CEP Lesson Plan

Teacher/s: __Laura Li & Danchen Yang___________________________________

Level: __A3_________
Date: __Nov 5, 2014 _______
Goal: Introduce students to the theme of this unit - languages, translations and
mistranslations and start on basics about reported speech.
Objectives: Students Will Be Able To
1. share their own language learning experiences with others
2. talk about their views of languages in general.
3. talk about the role of translation in language learning, its benefits and drawbacks and
their own experience related to translation
4. describe someone elses words using reported speech.
Theme: _______A way with words_____________________________
(Extensions: ______/________________________________)
Aim/Skill/Microskill

Preview

Activity 1:
Discussion Languages

Transition to
#2:_There are many
languages in the
world. In order to
communicate
interculturally, we
need the help of
translation. /
Translators all have a
way with
words._______

Activity/Procedure/Stage

What does the title of unit mean?

(someone is skillful with language)
Do you know someone who has a way with
words? (writers, news reporters, politicians...)

Pre-Stage: Brainstorm - what do you think of

when you see the word languages?
During Stage:
Student complete Part I on their worksheet. Choose one question from each box to ask their
partners.
Post-Stage:
Each student choose one question and share
their views.
Teacher summarize global mistakes noticed.
(Tangible Outcome) Students need to choose one
of the questions to write a short paragraph as
their homework after class. Teacher will collect

Interacti Time
on

SS-T

2mins

SS-T

1 mins

SS-SS

10 mins

2mins
SS-T
Total13mins

this homework on Thursday and provide

substantive feedback.

Activity 2:
Discussion Translation

Pre-Stage:
Brainstorm: What do you think of when you see
the word Translation?

SS-T

During Stage:
Student are given a letter based on their
worksheet - either A or B. Pair As with Bs.
SS-SS
Transition to #3:__The Student complete Part II of their worksheet.
last questions for both
teams are about
mistakes or difficulties Post-Stage:
of translations. Now

Each student choose one question SS-T

lets read a
and share their views.
conversation about

Teacher summarize global

mistranslations._____
mistakes noticed.
___________

Assign homework

Figure it out Reading for main

idea and specific
information

Transition to
#4 :__Switch our
focus from the global
meaning of the
conversation to its
vocabulary. ___

Pre-Stage:
Read the conversation and think about the
questions related to its main ideas.
During Stage:
Select students to answer the questions
related to main ideas.
Student discuss questions related to specific
details.

15mins

3 mins

Total
20mins

(Tangible Outcome)
Students need to choose one of the questions to
write a short paragraph as their homework after
class. Teacher will collect this homework on
Thursday and provide substantive feedback.

Activity 3:

2 mins

SS-SS

5 mins

SS-SS
T-SS

10 mins

Post-Stage:
Select student to answer the questions.

Total
15mins
T-SS

Activity 4:
Figure it out Vocabulary Check

Transition to #5:
___From reading and
speaking to some
grammar exercise.
_________

Pre-Stage:
Ask students to complete the exercise
individually.
Show answers on the screen and check if
students still have questions.
During Stage:
Ask students to choose three words to form
questions for their partners.
Demonstrate how to form question.
Students ask question to each other.
Post-Stage:
Students write down questions asked by their
partners.

T-SS

3 mins

SS-SS

5 mins

SS-SS

2 mins
Total
10mins

Pre-Stage:
Activity 5:
Elicit responses from students about the
Lead-in: Video on
idea of office gossip.
Office Gossip
During Stage:
Watch two short videos about office
Transition to #6:
gossip.
_Lets move on to the
Remind students to pay attention to the
grammar focus of this
sentence patterns used in gossip.
unit - reported
Post-Stage:
statements_________
In pairs, students share what they have
__
noticed from the videos regarding the
sentence patterns used in gossip.

T-SS

2 min

SS-SS

5 min

SS-SS
T-SS

3 min

Pre-Stage:
Briefly introduce reported statements.
During Stage:
Preparation: Imagine you are a celebrity /
Transition to #6:
reporter.
_Lets focus on the
Students work in pairs. Student A is a
structures of reported
celebrity being interviewed while Student
statements_________
B is a reporter interviewing A.
__
After the interview, Student B reports to
the class.
Switch roles and repeat.
Post-Stage:
Teacher summarizes the activity and
corrects errors if any.

T-SS

2 min

SS-SS

5 min

SS-SS

5 min

SS-SS

5 min

SS-SS

10 min

T-SS
SS-SS

3 min
(30min)

(10min)

Activity 6:
Reporter

Activity 7:
Mistranslations
Transition to wrap-up:
_Now lets look at the
homework for
today___________

Pre-Stage:
Explain the forms of reported statements.
During Stage:
In pairs, students report what the
mistranslated signs on P.150 say and
what they meant to say.
Post-Stage:
Whole-class discussion

T-SS

5 min

SS-SS

8 min

SS-SS
T-SS

5 min
(18min)

Wrap-up:

Homework:
Write a short paragraph based on one of the
discussion questions.

T-SS

2 min

Materials:
Handout for discussion for both team A and B.
Class presentation material on google slides.
Anticipated Problems & Suggested Solutions:
Our presentation slides are stored on Google Slides and as .ppt files in the teachers USB
drives and emails. If we encounter technology issues, we can board the instructions that is not
shown on the handouts for students.
Contingency Plans (what you will do if you finish early, etc.):
If we finish early, we will briefly go over answers to the grammar section of the last unit test.