CEP Lesson Plan

Teacher/s: Masashi Otake & Flora Cheng

Level: A5
Date/Time: March 2, 2015 7:00 9:00e
Goal:

Understand the errors students make in essays and the listening exam

Develop fluency and speak spontaneously

Understand Causative Verbs

Objectives (SWBAT):
Students Will Be Able To
1. Understand what was talked about in the listening section in the exam.
2. Understand the grammatical errors by correcting the errors tha they made in the
essays.
3. Develop fluency by doing improvisation skits
4. Understand and use causative verbs by making their original sentences.
5. Understand the good introduction of a presentation by watching Steve Jobs
commencement address.
Theme: Unit 6 Hooked on Horrors: Causative verbs, speaking
Extensions: N/A
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)
Hand out test papers and
writing feedback

Linking & Transitioning to rest of

lesson:

(for example:
SS-T)

Activity 1
Errors in writing

1.1 Pre-Stage: T gives each student a

T-Ss
piece of paper with some erroneous
sentences picked from their writing
assignment.
1.2 During Stage: Have students try
S-S
correcting these sentences and
compare their corrections with
partner.
1.3 Post-stage: Teachers go through the T-Ss
sentences together with students
and explain some grammar points.

Time

10
mts

Activity 2:
Urban Legend Jigsaw

2.1 Pre-Stage: T pre-teach new words. T-Ss

Give each student different paragraphs
of the article a knife in the briefcase.
Have students read first and try to
memory the story. Give them cue cards
to write down key words (remind them
not to write whole sentences).

5 mts

2.2. During Stage:

S-Ss

15
mts

S-Ss

5 mts

S-S
T-Ss

5 mts

3.2. During Stage:

Transition to #4: Masashi is 1. Hand out the listening chart. Read
going to take charge of next the instructions. Play the recording for
activity.
one time. Have students complete the
chart.
2. Have students compare their charts
with a partner. Listen for a second
time.

T-Ss
S-S

15
mts

3.3 Post-Stage:
1. Teacher checks answers.
2. Students discuss their opinions with

S-S
T-Ss

5 mts

1. Take back the paragraphs of

students. Students work in a group
to tell others what they have read.
2. After everyone knows the story,
students act out the story (4 roles:
woman, man, husband, voice-over).
2.3 Post-Stage: Students act out the
story.
Tangible Outcome & T. feedback/peer
feedback:
The worksheet of the article. Cue card
with key words.
3.1 Pre-Stage:
Activity 3:
1.Have List three important things in
making a horror movie/fiction/TV
Listening: An Interview with show and share their lists with a
a Horror Writer
partner.
2. Pre-teach some vocabulary in the
listening.

partners. Which one do you agree

with more? Why?
Tangible Outcome & T. feedback/peer
feedback:
The list of three important feature
The chart students completed
Activity 4:Talk about it

Transition to #5: T asks Ss

Can anybody come to the
front of the classroom?

Activity 5:Causatives

Transition to #3: Last week,

we learned the outline of a
presentation

4.1 Pre-Stage:
T has students read the directions and
the model conversation and go over the
functions. Then T has Ss make a
conversation in pairs for 5 minutes.
4.2. During Stage:
Ss present their conversations to the
class.
4.3 Post-Stage:
Arranging the activity on P69, T has Ss
play improvisation skits
This time, a student asks anything.
Then, the other person gives some
affirmative answer. Then, the first
person responds to what the other
person says.
(Any answers would be ok.)
Tangible Outcome & T. feedback/peer
feedback:
The script with students creative ideas

T-Ss
Ss-Ss

10 m

Ss-Ss

5m

Ss-Ss

5m

5.1 Pre-Stage:
T-Ss
T asks the volunteering student to stand
and not to move. T stands several feet
away, facing the volunteer, and walks
toward him/her. When the volunteer
steps back, T asks Ss what I did to
him/her. They would say, you made
him/her move.
5.2. During Stage:
T-Ss
T distributes the study sheet to the Ss
and teaches each causative verb asking
the words for each blank. After
explaining each section, T asks Ss if
they have any questions.
5.3 Post-Stage:
T-Ss
T asks Ss to make their original
sentences. After five minutes, Ss share

5m

5m

10 m

their sentences to the class. Then, Ss do

the exercises in the textbook.
Tangible Outcome & T. feedback/peer
feedback:
The study sheet filled with keywords
Activity 6: A good
introduction to a
presentation

Transition to Wrap-up:
Do you have any questions
about the introduction of a
presentation?

6.1 Pre-Stage:
T has Ss to watch Steve Jobs
commencement address at Stanford in
2005 (Only for the introduction)
6.2 During-Stage
T asks students what they thought
about the introduction. Then T asks Ss
what they are needed for a good
introduction to a presentation.
1. A hook (an attention-getting
opener)
2. Main idea (a preview statement)
3. Overview
6.3 Post-Stage:
T asks Ss to develop a good
introduction for activity 7 on p74 and
ask them present it in front of the class

T-Ss
Ss-Ss

5m

Ss-Ss

5m

Ss-Ss

T-Ss

7m

Ss

10 m

T-Ss

3m

feedback:
The script with students creative ideas
Wrap-up

Lesson Evaluation Procedures:

T asks Ss any take away from the
lesson

Materials:
Study Sheet: Causative verbs
Anticipated Problems & Suggested Solutions:
Problem #1: Students are worried about coming in front of the class and do skits or
presentations.
Solution #1: T makes Cheerful atmosphere where students can make any mistakes.
Problem #2: Ss cannot come up with ideas for skits and presentations.
Solution #2: T gives Ss the hints and ideas.
Contingency Plans (what you will do if you finish early, etc.):
Improvisation skits with using movie or some famous quotes
Post-Lesson Reflections:

Masashi: Since we both were observed in this lesson, we were a little bit nervous.
However, once the lesson started, we were able to focus on what we had to do in our
teaching. The lesson went well except we could not finish all the materials that we had
prepared. We over estimated the time each activity took.
Flora: I like the jigsaw because it engaged all the students with interaction and teamwork.
I can try to do it again. But in order to do it better, I should change something. It seems
that one of the paragraph was a little bit difficult for one student so he had difficulty
retelling the story. Next time, I think I will assess the difficulty of different paragraphs
and give them to students with different proficiency respectively. Another thing, next
time, we would allow my students to take down some notes so that they can retell and
perform the story better afterwards.