CEP Lesson Plan

Teachers: Caitlin Wang, Parkorn Wongsiri

Level: Advanced 3
Date/Time: 10.00am - 12.00pm
Goal: 1. Students will be able to learn vocabulary associated to travel and vacations and
integrate these vocabulary into their conversations about vacations and travels
2. Students relate the speakers attitudes with correct TONE words.
3. Students understand the meaning and use conditional type I, II appropriately in
contexts.
Objectives (SWBAT):
Students Will Be Able To
1. Learn new vocabulary and travel slangs associated with traveling
2. Use the new vocabulary and travel slangs in their speaking activities of role-play
3. Advocate and talk about their own countries as a travel site
4. Use supporting reasons and examples to back their ideas when arguing for their own
country
5. Match the speakers with the correct adventure vacations that are being referred to.
6. Identify major problems of the speakers and apply proper TONE words that are related
to the speakers emotions.
7. Describe the situations when the conditional sentences type I and II are used and
discuss the possibilities in forming sentences with type I, II from the posted scenarios.
Theme: ___Adventurous Vacations and Traveling, Expressing ideas with conditions (Ifsentences)___
Extensions: ____English with Jo http://www.englishwithjo.com/english-conversationtravel/, Students write their own sentences using conditionals type I, II based on their
personal situations in class.____
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Time

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:
- Attendance and announcements
- Go over homework and ask some
students to contribute their answers

(for example:
SS-T)
SS-T

10:00 to
10:10 am
(10 mins)

Activity 1: Travel
vocabulary and slangs

1.1 Pre-Stage: T presents some travel

vocabulary and slangs to the SS and
ask them to identify and define the

SS-T (T
introduce the
vocab and

10:10 to
10:15 am
(5 mins)

vocabulary with partners

Now look on the power-point here.
Here are some vocabulary and idioms
that you would usually use when
traveling. Talk with your partner and
Transition to #2:_Now that try to guess the meaning, identify the
we have practiced with these parts of speech, and in what situations
vocabulary and have done a these vocabulary words are used
mini-role-play, lets apply
Give SS some time to discuss.
this into another role-play on Go to the board to write the parts of
talking about your countries speech and definition when you come
and traveling_
up with one for any vocabulary
T then calls on the SS for the
corresponding definitions they wrote
on the board to define and ask other SS
if they agree.
If no SS can define the word correctly,
T will provide the correct answer.

slangs)

SS-SS

SS-T (SS
define and T
facilitates)

10:15 to
10:20 am
(5 mins)

SS-T

10:20 to
10:25 am
(5 mins)

Vocabulary:
1. accommodation
2. itinerary
3. budget
4. cosmopolitan
5. picturesque
6. remote
7. scenic
8. stroll
Slangs
1. Off the beaten track/path
2. Travel light
3. To hit the road
4. Bright and early
1.2. During Stage: Have SS turn to
textbook page 137.
T asks one S to read the paragraph for
activity 5. Can I get one volunteer to
read the paragraph for activity 5?
Thank you. Now, two volunteers
one flight attendant and one passenger
to read the dialogue
T have SS get into pairs again and give SS-SS
them all a topic (the list on page 137)

4 mins

to come up with a dialogue.

With your partner, come up with a
dialogue for the vacation plans listed a
to f. I will come around and assign you
a topic.
Try to integrate the vocabulary and
slangs you just learned into your
dialogue.
Also, try to vary up the sentence
structure for example, dont always
use so youre off to when asking a
question. Try to make the conversation
more natural
SS-T (SS
presents)
1.3 Post-Stage: T randomly calls on
each pair to present the role-play
dialogue of topic from a to f.
Now, who did topic a? (T randomly
chooses a pair)
Who did topic b? (T randomly chooses
a pair)
Who did topic c? (T randomly chooses
a pair)
So on
Tangible Outcome & T. feedback/peer
feedback: Students will define and
understand the new vocabulary and
slangs on travels. Students will also
learn how to use these vocabulary in
other speaking activities, such as in
role-plays. (T) T monitors students
progress during group activity and
notes down any major errors as well as
facilitate the vocabulary definition
portions if students get the definitions
wrong, T will correct and provide the
right answer. T will also listen for any
errors during SS production of
dialogues (P) SS share ideas and
guesses with each other on the
definitions and brainstorm dialogue
together in pairs.

10:25 to
10:30 am
(5 mins)

Activity 2: Traveling RolePlay Representing your

own country

Transition to #3:_I will

leave it to Parkorn for his
activites!_

2.1 Pre-Stage: T have the SS identify

the countries they are from and have
them get into pairs again to talk about
some things and places they like to do
and go to in their own countries.
I know most of you already know
where your classmates are from. But
now, in your pairs, say which country
you are from and talk about some
things and places you like to do and go
in your own country.
SS will talk and share with each other.
Okay, now can I get some volunteer
to share some ideas that YOUR
PARTNER has said

SS-T (T
introduces the
activity)

10:30 to
10:34 am
(4 mins)

SS-SS
2 mins
SS-T (some SS
share their
2 mins pres
discussion)

2.2. During Stage: Have students get

SS-SS
into groups of 4 or 5 (so 4 groups) and
they will be role-playing as travel
agents and talking about their
countries.
You will get into four groups. Each
group will have a traveler and 3-4
travel agents. Your goal as the travel
agent would be to advocate for your
country. As the traveler, your goal is to
choose one country to travel to
Travel agents will argue for their own
country and persuade the traveler to
choose your country include some
famous sights that tourists like to go to
when visiting your country and
interesting things they can do.
Remember support your argument
with reasons and examples!
Travelers will ask the travel agents
some basic questions about travels
ex. How much are the costs, what are
the transportation, what kind of
accommodations, is there a package
deal, etc.
Try to use the vocabulary and slangs
we covered in the beginning of the
class today

10:34 to
10:45 am
(11 mins)

SS will work on their roles in their

groups.
Try not to group the SS from the same
countries together in one group if
there are groups with SS of the same
country, have one of them be the
traveler.
2.3 Post-Stage: T have each group
present their dialogue (3 mins for each
group). After each group presents, T
randomly calls on one SS from the rest
of the class to check whether they were
paying attention to the presentation.
Which country did the traveler end up
picking? What do you think of the
travel agents persuasion? If you were
the traveler, which country would you
pick?
Tangible Outcome & T. feedback/peer
feedback: Students will integrate the
vocabulary and last classs lessons on
supporting reasons and examples to
talk about and advocate travel to their
own countries in dialogue role-play
fashion. (T) T will monitor SS progress
during group preparation and listen for
any major errors to note down. T will
also help out groups in their dialogue
formation and make sure all dialogues
flow. (P) SS will work in groups and
brainstorm to come up with ideas to
include for their dialogues and
introduce their countries to other SS in
their group and to the whole class
during presentation.

SS-T (SS
10:45 to
presents and T 11:00am
calls on SS for (15 mins)
comprehension
Qs)

Activity 3:
Identifying TONE of the
speaker

3.1 Pre-Stage:
T-Ss
T leads Ss into the listening activity
after the end of the previous section
on speaking. T reminds Ss of the
topic they learned on Monday about
Ss listen to the recording
the speakers TONE and asks
from the listening section whether they can remember the
in the textbook to apply
meaning of the presented TONE
TONE words they learned words.
and build better
T will say, We will now consume
T-Ss
understanding of
our listening section for this chapter.
speakers attitude.
In the previous class, we learned
about the speakers attitude and
identified proper adjective that
described Paulas attitude about her
trip to the Philippines. You also
learned more TONE words, positive
and negative ones. I would start first
by reviewing the meaning to the
TONE words we learned.
T opens the slide with the TONE
words grouped in separate column,
positive and negative and tries to
recover the meaning by asking the
class to provide the definition and
synonyms.
T will say, Here is the list of words
we learned from our last class, I will
go over them once again one pair at
a time. Okay, the first one, Bemused
and Incredulous, can anyone give
me the meanings of both words?
- T asks Ss to give meaning of the
words.
- Ss volunteer to answer and T
reinforces the knowledge for
better retention.
3.2. During Stage:
T asks Ss to do another listening to
emphasize the knowledge of TONE
words and asks Ss to use the words
presented earlier to identify the

1 min

3 mins

speakers feeling.
T-Ss
T will say, Now we will do the
listening in the textbook about
speakers attitude. Please turn to
page 141 in your textbook, look at
activity 2.
T gives instructions to the activity.
Please listen to the announcer
speak about these four events and
match each speaker with the correct
picture of adventure vacations.
There is one picture that will not be
used.
T will then play the recording of the T-Ss
listening activity. T will briefly
pause the recording between each
speaker for Ss to do the matching
before continuing. T continues until
three speakers are played.
T asks Ss to listen to the recording
one more time and try to identify
the speakers emotions by matching
each speaker with correct adjectives
provided.
T says, Now, as you have the idea T-Ss
of the message from each speaker,
Id like you to listen one more time
but this time please match the
speakers attitude in their voice with
the appropriate adjectives in your
textbook p. 141, activity 3. Lets
begin.
- T plays the recording for the
second time.
- Ss do the matching of the
speakers TONE to appropriate
adjectives.
T goes over the activity with the Ss
to give them the correct answers by
soliciting answers from the class,
asking them to summarize the idea
from each speaker and the correct
tone behind the speakers messages.

5 mins

5 mins

Now, we will look at the answer

T-Ss, Ss-Ss
together. Lets begin with the
speaker 1, what do you think he is
talking about, which picture can be
referred to?
- Ss give answer as a whole class.
- T asks for volunteer to
summarize the information from
each speaker on what happened
for each adventure vacations.
T says, Okay, for picture 1, can
anyone give me the summary of the
speakers message, what
happened?
- Ss volunteer to give answer.
- T reinforces by providing further
information to clarify, strengthen
the Sss answers.
Which adjectives in activity 3
would you match with the speakers
tone. Who would give me your
opinion?
- T reinforces and provides the
correct answer after Ss give their
own opinions regarding the
speakers tone.
- T continues until all the answers
are provided and concludes this
activity.
Lets do one more listening
activity. This time we will see
mixed emotions among each
speaker.
3.3 Post Stage:
Now, I will play another recording
with four speakers talking about
their vacations. Their feelings are
mixed here. There are both positive
and negative feeling from each
speaker and the stories they have
are quite interesting. Lets listen.
T assigns each group of Ss with

T-Ss

4 mins

1 min

different speaker from the

recording. They have to work in
groups of four based on their
assigned speaker and try to identify
the emotions using TONE words
they learned and provide supporting
reasons behind their selections.
Ok. There are four speakers and I
want you to work in groups of four.
I will assign each speaker for each
group.
- T assigns speakers for students
after they get into groups.
T continues, I want each group to
identify the tone of the speaker you T-Ss
are assigned using the tone words I
reviewed earlier and provides
supporting reasons including a brief
summary of what happened. I will
play it twice so you can get
information.
- Ss listen to the recording.
- After the first playing, T gives Ss
a few minutes to work with their
notes individually.
Okay, for this first playing, Id like
you to work individually with your
notes first, be prepared to share your
opinions with the group. Now I will
play it for the last time. Are you
ready?
T plays the recording again.
T says, Now, please get into groups T-Ss, Ss-Ss
and share what you have with your
table. Please finalize the one
adjective you will use to describe
the speakers feeling and have one
person to report to the class.
When time is over, T asks each
group to share their opinion with the
class.
Okay, lets start with group 1,
which word will you use to describe

