CEP Lesson Plan Template

Teacher/s: ____________Eunji & Hiyun_________________

Level: ___I4_____ Date/Time: __6/18/2014_____

Goal: Students will practice using the grammar structure (past perfect and past
perfect progressive) with authentic materials. Students will relate to their personal
contexts and produce the grammar structure through interviews and dialogues.

Objectives (SWBAT):
Students Will Be Able To

1. Familiarize and practice the past perfect and past perfect progressive through the
timeline activity
2. Produce the grammar structure by reviewing the celebritys calendar
3. Use the grammar and expressions for confirming understanding according to a
given situation by creating and performing a dialogue.

Theme: _________________Unit 4 Childs Play__________________________

Extensions: _Applying the usage of past perfect and past perfect progressive in different
situations__

Aim/Skill/Microskill Activity/Procedure/Stage Interacti
on
Time
Review or Preview (if applicable) Linking & Transitioning to rest of
lesson:
AGENDA: CEP course
evaluation reminder- ask Ss to fill
out and submit online course
evaluations (evals available
starting this Thursday June 19th
until next Wed June 25th)
(for
example
: SS-T)

Activity 1:
Timeline activity: practicing
past perfect and past perfect
progressive

Eunji








1.1 Pre-Stage:
Weve been talking about past
perfect and past perfect
progressive tense for this unit,
and now we are going to a fun
activity to practice the
grammar

Get into your shape groups
- Point to the names (or logos)
on the board
=> ASK STUDENT IF THEY
KNOW EACH PERSON
INSTRUCTIONS: (Bring up
PPT)
T-SS






SS-SS





25 to
30 min































Transition to #2:___Now, we are
going to move on to another
activity to use some famous
celebrities to help us get even
more comfortable with this units
grammar! Also we are going to
use some cool technology stuff to
pick who will have which
celebrity!_________
1) Give each group one of the
timelines and Qs (give one Q
sheet to each group to
promote group discussion!!).
Read through the timeline
2) Do the questions as a group
=> USE THE GRAMMAR FOR
THIS UNIT! (past perfect + past
perfect progressive)
3) What do you think are some
interesting events from the
timeline? (Discussion some
with your group)

1.2.
During Stage: (instructions will
be given one or two at a time)
- Students will get into groups
1) Read/scan the timeline (3
min)
2) Do the question sheet as a
group (5 min)
3) Think of how to describe the
events in the timeline using the
grammar learned (you need to
prepare for the jigsaw group!
You will be representing your
own group!)

1.3 Post-Stage:
- Count them off to 3
- Jigsaw group
- Each representative describe
their person using the target
grammar
- Other representative write
down (on their note)
one interesting thing that the
person being described had
done
- Have one volunteer from each
group (about different person)
to share what they wrote
down
Tangible Outcome & T.
feedback/peer feedback:
Timeline handouts, questions
worksheets,


















SS-SS

SS-T

T-SS

Activity 2:
Calendar activity
Practicing the past perfect tense


Hiyun



Transition to #3: Weve practiced
using the grammar structure by
referring to the accomplishments
of famous people. Now, well try to
practice the grammar by relating
more to our personal contexts.
2.1 Pre-Stage: Ss will get in pairs
and check the QR codes to find
out their celebrity (Beyonce,
Brad Pitt, Angelina Jolie, Bruno
Mars, Lady Gaga) Each student
will act as the manager and
recording staff of the celebrity to
talk about the celebritys past
schedule. The Ss will receive a
calendar which shows what the
celebrity had done or
accomplished in the past few
weeks.

2.2. During Stage:
The pair of Ss will review and
explain to each other what the
celerity had accomplished by the
dates on the calendar (By
Monday, Beyonce had already
finished recording her album.) Ss
will produce and write down their
sentences.

2.3 Post-Stage:
Each pair will introduce their
celebrity with the doc cam and
share their sentences to the
class (only 3-4 events)

Tangible Outcome & T.
feedback/peer feedback:
Ss completed calendar and
sentences

SS-SS













SS-SS






SS-T





5 min..












10
min.







10
min.
Activity 3:
Situation Activity
Writing and performing a
dialogue

Hiyun



Transition to Wrap-Up: Weve
practiced using the PP and PP
progressive in different contexts-
4.1 Pre-Stage: Ss will get in pairs
and will receive a situation
(prompt). The situations will
require using the past perfect or
past perfect progressive tense.
Ex) Telling a friend about a
dream you had, describing
actions at an accident before
help arrived (any kind of
personal accident), telling a story
about the worst trip you had
Also, Ss will try to use the
expressions used for confirming
understanding (Do you see what

T-SS










3 min.










referring to the context of famous
people and more importantly- to
our own personal lives and
experiences.
I mean? Are you following me?)
(Textbook p. 39) in their
dialogues.

4.2. During Stage:
Ss will write their dialogues and
each pair will perform their
dialogue for the class. The other
groups of Ss will take notes by
paying attention to the grammar
structure.

4.3 Post-Stage:
The students will give each other
peer feedback about the
dialogue and how well the PP
and PP progressive were used.

Tangible Outcome & T.
feedback/peer feedback:
Ss dialogue worksheet





SS-SS



SS-T
T-SS




15
min.



10
min.
Wrap-up

Lesson Evaluation Procedures:
Assign workbook HW p. 32
vocabulary check and check
your understanding
MENTION THE
PRESENTATION (provide
guidelines for the presentation)

10
min.

Materials:
Error correction feedback form, timer, worksheets for each activity, PPT instruction
slides

Anticipated Problems & Suggested Solutions:
Well try to pace our activities and check the timer to have enough time for wrap up and
explaining the guidelines for the homework assignments.

Contingency Plans (what you will do if you finish early, etc.):
If we finish early, well go over the questions the students had about grammar.

Post-Lesson Reflections: