CEP Lesson Plan

Teacher/s:
Level: B3

Melissa Smith and Aldo Resndiz

Date/Time:
Monday October 13, 2014 10:00 - 12:00 PM

Goal: Ask about prices, Describe clothing

Objectives (SWBAT):
Students Will Be Able To
1.
Read advertisements.
2.
Write an advertisement.
3.
Use this, that, these, and those.
4.
Use the language skills they have learned in this unit to review for their unit test.
Theme: Unit 2: Lets go shopping! Lesson 4: Advertisements & Lesson 5: Which one do
you want? Unit Review
Extensions: Team Project; Grammar Exercises Review Hand-out (extra homework)
Aim/Skill/
Microskill

Activity/Procedure/Stage

Interact Ti
ion
m
e

Review or
Preview (if
applicable)

Linking & Transitioning to rest of lesson:

(for
example:
SS-T)

Activity 1: 1.1 Pre-Stage: Good morning everyone! This morning, we

are going to start off our greeting a little differently:
Greeting!
T-SS
Review the
You have 6 mins.
use of the
present
1. Choose 1 person.
continuous
2. Describe to your partner what the person is
form and
wearing.
practice
3. Your partner tries to guess who you are describing.
new
(She can ask questions)
vocabulary.
4. Switch, now its your partners turn
Finished? Choose a new person and do it again.
You can use your book and your notes.
(Since there is one extra person, Aldo will talk with them
while I go around writing down errors I hear)

tot
:
10
mi
n

12
mi
n

1.2. During Stage:

Half of the students describe what someone is wearing the
other half guess, then they switch.

S-S

1.3 Post-Stage: Who will give us a description for us to

guess?

S-SST

(1 description you told your partner)

(Not spoken) If I hear a sentence during the activity where
present tense is used, I will write something similar on the
board, otherwise I will write:

6
Mi
n

Aldo wears _____ today.

(Go to whatever level is needed to gauge emerging level of
the form)
T-S, SLook at this. Pause.
SST
Level 2. Aldo wears ___ today?
Level 3. Wears____today?
Level 4. Whats wrong with this sentence?
Level 5. Wears, Hes doing it now.
Level 6. Do we say He wears today, or he is wearing
today?
Level 7. We say He is wearing today. Why?
Level8. We say he is wearing, because it is something that is
happening right now. That means we use the present
continuous form.

2
mi
n

Transition
to #2: Now
that we
have
Tangible Outcome & T. feedback/peer feedback: T.
practiced
describing Feedback
clothing
and using
the present
continuous,
lets
practice
listening for
information
about sales.
Activity 2:
Listening
for Sale
prices in a
radio ad.

12
T-SS, S- T
15
Mi
Sometimes you hear ads on the radio. Look at the picture on
n
page 30. What information does this picture tell you?

2.1 Pre-Stage: I know all of you like sales. Where do you

hear about them?

In English, this is called an advertisement, or ad for

short. We are going to listen to a radio ad from Sams
uniform store. Here are some words you might hear in the
ad.

35
mi
n.

On sale
$4.00 Off
Regular
with a coupon
without a coupon
What is a coupon?
(if needed) These are coupons:
http://coupons.walmart.com/?povid=cat14503-env172199module092411lLinkISNCOUPON&cid=18449391~18449392~18449393~
18449395~18449394~18449396&sel=no
Now:

Listen for the sales price of the items.

2.2. During Stage: Students listen for the sales price.
(for after the listening)

T-SS
S-S

How much do you save?

Compare with your partner

T-SS

Students compare
Now we are going to listen again. Listen for the prices if
there is one you do not know.
If you are finished with A, look at B.
Transition
to Activity
3: Now that
we have
listened to
and seen an
ad, we are
going to do
a group
project
where you
make your

Check the clothing that needs a coupon. (for students who

got the listening completed the first time.)
Ss
Compare with your partner.
2.3 Post-Stage: Use the doc cam and have a student offer
their book. Does everyone agree? Any questions?
Tangible Outcome & T. feedback/peer feedback: The
writing down of the prices

1
mi
n
4
mi
n
23
mi
n

own store.

Activity 3:
Designing
a store

23
mi
n

3.1 Pre-Stage: In groups you are going to name your

clothing store, choose 2 items that are going on sale.

