CEP Lesson Plan

Teacher: Caitlin Wang, Parkorn Wongsiri

Level: Advanced 3
Date/Time: March 11, 2015 / 10.00am - 12.00pm
Goal: 1. Students successfully express their ideas on vacations and memorable experience.
2. Students identify main points and details from the listening on vacation.
3. Students will be able to know and differentiate the usage of future perfect and future
progressive tenses in various activities. Students will also begin to think about the next unit of
the course vacation places
Objectives (SWBAT):
Students Will Be Able To
1. Share and discuss about their vacations and memorable experiences with the classmates.
2. Identify specific details of places for vacation after the brainstorming and give convincing
points to support their ideas.
3. Extract information from the recording and correctly fill out the table to organize the ideas.
4. Present their story using the future perfect and future progressive to the rest of the
class
5. Identify and politely correct any potential mistakes in other groups presentation on
the usage of future perfect and future progressive in their stories
6. Discuss and create ideas about the topic of vacation
7. Advertise and convince their classmates on the topic of their vacation
Theme: Adventure Vacations, Future Perfect and Future Progressive
Extensions: Students read the travel brochure and summarize main points.
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Preview

Linking & Transitioning to rest of

T-Ss, Ss-Ss
lesson:
T then asks Ss for their plans for the
Spring break next week.
T will say, Good morning,
everyone. I would like to know
about your plan for the upcoming
Spring break next week. Can some
of you share your travel or any
other plans to the whole class?
Ss volunteer to discuss on the topic.

Time
3 mins

Activity 1:
Warm-Up,
Sharing of personal
vacation experience

1.1 Pre-Stage:
T-Ss
T asks Ss to discuss two opening
questions for the new chapter with
the main theme on Adventure
Vacations by asking students to get
into pairs and discuss about their
vacations and travel experiences.
T will say, We will cover mostly
on vacation as it is our main theme
for the new chapter. As a warm-up,
I would like you to get into pairs
and discuss the two questions on the
slide. Please remember to share as
much detailed information as
possible to support your idea. You
have 5 minutes.
The questions include:
1. What are your vacation habits?
2. What is your most memorable
vacation? Why?

2 min

1.2. During Stage:

Ss get into pairs and share their
personal opinions based on the two
questions about vacation.
T walks around the room and
monitor Sss discussion. T also
provides help on vocabulary,
expression of ideas etc. and gives
opinions when necessary.
- T helps Ss form ideas by
elaborating on the first question
by saying, So, when you
consider about vacation habits,
you may want to talk about
whether you choose to stay at
home or travel when you have
time.
1.3 Post Stage:
T asks some Ss to share ideas they
got from their friends based on the
two questions. As a listening

T-Ss, Ss-Ss

5 mins

T-S, Ss-Ss

5 mins

practice, T clearly asks Ss to share

their partners information and
reinforces by confirming with Ss
whether that information is correct.
- T gives additional opinions and
also asks other Ss to share similar
experience with the presenter (if
any).
- T also facilitates the class
discussion by asking Ss if anyone
knows the specific place that is
being discussed to provide
additional information.
When the activity is concluded, T
links the Sss vacation experience
and emphasize the concept mainly
discussed in Chapter 11. To link
Sss personal vacation to the
textbooks content, T asks Ss to
individually complete activity 1 (p.
135) by ranking activities based on
the danger.
T will say, Now, this chapter
T-Ss
mainly discusses the vacations but
the ones that are adventurous. I
think you all have adventurous
experiences. So, Id like you to turn
to page 135 on the textbook and
complete activity 1. You have to
rank these adventure vacations
based by using 1 for the most
dangerous and 8 for the least
dangerous. You can use your
dictionary to look up unfamiliar
words. You have two minutes.
Ss do the activity.
T-Ss, Ss-Ss
T walks around to help Ss with any
problems they have and also
elaborates ideas of vacations in the
textbook.
When time is over, T asks Ss to get
into pairs and discuss their choices.

3 mins

4 mins

T also asks Ss to see whether they

have similar ideas on danger of
these vacations.
T will say, You can have different
ranking, I am sure you will but try
to support your opinions and
explain to your partner why you
came up with that ranking.
T then leads Ss into the next
activity.

Transition to #2: For the

next activity, lets discuss
more on places you might
want to consider visiting
during your vacation.

Tangible Outcome & T. feedback/

peer feedback:
- Lists of Ss vacation habits and
most memorable experiences
- ranking of adventure vacations
and supporting ideas
Feedback:
Peer - during the discussion of two
prompts on the slide as a warm-up
and the negotiation of ranking in the
textbook activity
T - during the Ss presentation
(elaborating on Sss ideas, gives
further information) and correction
of Ss errors during pair discussion
(vocabulary, sentence structure) and
reinforcement during the
presentation.

T-Ss, Ss-Ss

2.1 Pre-Stage:
T-Ss
T leads Ss into the next activity by
asking them to think about places of
interest that they might want to
spend their vacation. Then T tells Ss
to look on the wall with four photos
of places they should know.
T says, There are so many places
you can spend your vacation, now
Id like you to look on the wall.
There are four photos of the places I
think you already know.
T assigns Ss into groups with one
leader originally from the same
country as each attraction in a
group.
T says, Now, I put the four photos T-Ss
in the exact same places where I
would like groups to be formed.
Each group will have one expert as
the place is famous in their country.
So this group will have Pascal as
an expert for the Eiffel Tower
The photos include:

Activity 2:
Interesting places for
vacation among four
countries

3 mins

1 min

!
2.2 During Stage:
T tells Ss the direction of the
activity. Ss have to get into groups
as discuss the overall information
about the place as much as possible
and at the end try to convince the
class why this is the best place for
their vacation.
T-Ss
As you get into groups, I would
like each group (with an expert) to
try to come up with details about
the place you have, anything you
know about the place and you want
to share. I would like you to also
think about why this is the best
place to visit among the four, trying
to convince the class the best you
can. You have 10 minutes.
Ss get into groups and discuss about T-Ss, Ss-Ss
the place they have, brainstorming
as many convincing points as
possible.
T walks around to monitor Sss
discussion and gives help if
necessary.
- Ss brainstorm details on places.

1 min

10 mins

2.3 Post Stage:

T-Ss
T asks Ss to finish their discussions
on the topic. Then T asks each
group to come up in front of the
class to present about the places and
any information they have
(including giving convincing points
why this is the best place) to their
classmates.
Now, I will ask each group to
present your place to the class.
Please come to the front of the class
as a group. Try to give as much
information as possible and try to
also convince your friends to visit
the place. Which group would like
to volunteer?
Ss take turns presenting their ideas T-Ss, Ss-Ss
of different places.
T provides feedback and opinions,
including facilitation of the class
discussion among each place of
visit.

Transition to #3:
Now, we will do the
listening on the vacation
topic.

Tangible Outcome & T. feedback/

peer feedback:
- lists of specific details among
four places and points to
considering paying a visit
Feedback:
Peer - during the group discussion
to brainstorm ideas of the places,
the presentation and the class
discussion
T - informal reinforcement (during
the presentation) and correction of
students errors

1 mins

7 mins

Activity 3:
Listening on Travel Ad

3.1 Pre-Stage:
T-Ss
T leads Ss into listening activity
about adventure vacations. Ss have
to listen to the audio clip and extract
different points of information to fill
out the table.
Now, I would like to touch a bit
upon the listening skill as we start
the new chapter. You have done a
lot of discussion today and I believe
you have a general idea what the
chapter will cover. Now, we will do
the listening. I would first start by
distributing a handout for this
activity as a guide to your
listening.
- T distributes the handout with an
incompletely-filled table for
students to complete as they
listen. The handout is used to
help Ss gather information and
act as a guide to the new topic.
3.2 During Stage:
T describes the procedure and
direction of this activity to Ss by
carefully walking them through the
worksheet.
T will say, Now we will listen to
T-Ss
the recording about vacation. As
you might not be able to get all the
information with the notes, I have
prepared a handout for you with
some information missing. While
you listen, please fill in the missing
information based on the recording.
I will play it twice. The first time
you just listen and try to focus more
on specific information for the
second time. Are you ready?
- Ss listen to the recording and fill
out the table.
- T monitors and helps Ss.

1 min

6 mins

Transition to #4:
Lets talk about tenses
for the next part of the
lesson.

3.3 Post Stage:

T-Ss, Ss-Ss
T leads Ss into the final part of the
activity. T asks for Sss attention
and give answers or explanation for
each point by asking some students
to volunteer.
T will say, We will now go over
the answers together as some of you
may have problems while listening.
So who would like to give me the
answer for the first category of the
table (country). Where is this
place?
- Ss volunteer to give answers.
- T continues the procedure until
the last category.
- T helps with explaining the
concept and/or giving vocabulary
meaning to the Ss

5 mins

Activity 4: Presentation of
future progressive/future
perfect story

Transition to #4 or Wrapup:__So do you all feel a

little bit better with the usage
of future progressive and
future perfect? Good! Now
lets begin talking about our
next unit adventure
vacation!__

4.1 Pre-Stage: Have students sit in

SS-T (T
11:00 to 11:01 am
their original groups from last class and reminding SS) (1 min)
ask students if they remember the
activity they did from last class.
4.2. During Stage: SS will briefly talk
with each other in their groups to do a
last minute editing or check before
their presentation

SS-SS

4.3 Post-Stage: T will have each group

present their topics to the rest of the
class. After each group presents, T will
randomly call on a student to report
what he/she has heard from the
presentation:
1. What were the two topics about?
2. What is one future
progressive/future perfect they used?
T will also ask the rest of the class if
each pairs usage of the grammar
tenses is correct (in case each pair
overlooks their partners errors)

SS-T (mainly 11:03 to 11:13am

SS presenting) (10 mins)
- each group gets
1:30 min to
present and 1 min
questioning)
SS-T (T asks
the rest of
class about the
presentation
they just
heard)

Tangible Outcome & T. feedback/peer

feedback: Ss understand the rules and
examples of future progressive and
perfect tenses as well as being able to
apply these rules in a new context and
using them to talk about their possible
accomplishments and goals. (T) checks
other SSs comprehension after each
group and provide informal
reinforcements after each group
presents. T also monitors the group
discussion when the Ss are sharing and
discussing their ideas with each other.
(P) in groups, discuss and talk about
their ideas and paragraphs; within the
groups, Ss also check each others
usage of the future perfect and future
progressive tense correcting their
partner if necessary. As a class during
presentation, rest of the class will listen

11:01 to 11:03am
(2 mins)

and check their classmates

presentations usage of the grammar
Activity 5: Advertising about 5.1 Pre-Stage: T introduces this units
adventurous vacations
topic on adventurous vacation. On the
powerpoint, show students a list of
adventurous vacation ideas. Have
students talk in pairs about what their
ideas of adventurous vacations are
and whether their idea is similar to
what is presented on the powerpoint
Transition to Wrap-Up:
slides.
__Hope you all enjoyed
that! Now, were coming to
the end of the class, take out 5.2. During Stage: Randomly break
a piece of paper, and you
students off into four groups again and
know the drill the
each group will pick an idea/topic from
takeaways!
the powerpoint slide (make sure no
Also, dont forget that we
groups choices overlap do a little
will be having a test
game and have a number in mind and a
tomorrow! If you have any
representative from each group will
questions, come see me after give me a number, the closest group
class!__
will go first and so on to decide the
order in which each group picks their
topic.)
T instructs SS to create an
advertisement for their vacation idea
and their goals is to convince the rest
of the class that their vacation is the
best (T will put the components of an
advertisement on the powerpoint slide
for them to follow; T will also direct
SS attention to textbook page 136 for
an example of an advertisement).
SS work in groups to create their
advertisement and T reminds all groups
that their advertisement should contain
all the components listed in the
powerpoint.
T provides SS with butcher papers and
markers and sharpies.
5.3 Post-Stage: Each group presents
their advertisement and try to present

SS-T (T
introduces the
topic)

11:13 to 11:15am
(2 mins)

SS-SS

- 1 min idea share

among SS

SS-T (Ts brief 11:15 to 11:16am

instruction)
(1 min topic
decision)

SS-SS

11:16 to 11:36am
(20 min
discussion)

SS-T (SS
presenting)

11:36 to 11:56am
(20 min

in a way that would convince the rest

of the class, including the Ts.
At the end, all SS, including Ts, vote
on which vacation they would like to
go on based on their classmates
advertisement presentation.

presentation)
- 5 min/group
SS-T (T
facilitates
voting)
11:57 to 11:58am
(1 min vote)

Tangible Outcome & T. feedback/peer

feedback: Students will gain a sense of
what this unit will be covering and start
to think about the topic. Students will
also learn how to advertise and
convince their audience of an idea.
(T) T monitors the group discussion
when the Ss are sharing and discussing
their ideas with each other. T facilitates
the presentation and ask the rest of the
class what each groups advertisement
idea is (after each presentation). (P) in
groups, discuss and talk about their
ideas and paragraphs; within the
groups, Ss also check each others
usage of the future perfect and future
progressive tense correcting their
partner if necessary. After the
presentation, SS will come together
and appreciate and vote on which
presentation or advertisement was the
most convincing.
Wrap-up

Lesson Evaluation Procedures:

Individually
Have students take out a piece of paper
for their takeaways.
1. What did you enjoy about the
class? Be specific
2. What did you learn today?
Examples
3. Was anything too confusing?

11:58 to 12:00pm
(2 mins)

Materials: markers, erasers, textbook, presentational slides, worksheet, blank sheets of

paper
-

Caitlin
o Textbook, teachers guide, workbook

o
o
o
o
o
o
o
o

Students presentations
Extra handouts on future tense mixed for additional practice
Answer for the future tense mixed handout
Sharpies x4
Marker sets x4
Butcher paper x4
Presentation slides
My notes on Ss story presentation (correction, etc.)

Anticipated Problems & Suggested Solutions:

Students do not participate in the discussion.
Considering adjusting the lesson procedure to fit students interest or randomly asking
students to let everyone participate.
Students are confused with the instructions of the activity.
Providing examples to the students or asking the class to help explain within the
groups.
Students do not fully understand the materials presented.
Posting the materials on class website for the students to revisit.
-

Caitlin
o Ran out of time for all my activities to be implemented
! Dont forget to time each activity and have to keep strict timing of
each activity
o Some instructions or parts are confusing for students
! Make the presentation as short and simple and sweet as possible
but do not omit the important info
o Students are not actively engaged in the group activity
! Check on students occasionally to make sure they are not
digressing and are all talking about the topic/activity
o Some groups take longer than usual to finish their group work
! Attend to these groups some more and help them out when they
need. Also periodically remind SS of the time they have left and
check in with each group, especially those that finish slower

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

Extended discussions on the advantage and disadvantage of going on vocation and
staying at home.
- Caitlin
o At the end, when students are evaluating their classmates presentation
and taking a vote have the students who raise their hand express some
things they liked about each presentation.
! Ex. If Student A, B, and C voted for Group 1s presentation, ask
students A, B, and C why they voted for that group, etc.
Post-Lesson Reflections: