CEP Lesson Plan Template

Teacher/s: Amy Joy Lashmet

Level: A5
Date/Time: 11am-12pm
Goal: To introduce students to our new unit on horror using listening, speaking, and
reading activities.
Objectives (SWBAT):
Students Will Be Able To
1. Listen to a Ted talk and pick out pre-taught phrases/ Answer questions about this
listening
2. talk about their fears
3. identify causatives and differentiate their meanings in the context of fears
Theme: hooked on horror/ fears and phobias
Extensions: fears/phobias, relate this theme to their personal experiences
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction Time

Review or Preview (if

applicable)
Housekeeping/updates

Linking & Transitioning to rest of lesson:

Ask about their weekends
Remind students their test is
Wednesday (next class)
Ask about the website; problems,
questions?
Oral presentation sign up

(for
example:
SS-T)
T-Ss

Activity 1: Listening
about overcoming fears
Transition to #2:
causatives via a story
about overcoming
claustrophobia

1.1 Pre-Stage: speaking of oral

T-Ss
presentations, how many of you are
scared of public speaking? (SS raise
hands). Did you know that it is one of the
most common fears? Well, today we are
going to watch another TED talk about how
someone overcame his stage fright.
(Anchor on ppt.).
But first, lets go over some of these
words/phrases.
(Spencer) Give students a handout with
these words on them:
Irrational fear
open-mic
put this fear behind me
rush of adrenaline
wave of anxiety
I just couldnt shake it
S-S
Discuss with your partner what you
think these words/ phrases mean.

5 min

5
min

(Review answers as a class.)

Now, I want you to listen for these
phrases in the video. When you hear
them, I want you to raise your hand.
So, when he says irrational fear what
do you do? (raise my hand). Great.
Lets start.
1.2. During Stage: Ss listen for the key
phrases having to do with fears and
raise their hand when they hear them.
Stop periodically at to make sure
students hear them and also talk about
what he does well as a public speaker.
(play it once)

Ok, so this next time, I want you to read

the following questions and listen for the
answers.
1. How does he first try to overcome
his stage fright?
2. did it work?
3. why did he want to overcome his
stage fright?

stop listening at 0:45 (Q1), 3:04, and

at 3:14 so students can hear and write
answers
Quickly compare your answers with a
partner, and we will go over them
(Play again)
S-S
1.3 Post-Stage:
Since we stop right after the intro, I will
have students make predictions about
what the speaker does to overcome his
fear.
Now with your partner, I want you to talk
about what happens next. What do you
think the speaker does to overcome his
fear?
Class comes together and we share ideas.
Great, well I wont tell you what he does;
you will have to watch the rest of the video
for homework and check your predictions

20
min

yourself! The link to the video is posted on

our website
Ss talk in pairs about their greatest fears
and if they have ever overcome a fear

5
min

Now, with your partner, discuss these two

questions:nominate someone to read
them out loud

What are some of your greatest

fears?
Have you ever overcome a fear?
Can you remember a time being
most scared?

S-S

(Put up a powerpoint with some pictures

of commonly feared things such as
ghosts, spiders, airplanes, the dark,
monsters, shots/injections, heights, roller
coasters, etc.)

5
min

SS talk Dont forget to monitor

Ok, did anyone have a unique or
interesting fear? (if nobody, nominate
someone). Ask student. Discuss as a
class

Tangible Outcome & T. feedback/peer

feedback: Students will have practiced
listening and learned new
vocabulary/collocations pertaining to
fears. Students will also have practiced
speaking

Activity 2: Causatives
via a personal
experience

2.1 Pre-Stage: Well, I remember a time

when I was most scared. It was when I
went scuba diving in Malta. I am not
afraid of the ocean, or fish, or drowning,
but sometimes I get claustrophobic.
(anchor on ppt.) Does anyone know
what this means? Yes thats right! I am
afraid of tight spaces. I cannot breathe if
I dont have enough room. However, I
did not realize that the scuba mask

T-S

T-Ss

1520
min

would make me feel this way.

On your handout, I have a story about
my scuba diving experience. Read the
story to yourself and pay attention to the
words in bold.
Ss read
Ok, did you like my story? Cool. Did you
notice the words in bold? Does anyone
know what these words are called?
(cricketsor maybe someone knows)
Alright, these are called causatives. Who
can guess what the function of these
Ss
words are? No?yes?
Well these words mean that one thing
CAUSES another thing to happen or do T-Ss
something. (put in ppt)
2.2. During Stage: Now I want you to
complete exercise 1 on page 70 by
yourself.
Ss work alone
Now quickly compare your answers with
a partner and we will review together.
(have students read statements out loud
before answering)
2.3 Post-Stage: (if time allows) Alright,
now that you know what a causative is
and does, we will do exercise 2.
Nominate someone to read instructions.
Okay, lets do number one together.
Ss
Work with a partner and we will go over
the answers in a minute.
What function of it --- Question is TOO
BIG(pull it apart), use classic example
sentences - close to life
or spend time giving feedback
Tangible Outcome & T. feedback/peer
feedback: students read a passage and
become familiar with the form and
function of causative verbs.

Ss-Ss

Ss
Wrap-up:

Lesson Evaluation Procedures:

Ask students to tell their partner
something they learned that day

S-S

3 min

Materials:
powerpoints and handouts
Contingency Plans (what you will do if you finish early, etc.):
Have exercise #2 on causatives plus a feedback portion
Post-Lesson Reflections: