CEP Lesson Plan

Teacher/s: Xinyu Li; Yunshan Niu

Level: Intermediate 5

Date/Time: 06/17/15 9:00-12:00

Goal:
Students will improve their abilities of the passive voice and to talk about processes.
Objectives (SWBAT):
Students Will Be Able To
1. improve their abilities to use the passive voice in both spoken and written English
2. identify steps in a process during listening
3. use chronology to understand processes during reading
4. talk about processes and the ways things work
Theme: So thats how
Extensions: magic and mysteries

Aim/Skill/Microskill
Review or Preview (if
applicable)
homework check (WB
Practice 5)

Activity/Procedure/Stage

Interaction

Time

(for example:
SS-T)
Checking answers in pairs and in
class; answer questions, if any.

T-SS, S-S

5 min

Linking & Transitioning to rest of

lesson:
Now lets do more speaking practices
of the passive voice.
1.1 Pre-stage
Activity 1:
Speaking- Class picnic-What 1.1.1 The teacher will give instructions T-SS, S-S
has been done?
on how to create a conversation with
the pictures in the textbook.
1.1.2 The teachers will model the
conversation first and divide the
students into pairs.
Transition to #2:
In the next activity, we will
1.2 During-stage
practice using the passive
1.2.1 The students will write down the
voice to define things.
key words they will include in the
conversation and make a plan about

25
min

5 min

15
min

the picnic.
1.2.2 The class will practice the
conversation using the passive voice.
1.3 Post-stage
Students will present their prepared
speech to the class.

5 min

Tangible Outcome & T. feedback/peer

feedback:
TO: students oral production during
discussions and presentations
TF: during discussions and
presentations
PF: during discussions
Activity 2:
Speaking: Taboo-giving
definitions

Transition to #3:
(Writes pearl on broad)
How do you define this
word? Now well learn how
pearls are made.

2.1 Pre-Stage:
The teacher explains the rules for the
game (taboo without taboos), and
models it.

20
min
T-SS, S-S
3 min

2.2 During Stage:

Students are divided into two groups.
Each group plays the game on its own.
Each student is given 10 cards with
words on them, and 3 blank cards for
which they choose their words.

13
min

2.3 Post-Stage:
Each group shares one definition with
the class. The teacher does error
correction.

4 min

Tangible Outcome & T. feedback/peer

feedback:
TO: completion of the game and
quality of interactions during the
game; presentation during post-stage
TF: in during and post-stage
PF: in during stage
Activity 3:
Listening: Pearls

3.1 Pre-Stage:
3.1.1 The class will discuss the two
questions on the handout- how many
kinds of jewelry they can name and
what their favorite jewelry is.

25
min
T-SS, S-S
10
min

Transition to #4: Now do

you know how pearls are
made? What is another
popular choice for jewelry?

3.1.2 They will briefly guess at how a

pearl is made.
3.2. During Stage:
3.2.1 The class will listen to a
conversation about how the pearl is
made. They will try to fill in the blanks
and answer the questions on the
handout.
3.2.2 The class will listen to it for a
second time and check their answers
with their partners.

10
min

5 min
3.3 Post-Stage:
The students will try to retell the story
of how the pearl is made.
Tangible Outcome & T. feedback/peer
feedback:
TO: answers to questions in
handout&textbook; oral production
during retell
TF: in all stages
PF: during pair work
Activity 4:
Listening: Diamonds

Transition to #5:
We learned about one
famous magician on
Monday. Who is he? Who
are some other magicians
that you know?

4.1 Pre-Stage:
The teacher will introduce the new
vocabulary about diamond to students. T-SS, S-S
4.2 During-stage:
4.2.1 The students will listen to a
lecture about how diamonds are made.
They will take some notes and try to
finish the exercise in the textbook.
4.2.2 The class will watch a video from
National Geography about diamonds.
It helps students check their
understanding about the listening
material.
4.2.3 The students will work in pairs to
do the exercise again.
4.3 Post-stage:
The class will talk about the answer
together and listen to the lecture again.
Tangible Outcome & T. feedback/peer

30
min
1 min

8 min

8 min

8 min

5 min

Activity 5:
Reading: Houdinis magic
trick

Transition to #6: A lot of

people look up to Houdini as
their hero and role model in
magic. Next, were going to
watch a video clip about a
fan of Houdinis.

feedback:
TO: answers to questions in handout&
textbook; oral production during
discussions
TF: in all stages
PF: during pair work
5.1 Pre-Stage:
5.1.1 The students share what they
know about Houdini, reads paragraph T-SS
1, and answer two questions.
5.1.2 The teacher shows photos of the
trick, and asks students to imagine
what the trick would be like.
5.2 During Stage:
5.2.1 Students skim paragraphs 2-4 in
3 minutes, and discuss the trick in
pairs.
5.2.2 In pairs, students order main
events (exercise 3 on textbook).
5.2.3 Students read instructions about
reading for processes. They circle
words that indicate process, and
brainstorm other words.
5.2.4 Students are put into three
groups. Each group is assigned one
paragraph. They come up with two
questions using the passive voice, and
write them on the board.
5.2.5 In class, students go over the
questions, answer them & correct
them.
5.3 Post-Stage:
In groups, students discuss how the
trick is done, and share their theories
in class.

Activity 6:
Listening/reading: Modern
Family clip

6.1 Pre-stage:
The teacher introduces the show,
characters, and background info.
Transition to Wrap-up: Now Students read a short recap of the
its time for error correction. story, and reads pre-listening
questions.
6.2 During Stage:

S, S-S

35
min
5 min

3 min

5 min

5 min

5 min

4 min

T-SS

5 min

S-S, T-SS

30
min

4 min

6.2.1 Students watch the video and

discuss pre-listening questions in pairs.
6.2.2 Students write three sentences
about the video using the passive voice,
and share their sentences with a group.
Each group writes two sentences on the
board.
6.2.3 The whole class goes through the
sentences.
6.2.4 The teacher provides additional
sentences with blanks, and students fill
in the blanks in groups.
6.3 Post-Stage:
Students watch the video again. In
groups, they discuss forcing ones
dream onto ones children and cultural
differences regarding this point.
Error correction.
Wrap-up
Assign homework.
Lesson Evaluation Procedures:
Exit tickets.
Materials:
Textbook, workbook, handouts, and computer (for playing audio clips).
Anticipated Problems & Suggested Solutions:
Problems:
1. The listening activities might be a little too fast for the students.
2. Students have difficulty producing the passive voice.
Solutions:
1. The teachers will introduce more background information, and add more whilelistening questions and checks.
2. T
Contingency Plans (what you will do if you finish early, etc.):
Another speaking activity on the passive voice (making up sentences with the given two
words).

Post-Lesson Reflections:

10
min
7 min

2 min

4 min

5 min

8 min