a previous course: mix up pairs.
Ss have low energy/are not interacting: expand groups (from pairs to groups of 3), switch from pairs to openclass activity.
Ss struggle with material: model more extensively, give more examples, further grade language.
Contingency Plans (what you will do if you finish early, etc.):
Ss can ask teachers questions. Okay, in the last few minutes, do you have any questions for us? Ss are usually
fairly curious about their teachers.
If Ss are hesitant to ask questions, introduce Answers activity, i.e. teachers write various answers on board
such as 32, pancakes, 9 years. Ss must guess the questions which apply to each answer in pairs/small
groups. How old are you?, What is your favorite food?, How long have you been teaching?.