CEP Lesson Plan

Teachers: John Chan & Wei-Ling (Ruby) Liu

Level: I3 Number of students: 9 Date/Time: 11/20/2014 (Thurs.) 10:00 AM-12:00 PM
Goal: to continue giving verbal directions.
to prepare students for the speaking test on the final exam.
to review grammar (i.e., used to, get used to, be used to, and unless in the first conditional).
Objectives (SWBAT):
Students Will Be Able To
1.
orally give directions to peers and teachers based on the map provided.
2.
discuss with the teacher their weaknesses and strengths in giving directions.
3.
correct sentences with errors using their understanding of used to, be used to and get used to.
4.
answer comprehension questions regarding unless and if...not.
5.
read and correctly fill in used to, be used to or get used to in the blanks.
Theme: Review Session

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Housekeeping

Announcement/Attendance/Admin

T-Ss

0-5 mins

Activity 1:
(Continue) Giving directions
verbally in pairs

1.1 Pre-Stage:
1. T ask Ss if they remember the name of the game they
played yesterday.
2. T reminds Ss of the things they need to pay attention to
when giving verbal directions.

T-Ss

2 mins
(Start 10:05
End 10:07)

Ss-Ss

10 mins
(Start 10:07
End 10:17)

(Ruby)

1.2. During Stage:

1. Ss practice giving directions while they are playing the
game in pairs.
2. T provides assistance and clarifications if needed.
1.3 Post-Stage:
1. T makes comments on Ss performance, either good or
bad.

Transition to #2:
Now, we are going to play another
version of the game. Its very
Tangible Outcome & T. feedback/peer feedback:
similar to the game we just played,
1. Ss verbal directions.
but the rules are slightly different.
2. Ts oral feedback.
Activity 2:
Giving directions verbally :
Group competition
(Ruby)

2.1 Pre-Stage:
1. T introduce a new way of playing the Where is the
Destination? on the slide.
a. Teacher picks up a card.
b. One student from each group comes to the front
and looks at the card.
c. The students give directions to his/her own group.
d. The group who guesses the right destination first
1

T-Ss

T-Ss

3 mins
(Start 10:17
End 10:20)

5 mins
(Start 10:20
End 10:25)

gets one point.

e. Every student needs to take turns to give
directions.
Ts model the game.

2.
Transition to #3:
After practicing giving directions,
2.2. During Stage:
we will now have a mock speaking
1. Ss practice giving directions while they are playing the
test. It is not a real test, so you
game.
wont be graded. We are trying to
2. Ts provide assistance and clarifications if needed.
use the mock test to prepare you
for the real speaking test on
2.3 Post-Stage:
December 1st.
1. T reminds Ss of the things they need to pay attention to
when giving verbal directions.

Ss-Ss-T
15 mins
(Start 10:25
End 10:40)
T-Ss
5 mins
(Start 10:40
End 10:45)

Tangible Outcome & T. feedback/peer feedback:

1. Ss verbal directions.
2. Ts oral feedback.
Activity 3:
Mock speaking test
(Ruby & John)

3.1 Pre-Stage:
1. T explains how the mock speaking test is conducted.
2. T gives out the rubric for the speaking test.
3. T asks if Ss have any questions and asks them to repeat
the rules of the speaking test.
3.2. During Stage:
1. T1 will assess four half of the Ss abilities in giving
verbal directions one at a time while T2 will also assess
the performance of the other half Ss one at a time.
2. Ts will also provide feedback to Ss performance and
discuss their strengths and weaknesses.
3. Ss who are not taking the mock test will be doing the
vocabulary interview activity (see activity 4).

Transition to #4: While two people 3.3 Post-Stage:

are taking the mock speaking test,
1. Ts address the common problems that Ss may have
the rest of you will interview each
when giving directions.
other using these questions. After
the whole mock speaking test is
Tangible Outcome & T. feedback/peer feedback:
finished, I will ask you to share
1. Ss verbal directions.
your partner's answers.
2. Ts oral feedback.
Activity 4:
Vocabulary review
(parallel activity with activity 3)

4.1 Pre-Stage:
1. T gives out Study Guide for the Vocabulary Test on the
Final Exam.
2. T gives out Units 9-12 Vocabulary Review (Interview
Activity) worksheets and states the purpose of this
activity.
3. The purpose of the vocabulary interview activity is to
give you the chance to practice using the vocabulary
words that you have learned in the class. If you dont
2

T-Ss

10 mins
(Start 10:45
End 10:55)

Ss-T

25 mins
(Start 10:55
End 11:20)

T-Ss

T-Ss

10 mins
(Start 11:20
End 11:30)

10 mins
(Start 10:45
End 10:55

remember the meaning of the word, just asks your

partner or look it up in the dictionary.
4.2. During Stage:
1. Ss interview each other in pairs.
Transition to #5:
2. Individual Ss will also be taking their mock speaking
In addition to the speaking test, we
test.
will also have a grammar test on
the final exam. Now, we are going
4.3 Post-Stage:
to review grammar.
1. After T gives feedback to Ss overall performance in the
mock speaking, T asks volunteers to share partners
answers.

Ss-Ss
25 mins
(Start 10:55
End 11:20)
Ss-T
10 mins
(Start 11:20
End 11:30)

Tangible Outcome & T. feedback/peer feedback:

1. Ss interviewing of each other.
2. Ts oral feedback.
Activity 5:
Grammar review
(John)

5.1 Pre-Stage:
1. Present objective: I will hand out a grammar worksheet. T-Ss-T
We will be reviewing used to, get used to, and be
used to. Also, I have questions about unless and if
not on the worksheet.
2. Before proceeding, does anyone have any questions
about yesterdays class they want to ask about regarding
used to, be used to, and get used to, or about
unless and if not?
3. Hand out worksheet (answer key)
4. Advise Ss to compare their answers with their partners
once finished.
5.2. During Stage:
1. Ss do grammar worksheet.
2. Ts circulate to monitor.
3. Ss compare their answers with one another.
4. Ts push for interaction.
5. If necessary, T points out any issues to the class.
6. If there is a particularly good point or answers by Ss,
teacher points it out to the class.

Transition to Wrap-Up:
Good job everyone. We will be
wrapping up now, but there are
few things we have to remind you
of about

Wrap-up

5.3 Post-Stage:
1. Ss provide answers to T.
2. T elicits responses from Ss regarding errors.
Tangible Outcome & T. feedback/peer feedback:
1. Ss oral responses & written responses.
2. Ts feedback.
3. Ss feedback, if T can elicit them.
Homework:
3

Ss-Ss

Ss-Ss-T

5 mins
(Start 11:30
End 11:35)

15 mins
(Start 11:35
End 11:50)

10 mins
(Start 11:50
End 12:00)

Textbook (Review Units 10-12, p. 127-128)

Materials:
handouts, powerpoint slides
Anticipated Problems & Suggested Solutions:
If technology fails, all of our stuff can be quickly written on the whiteboard. Also, we have handouts as well.
Contingency Plans (what you will do if you finish early, etc.):
Textbook (p. 127-128)