CEP Lesson Plan Template

Teacher/s: Nayeon Kang, Shicong Li

Level: I5
Date/Time: October 29, 2014
Goal: Students will learn to report someone elses ideas.
Objectives (SWBAT):
Students Will Be Able To
1. Use in the words of, said/stated that, wrote/argued that, according to to report someone
elses ideas
2. Recognize tone of a passage.
3. Talk about what someone asked by using reported questions
4. Listen to a conversation and talk about it using reported speech and questions.
5. Write a definition paragraph and understand its organizational featur
Theme: Whats so funny?
Extensions: three jokes from different theories about humor
Aim/Skill/Mocroskill

Review or Preview
(if applicable)

Activity / Procedure / Stage

Linking & Transitioning to rest of lesson: On Monday, we

Interaction

Time

T-SS

2 min

T-SS

2 min

T-SS

2 min

practiced talking about what some said by using reported

speech. Today, we will combine it with the activity of
talking about what someone asked. In the later part, we are
going to listen to conversations and practice reporting them
by using reported speech. Then, we will talk about the
writing assignment as well.

Activity 1:

1.1 Pre-Stage

Reporting what

(1) T invites SS to look at a table in which sentences of

someone asked and

direct questions and reported questions are introduced. T

said.

ask SS to share their understanding about the structural

features of reported questions.
(2) Based on SS answer, T gives a brief explanation about
the reported questions. T focuses on changes of word order,
verb tense and pronouns. T also mentions the change from

questions to statement forms.

1.2 During Stage
(1) T gives each S a question, and explains the direction of

T-SS

2 min

SS-SS

7 min

SS-SS

8 min

T-SS

2 min

T-SS

2 min

T-SS

2 min

T-SS

5 min

5 min

the activity. T demonstrate a model answer for SS and

check if they have any questions.
(2) SS work in pairs. Each S ask his/her question to the
partner. S write down the partners answer with the exact
word first. Then, they are asked to report back to the whole
class about their conversations using reported speech and
reported questions
(3) T will let SS listen to a conversation and SS will report
the content of conversation using reported speech and
question. Before they start, T gives detailed instruction for
the activity.
(4)SS listen to the conversation and write down important
information regarding the questions given by the T.
(5) This time, T provides audio-scripts with some blanks
and SS listen to the conversation again. SS can cross check
their points consulting the audio-scripts.
Transition to activity

(6) SS briefly talk about their answers with their partner.

2:On Monday, I

Then, T invites them to share their answers.

asked you to write a

(7) SS listen to the next conversation and repeat the

T-SS

definition paragraph

procedure of (5) and (6), except the pair discussion.

SS-SS

about the topics given 1.3 Post-Stage

in the textbook or of

(1) T orients SS attention to some common mistakes (if

your free choice as

there is any) and invites SS to correct them.

well. Please take out

your writings and

Tangible Outcome & T. feedback/peer feedback:

SS are expected to write down important points while

(40

lets talk about them.

listening to the conversation. They also work on filling the

m)

T-SS

1 min

blank activity.
Activity 2:
Writing a definition
paragraph

2.1 Pre-Stage:
(1)T asks SS to take out their writing assignment. T briefly
go over the organization feature of the definition
paragraph.

T-SS

2 min

2.2. During Stage:

(1) T ask SS to exchange their writing and read their
SS-SS
partners paragraph. When they finish reading, T let SS talk
about the organizational features in pairs.
(2) T introduces one sample writings of SS and invite SS to
talk about what kind of information the topic sentence
contains and how the idea has been developed. (If the
T-SS
student who wrote the sample writing agrees to explain it
by herself, T will invite her to give a brief explanation of
her writing.)
(3)T invites SS to share their paragraph and their ideas of
T-SS
developing the topic.

Transition to #3:
Now, Ivy will
continue with the
reading part.

Review or Preview (if

applicable)

Activity 3:
Quote someone elses
ideas

Transition to #4: So
we have read some
jokes in this unit.
What tones are they?

2.3 Post-Stage:
(1) T let SS revise their writings based on what they have
discussed, and SS will hand in their assignment. T checks if
they have any questions regarding their writing.

SS-SS

5 min

5 min

7 min

1 min
(20
m)

Tangible Outcome & T. feedback/peer feedback:

SS will hand in their writing assignment.

Linking & Transitioning to rest of lesson: On Monday, we

listened to a paragraph that introduced the structure of a
joke. And we also read a joke. Today we are going to
comment on it using some famous peoples quotes on
humor.

(for
example:
SS-T)
1 min
T-SS

3.1 Pre-Stage:
(1) Introduction: For your homework, you have read the
T-SS
quotes on page 72, right? We are going to use these
theories to comment on the joke we read about. If you
turn to page 71, there are some different ways that you
can quote from someone, to use someone elses ideas to
support your opinion. So here are four example sentences.
3.2. During Stage:
(1) Practice: Now lets practice the three quotes on page
72. Please use one of the four phrases to quote this idea.
(2) Discuss: Do you agree with this quote? (3) Vote: Who
like quote a the best? Divide the students into three
groups a, b, c. (4) Comment: Now in your group, please

T-SS

3 min

2 min

work with a partner. Each of you will have a joke to read.

Please use the theory to explain why this joke is funny.
T-SS
Lets take 8 minutes to do that and we will discuss as the
group. You can say: According to Kant, we see
SS
something as humorous when things are out of their
normal order and contrasted in an unexpected way. In
this joke, when we read that the patient had only
twenty-four hours to live, we didnt expect that it was
already late to tell him the information. So it is
unexpected and makes us laugh.
(5) Come back to the class and introduce the joke to the
class. Talk about why it is funny.
T-SS
3.3 Post-Stage: (1) Extension: Do the
jokes in your country follow the same theories? Do you
have an example?
T-SS
Tangible Outcome & T. feedback/peer feedback: Students
will have notes about how to quote someones idea to
support themselves. Teachers will give feedback on the
phrases of quoting and help students with the vocabulary
Activity 4:
Reading tones

Transition to #5: Now

for the last 10
minutes, we will
welcome Kate to be
the first to present.

4.1 Pre-Stage: (1) Introduction: What is the tone of a

joke? What is the tone? What are some other tones of a
text: humorous, critical, informative, persuasive, ironic,
T-SS
tragic. (2) Look at the titles on Practice 6. Lets guess
what tones these titles can be. There might not be only one
correct answer. Lets take a quick 2 minutes to finish that. SS
4.2. During Stage: (1) Now lets look at the title of the
reading in the book. What is it? What is the tone? Ok, we
will find out when we talk about the paragraph a little bit
more. (2) So who knows the story of the Little Red Riding
Hood? What is it about? What type of story is that? Is this
reading the same as that? (3) Take one minute to read the T-SS
reading again to refresh your memory. Read it by yourself
and mark out any vocabulary you have questions about.
(4) Lets read it again and underline the sentences that
indicate the tone. Work with your partner
T-SS
4.3 Post-Stage: (1) On the unit test, we will read a
different version of Three Little Pigs. You can find the
English version of the story and prepare for it. But you
N/SS
will read a different version and identify the tone. And you
will have a matching exercise to match the vocabulary

5 min

10
min

10
min

5 min
Total:
35
min

2 min

2 min

2 min

2 min

1 min
2 min

with the correct meaning and answer a few questions.

1 min
T-SS

Tangible Outcome & T. feedback/peer feedback: Finish

the exercise on the book. Teachers will give feedback of
all the tones of the reading.
Wrap-up
Preview of the unit
test

Total:
15
min

Lesson Evaluation Procedures:At the end of the class, we

will shortly preview the writing section of the unit test
again.

Materials:
audio-script, sentence strips, papers, markers,

Anticipated Problems & Suggested Solutions:

Vocabulary check:
Pleasure: the feeling of happiness; superiority: feeling more important/ better than; inferior: less
important/worse than; contrasted: show the difference; relief: the removal of pain or tension; conform:
act in accordance or harmony, meet the requirements; consequence: result, take responsibility.
Nightcap and nightgown: the pajama; approach: come close; moral: the lesson learned.

Students may have some difficulties in transforming direct question to reported questions. In that case, Ts
will actively engage in the pair discussion and help them find the right structure of the reported speech.

Contingency Plans (what you will do if you finish early, etc.):

If the lesson finishes early, T will give SS a few minutes to revise their own writing assignment, and Ts
will individually interact with SS to check if they have full understanding of the organizational features of
the definition writing.

Post-Lesson Reflections:
Students seemed to enjoy talking about their weekend and reporting back, so we spent more time on that
warm-up. The differences among tell, say, talk and speak are harder to explain than I expected, so we
spent more time on that as well. But students did well in the short exercise, and I put more emphasis on
the difference between tell and say.