5 mins

5 mins

the feeling of the speaker? Please

start by giving a brief summary of
what happened to the speaker on
their vacation.
- The groups representative
briefly summarizes the idea and
provides one adjective to
describe the speakers tone.
- T asks for the classs opinions
and any additional information
theyd like to share with other
classmates.
- T also provides correct answers
and reinforces the concept of
speakers attitude and tone.
Tangible Outcome & T. feedback/
peer feedback:
- A list of ideas that summarizes
the speakers problems.
- Tone words that are relevant to
each speakers attitude and
supporting details on how to
judge their opinions.

Transition to #4: I
believe you have some
ideas on the speakers
attitude. Lets do the
grammar.

Feedback:
Peer - during the discussion of the
speakers attitudes and the main
idea of each speaker
T.- additional information, possible
scenarios or tone applied to each
speaker, reinforcement to students
answers.

T-Ss, Ss-Ss

8 mins

Activity 4:
Grammar : Conditional
Sentences (Type I, II)

4.1 Pre-Stage:
T leads Ss into the grammar focus
of this unit on Conditional
sentences. T begins by stating the
objectives of the grammar section
Ss learn about the
for this chapter on the
conditional sentences type communicative purpose of the Ss. T
I and II with the focus on also evaluates Sss prior knowledge
how use them
on the topic at the pre-stage.
appropriately to
T will say, Ok, now we will learn
T-Ss
communicate in daily
about grammar. The focus of this
situations.
lesson is on conditional sentences. I
believe you all know about them as
you might use them in your daily
communication. Who use them,
please raise your hand.
Ss do as instructed.
T evaluates whether the majority of
Ss know this topic to determine the
extent to approach the topic.
For Conditional sentences, I would
like to focus more on the actual use
in meaningful situations to help you
use the structures to communicate,
not so much on plugging in verbs
using correct forms as you might
already be familiar with that.
T asks Ss to compare the sentences
on the slide using Conditional types
I and II in separate sets (pair work)
and tries to tell the difference in
meaning that is being conveyed.
Lets look at these sentences. There T-Ss, Ss-Ss
are two sentences here but they are
used with both conditional type I
and II. I would like you to work in
pairs and try to identify the
difference in meaning when you use
different types of conditional
sentences for these sentences.
- Ss get into pairs and do the
activity as instructed.
- T walks around to listen to Sss

3 mins

5 mins

discussion and takes notes on any

error or points that most Ss have
problems with in understanding the
conditional sentences. (the points
they are still unclear.)
The sentences include:
Set 1:
If I win the lottery, I will travel
around the world.
If I am the Prime Minister, I will
renew the health care regime.
Set 2:
If I won the lottery, I would travel
around the world.
If I were the Prime Minister, I
would renew the health care regime.
4.2 During Stage:
T asks for the class attention and
T-Ss
start the class discussion on the
provided sentences. T randomly
picks Ss to give their opinions to the
class and also asks for volunteers.
Okay, lets do this together. We
will first discuss the first sentence,
the difference in meaning in the
lottery situation. Pascal, could you
give me your ideas after discussing,
what is the difference in meaning.
T also asks for the class whether
they agree and gives further
clarification as a conclusion to each
pair of sentence. T answers potential
questions from the Ss.
- T continues the cycle until all
sentences are discussed.
- T explains each type of
conditional sentence on the slide
with a form and example
sentence.
T says, Lets consider each type of T-Ss
conditional sentence closely. On the
slide, you will see the structure and

