TC CEP: Lesson PlanJik Kam Yong (jky2113) Intermediate 3 Fri, Feb 12 2016, 9-10am

Goal:Students will refine and practice their skills in:

Listening Speaking Grammar

Objectives: Students Will Be Able To…1. use stress and intonation in their speech2. perceive stress in the speech of others3. state their preferences4. complete sentences by using relative

pronouns to write adjective clauses

Theme: Stressed OutExtensions: Use the Facebook group for extra practice of learned forms

Aim/Skill/Microskill Activity/Procedure/Stage Int. Time

900amHomework DiscussionWB p65 P1 P2

1. Ask S to take out their homework.2. In pairs, ask them to compare their answers.3. Ask S to write answers for P2 on blackboard.4. Divide class in 2 groups. A teacher will go to each group &

discuss their answers for P1.5. Ask if S have any questions.

Tangible Outcome: Workbook exercises completed and checked.Feedback: S received feedback from both T & Peers.

S-S

T-S

T-S

3min3min

3min

1min

910amListening & Speaking: Pronunciation (Stress & intonation)SB p91

1. S can ask me any question but must observe how I answer in a special way.

2. Ask S if they noticed how I answered their questions.I used stress: -longer -louder -higher pitch

3. Stress is important in English because… who can remember the key to listening?The key: Don’t listen to everything. Listen for what is important.People don’t listen to everything you say so use stress to give them clues on what is important.

4. Get S to read the examples on p91 while teacher monitors.5. In pairs, read the sentences in p91 #5 to each other. Remember

to stress the words in bold. T walks around & monitors.6. On p91 #6, listen to the audio & circle correct answer. Pause

after each question and ask S which word/s were stressed before asking about answer.

7. Ask if S have any questions.

Tangible Outcome: S produced stress in practice with each other. S answered questions from to stress in audio.Feedback: S received feedback from both T & Peers.

T-S

T-S

T-S

S-SS-S

T-S

T-S

5min

2min

2min

2min3min

3min

3min

930amListening & Speaking: PreferenceSB p91-92

1. In pairs, talk about what “preference” means.2. Ask S to suggest what it means.

Preference = you like one thing more than the other.3. Ask S to look at examples on p91.4. Ask what is common?

common = the word “prefer” & “rather”

S-ST-S

T-S

1min1min

1min

5. Ask S where they can use “preferences”.6. Play a game. Give each S a card with 2 choices. Let S choose

1 and get their classmates to guess their choice by giving verbal clues using sentences made with the examples of preference forms.

7. Ask if S have any questions.

Tangible Outcome: Interactive activity completed with each student using the form/s correctly.Feedback: S would have received feedback from T.

T-SS-S

T-S

1min5min

1min

940amGrammar: Adjective ClausesSB p87

1. Start with an activity. In pairs, arrange the cards provided (subject + predicate) into 3 sentences. Next, add these cards (relative pronoun + predicate of adjective clause) to your 3 sentences.

2. Look at the cards from the other groups. Discuss why you arranged yours in that way.

3. Ask S about how they used the relative pronouns & what the adjective clause describes.“Relative Pronouns”: who - people, which - things, that - both (informal)Adjective clause describes the noun before it.

4. In pairs, do exercises p87 #2 #3.Both teachers actively monitoring & provided feedback.

5. Ask if students have any questions.

Tangible Outcome: Student Book exercises completed and checked.Feedback: S would have received feedback from both T & Peers.

S-S

S-S

T-S

S-S

T-S

3min

1min

2min

7min

2min

955amWrap-up

1. Ask S why is stress in speech important. Ask for examples.2. Ask S how to state their preferences. Ask for examples.3. Ask S to recall the 3 relative pronouns. They are used with?4. Tell S that Fan will go into relative pronouns in more length.

T-ST-ST-S

1min1min1min

Materials : Printouts for 2 activities: preferences & adjective clauses.

Anticipated Problems & Suggested Solutions:technology failure = audio cannot be played = teacher will read.

Contingency Plans (what you will do if you finish early, etc.): Play the “preference” guessing game.

Post-Lesson Reflections:The lesson went well. I’ve had to rush the second half of the lesson because students were taking

longer than anticipated time to complete communicative activities. I will take note of that for future lessons. However, my timing has vastly improved since the first two lessons.

Also, I realize that I have started to adapt my speech to allow for easier comprehension. While it is good for me to simplify my vocabulary, I have also incidentally simplified my sentence structures too. I sometimes omit words which are purely grammatical and does not add to the meaning like the verb ‘to be’ and some prepositions. I will try to keep things simple and yet grammatical so that my students do not lose exposure to target-like input.

Sushi vs Burger Taxi vs Subway Cat vs Dog

Hotdogs vs Pizza Apple vs Banana Car vs Motorcycle

I have a friend who is stressed out.

He is listening to a tape which will relax him.

Many people are stressed out that I know

I have a friend who is stressed out.

He is listening to a tape which will relax him.

Many people are stressed out that I know

I have a friend who is stressed out.

He is listening to a tape which will relax him.

Many people are stressed out that I know