CEP Lesson Plan: Review or Preview (If Applicable)

CEP Lesson Plan
Teacher/s: Mashashi Otake & Flora Cheng

Level: A5
Date/Time: April 6, 2015 7:00 9:00
Goal: Students improve their speaking ability and reading ability.
Objectives (SWBAT):
Students Will Be Able To
1. Develop speaking skills by discussing jet lag.
2. Use language to reflect on their own personality by discussing the morning people vs.
night person quiz.
3. Improve their listening skills by doing the listening exercise on textbook.
4. Develop vocabulary and reading skills through reading a passage on p96.
Theme: Unit 8 The Time of Your Life
Extensions: N/A
Aim/Skill/Microskill
Activity/Procedure/Stage
Interaction
Review or Preview (if

applicable)
Linking & Transitioning to rest of

lesson:
(for example:
SS-T)
Activity 1:
Talking about jet lag
1.1 Pre-Stage: Introduce the idea of

jet lag.
T-Ss
1.2. During Stage:

1. Have students discuss about jet lag
S-S
(cause, lasting time and effects) and
share their thoughts with the class.
2. Teacher provides a definition and a T-Ss
Transition to #2: Jet lag has suggested solution.
something to do with our
3. Have students discuss their solutions S-S
body clock. Everyone has
to jet lag.
different body clock.
According to this, we can
1.3 Post-Stage: Students share their
S-Ss
divide people into night
experience and solutions.
person or morning person.
We can also call it as night Tangible Outcome & T. feedback/peer
owl and morning bird.
feedback:
Time
2 mts
5 mts
5 mts
5 mts
3 mts
Activity 2:
2.1 Pre-Stage: Teacher introduces the

concepts. Have students complete a
Night owls vs. morning birds quiz regarding two types.
T-Ss
2.2. During Stage:

1. Students calculate their scores and
S-S
read the results.
2. Student discuss with a partner if they
agree with the results.
Transition to #3: So far we
have discussed jet lag and
night owl vs. morning bird.
Both of these two are related
to? Yes, our biological
rhythms. Its also called
cyclic rhythms or body
clock.
Activity 3:
Listening on page 95
Transition to #4 or Wrapup:___________________
2.3 Post-Stage:
Students share their ideas and thoughts S-Ss
with the class.
10
mts
5 mts
Tangible Outcome & T. feedback/peer

feedback:
The person type quiz and result sheet
3.1 Pre-Stage: Have students read the
statements and guess if they are true.
Then students compare their guesses
with a partner.
3.2. During Stage:
1. Have students listen to the audio
recording and check their answers.
2. Have students discuss in pairs:
Which one is the most
surprising?
Is there any item you disagree
with? Why?
3.3 Post-Stage: Students share their
thoughts with the class.
Activity 4: Figure it out
10
mts

feedback:
The listening exercise on textbook
1.1 Pre-Stage
1) T teaches how to read conversation
passages.
2) T gives meanings for some difficult
vocabulary in the passage
1.2 During Stage
T-Ss
S-S
5 mts
T-Ss
S-S
5 mts
S-Ss
5 mts
T-Ss
5m
Ss
5m
Transition to #3:Next we
will do small improvisation
skits regarding the previous
passage
Ss read the passage and answer the

questions in the study sheet
2.3 Post Stage
1) T checks the answers with students
2) Ss answer the discussion questions
feedback:
Work sheet #1
Activity 5:Talk about it
4.1 Pre-Stage:
1. T asks Ss to read the instructions
on page 97
2. T asks Ss if they have any words
and phrases that they do not
know.
Transition to Wrap-Up:
Do you have any questions?
4.2. During Stage:

Ss play improvisation skits
4.3 Post-Stage:
T asks Ss if they enjoyed it or learned
anything.
10 m
T-Ss
S-Ss-Ss
10 m
10m
T-Ss
5m
S-S
10m
T-Ss
5m
T-Ss
5m

feedback:
Wrap-up
Lesson Evaluation Procedures:

T asks Ss if they have any questions.
Materials:
Person type quiz and results
Work Sheet #1
The article about nocturnel owls
Anticipated Problems & Suggested Solutions:
1. Problem: Ss cannot understand the passage because they do not know the
vocabulary in the passage.
Solution: T tells students to ask the words that they do not know.
2. Problem: Ss cannot catch the information in the listening.
Solution: T plays it one more time.
Contingency Plans (what you will do if you finish early, etc.):
Learning pronunciation signals through singing Happy
Post-Lesson Reflections:
Flora: Students seem to have a good understanding of the topics. They had a heated
discussion. The topics are related to their life and experience so it is easy for them to
make connections. However, I think some topics we had were a little bit repetitive so
maybe the students got bored sometimes by discussing some topics more than one time.
Next time, I will pay more attention to this issue.
Masashi: I have similar opinions with Flora. Some discussions were just time consuming
and did not help improve their English skills. We were trying to give many speaking
opportunities to each student because speaking skill is what almost all the students in this
class wanted to improve. However, I realized that we need to go to the next step. We
need to correct their wrong sentences more often and urge them to make sentences with
more precise grammar structures.

CEP Lesson Plan: Review or Preview (If Applicable)

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CEP Lesson Plan: Review or Preview (If Applicable)

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CEP Lesson Plan

Teacher/s: Mashashi Otake & Flora Cheng

Review or Preview (if

Linking & Transitioning to rest of

1.1 Pre-Stage: Introduce the idea of

1.2. During Stage:

2.1 Pre-Stage: Teacher introduces the

2.2. During Stage:

Tangible Outcome & T. feedback/peer

Activity 4: Figure it out

Tangible Outcome & T. feedback/peer

Ss read the passage and answer the

Activity 5:Talk about it

4.2. During Stage:

Tangible Outcome & T. feedback/peer

Lesson Evaluation Procedures:

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