5 mins

5 mins

example sentences. As you see,

there is a slight difference in the
structures between the two types
and the meaning is different. So, be
careful when you use them.
- T continues explaining the If
clause type I, II and answers Sss
questions by pointing out key
difference between type I and II
for easier differentiation and
memorization for the use in
contexts.
- Ss take notes and try to
understand the content presented.
4.3 Post Stage:
T emphasizes on the difference in
meaning when using different types
of conditional sentences to the Ss
T will say, It is important that you T-Ss
use correct types of conditionals
when communicating; otherwise,
your intended messages may be
distorted in meaning. Remember
that both types have a lot difference
in meaning.
T asks Ss for any questions they
may have with the content and
moves on to the next part.
Do you have any questions so far? T-Ss, Ss-Ss
No? Then I would like you to get
into pairs with the person next to
you. Try to discuss these sentences
whether there is a possibility to
rewrite them alternately using
another type of conditionals. First,
try to identify the current type of the
original sentence. Think about the
meaning of the sentence is a key.
- T presents the sentences on the
slide.
- Ss get into pairs and discuss the
possibility of using different if

1 min

7 mins

clauses to convey correct meaning.

The sentences include:
If I were a bird, I would fly away.
If she is here, I will tell her that I
love her.
If you win the election, what will
you do?
When time is over, T asks for the
class attention and asks for each
pair to volunteer giving their
answers and any supporting reasons.
T says, Lets discuss this together, T-Ss, Ss-Ss
for the first sentence, what is the
current type of conditionals here
and do you think we can write it
using another type? Which pair
would like to share your opinions,
please raise your hand.
- Ss do as instructed.
- T offers the correct answers and
explanation behind whether it is
possible to write the sentences
differently and what will be the
differences in meaning.
- T asks Ss to share their opinions
during the explanation.
Tangible Outcome & T. feedback/
peer feedback:
- Structures and usages of
conditional sentences type I and
II
- Major points of differences in
considering the possibilities to
use either type I or II
Feedback:
Peer - during the discussion of the
differences in meaning of sentences
in set 1 and set 2 and the
Transition to Wrap-Up:
possibilities to rewrite sentences
We will continue with the using different conditionals
last type in the next
T.- reinforcement to Sss answers,
class.
facilitation of class discussion,
evaluation of Ss answers/corrections

5 mins

Wrap-up

Lesson Evaluation Procedures:

- Evaluation of Sss
comprehension of differences in
meaning between the two types
of conditional sentences.
- The use of correct verb forms and
structures.

- T write a list of assignments on

the board and concludes the
lesson.
Please review the meaning and
structures for each type of
conditionals as a homework.
Materials: markers, erasers, syllabus, textbook, presentational slides, worksheet
Caitlin
o Textbook, workbook, teachers guide
o Power-point slides
o Vocabulary list and definitions
o Slang list and definitions
o Construction paper for notes

Anticipated Problems & Suggested Solutions:

Students do not participate in the discussion.
Ask students by name and encourage them to participate by helping students formulate
their ideas and give suggestions
Students do not understand the listening materials.
Providing guidance, getting students to work in groups for peer feedback (aid)
Technical problems
If the recording is played at low volume, ask students to sit closer to the speaker or
provide them with tape script./ Providing the clip on the classs website.
Caitlin
o Students taking longer in other activities and no time for the main activity
Cut out some other parts of the activity if necessary and be
comfortable with editing or getting rid of an activity if its taking
too long with no purpose or too difficult for the SS
o Students already know the vocabulary and most of the slangs before
introduction

Instead of having students define the words, have them make

sentences and check SS comprehension of the words from the
sentences they make
o Students get bored of all the speaking
Integrate other aspects of language into speaking and give students
a purpose or reason to practice speaking
o Running out of time for activities
Keep close track of time and let students know the time limit

Contingency Plans (what you will do if you finish early, etc.):

More practice activities on conditional type I, II
Asking students to develop a story using conditionals in groups
Caitlin
o Have students write a short paragraph answering the following questions:
Where have you been?
What is the best place you have been to?
Do you prefer to travel by train, bus, plane or ship?
Have you ever been in a difficult situation while traveling?
What are some things that you always take with you on a trip?

Post-Lesson Reflections: