This was the Lesson Plan I used with my Intermediate 3 class at the Community English Program at Teachers College, Columbia University. This lesson was planned for Week 1 Day 5.

1. TC CEP: Lesson Plan
Jik Kam Yong (jky2113) Intermediate 3 Fri, Feb 12 2016, 9-10am
Goal:
Students will refine and practice their skills in:
 Listening
 Speaking
 Grammar
Objectives: Students Will Be Able To…
1. use stress and intonation in their speech
2. perceive stress in the speech of others
3. state their preferences
4. complete sentences by using relative
pronouns to write adjective clauses
Theme: Stressed Out
Extensions: Use the Facebook group for extra practice of learned forms
Aim/Skill/Microskill Activity/Procedure/Stage Int. Time
900am
Homework Discussion
WB p65 P1 P2
1. Ask S to take out their homework.
2. In pairs, ask them to compare their answers.
3. Ask S to write answers for P2 on blackboard.
4. Divide class in 2 groups. A teacher will go to each group &
discuss their answers for P1.
5. Ask if S have any questions.
Tangible Outcome: Workbook exercises completed and checked.
Feedback: S received feedback from both T & Peers.
S-S
T-S
T-S
3min
3min
3min
1min
910am
Listening & Speaking:
Pronunciation (Stress
& intonation)
SB p91
1. S can ask me any question but must observe how I answer in a
special way.
2. Ask S if they noticed how I answered their questions.
I used stress: -longer -louder -higher pitch
3. Stress is important in English because… who can remember
the key to listening?
The key: Don’t listen to everything. Listen for what is
important.
People don’t listen to everything you say so use stress to give
them clues on what is important.
4. Get S to read the examples on p91 while teacher monitors.
5. In pairs, read the sentences in p91 #5 to each other. Remember
to stress the words in bold. T walks around & monitors.
6. On p91 #6, listen to the audio & circle correct answer. Pause
after each question and ask S which word/s were stressed
before asking about answer.
7. Ask if S have any questions.
Tangible Outcome: S produced stress in practice with each other. S
answered questions from to stress in audio.
Feedback: S received feedback from both T & Peers.
T-S
T-S
T-S
S-S
S-S
T-S
T-S
5min
2min
2min
2min
3min
3min
3min
930am
Listening & Speaking:
Preference
SB p91-92
1. In pairs, talk about what “preference” means.
2. Ask S to suggest what it means.
Preference = you like one thing more than the other.
3. Ask S to look at examples on p91.
4. Ask what is common?
common = the word “prefer” & “rather”
S-S
T-S
T-S
1min
1min
1min

2. 5. Ask S where they can use “preferences”.
6. Play a game. Give each S a card with 2 choices. Let S choose
1 and get their classmates to guess their choice by giving
verbal clues using sentences made with the examples of
preference forms.
7. Ask if S have any questions.
Tangible Outcome: Interactive activity completed with each student
using the form/s correctly.
Feedback: S would have received feedback from T.
T-S
S-S
T-S
1min
5min
1min
940am
Grammar: Adjective
Clauses
SB p87
1. Start with an activity. In pairs, arrange the cards provided
(subject + predicate) into 3 sentences. Next, add these cards
(relative pronoun + predicate of adjective clause) to your 3
sentences.
2. Look at the cards from the other groups. Discuss why you
arranged yours in that way.
3. Ask S about how they used the relative pronouns & what the
adjective clause describes.
“Relative Pronouns”: who - people, which - things, that - both
(informal)
Adjective clause describes the noun before it.
4. In pairs, do exercises p87 #2 #3.
Both teachers actively monitoring & provided feedback.
5. Ask if students have any questions.
Tangible Outcome: Student Book exercises completed and checked.
Feedback: S would have received feedback from both T & Peers.
S-S
S-S
T-S
S-S
T-S
3min
1min
2min
7min
2min
955am
Wrap-up
1. Ask S why is stress in speech important. Ask for examples.
2. Ask S how to state their preferences. Ask for examples.
3. Ask S to recall the 3 relative pronouns. They are used with?
4. Tell S that Fan will go into relative pronouns in more length.
T-S
T-S
T-S
1min
1min
1min
Materials:
Printouts for 2 activities:
preferences & adjective clauses.
Anticipated Problems &
Suggested Solutions:
technology failure = audio
cannot be played = teacher will
read.
Contingency Plans (what you
will do if you finish early, etc.):
Play the “preference” guessing
game.
Post-Lesson Reflections:
The lesson went well. I’ve had to rush the second half of the lesson because students were taking
longer than anticipated time to complete communicative activities. I will take note of that for future
lessons. However, my timing has vastly improved since the first two lessons.
Also, I realize that I have started to adapt my speech to allow for easier comprehension. While it
is good for me to simplify my vocabulary, I have also incidentally simplified my sentence structures too.
I sometimes omit words which are purely grammatical and does not add to the meaning like the verb ‘to
be’ and some prepositions. I will try to keep things simple and yet grammatical so that my students do
not lose exposure to target-like input.

3. Sushi vs Burger Taxi vs Subway Cat vs Dog
Hotdogs vs Pizza Apple vs Banana Car vs Motorcycle
I have a friend who is stressed out.
He
is listening to a
tape
which will relax him.
Many people are stressed out that I know
I have a friend who is stressed out.
He
is listening to a
tape
which will relax him.
Many people are stressed out that I know

4. I have a friend who is stressed out.
He
is listening to a
tape
which will relax him.
Many people are stressed out that I know