CEP Lesson Plan Template

Teacher/s: _____________Yuwei Zhang(Spencer)&Yvonne Rosas_________________

Level: ___A3________

Date/Time: _________

Goal: Fluency and Grammar practice through speaking and listening

Objectives (SWBAT):
Students Will Be Able To
1. Practice fluency with predictions
2. Listening for information through scuba-diving activity
3. Look at the wish clauses in sentences using post cards
4. Incorporate vocabulary in short writing activity
Theme: Adventure Vacations
Extensions: ____________________________________________________
Aim/Skill/Microskill

Activity/Procedure/Stage

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson:
- Student Presentation
- Opinion on small talks

Activity 1: Warm-up

1.1 Pre-Stage: Do you remember the

question that I asked you guys in unit
9? Do you like to travel? I remember
everyone in this classroom enjoys
traveling right?

Time

Interact
oin
(for
example:
SS-T)

T-Ss
3-4 mins

Why do you like to travel?

Transition to
#2:___________________

Ss-T
Spring break is right around the
corner. I am going to Orlando for
spring break, so yes I will be traveling
during spring break. How many of
you are planing to travel somewhere
during spring break?
Lets say that now you are going on a
vacation, where do you want to go?

3-4 mins

T-Ss
Ss-T
T-Ss

Talk with your partner and share your

destinations.

5 mins

S-S

Alright, lets hear some ideas!

Ss-T
1.2. During Stage: There are so many
beautiful places around the world, but
what are the most popular vacation
spots?
Now I would like you to take out a
piece of paper, and write down ten
places that you think are the top 5
vacation spots.

T-Ss

5 mins

Now I am going to play a video of the

top 5 most-visited countries, with your
predictions, lets take a look at it
together. - 3:13
https://www.youtube.com/watch?
v=oyh8CmUtLZc

3-4mins

1.3 Post-Stage: How many you have

the exact same answer? How many do
you get right?

2 mins

Alright, lets say now you are on a

vacation, among these 5 countries,
with your group where do you want to
visit the most? and why?

3 mins

S-T

S-S

Tangible Outcome & T. feedback/peer

feedback:
Activity 2: listening

2.1 Pre-Stage: Alright, I noticed that

not all of you raised your hand when I
asked you are you traveling anywhere
for spring break? So what are you
guys going to do for spring break?

T-S

3 mins
Transition to
#3:___________________

It is true that we can do a lot of things

for vacation not just traveling. And in
the world, there are people who are

really keen on super adventurous

activities. Now I would like you to
turn to page 135, and take a a look at
exercise 1. Can someone read the
instructions?
Before we get started, lets take a look
at what are these activities. Do you
know all of these activities?
1-2 mins
Alright, lets take a look at your
ranking together.
Have you guys ever tried any
dangerous activities for vacation?

Ss-T

2.2. During Stage: Have any of you

tried scuba div before?
Now we are going to listen to a short
audio about a scuba diving vacation.
Have students listen to the recording
on page 135.

T-S
7-8 mins

2.3 Post-Stage: Have students answer

the questions.

Ss-T

Tangible Outcome & T. feedback/peer

feedback:
Activity 3:

3.1 Pre-Stage:
So were talking about vacations and
visiting countries right, but remember,
this unit is about adventure vacations

2 mins
T-Ss

What exactly is an adventure

vacation?
Transition to #4 or Wrapup:___________________

Right! Maybe it might appear a little

dangerous, a little crazy, but very
adrenaline-filled right?
So lets look at this difference
(T writes relaxing vacation vs

2 min

adventure vacation)
Whats a relaxing vacation? What
about an adventure vacation? What
kinds of things would you do in an
adventure vacation?
Ss-T
(After list is created)

3-5 min

Okay were going to hang onto this

list for a little bit. Now I want you to
turn to page 136. Can someone read
the title?
Does that sound like an adventure
vacation?

T-Ss
Ss-T

Okay read the brochure on your own.

After youre done, turn to your partner
and complete the vocabulary matching
activity afterwards.
5 min

S-S

3.2. During Stage:

Ss will read travel brochure and
complete vocabulary with pair
partner, T will review answers with
the class
T-Ss
Ss-T

Okay, so do you think this brochure

was convincing? Does this sound like
an adventure vacation?
3 mins
Yes/No ask questions why they think
so
Write down archaeological digging
to adventure or relaxing (or middle)
depending where students want.

T-Ss
So you see, adventure vacations can
be a whole number of things, what
about ghost tours? Do you guys know
what those are? What do you think
about theme parks? Where would that
fall in?

2 mins

So now that we have a larger list, pick

one and pretend youre going to do
that vacation as a reward for getting
an A in this class. Take a minute to
just pick one.
Okay? Do you have one? Talk to your
partner for about 5 minutes about the
vacation you chose, in which country
youre going to have this adventure
vacation at and why you want to do
that adventure activity.

7 mins

S-S

5 mins

Ss-T

What sorts of activities did you

choose? Tell me what your partner
told you.
T gets Ss to report on their partners
chosen activity.
Excellent. So now you have your
tickets, youre in (countries named) ,
lets tell people about it with a
postcard! (T shows student example
postcards)

T-Ss
5 mins

What are some common phrases when

youre writing a postcard?

Ss-T

Wish you were here, having a great

time, look at the view, thinking of you!
Usually theyre phrases that we use
that are short and sweet, right? Now
you will write a postcard.

T-Ss

Let me show you an example:

T shows Ss and example of the
completed activity
7-8 mins
Write four phrases on the postcard.
One of those phrases has to start with
wish and it cant be wish you were
here! okay? One of the phrases
should also have one vocabulary
words from the reading as well. Try to
incorporate one of those vocabulary

words on the postcard.

9-10 mins
Turn to your partner and review your
phrases once youre done, and if you
think youre ready to mail off your
postcard, drop it off on our desk. That
will be our pretend post office.
3.3 Post-Stage:
Okay so hold onto your post cards,
lets look at specifically your
sentences when you started with
wish
write down the wish sentence, well
look at that together.

S-S

7-9 mins
T-Ss
S-S
5-7 mins

Ss write wish sentence on board &

error correction
Tangible Outcome & T. feedback/peer
feedback: postcards written by
students, responses throughout,
introduction to the wish clause
Activity 4:

4.1 Pre-Stage:
(if Time) When you wish for
something, what are you doing?

5 mins

Whats the difference between

wanting something and wishing for
something?
Transition to Wrap-Up:
___________________

T-S
Ss-T

Right, so lets turn to our textbooks

now and we can look just a little bit
about wishing. Turn to page 138 and
can someone read the description
under the title?

T-S
5 mins

Ss-T

So lets look at that for a moment.

Hypothetical or theoretical - what
does that mean?
T-Ss
4.2. During Stage:
Ts just disuss wishes about the

present, have students talk about the

wish sentences and what tense they
are using
4.3 Post-Stage:
students identify their tenses and any
questions about wish clauses.

5-7 mins

Grammar presentation follows in the

next lesson
Tangible Outcome & T. feedback/peer
feedback:
Wrap-up

Lesson Evaluation Procedures:

Evaluates grammar form usage
implicitly before presentation

Materials:
post card templates
Anticipated Problems & Suggested Solutions:
Contingency Plans (what you will do if you finish early, etc.):
explicitly look at form of the present wish clause & generate example sentences
Post-Lesson Reflections: