CEP Lesson Plan 17

Teacher/s: Tian Tian & Xinqi Wu

Level: Elementary 2 Date/Time: Oct.31; 9-11am

Goal: Students will be able to tell stories related to Halloween

Objectives (SWBAT):
S​​tudents ​W​ill ​B​e ​A​ble ​T​o…
1. comprehend and articulate three Halloween tongue twisters
2. notice the simple past verbs in the song Monster Mash
3. tell scary stories using the simple past tense
4. distinguishes between opposite adjectives in the 7b text.

Theme: Halloween Fun

Aim/Skill/Micr Activity/Procedure/Stage Inter Tim

oskill actio e
n
Teacher goes through homework (workbook 7a).
Review T-Ss 10
Linking & Transitioning to rest of lesson:
“So do you all know what special day today is?”

Activity 1: 1.1 Pre-Stage:

Halloween Ss learn Halloween tongue twisters.
“Does anyone know what tongue twisters are?” 10
“They are phrases or sentences that are difficult to say
quickly.”
“For example, can you say this quickly?” T-Ss
“​red leather yellow leather​”
“Crazy children crave candy wearing chilling costumes.”
“​If big black bats could blow bubbles, how big of bubbles
would big black bats blow?​”
“If two witches would watch two watches
Which witch would watch which watch?”
 “Practise in pairs for 3 mins.” S-S

“Now let’s have a little competition. First one to finish

saying all three tongue twisters can get a prize.”

1.2. During Stage:

Ss listen to Monster Mash and fill in the missing words in the
lyrics. (T-P-S) 10
“Has anyone heard this song before?”
“It is a famous song first released in 1962, and it was No.1
on the Billboard chart on October of that year, just before S-S
Halloween.”

Ss share spooky stories. First write down a short story using

simple past tense. Then, do a fluency line. S-S 20

1.3 Post-Stage:
Ss share an interesting story they remember from the
Transition to #2: speaking activity. S-T 10
“Now it’s time
we go back to
the textbook.”
Tangible Outcome & T. feedback/peer feedback:
Students will be able to notice the simple past tense in the
song Monster Mash, and to share stories using the simple
past tense.

Activity 2: 2.1 Pre-Stage:

Animal Ss look at the picture, read the captions and do Ex.1-2. T-Ss 15
Migrations “I hope you all had fun. Now let’s go back to our textbook”
“Take one minute to read the text, and do Ex.1”
“Can you give me more examples of opposite adjectives?” S-S

[T writes adjectives on the board and explains them if

students have any questions.] T-Ss
S-S
Transition to
#3:__________ 2.2. During Stage:
_________ Ss listen to the audio clip and do Ex.3-4. S-S 15
“Now let’s look at Ex.4.”
“We have all these adjectives on the whiteboard.”
 “Try to use as many adjectives here as you can to describe
the trips to and from your home.”
“You can also describe trips to other places.”

2.3 Post-Stage:
Ss share one thing they learned from listening to the audio 10
clip.

Tangible Outcome & T. feedback/peer feedback:

Students will be able to identify and compare opposite
adjectives.

Wrap-up Lesson Evaluation Procedures: 10

Students each talk about one thing they didn’t know before S-S
and learned from this class. S-T

Materials:
● textbook
● workbook
● markers
● candies
● handouts

Anticipated Problems & Suggested Solutions:

Students may find the song Monster Mash difficult to understand and have problems fill
in the missing verbs.

Solutions: Teacher can play a video with lyrics and let students listen to it one more time.

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

If I finish early I will let students do a worksheet as a review on the simple past tense.

Post-Lesson Reflections:
Personally I like this lesson because I could tell that students really had fun doing the
tongue twisters and sharing spooky stories during the fluency development activity.
However, the latter half of this lesson when we came back to the textbook and talked
about animals migration, it was not very communicative. I asked students to use the
adjectives they learned to talk about their own trips to add a little communicative
element, but it was not really connected to the theme animal migration.