T-S

Group A is here at this table:

Esperanza
Manami
Paula
Yuumi
Juliana
Group B is at this table:
Monica
Stephany
Yuki
Sohyun
You have 5 mins.
3.2. During Stage: Students name their clothing store,
choose 2 items and the sales price of the items. (If one
group finishes first I will offer them one more item to go on
sale)

23
mi
n

S-S
(Aldo
will
5
listen/he Mi
lp one n
group, I
will
listen/he
lp the
other
and
take
notes
on their
languag
e)

Transition
to 3b: Now
you have a
name for
3.3 Post-Stage: What are the names of your stores?
your
Tangible Outcome & T. feedback/peer feedback: The
clothing
handout, Teacher feedback
store and
some things
to sell,
Write an ad
to get
people to
come to
your sale!
3b.1 Pre-Stage: We listened to a radio ad. Now its your turn
T-SS
Activity 3b: to write one! There is a list of questions to answer as you
Writing an write.
ad!
Try to answer a lot of questions in your ad

12
mi

Here is an example.
(Come to M&As Fashion House tomorrow! We are having
a sale on t-shirts and sweaters. Our tshirts are soft and
100% cotton. They are on sale for $10 each. That is saving
$5 off the regular price. Our warm sweaters are 50% off!
You only pay $20 a piece! Bring the whole family!)
We say to have a sale
3b.2. During Stage: Students write an ad for their store

S-S,

(This is where I would give the groups an extra item to ad if

they finish early)
3b.3 Post-Stage: Now trade your paragraph with the other
team.

T-SS

Underline anything you think might need to be fixed.

S-S

On the back, write 1 thing you like about the ad.

Transition
to #5: Well
done!
Which of
these items
would you
buy? (See if
I can elicit
if not follow
up
with:)Woul
d you buy
this one or
that one?

Lets read them!

Aldo and I will give feedback on any glaring problems that
were not underlined.
Tangible Outcome & T. feedback/peer feedback: The
paragraphs and the FB

S-SS

15
mi
n.

5
mi
n

23
mi
n.

4.1 Pre-Stage: Look at the chart on page 34.

Activity 4:
I
prefer
Demonstrat
ive
Pronouns

When items are near to us, we use a different pronoun for

them from items that are not as close.
If the item you want to buy is one thing, the jacket I am
holding, which word do you use? I want to buy ____ jacket.
I dont want to buy _____ jacket.

T-SS

What about shoes. There are two of them that you want to
buy. So you would say, I want to buy _______ shoes, not
_____ shoes.
Usually, this has to do with space.

Transition
to #5: We
just finished
going over
demonstrati
ve
pronouns:
this, that,
these and
those. We
will now
finish
lesson five
by learning
how to
return and
exchange
clothing at
the store.
Then, we
will review
what he
have
learned in

Near

Far

Sing.

This

That

Plural

These

Those

S-S, TSS

Look at the picture. Fill in the blanks with This, that, these
or those.
4.2. During Stage: Students fill in the blanks.
When you are finished, Compare your answers with a
partner.
(Ill tell students to practice the role-play in F if they finish
early)
4.3 Post-Stage: Answers on the prezi.
Tangible Outcome & T. feedback/peer feedback: The
answers written in the book

S-S

35
mi
n

this unit for

our test on
Wednesday.

Activity 5:
Ask for
assistance

5.1 Pre-Stage: Ask Ss: Have you ever returned or

exchanged anything to a store before in the U.S.? Were you
nervous? Was it easy or difficult? Wait for students to think
about the first question. Then ask them to raise their hand to
share with the class and ask the two follow-up questions.
Direct Ss to the picture at the top of p. 35 and ask them
what Roberto is returning. Go over the phrases in the box
and practice them with Ss. Ask Ss to speculate as to why
Roberto is returning a pair of jeans. Remind them to use the
phrases in the box and the word because in their responses.
Have Ss read Ex. H on their own to figure out the real
reason why he is returning the jeans and ask Ss to pay close
T-SS
attention to the questions the manager asks Roberto. Help

Ss with new vocabulary if they have questions and also

explain the concept of returns and receipts. Then tell Ss that
they will do a role play with their partner using the
information in Ex. I. Show Ss how to do Ex. I by
substituting information. They will alternate being the
manager and the customer. Then they will imagine that they
need to return something and will write a new conversation
with their partner like the one in Ex. I and perform it for the
class.
5.2. During Stage: Each pairing takes turns being the
manager and the customer and responding to Ex. I. Ss then
write a new conversation with their partners.

Transition
to #6: Now
that we just
learned how
to return
and
exchange
clothes at
the store,
we will
review for
our test.
Next we are
going to do
an activity
where we
will use
comparative
and
superlative
adjectives.
Activity 6:
Find
someone
who
Scavenger
Hunt

5.3 Post-Stage: Ask volunteers to demonstrate their new

conversations in front of the class.
Tangible Outcome & T. feedback/peer feedback: Written
conversations. Go round in the during stage, listening to Ss
and helping with any problems. If consistent questions
among several students, interrupt the class and give a mini
lesson or review to help students feel comfortable with the
concept.

mi
n.

S-S, TSS

SS-T

7
mi
n.

5
mi
n.

6.1 Pre-Stage: Hand out slips of paper to half the class

(Yuki, Paula, Esperanza, Yuumi). Each slip has a Find
someone who instruction on it, using a comparative and
superlative adjective, for students to compare themselves
with each other. The person who fills her card first wins a
treat.
E.g.
Find someone who is taller than you.
Find who is the most interesting to you.

T-SS

Find someone who is wearing black.

Find someone who is the oldest in her family.
Find someone who has the most brothers and sisters.

mi
n.

Ask students to get up and go round the class asking

questions till they find the person and write down their
name. Write the form on the board:
Are you _________________?
Then they will write a sentence using the name of the
person. E.g.
So-Hyun is the oldest child in her family.
Stephanie is taller than me.
6.2. During Stage: Ss go around trying to find the person
that fits their description. Then they take a minute to write
their sentence.

S-S

6.3 Post-Stage: Ask volunteers to share their sentences with

the class. So, tell me one thing you found out.
S-S, TSS
Tangible Outcome & T. feedback/peer feedback:
Written sentences in the third person. During the activity go
Transition around listening to Ss and helping with any questions.
to #7: Now During the post-sage, if consistent errors (subject-verb
that we just agreement, etc.), give a review.
reviewed
how to
compare
things and
describe
people, we
will do
another
activity to
help us
review how
to use the
present
continuous
to talk
about
things we
are doing
now.

10
mi
n.

5
mi
n.

Activity 7:
Present
Continuous
Matching
Sentences

6.1 Pre-Stage: Hand out slips of paper. Each slip has one
half of a sentence in the present continuous. Tell the class
that they have to stand up and try to find the person with the
other half of the sentence so that it makes sense. One
students have found their other halves, ask them to sit
together and prepare a mime of their sentences for the
whole class to guess. The whole class then decides the order
of the sentences to form a paragraph.
E.g.

T-SS

I am shopping/for a small green sweater at Macys.

6.2. During Stage: Students walk around looking for the
part of a sentence that best completes theirs. If Ss have
trouble with the words, show a picture of a snake, bee, fly,
spider, etc. or have them meme the meaning of verbs Ss
negotiate what sentences are possible and which ones are
not.

S-S, TSS

6.3 Post-Stage: When the Ss have found their other halves

they sit together and write down their sentence. They will
then prepare a mime of their sentence. They are given five
minutes to prepare. Tell the pairs to perform their mimes for
the group. The rest of the group should guess what
S-S, Thappened and make a sentence using is/are -ing
SS
Tangible Outcome & T. feedback/peer feedback:
Transition Ss written sentences and ordered sentences on the board.
During the activity go around listening to Ss and helping
to WrapUp: We just with any questions.
finished
using what
we have
learned in
this unit to
review for
our unit test
on
Wednesday.
We will now
end our
lesson by
filling out
our exit
ticket.

3
mi
n.

7
mi
n.

5
mi
n.

Wrap-up

Lesson Evaluation Procedures:

On Stand Out p. 39 Complete the Learner Log.
Homework:
Stand Out: p. 38
Grammar Challenge: p. 21 Ex. E; p. 23 Ex. E, F, G, H; p.
25. Ex. E & F
Homework Review Hand out (Extra)

Materials:
Chalk
Prezi
Feedback sheet
Group Project sheet
Advertisement information sheet
Writing paper
Stand Out 2
Grammar Challenge
Scavenger Hunt
Activity 6 Sentence Matching paper slips
Homework Review Hand out (Extra)
Anticipated Problems & Suggested Solutions:
We will have to be flexible with our time in case some activities take longer than we
anticipate. Some of the activities can be cut-short or adjusted. We might run out of time
in which case there is an activity we may skip.
Contingency Plans (what you will do if you finish early, etc.):
Students can start working on the homework exercises on the handout.
Post-Lesson Reflections:
Several people missed class today probably because of the holiday. Class went fairly
well. We did not get to our last activity, so we will push it to Wednesday after the test.
We will also review some of the things we went over today before the test.