CEP Lesson Plan

Teachers: Minyue Wang & Yin Lin

Goal: learn and practice vocabulary of transportation nouns; learn the grammar of
comparatives and superlatives.
Objectives:
Students Will Be Able To
1. talk about (describe and comment on) the transportation they use in their life.
2. use comparative and superlatives to compare two or more things.
3. know both regular and irregular adjectives in the comparatives and superlatives.
Theme: Transportation, superlatives and comparatives.
Aim/Skill/Microskill
Review or Preview (if
applicable)
Activity 1: Talk about the
transportation that students
know and use every day.

Activity/Procedure/Stage
Linking & Transitioning to rest of
lesson:
1.1 Pre-Stage:
1. How did you get here at Teachers
College this morning? What kind
of transportation did you take?
Anybody also took this kind of
transportation to school?
2. What other transportation do you
know? [S answer, and T writes on
the board]. (potential questions:
How does it feel to take this
transportation? Do you like this
transportation? Why?)
3. Turn to page 34. Read the
questions in Exercise 1. (T ask
three students to read each
question)
1. Do you use transportation every
day? 2. How do you commute to
work or school? 3. Is your
morning commute difficult?
4. Do you know the meaning of the
word commute? Could you
make a guess from the sentence?
Commute means travel regularly
from a place to another place,
especially between where you live
and where you work. Commuter
(the person who commute)
5. Now I will give you 5 minutes to

Interaction
(for example:
SS-T)

Time

T-S
SS-T

10

T-S

S-S

discuss with your partner about the

three questions.
6. Who would like to share
something with us? (T asks two or
three students)
7. Now, can you imagine what the
future transportation could be like?
I will give you five minutes to
discuss with your partner, and tell
me, What is the future
transportation like? How is it
different from the todays
transportation?
8. Now, who would like to share us
your predictions about future
transportation? (T asks two or
three students)
1.2. During Stage:
1. Now, I will give you five minutes
to read the passage about future
transportation. Please read the
passage, and finish Exercise 3.
Find the person of each sentence.
2. Now, lets check answer together.
Tell me who is the person in each
sentence, and please tell us where
you find the answer. (Teacher
writes down, and explain difficult
expressions such as in advance,
drive long distance, plug in the
car, stopfrom when checking the
answer)
3. Now, please read the grey table in
Exercise 4. We can join two nouns
to make a new noun compound
nouns. For example,
rush+hour=rush hour, etc.
4. Now, I will give you five minutes
to read the passage again, and do
Exercise 4. Find the words in the
passage for these definitions.
5. Lets check your answers together.
Please read the whole sentence for
us, and tell us your answer.
6. Teacher elaborates on the word
such as rush hour, traffic jam, road

SS-T

S-S

SS-T

Individual

T-S

T-S

Individual

T-S

5
10

work, speed limit, etc. Teacher

may ask students personal
questions such as When is the
rush hour in your country? How S-S
do you feel when you are stuck in
a traffic jam? Have you ever
driven over speed limit? etc.

Transition to #2:You just

discussed about the
1.3 Post-Stage:
advantages and
1. Look at the Exercise 5. Do you
SS-T
disadvantages of electric or
think the predictions in the passage
a gas car. Now we are going
are true? Are any of them true
to listen to two people
now? Would you prefer an electric
discussing electric cars.
or a gas car? I will give you ten
Please turn to page 35, and
minutes to discuss these questions
underline the words that you
in pairs.
hear in Exercise 7.
2. Now, lets go through these
questions together one by one.
1. Do you think the predictions in
the passage are true? (Who would
like to share?)
2. Are any of them true now?
3. Would you prefer an electric or
a gas car?
(Do you agree? Who have
something to add, or do not feel
the same way?)

10

10

Tangible Outcome & Assessment

10 minutes break
Activity 2:
Grammar
teaching:comparatives and
superlatives

Transition to #3:we just

heard two people comparing
two types of transportation.
Do you still remember how
its done? Next we are going
to learn to compare two

2.1 Pre-Stage:
Listening (60 seconds): you are going to
hear two people comparing electric cars
and gas cars.
1st listening:
1. finish exercise 7
2. check your answers with your partner
2nd listening: check the answers together
2.2. During Stage:
The following sentences were collected
from the above listening
comprehension:
1. Electric cars are much cleaner / louder

T-S

Indivudual
S-S
SS-T

types of transportation
ourselves. (while doing the
task, you can refer to the
audioscripts on page 169.)

than gas cars.

2. Electric cars have (the) more efficient
/ most efficient type of engine.
3. Electric cars are much cheaper / more
expensive than gas cars.
4. Eight oclock in the morning is the
best / worst time of the day for
commuting.
5. The town needs better / faster public
transportation.
According to the above sentences:
1. What letters do you add to regular
short adjectives to form comparative and
superlative to form comparative and
superlative adjectives? How do you form
the comparative and superlative forms
with longer adjectives? (er-, -est; more,
the most)
2. Which are examples of irregular
comparative and superlative adjectives?
(best, worst, better)
3. Which word usually comes after a
comparative adjective? Which word
usually comes before a superlative
adjective? (than, the)
4. What word adds emphasis to a
comparative adjective? (much)

T-SS
SS-T

20

2.3 Post-Stage:
1. Finish exercise 10
2. Check your answers with your partner
3. Check the answers together

20

Individual
S-S
SS-T

Tangible Outcome & Assessment

Activity 3:
Language focus:
comparatives
Students will use this new
structure to compare two
types of transportation

3.1 Pre-Stage:
1. Elicit the types of transportation
students will take in New York (possible
answers: subway, bus, uber, taxi, private
car, bike)
2. Divide students into 4 groups. Each
group will pick and compare two types of

T-SS
SS-T

10

transportations.
3. Brain storm: Possible aspects to
compare: fare, convenience, punctuality,
comfort, its impact on environment, rush
hour

T-SS

3.2. During Stage:

1. Each group will first decide on the two S-S
subjects
2. Discuss and make a poster with the title
XX VS XX (e.g. subways vs cars)

10

3.3 Post-Stage:
Each group will give a mini presentation

15

Tangible Outcome & Assessment

S-S

20