CEP Lesson Plan Template: Review or Preview (If Applicable)

CEP Lesson Plan Template
Teacher/s: Jasmine Kim

Level: Intermediate 2
Date/Time: November 2nd, 2015
Goal: When students are reading, they will feel comfortable using context to determine the meanings of
new words.
Objectives (SWBAT):
Students Will Be Able To
1. make generalizations
2. make inferences
3. talk about the famous newspaperwoman, Nellie Bly
4. determine the meanings of new vocabs using the context
Theme: The Perfect Match
Extensions: Students will be able to better determine the meanings of new vocabulary words when reading an
article or newspapers outside of the class.
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Time
Review or Preview (if

applicable)
Greetings!
T-SS/ SS-T
3
mins
3
Activity 1: Speak Out
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
Tangible Outcome & T. feedback/peer

feedback: The teacher monitors the
students when they are having a
discussion and debate in small groups
and writes down their strengths and
errors to be compiled and gone over the
next class.
Activity 2: Talk About It
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
Transition to #3: Explain SS

that there are no right
answers and we all have
different ideas. Then make
sure students if they have
questions before we move on
to next activity. Introduce
the article: They are going
to read about a famous
newspaper woman names
Nellie Bly.
- Have SS rank all the qualities in the

list according to importance. In pairs,
have them write 1 for most important
and 10 for least important with your
partner.
2.3 Post-Stage:
-Go over and discuss the following
questions as a class.
Which qualities do you believe are
important? Unimportant? Why?
mins
SS

feedback: There will be a peer
feedback while comparing answers and
having a discussion with a partner.
Activity 3: Reading &
Vocabulary
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

feedback:
- Handout 1
-The teacher monitors the students
when they are looking for the meanings
of the words from context in small
groups and writes down any errors or
suggestions to be compiled and gone
over the next class.
Activity 4: Making
Inferences & Think About
It
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.
Transition to Wrap-up: Tell

SS that the last three
questions are another ways
to think a little deeper after
reading an article. Ask if
students have any thoughts
or questions before I
distribute the exit tickets!
- Distribute Handout 2. Ask additional S-S/ SS-SS

comprehension questions. Have SS
work alone and then have them
compare answers with a partner.
Why did Nellie Bly write a letter
called What Girls Are Good
For?
What were her first articles
about? How did the public react?
What did Bly do to get her story
on mental hospitals?
How long did it take Bly to travel
around the world?
- Go over the answers as a class.
4.3 Post-Stage:
SS-SS
Have SS discuss the following
questions with a partner and then
discuss as a class:
- Do you think the methods Nellie
used to get information for her articles
were fair? Why or why not?
- Do you think Nellie faced
unnecessary difficulties because she
was a woman? Give examples.
- What inferences can you draw about
Nellies personality?
33
2
mins
6
mins
8
mins
20
mins

feedback:
- Handout 2
-The teacher monitors and encourages
the students when they are having a
discussion and there will be a peer
feedback while comparing answers and
having a discussion with a partner.
Wrap-up
1. If we still have time in the

classroom, have student complete an
exit ticket.
36
3
mins
3. Discuss the homework for the next

class (Practice 10).
Materials: Handouts 1 & 2, USB for PPT, exit tickets, pen, markers, textbook, and workbook.
Anticipated Problems & Suggested Solutions: Students might find few unfamiliar vocabularies a little difficult.
Then, make some example sentences along with the vocabs so they can easily understand and also remember.
Contingency Plans (what you will do if you finish early, etc.): If I finish early, the students can retell the story
(Skim the article quickly, close your books, and then retell Nellie Blys story to a partner). If we are running
behind, I can assign the exercise 5 or 6 as homework.

CEP Lesson Plan Template: Review or Preview (If Applicable)

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CEP Lesson Plan Template: Review or Preview (If Applicable)

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CEP Lesson Plan Template

Teacher/s: Jasmine Kim

Review or Preview (if

Activity 1: Speak Out

Tangible Outcome & T. feedback/peer

Transition to #3: Explain SS

- Have SS rank all the qualities in the

Tangible Outcome & T. feedback/peer

Tangible Outcome & T. feedback/peer

Transition to Wrap-up: Tell

- Distribute Handout 2. Ask additional S-S/ SS-SS

Tangible Outcome & T. feedback/peer

1. If we still have time in the

3. Discuss the homework for the next

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