CEP Lesson Plan

Teacher/s: ___Keren Liu____________

Level: ____I4_____
Date/Time: 10/22 7:00-9:00pm
Goal: To improve integrated English skills.
Objectives (SWBAT):
Students Will Be Able To
1. Know verbs that are followed by to and those are not.
2. Change a sentence to a question, a negative, and a negative infinitive.
3. Use let and make to express order and permission.
4. Talk about their family and childhood.
5. Revise vocabulary from this unit: spelling, meaning, and pronunciation.

Theme: _Permission, Persuasion, Advice_____________________________________________

Extensions: _______Family, Childhood_____________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: T talks about the Today we
will list.

T-SS

3 min

1.1 Pre-Stage: Ss work in pairs and

check each others work.

S-S

5 min

1.2. During Stage: Whole class

discussion.

T-SS

3 min

There are many verbs in this

dialogue. Now I want to you to find
verbs that are followed by to and
those are not followed by to. Once
you are finished, write your answers
on the board.

SS-T

5 min

Transition to #1:Now lets

look at your homework.
Activity 1: Homework
check
[Write Verbs that are
followed by to, and Verbs
that are NOT followed by
to on the board]

Transition to #2:On your

textbook page 25, there is a
chart of many verbs.

1.2 Post-Stage: Check answers

together.
Ask a S to use ask to create a

2 min
5 min

sentence. Then ask SS how to change

it to a question, a negative, and a
negative infinitive.

Activity 2: Order, request,

permission, persuasion

Contingency plan: If ss have difficulty

changing sentences, use tell as another
example.

(3
min)

Tangible Outcome & T. feedback/peer

feedback: A question, a negative, and
a negative infinitive.

26
min

2.1 Pre-Stage: Ask ss to write each

verb in the correct category with a
partner.
2.2. During Stage: Whole class
discussion.

Transition to #3: We know

that we can use allow to
express permission, and
force to express order. Now
I want to you to think about
your childhood.
Activity 3: Let and Make
[Paper slips]

Transition to #4:Now lets

play a game!

2.3 Post-Stage: See if ss have any

questions.

S-S

S
S-S

What were things that you were forced

to do and were allowed to do as a child?

Ts ask for an example from a S.

S writes sentence on the board: My
parents allowed me to watch cartoons.

3.2. During Stage: T asks, what verb

they could substitute for allowed
elicit let

5 min
5 min

TT-SS

Tangible Outcome & T. feedback/peer

feedback: Understand the usage of
some verbs.
3.1 Pre-Stage: Ss brainstorm a list of
at least 3 things per category.

5min

41
min
T-SS

2 min

SS

5 min

S-S

T-SS

2 min

S-S

3 min

Change sentence to My parents let me

watch cartoons.
Ss convert their lists into full sentences.

5 min

Ts ask for an example from a S.

S writes sentence on the board: My
parents forced me to eat beans
T asks, what verb they could substitute
for forced elicit make
Change sentence to My parents made me
eat beans
Ss convert their lists into full sentences.

3.3 Post-Stage: Ss take 2 examples and

write them each on separate pieces of
paper.

2 min

Tangible Outcome & T. feedback/peer

feedback: Paper slips with sentences
using make and let.

60
min

Activity 4: Causative game

[Container]

4.1 Pre-Stage: Ss put their pieces of

Transition to Activity 5: So
yesterday weve learned
some new words from the
conversation between Paul
and Jake. Now well play a
game using those words
and other words in this
unit.

4.2. During Stage:

5 min

S-S

10 min

paper in one container/bag.

A S picks a piece of paper. Reads aloud.
What do you think? Does the choice of
let or make make sense?

Guesses whose it is: I think Kaoris

parents let her stay up late.
Ss write the end part of the sentence on
the board.
The S who the sentence was about goes
next.

4.3 Post-Stage:
Ss review what is written on the board.
Any questions?

Tangible Outcome & T. feedback/peer

feedback: Board with a collection of
students examples.

S-S

T-SS

2 min
77
min

Activity 5: Vocabulary
Game
[ A4 paper]
[worksheet]

Transition to Wrap-up:
Now, as a routine, Ill give
you guys exit tickets.

4.1 Pre-Stage: T gives instructions for

game.

First stage:
Firstly, Ill divide you into 3(or 2)
groups. With your group members, I
want you to choose 10 words from
this unit. Write them down on this
piece of paper
Second stage:
Ok, so once you have all your words,
I want you to split them in half. For
example, my name-Keren, how can we
split this up? Great. Now do that with
your ten words.
Third stage: [Draw a table on the
board]
Now Im going to give you this table.
I want you to take your split words
and put them in the boxes like this.
For example, your first word is X.
Make sure the first word is cut in half
- first half goes in the BOTTOM
RIGHT, the second half goes in the
TOP LEFT boxes.
This is very important! Otherwise we
cant form a circle.
Fourth stage:
Now cut out your strips so you have
10 strips of paper like this[Show one
strip of paper to ss]. So you first cut it
in half in the middle. Mix and shuffle
them.[Talk about the circle]
4.2. During Stage: The Game
Ok, so you all have 10 words that
you have split into half. What you
need to do now is move to another
table. The first team to form a circle
with the words and connect the halves

TT-SS

SS-SS

6 min

SS-SS

5 min

SS-SS

SS-SS

7 min

6 min

15 min

wins. When you have completed the

circle, your whole team needs to sit
down and put your hands in the air so
I know you have finished.
- How do I know youve won? How
many words do you have?

T-SS

116
min

SS

4 min

(This can be played for another round

if there are 3 groups.)
4.3 Post-Stage:With new vocabulary
or words they are not sure of, T can
elicit pronunciation and meaning
within their groups.
Tangible Outcome & T. feedback/peer
feedback: A circle of new words.
Wrap-up
What do you still need
clarification about?
What did you like about
days class?
What is two/one thing that
you feel you learned to
day?
1 language
2 anything

Lesson Evaluation Procedures:

(In pairs discuss) what you what you
learned today (if time allows).
Tell the Class/teachers if time allows.
Give ss homework. Workbook Page
19- Practice 5.

TT-SS

120
min

Materials: Worksheets, scissors, A4 papers, workbook, textbook

Anticipated Problems & Suggested Solutions: More instructions on vocab game if ss cant
understand how it works.
Contingency Plans (what you will do if you finish early, etc.):
Preview the next lesson.
Post-Lesson Reflections: