CEP Lesson Plan

Teacher: Parkorn Wongsiri

Level: Intermediate 2
Date/Time: July 21, 2015/ 09.30AM - 12.00PM
Goal: 1. Students use correct Simple Past and Past Continuous in sentences.
2. Students develop a paragraph writing with all three components.
Objectives (SWBAT):
Students Will Be Able To
1. discuss about and correctly use simple past and past continuous in different sentences.
2. use simple past and past continuous to talk about their own experience.
3. listen to the recording and develop a logical sequence of events including noticing the
use of time words.
4. identify the components of paragraph writing and its purposes.
5. revise their own story to include topic sentence and concluding sentence including
proper time words and share their stories with their peers.
Theme: Close Calls, Dangerous Situations, News
Extensions: Students listen to the news and write a paragraph about it using past tense.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: T reviews the previous lesson
on Simple Past and Past Continuous
and emphasizes on the class website
for SS to pay a regular visit.

T-SS, SS-T

4min

Activity 1: Homework
1.1 Pre-Stage: T asks SS to take out
T-SS
Review and Guessing Game their worksheet given as homework
from the previous class for discussion.
T will say, Ok, everyone. First, Id
like you to take out our worksheet from
the previous class. We will now review
your answers together.
Transition to #2: Now we
will listen to the news story
to emphasize the use of past
tense.

SS do as instructed.
T then get SS into two groups (six SS
each) and assign the items for review.

1min

Now, I will count you off. Please get

into your groups and bring your
worksheet with you.
T counts the SS off and they get into
two groups.

T-S

Now, Id like the first group to discuss T-S, SS-SS,

item 1-6 and the second group, item 7- SS-T
12. Share your answers and discuss
within your groups. You have 7 mins.

1min

7min

SS do as instructed. T walks around the

room to monitor SSs discussion and
answers any Qs they may have.
When time is over, T asks half of SS
from each group to join the other
group and share the answers for their
responsible items.

T-S, SS-SS,
SS-T

7min

Do you have any question about any

items? Any disagreements?

T-SS, SS-T

3min

T then moves on to the next activity.

We will now play a game to review
both tenses.

T-SS

SS do as instructed.
T then asks for any conflicts or Qs
from SS to bring specific items into
attention at a class level.

1.2. During Stage: T leads SS into the

activity. They will have to think about
sentences which will be guessed later
by their classmates whether they are
TRUE or FALSE.
Ok, so now we will play a game
T-SS
called the Guessing Game. Id like you
to think about the use of Simple Past
and Past Continuous we discussed
earlier.

1min

T continues with the instruction.

Id like you to come up with three
T-SS
sentences using Simple Past, Past
continuous or both in your sentences to
talk about your bad experience or any
involvement in natural disasters. The
sentences can either be TRUE or
FALSE. Try not to make it to be easily
noticed as your friends will guess
later.

1min

SS brings out a piece of paper and

writes the sentences. T monitors each
SS and helps them generate ideas.

10min

SS-SS, SS-T

When time is over, T asks SS to review

their sentences before continuing to the
next stage.
1.3 Post-Stage: T gives SS the TRUE
and FALSE badge. Then T asks for a
volunteer to begin.

T-SS

Ok, whod like to begin? Thank you.

Please come to the front of the class.
SS do as instructed.
T asks S to read aloud each sentence
and allows some time for other SS to
guess and raise their badge whether
they think the statements are TRUE or
FALSE. T also emphasizes the use of
tense and suggests any corrections (if
possible).
Correct guessing earns one point while
incorrect guessing will get one point
deducted.
T keeps track of the scores. In the end,
SS with the highest score win the game.
T continues the cycle until the activity
finishes.

T-SS, SS-T

15min

Tangible Outcome & T. feedback/peer

feedback:
- Finalized answers from the group
discussion on worksheet.
- The use of simple past and past
continuous based on SSs sentences
during the guessing game.
Feedback:
T- informal reinforcement, feedback for
SS during the activity (sentence
correction etc.) and presentation stage.
P- during the discussion, suggestions
on the use of tenses during the
guessing games presentation.
Activity 2: News StoryListen for Sequence

Transition to #3: We will

now look at the writing part
of this unit.

2.1 Pre-Stage: T leads SS into the

activity by asking them to elicit their
experience in listening to the news.
Now we will talk about news. You
read news on several topics but the
most important thing is that you also
find the story about dangerous
situations or bad experience in the
news.

T-SS, SS-T

5min

T-SS

3min

T asks the class to share their personal

details based on the following
questions:
- How often do you listen to the news?
- What is your favorite part of the
news?
T gives reinforcement and feedback to
serve as a springboard for continuous
discussion.
T gives certain time words that are
normal in the news and give
explanation to differentiate between
normal stories and sequence of events
in the news. The words include first,
then, after, finally, when, while (as).

2.2. During Stage: T asks SS to listen

to the recording from the book (P. 48).
T will say, Now, I want you to listen
to the story of a woman and her
experience in the supermarket. Try to
notice the time words in the story. Try
to learn what happened with the
woman and the sequence of events.

T-SS

T plays the recording for the first time.

SS listen to it carefully and take notes.

2min

T asks SS to take a look at Ex.2 in the

students book to help them put the
events in the correct order.

T-SS

Then T plays the recording one more

time and SS put the events into order
by numbering from 1-7.

T-SS

7min

T then asks SS to get into pairs and

check their answers.
T says, Please get into pairs and
SS-SS
check your answers with the partners.
SS do as instructed.

5min

Then T gives the correct answers to the SS-T, T-SS

whole class.

2min

2.3 Post-Stage: T asks SS to switch

pairs and try to talk about
Mrs.Martins story in their own words
using past tense with their new
partners.
Now, Id like you to get into different T-SS, SS-SS,
pairs. With your new partner, try to tell SS-T
the news story based on your
understanding, in your own words. The
other student can help your partner to
develop the sentences.
T walks around the room to monitor

10min

SSs conversation. T uses an Error

Correction Chart to take notes of any
errors.
When time is over, T randomly asks for T-SS, SS-T
volunteers to present their stories to
the whole class.

5min

T asks for any feedback or comments

including any additional information
from the class before moving on.
Tangible Outcome & T. feedback/peer
feedback:
- Ideas on news listening and favorite
parts of the news
- time words: first, then etc.
- Story telling of each S based on their
understanding
Feedback:
T- informal reinforcement, suggestions
on developing story in the news during
the pair work
P- Discussion of ideas during the pair
work, answers to the sequence of
events
Activity 3: Concluding
Sentence

Transition to Wrap-up:
Lets review what we
learned today and your
homework.

3.1 Pre-Stage: T leads SS into the

writing part of the unit by giving an
overview of the contents that will be
focused on.
T says, As you already wrote a
T-SS
paragraph about your experience with
natural disaster, you might realize that
we will focus on the paragraph writing
for this unit. First, Id like to present
you the components of a paragraph.

1min

T opens the slide and presents the three T-SS

components of the paragraph
including topic sentence, supporting
sentences and concluding sentence.
Following each point, T briefly
illustrates the idea of each type of
sentences.

3min

T-SS

2min

T then asks SS to look at the first

example of writing and identify each
type of sentence in the writing.
SS do as instructed.
T-SS, SS-T
T then gives the answers and moves on
to the second example.

3min

Now, how about this one. Where is

the topic sentence.
SS volunteer to answer the Qs.
T then asks SS to get into groups and
pick one topic from the slide and
develop a paragraph with the three
elements included.
Please get into groups, select from
these topics: Flood, Volcano Eruption
and Lightning. With your group,
develop a paragraph with the three
types of sentences included.

T-SS, SS-SS,
SS-T

15min

T-SS

15min

T-SS, SS-SS

10min

SS do as instructed. T walks around the

room and answers questions or help SS
develop/fix the sentences.
When time is over, T presents each
groups writing on the screen and
extract topic sentence, supporting
sentences and concluding sentence.
3.2. During Stage: T asks SS to
practice more on identifying each type
of sentence by completing exercise in
the students book.
Now, lets practice with another story.
Please turn to page 52 in your book
and complete exercise 7.
T gives an explanation.
Then T presents answers on the slide
and asks for classs agreement.

T assigns student with homework in the

workbook (P. 39) - Practice 12
3.3 Post-Stage:
T asks SS to take out their writing
assigned earlier and revise it to reflect
the proper format including 3
sentences types and time words.
T-SS

1min

Please take out your writing and now

each of you will revise your own
writing. Try to include topic sentence
and concluding sentence, if you dont
have one and also the time words.
15min
SS do as instructed.
T helps review SSs writing while
walking around the classroom.
T-SS, SS-SS

7min

T-SS

4min

When time is over, T asks SS to get into

pairs and tell their stories to their
partners and repost their stories onto
the class website under Language
Blog.
Tangible Outcome & T. feedback/peer
feedback:
- elements of paragraph writing
- time words
Feedback:
T- reinforcement or feedback for
students writing, supporting
information or suggestions during the
presentation of writing examples
P- during story sharing, discussion
during the story development (group
work)
Wrap-up

Lesson Evaluation Procedures:

T quickly reviews what is discussed in
this session as a wrap-up.
- Evaluating SSs writing based on the
components and the use of tense

As a homework, please repost your

story onto the class website.

Materials: Chalk, textbook, workbook, presentational slides

Anticipated Problems & Suggested Solutions:
o Students have difficulty with listening activity.
Pair students up with other students and ask them to guide/help their peers,
repeat some parts of recording (if possible), provide individual help during
the activity.
o Students do not speak up in class.
Try to encourage students by giving positive reinforcement, asking
students to share personal experience, calling students by names.
Contingency Plans (what you will do if you finish early, etc.):
Students complete workbook exercise on grammar (P. 35-36)
Post-Lesson Reflections: