CEP Lesson Plan 4 Teacher: Aya Tsuchie Level: Beginner 3

Date/Time: 11/20/2013 10:00 am to 12:00 pm

Goal: Identify rooms and furniture and describe home Objectives (SWBAT): Students Will Be Able To 1. Become familiar with vocabulary associated with rooms and furniture 2. Know prepositions of location 3. Ask and answer questions using prepositions of location 4. Describe their own home using prepositions of location Theme: Housing (Unit 4 from Stand Out 2) Extensions: Lesson 4: We need furniture Aim/Skill/Microskill Review or Preview (if applicable) Activity/Procedure/Stage Interaction Linking & Transitioning to rest of T-Ss lesson: T goes over what Ss will be doing today. If necessary, address any questions Ss had from the previous class (This can be found out from Exit Ticket) 1.1 Pre-Stage: 1) Ss write down names of rooms T-Ss they remember from the textbook and the videos individually for one minute. (Ss studied the lesson and watched videos for homework.) 2) T asks Ss to write down the names of the rooms on the board. 3) By using the rooms mentioned, Ss write down vocabulary (items associated each room) they remember from the textbook and the videos and make a list individually for five minutes. 4) T pastes two sheets of butcher paper to the two ends of the classroom. 1.2. During Stage: Ss-Ss Time 5 min

Activity 1: Vocabulary Building (Rooms and Furniture) Skill: Reading & Writing

(10:05) 1 min

(10:06) 3 min (10:04) 3 min

(10:09)

1) Each group stands in line in front of the blank butcher paper on the wall. 2) Each student writes down one item and passes the marker to the next student. 3) Ss continue this for three minutes. Ss-Ss 1.3 Post-Stage: 1) Each group reads the list of the items the other group made and T-Ss checks for spelling errors. Ss-Ss 2) T asks the class if there are any unfamiliar items on the list and asks Ss to circle unfamiliar Transition to #2: You have a verbs with red marker. list of items from the house! Lets learn how to say these Tangible Outcome & T. feedback/peer words correctly! feedback: Lists on the butcher paper on the wall 2.1 Pre-Stage: Activity 2: Minimal Pair 1) T asks Ss to pronounce chair T-Ss (/ch/ vs. /sh/ vs. /s/) couch washer dresser and Skill: Speaking and book case and any other items Listening from the list on the wall that have these sounds. Microskill: Pronunciation of 2) In order to pronounce these /ch/, /sh/, and /s/ three sounds appropriately, T shows the website that shows the formation of the mouth. http://www.uiowa.edu/~acadtec h/phonetics/english/frameset.ht ml 3) Ss and T practice these three sounds. 2.2. During Stage: 1) Ss get in a pair. T-Ss 2) T distributes cards for minimal pairs and asks Ss to look Ss-Ss through the cards for meaning. If Ss do not know the meaning, they first ask their partner. 3) T walks around to assist Ss. 4) T models the activity. T-Ss

3 min

(10:15) 5 min

(10:20) 10 min

(10:30) 10 min

5) One S from each pair randomly picks a card and says the word. The other S hears the sound and chooses a card. They rotate the roles. 2.3 Post-Stage: 1) T randomly pronounces one of T-Ss the minimal pairs and Ss show the card to the whole class 2) T asks each student to Ss-Ss pronounce the randomly selected word from the list to the whole class. Other students listen and show the corresponding card. 3) T asks Ss to pronounce the words from the beginning of Activity 2 (chair couch Transition to #3: Now we washer dresser and book know how to say these words case, etc.) correctly. Lets use these Tangible Outcome & T. feedback/peer words to describe home. feedback: Minimal pair cards 3.1 Pre-Stage: Activity 3: Describe home 1) Ss write down prepositions they T-Ss using prepositions remember from the textbook and the videos individually for one minute. 2) T shows a picture of a house Skill: Reading and Writing and asks about the location of one item in the picture. 3) T writes down the response on the wall. 3.2. During Stage: 1) In a pair, Ss write three sentences about the picture on butcher paper. 2) Each pair pastes the butcher paper on the wall. 3.3 Post-Stage: 1) T and Ss read the sentences on Transition to Activity 4: Now the wall and check for any you know how to describe errors. home using prepositions. (10:40) 10 min

(10:50) 5 min

Ss-Ss T-Ss

(10:55) 10 min

T-Ss

(11:05) 5 min

Lets ask question for missing items. Activity 4: Jigsaw Where are the items?

Skill: Speaking and Listening

Tangible Outcome & T. feedback/peer feedback: Sentences on butcher paper 4.1 Pre-Stage: 1) T hands out the worksheet T-Ss (Version A and Version B. Version A is given to the half of the class and Version B is given to the other half of the class) 2) T models the activity. (One student asks, Where is ? The other student answers The is.) 3) T writes down a sample question and a response on the wall. 4.2. During Stage: Ss-Ss 1) In a pair, one student asks for the location of the missing items. The other student answers the question. (Each student has different information). 2) Ss ask each other questions and answer questions until they locate all the missing items. 3) T walks around and gives T-Ss immediate feedback.

(11:10) 5 min

(11:15) 10 min

3.3 Post-Stage: 1) Ss show each other the pictures Ss-Ss to see if the items are in the Transition to Activity 5: Now same location. you can describe a home using prepositions. Lets Tangible Outcome & T. feedback/peer describe your home! feedback: Completed worksheet. 3.1 Pre-Stage: Activity 5: Who is this? 1) T collects Sss floor plans of T-Ss (Asking questions about their home with the location of their home) the items (homework assignment) and pastes them on the wall under the headings Student 1, Student 2, etc. Skill: Speaking and 2) T hands out the worksheet. (A Listening table with Student 1, Student 2, etc on the left

(11:25) 5 min

(11:30) 5 min

column and blanks on the right column. 3) T explains the activity by modeling. 3.2. During Stage: 1) Ss ask three questions using Ss-Ss Where is ? to find out which picture belongs to which student. If Ss need to ask more questions to find out, more questions can be asked. 2) T walks around and gives T-Ss immediate feedback. 3.3 Post-Stage: 1) Ss go back to their tables. 2) T asks the whole class who is Student 1, Student 2, Student 3,) etc. 3) T gives corrective feedback on the systematic errors seen among Ss. Transition to Wrap-up: Okay, you are done with Lesson 3! Homework for Thursday is Wrap-up Tangible Outcome & T. feedback/peer feedback: Completed table on the worksheet. T shows homework for Thursday and briefly explains. Lesson Evaluation Procedures: T distributes Exit Ticket (Ss write two things they learned today and one thing they are still concerned about.) Materials: Textbook (Stand Out 2), markers (red and blue), minimal pair cards, a picture of a home, worksheet with a table, and butcher paper Anticipated Problems & Suggested Solutions: Problem 1: Running out of time Solution: Monitor my time by using a stopwatch on my phone. Problem 2: Ss might not understand the procedure for the activities. Model the activities and write down examples on the board. (11:35) 15 min

T-Ss

(11:50) 5 min

T-Ss

(11:55) 5 min

Contingency Plans (what you will do if you finish early, etc.): There is a higher possibility that I might ran out of time. If I do, I will move one activity to the next class.