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CEP Lesson Plan Template: Review or Preview (If Applicable)
CEP Lesson Plan Template: Review or Preview (If Applicable)
Activity/Procedure/Stage
Interaction
Time
Greetings!
T-SS/ SS-T
3
mins
3
1.1 Pre-Stage:
(Continues from last class)
T-SS/ SS-T
Introduce the different expressions
used to make general statements.
- Strategy-> Making Generalizations
When you want to make general
statements that are true most of the
Transition to #2: Tell SS that time, use these expressions:
we are going to have
In most cases,
another debate next time,
Most people have
and be prepared to explain
Generally speaking,
SS that they are going to be
People usually
thinking about the skills a
In general,
newspaper reporter should
Most people now believe
have.
- Have selected students practice
making their own sentences using these
expressions. (If necessary, give them an
example to start out: Generally
speaking, its cheaper to live in the
country than the city.)
1.2. During Stage:
Have SS discuss the questions in small
groups and use the expressions for
SS-SS
8
mins
making generalizations.
a. What jobs do men usually have in
your country today? What jobs
do women usually have in your
country today?
b. In your country, have traditional
jobs for men and women changed
in the last fifty years? Why or
why not? How do you feel about
this?
Circulate to make sure they are using
the expressions correctly.
1.3 Post-Stage:
- Have SS debate one of these issues
using expressions for making
generalizations:
More women should be allowed
in male-dominated fields.
Women should be required/
allowed to serve in the military.
More men should stay home and
take care of the children while
women work.
mins
SS-SS
15
mins
29
2.1 Pre-Stage:
- Before SS read the article, have SS
S-S
think about the skills a newspaper
reporter should have. Then have SS
Rank their top three choices in order of
importance.
Solving problems
Getting along with people
Thinking quickly
Giving opinions
Organizing meetings
Listening carefully
Writing clearly
Interviewing
Taking notes
Meeting deadlines
2.2. During Stage:
SS-SS
5
mins
mins
SS
Transition to #4 or Wrap-up:
Ask SS if they sometimes use
context to determine the
meanings of new vocabulary
words and then ask if they
have any thoughts or
comments about the articles.
Be prepared to explain how
to make inferences.
16
3.1 Pre-Stage:
- Introduce what they are going to read T-SS
about and then have SS read the article S-S
alone without a dictionary! (If there
are words they dont know, for now,
have them try to guess the meanings
using the context.)
3.2. During Stage:
(p.73) Exercise 2
Have SS work with a partner to
determine the meaning of the words
from context->Introduce the steps.
Steps:
Each pair will receive three
words (handout 1).
Work with a partner to
determine the meaning of the
words from context.
Put pairs together to exchange
information.
Read your definitions aloud to
the class (I can call selected
pairs to read their definition
aloud to the class. In this way,
the whole class can work
together on the definition).
3.3 Post-Stage:
- Ask students what clues they used to
figure out the meanings of the words.
Were some words harder to define the
others? Why?
6
mins
10
mins
SS-SS
15
mins
T-SS/ SS-T
8
mins
4.1 Pre-Stage:
Explain to SS that inferences are
T-SS
opinions or ideas that are not clearly
stated in the text but that we can figure
out from our reading.
4.2. During Stage:
- (p.73) Exercise 3: Have SS read each S-S/ SS
sentence and decide if the inference is
one the text supports or one the text
does not support. Have them write yes
or no, and then go over as a class.
33
2
mins
6
mins
8
mins
20
mins
36
3
mins