CEP Lesson Plan Template

Teacher/s: Caitlyn Alley Pea

Level: A5 Date/Time: 7-30-14


Goal: Practice using the subjunctive to give advice, learn new listening strategies and raise
awareness of noun-verb pair stress.

Objectives (SWBAT):
Students Will Be Able To
1. Use the subjunctive to give advice by giving advice to their partner and responding to
questions from The Ethicist.
2. Listen for anecdotes by listening to the NPR radio program and answering questions with a
partner
3. Understand noun-verb pair stress by completing the noun-verb pair sentence stress handout
with a partner

Theme: A Hard Act to Follow

Extensions: ____________________________________________________


Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview
(if applicable)


Linking & Transitioning to rest of lesson:


Activity 1: Try
Something New for
30 Days















1.1 Pre-Stage: Have SS watch the Try Something
New for 30 Days TED Talk.

Have SS briefly discuss the main ideas of the talk
with their partner.

Ask if anyone needs any clarification on the video.

Ask SS to think of something that they would like
to try to do for 30 days and write it on the handout.

They will share their idea with their partner. The
partner must come up with at least 3 pieces of
advice for how to achieve their goal in 30 days.
Briefly ask students for some advice that they gave
their partners.


SS



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SS



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4
min



2-3
min

2
min


3
min























Try to elicit the form should. Explain that most
of the time, in every day English, we use forms like
should, could and might to give advice.
However, in formal situations, we often use a
different form.

1.2 During Stage: Have a few sentences written on
butcher paper using the verbs suggest, recommend
and It is important that

Ask SS to talk in pairs about what they notice that
the sentences have in common.

Elicit that they all have the word that followed by
a noun and a verb in the simple form.

Explain that the subjunctive is being used. It has
several functions, but today we are focusing on its
advice-giving function.



1.3. Post-Stage: Ask SS to change the advice-
giving sentence they wrote before into sentences
that use the subjunctive.

SS will then check their partners work for
correctness.



Tangible Outcome & T. feedback/peer feedback:
sentences written on butcher paper, pieces of advice
to fellow SS with and without subjunctive;

Peer feedback: SS check each others rewritten
pieces of advice

T. feedback: T will circulate and provide feedback
as needed




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SS-SS



SS-T










SS



SS-SS





5
min






3
min











1 - 2
min


3
min










3
min



1-2
min








Activity 2: Giving
Advice in the
Subjunctive
2.2 Pre-Stage: Explain that the subjunctive is
mainly used for advice in formal situations, such as
counseling sessions or meetings with a lawyer.

Ask SS to brainstorm in pairs other situations
where advice giving might be more formal.


Review student answers. Add examples such as
meetings with a boss/ HR rep or discussions with a
customer service representative.


During Stage: Hand out the questions from the
Ethicist. Each pair must come up with 2-3
recommendations for the person asking each
question.

Have SS explain the questions they received and
present some of their recommendations to the class.

2.3 Post-Stage: Have SS read the answer given by
The Ethicist to one of the problems they tried to
solve.

SS talk with their partner about whether they agree
or disagree with him and why.

Tangible Outcome: recommendations to questions
from The Ethicist written on handout

Peer Feedback: SS share some of their answers
with the class

T. Feedback: T will circulate and provide feedback
as necessary. T will also provide needed feedback
during the post-stage.

SS-T




SS-SS




SS-T





SS-SS




SS-T



SS



SS-SS



1
min




1
min




2
min





10-
15
min



3-5
min


4
min



3-4
min


Activity 2:

2.1 Pre-Stage: Ask SS to discuss the following

SS-SS

5
Essentialism
Listening Activity






questions:
1. Do you ever feel stressed? What parts of your
life give you the most stress?
2. Do you think there are any unnecessary things
you could cut out of your life to help reduce your
stress and make yourself less busy?
3. Have you ever heard of essentialism? If not,
what do you think it might mean?

Review some answers as a class. Make sure SS
understand what essentialism means.

2.2. During Stage: Have SS listen to the interview
and try to answer the questions on the handout.

Pause after 3:22 to allow students to answer the
first few questions. SS can talk with a partner to
compare answers.

Have SS listen to the rest of the interview and try to
answer the rest of the questions.

Allow SS to compare answers with a partner.


2.3 Post-Stage: Ask if any clarification is needed/
answer any remaining questions.

Ask SS to discuss the following question in pairs:
1. Do you agree or disagree with the authors idea
about essentialism? Is it something you would like
to try in your own life?

2. If you were to give someone 3 pieces of advice
on how to live life like an essentialist, what
would you tell them?

http://www.npr.org/2014/07/26/334038029/lessons-
in-essentialism-getting-more-out-of-life-by-doing-
less

Tangible Outcome & T. feedback/peer feedback:
completed questions on handout

Peer Feedback: SS compare their answers to the
listening with a partner












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SS



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SS-SS



SS-T



SS-SS




min












3
min


3
min



3
min



3
min



3
min




3
min



5
min

T. Feedback: T will provide clarification and
feedback if SS have questions; T will take notes of
SS errors when they talk about the discussion
questions in pairs

Activity 3: Noun-
Verb Pair Stress


3.1 Pre-Stage: With a partner, SS will brainstorm
everything they remember about sentence stress.

Ask what students remember. Review the concept
of content and function words and ask SS to give
examples of each.

Explain that we will return to sentence level stress
on another day. Now, we will talk about the
different stress patterns of nouns and verbs.

Ask SS if they know what a syllable is. If so, ask
someone to explain. If not, explain that a syllable
is a part of a word that contains a vowel sound.

Provide an example on the board.

Explain that although some words may be spelled
with more than one vowel, they only have one
vowel sound when you say them.

Provide examples on the board.

Ask SS to split a list of words into their syllables.

Review as a class.


3.2 During Stage: Write the word progress on the
board. Ask someone to pronounce the word. Ask
if it is a noun or a verb. Depending on how they
answer, ask if they know how to pronounce the
word as the opposite part of speech.

Explain that PRO-gress is the noun and pro-GRESS
is the verb.

Explain that there are many noun-verb pairs in
English. These pairs are spelled the same and often
have a slightly connected meaning, but we
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SS-SS

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SS-T


T-SS




2
min



2
min




5
min

















2-3
min
2-3
min

3
min


3
pronounce them differently to distinguish whether
we are using the verb or the noun form.

Nouns = first syllable stressed
Verbs = second syllable stressed

Provide SS with a list of sentences using noun-verb
pairs. SS will mark the words to indicate which
syllable should be stressed.

SS should then practice saying the sentences with
their partner, using their rubber bands to pronounce
the noun-verb pairs correctly.

3.3. Post-Stage: Review the answers as a class,
practicing the pronunciation of the noun-verb pairs.

Show SS a series of words on the slides. Each slide
will say a word and underneath will say noun or
verb. SS will have to pronounce the word aloud
with the correct stress.

Tangible Outcome: completed syllable handout,
completed noun-verb pair handout

Peer Feedback: SS will practice saying the words
aloud in pairs SS can correct one another if they
pronounce the words incorrectly

T. Feedback: T will circulate and provide feedback
and modeling to individual pairs

















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SS-T



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min





















5-6
min








3-5
min


3-5
min

Materials: TED Talk, sentences on butcher paper, handouts for the Ethicist activity, the
Essentialism NPR talk, listening handout, stress handouts


Anticipated Problems & Suggested Solutions: the Essentialism listening may be a little difficult
for students to understand due to the speakers accent. If so, allow students to listen to it an extra
time and specifically replay portions that are essential for answering the questions on the
handout.


Contingency Plans (what you will do if you finish early, etc.): If I finish early, I will go into a
lesson on peak syllables.