CEP Lesson Plan

Teachers: Caitlin Wang, Parkorn Wongsiri

Level: Advanced 3
Date/Time: March 9, 2015 / 10.00am - 12.00pm
Goal: 1. Students will identify the future perfect and future progressive tense instances
from songs and differentiate the usages between future progressive and future perfect
tenses.
2. Students apply Block Organization writing knowledge to evaluate an essay.
3. Students develop a coherence idea in an incomplete essay.
Objectives (SWBAT):
Students Will Be Able To
1. Listen to a joint song of three songs and identify the simple future, future progressive,
and future perfect tenses in the song
2. Differentiate the usage of future perfect and future progressive tenses in various
grammar exercises
3. Apply the knowledge of future perfect and future progressive into speaking activities
and discussing about future plans
4. Understand the rules and usages of future perfect and future progressive through
grammar and interaction activities of talking about the future
5. Discuss the points they have from the listening of audio clips and negotiate the
accuracy.
6. Successfully apply knowledge on Block Organization essay to provide feedback.
7. Generate ideas and use transition words, including Future tenses to continue an idea
left off in an essay.
Theme: _____ Space Exploration, Future Perfect and Future Progressive______
Extensions: __You Will Be Mine by Faith Hill; Every Breath You Take by The Police;
Breakaway by Kelly Clarkson; E-Grammar.org, Students performs a mini-research on the
Internet and write an essay of comparison on their preferred topics and share with the
class.__
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

(for example:
lesson: Greetings and Attendance
SS-T)
T will take attendance and go over any SS-T
announcements and the objectives for
the day. T will briefly ask SS what they
remember from last weeks lessons on
future progressive and future perfect
tenses.

Time
10:00 to
10:05am

Activity 1: Future tenses in

songs

1.1 Pre-Stage: T will ask students to

take out a piece of paper and inform
the students that they will be hearing
this song that will contain the simple
future, future progressive, and future
perfect tenses. T will specifically
inform and instruct the students listen
for these three tenses and write down
the particular instances of these three
instances in the song. The song will be
Transition to #2:_Now that played through once and if necessary,
you are all in the mode to
will be played again.
work with future progressive
and future perfect tenses,
lets take a look at this
1.2. During Stage: SS listen to the song
exercise that requires you to and try to identify the instances of the
differentiate the two
three future tenses used in the song.
tenses!_
After the song is played once, SS will
discuss in pairs their answers.

SS-T (T
10:05 to
primarily gives 10:06am
instruction)
(1 min)

Individually;
SS-SS

1.3 Post-Stage: T will go over the

SS-T
answers with the SS and calling on
each SS to provide one instance of any
of the future tense they had heard
(simple future, future progressive, and
future perfect).
Simple Future
Ill spread my wings and Ill learn how to fly
Ill do what it takes til I touch the sky
And Ill make a wish
But I wont forget all the ones that I love

Future Progressive
Ill be watching you

Future Perfect
I will have held you
I will have kissed you
I will have claimed you
I will have loved you

Tangible Outcome & T. feedback/peer

feedback: Students will hear the song
and identify where the instances of the
future tenses are used in the song. (T) T
monitors the SS while they listen and
when the discuss answers; T will
provide informal reinforcements when
SS answer correctly. (P) SS share and

10:06 to
10:11am
(5 mins
music)

10:11 to
10:16am
(5 mins)

check answers with each other and

assist each other in getting to the
correct answer.
Activity 2: Future
2.1 Pre-Stage: T passes out the
SS-T
Progressive and Future
grammar exercises that incorporates
Perfect in grammar exercises the future progressive and future
perfect tenses. T explains each section
and provide a model example for each
portion before having the students start.
T have SS work in pairs instead of
individually.
Transition to #3:__Lets
interact with our classmates
and produce some future
progressive and future
perfect tenses in our next
activity!__

10:16 to
10:17am

2.2. During Stage: SS work together in SS-SS

pairs to complete the worksheet.

10:17 to
10:24am
(7 mins)

2.3 Post-Stage: T review the answers

SS-T
with SS and rotating to call on SS to
provide the answers. As each S provide
an answer, T will ask other SS if they
agree or disagree. If not, other SS will
give an alternative answer. If no one
catches the wrong answer, T will jump
in and provide SS the correct answer.

10:24 to
10:30am
(6 mins)

Tangible Outcome & T. feedback/peer

feedback: Students will understand
how to apply the rules and usages of
future progressive and future perfect;
they will know which tense to use in
which context. (T) T will walk around
and monitor student progress during
the activity and answer SS questions;
T will provide informal reinforcements
for those who answered correctly; T
will facilitate the post-stage and
provide the correct answers for the SS.
(P) SS share and check answers with
each other and assist each other in
getting to the correct answer.

Activity 3: Future
Accomplishments and Plan

Transition to #4 or Wrapup:___ Now I will leave it

up to Parkorn to get into his
activities___

3.1 Pre-Stage: T have students turn to T-SS (T

page 127 in the textbook and have the instructs)
SS focus on activity 5. T instructs SS
to use both the future perfect and future
progressive to think of an original
story/prediction for each of the
category presented. T will ask the SS to
use at least 2 future progressive and 2
future perfect for each topic. T will
break the class into four groups and
assign two categories for each group. T
instructs that each topic should have at
least 5-6 sentences (paragraph) thus,
as each group have 2 topics, they
should at least have two paragraphs.
Before each group starts, T will
provide a brief outline of what should
be included in each paragraph:
1. General background of what the
topic will be focused on (including the
time how many years into the future
from now)
2. Usage of future progressive and
future perfect in to denote any plan or
accomplishments in the time specified
3. A brief conclusion or summary to
sum up the original story or prediction
of an idea

10:30 to
10:32am
(2 mins)

3.2. During Stage: Each SS per group

will take a few minutes to individually
brainstorm some ideas to talk about
regarding their topics. SS will then
come together in each group to write a
story or prediction of an original idea
about their topics using the future
perfect and future progressive to
describe the accomplishments and
plans of a future event (that could be
10 or 20 years from now).
T will provide butcher paper or
construction paper for each group to
write down their paragraphs to share
with the class.

10:32 to
10:50am
(18 mins)

SS-SS

SS will check each others usage of the

future perfect and future progressive
tenses and provide correction if
necessary.

3.3 Post-Stage: T will have each group

present their topics to the rest of the
class. After each group presents, T will
randomly call on a student to report
what he/she has heard from the
presentation:
1. What were the two topics about?
2. What is one future
progressive/future perfect they used?
T will also ask the rest of the class if
each pairs usage of the grammar
tenses is correct (in case each pair
overlooks their partners errors)
Tangible Outcome & T. feedback/peer
feedback: Ss understand the rules and
examples of future progressive and
perfect tenses as well as being able to
apply these rules in a new context and
using them to talk about their possible
accomplishments and goals. (T) checks
other SSs comprehension after each
group and provide informal
reinforcements after each group
presents. T also monitors the group
discussion when the Ss are sharing and
discussing their ideas with each other.
(P) in groups, discuss and talk about
their ideas and paragraphs; within the
groups, Ss also check each others
usage of the future perfect and future
progressive tense correcting their
partner if necessary. As a class during
presentation, rest of the class will listen
and check their classmates
presentations usage of the grammar

SS-T
10:50 to
(primarily SS 11:00am
presenting and (10 mins)
T facilitates)

Activity 4:
Essay Discussion and
Brainstorming

Ss share the ideas in their

essay which integrates
listening and writing to
the class and get feedback
on their writing.

4.1 Pre-Stage:
T-Ss
T leads Ss into this activity by
quickly reviewing the components
and topic organization in Block
Organization format taught in the
previous session.
- T uses slides to review the concept
of Block Organization. T begins
with the first slide with the
components of this type of writing. T-Ss
T will say, Now we will begin our
next activity with a focus on
writing. Before we begin, I would
like to review the Block
Organization format. Last class, we
learned about the components and
idea organization. Lets look at this
format again. Now who would tell
me how many parts we have in the
Block Organization writing.
- Ss volunteer to give answers.
- T continues the revision on the
Block Organization and
constantly asks the class to
participate and give answers.
Then, T asks Ss to use their writing
(homework assignment) to consider
more carefully about Block
Organization format by getting into
pairs and evaluate each others
essay.
T will say, Now Id like you to pair T-Ss
up with the person next to you.
Please take out your homework
from last time. Remember, you had
to listen to the recording on
differences between Venus and
Earth and write an essay of
comparison using Block
Organization.
- Ss get into pairs.
- T continues to provide a criteria

2 mins

8 mins

1 min

to evaluate each others writing.

T-Ss
T will say, Now please turn the
textbook to page 134 and look
under Write About It, Item 8 - Check
Your Writing.
T continues, First, please share the
points you include in your essay
with your pair. Try to see if your
partner has different points. Then
please switch essay and evaluate
your partners essay using the three
criteria in Item 8. You have 10
minutes.
- Ss do as instructed.
- T walks around to help Ss and
gives suggestions/corrects errors.

1 min

The questions include:

1) Is there an introductory
paragraph?
2) Do the supporting paragraphs
cover all of the first item before
contrasting the item with it?
3) Is there a clear conclusion?
4.2. During Stage:
Ss get into pairs and share their
opinions from the essay including
discussing on similarities and
differences of the two essay. Ss
learn whether they left out some
points included in the listening.
Ss then use the points on page 134
to evaluate their partners essay and
prepare to share their conclusion
with the rest of the class.
T says, Please be ready to share
with the rest of the class.
- T monitors Sss errors in speaking
by filling out an Error Correction
Chart.

T-Ss, Ss-Ss

10 mins

4.3 Post Stage:

T-Ss, Ss-Ss
T asks for Ss attention and asks Ss
to share some ideas they include in
the essays with the class. Ss also
have to mention whether their
partners fulfill the writing criteria
by presenting their evaluation based
on the three questions to the class.
T will say, Now, please share your
points you have in the essay
including the evaluation on the three
questions with the rest of the class.
Who would like to volunteer? Just
talk about your partners essay.
- Ss take turns participating in
talking about their partners
essays.
- T provides feedback and gives
supporting comments.
- Ss include any corrections made
in their essay before submission.
- In the end, T provides all the
points in the recording of Venus
and Earth and asks Ss to consider
whether they miss any points.
Please submit your essay so that I
can provide an individual
feedback.
Tangible Outcome & T. feedback/
peer feedback:
- Summary of points from the
listening to be included
- Lists of mistakes for future essay
writing improvement
Feedback:
Transition to #5: We will Peer - Students sharing of points in
do the last writing of this the essay, the discussion during the
chapter. You will also
evaluation of essay
apply your knowledge on T - Feedback and comments on
Future Tenses we have
students use of tenses in the essays,
learned in the chapter in
the accuracy of points from the
your writing.
listening, analysis on the essays
paragraphs to the class

10 mins

Activity 5:
Independent Writing

Ss write a paragraph to
create a story around the
theme of the book on
Space Exploration. They
have to integrate Future
Tenses into the writing
and use transitions to
create coherence between
paragraphs.

5.1 Pre-Stage:
T-Ss
T leads Ss into the next activity by
briefly relating the idea of Block
Organization essay and reviewing
some possible transition words.
T will say, We have talked a lot
about writing an essay with Block
style in this chapter. As you can see,
each type of writing format has its
own unique organization of ideas
into the paragraphs. Now we will
write another essay but this time
you will have to be creative in your
essay to develop a good one. Lets
review some of the transition words
we discussed earlier.
- T asks Ss to give some examples
of both comparison and contrast
transition words.
Who can give me some of the
T-Ss
transitions for comparison and
contrast essay?
- Ss give answers.
- T provides additional ideas or
further explanation on how to
properly use transition words in
the essay.
- T also provides lists of transition
words on the slides.
5.2 During Stage: Discussion
T distributes handout to the Ss and
T-Ss
explains the direction of the activity.
T will say, I am now passing you a
handout of this activity. Please take
a look at the handout.
- Ss get handouts and see if they
have questions.
T continues explaining.
T says, As you can see, the writing
is still about space exploration. In
this activity, you will develop a

1 min

2 mins

2 mins

complete essay to connect the ideas

from the first paragraph which has
been provided for you. Please write
two more paragraphs to finish the
essay. Use transition words as you
write to make the essay more
coherent. Please remember to
include the words in the box in your
essay and incorporate your
knowledge on Future Tenses in your
paragraphs. You have 18 minutes.
- Ss brainstorm ideas and develop T-Ss, Ss-Ss
an essay individually.
- T walks around the room and
provides suggestion or guides Ss
to form ideas, including giving
vocabulary meaning.
5.3 Post Stage:
T asks Ss to share the overall idea
they include in the writing to the
class. Ss also have to provide
T-Ss, Ss-Ss
sentences where they use Future
tenses in their essays. Other Ss have
to evaluate whether the use of
tenses are correct or not.
T will say, I would like to have a
few volunteers to share your ideas
in the writing with the class and also
your sentences with Future tenses.
- Ss volunteer to give ideas and
example sentences with future
tenses.
- T asks other Ss to evaluate the
use of tenses and suggests
corrections if necessary.
Tangible Outcome & T. feedback/
peer feedback:
List of transition words, completed
essay on the worksheet, examples of
Future tenses in the essay

15 mins

8 mins

Transition to Wrap-Up:
Lets review what you
have to do for the next
class.
Wrap-up

Feedback:
Peer - evaluation on the use of tense
and the development of ideas in the
essay
T.- informal reinforcement, idea
suggestions during the class
discussion
Lesson Evaluation Procedures:
- Evaluating Sss comprehension of
Block organization and Future
tenses from the writing
T concludes the lesson, We will
begin the new chapter in our next
class.
- T write a list of assignments on the
board and concludes the lesson.

Materials: markers, erasers, syllabus, textbook, presentational slides, worksheet

Caitlin
o Textbook, teachers guide, workbook
o Future Tense song
o Butcher paper x4
o Sharpie x4
o Grammar worksheet x 18
o Additional grammar practice x 18
o Powerpoint slides of instructions
Anticipated Problems & Suggested Solutions:
Students do not participate in the discussion.
Ask students by name and encourage them to participate by helping students formulate
their ideas and give suggestions
Students do not complete homework assignments
Check students work and provide clear explanation on homework grading criteria and
scoring rubrics
Students have problems in writing and development of ideas
Ask students to meet after class to discuss or give further explanation
Caitlin
o Students digress during group activity

Provide students adequate amount of time, just enough to

complete the assignment so they wont finish extremely early and
have time to talk about non-class related things
o Students do not put effort into the activity
Walk around and monitor the class during student activity and
check on their progress occasionally asking them what they have
come up with so far making sure they are on the right track
o Some pairs finish the grammar exercise quicker
Give these students the additional grammar exercise and have
them work on it will provide answers later
o Run out of time for activities
Dont forget to time each activity and have to keep strict timing of
each activity
Contingency Plans (what you will do if you finish early, etc.):
Revision of concepts in the chapter to prepare students for the unit test this week
Caitlin
o Go over the vocabulary from last weeks reading
o Or have SS do another activity/exercise in the workbook to prepare for
their test
Post-Lesson Reflections: