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CEP Lesson Plan Template

Teacher/s: _______Yukiko Shirai_________


Level: ___A1____
Date/Time: __9:00- 11:00___
Goal: Develop reading comprehension by reading latest News article; practice
listening to a conversation based on the real life context.
Objectives (SWBAT):
Students Will Be Able To
1. develop reading comprehension by understanding some words/ idioms in News article.
2. predict the main idea of the reading by looking at the heading as well as to develop
their critical thinking skills.
3. listen to key words that they learned in vocabulary activity.
4. develop listening skills by answering the comprehension questions
Theme: _____Starbucks Christmas cup______
Extensions: _______learning idioms_________
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if


applicable)

Linking & Transitioning to rest of


lesson:

(for example:
SS-T)

Activity 1: Prediction &


vocabulary

1.1 Pre-Stage: Heading

Ss-Ss
Ss-T

Time

15

T presents the title of the reading and


asks Ss to predict some main idea by
looking at the heading.
Ss discuss in group and share in class
1.2. During Stage: Vocabulary
20
Underlining:
T asks Ss to underlined the key
words/idioms in the reading.

Ss-Ss

Vocabulary search:
T assigns the words to the each group.
Ss are asked to look for the meaning

Ss-Ss
Ss-T

and to make a sentence by using the


target vocabulary.
Ss share in class. Other group needs to
take note if they are not familiar with
the target vocabulary.
Transition to #2: Now you
know some key words in the
reading so please read
through the reading and
underline the main idea and
some important words.

1.3 Post-Stage: Vocabulary in the


context

Ss-Ss

Ss-Ss

15

Ss-Ss
Ss-T

T present one word from the


underlined word: frothed up
T asks the reason why the writer used
the word frothed up in the context.
Ss discuss in group and share in class.

Activity 2: Reading/
listening

2.1 Pre-Stage: Look for the main idea


and detailed information
T asks Ss to read the article and
underlined for the main idea and
detailed information if they prediction
was correct or not.

Transition to
#3:___________________

Ss discuss in group and share in class.


Pre-Stage 2: Listening
T plays listening, which has the same
information that they had read earlier.
T distributes a worksheet, which has
questions and asks to go through the
questions in group.
Ss are asked to query for the
unfamiliarly words or phrases.
(worksheet 1_listening question)
2.2. During Stage: Listening for the
detailed information

Listening #1
T asks Ss to listen for information to
answer the questions in the worksheet.

Ss-Ss

10

2.3 Post-Stage:
Ss share in class and compare the
answers in group.
30
Activity 3: Listening

3.1 Pre-Stage: Listening 2

Ss-Ss

15

T plays one more time but this time, T


stops the listening after the each
answer has presented.
T gives a few minutes to have Ss to
finish writing the answer.
Ss present their answer in class and T
clarifies the answer again.
15
3.2. During Stage: Listening for key
words

Ss-Ss
Ss-T

T gives a key word to each group and


asks Ss to listening for the key word.
Ss require presenting the place where
they heard the key word and explain
why they used the word in the
conversation.
3.3 Post-Stage:
Ss share in class and T clarifies the
answer.
Wrap-up

Lesson Evaluation Procedures:


Exit Ticket and Homework

Ss-Ss
T-Ss

Materials:
Power Point
Worksheet 1- Reading
Worksheet 2- Questions for listening
Anticipated Problems & Suggested Solutions:
Problem 1: Ss may have difficulty understanding idioms in the reading passage.
Solution: T provides sentences using the target idioms OR T provides a situational
example using the target idioms to demonstrate WHEN and HOW we can use the target
idioms.
Problem 2: Since this listening file was adopted from News article in the real life
contents, Ss may have difficulty understanding the content of the listening.
Solution: This listening is connected to the reading, therefore, T encourages Ss to use the
reading while listening to the audio file.
Post-Lesson Reflections:
Reflection 1: Asking students to look at the heading to predict the main idea of the
reading was a great pre-activity to practice using their critical thinking. It was interesting
in listening to their unique thoughts. By listening to their ideas, I was able to observe
their current level of critical thinking skills.
Reflection 2: Having each group to search for the assigned word became a great
preparation for students before reading through the passage since the reading contained
idioms. Moreover, asking students to present the assigned words were a great practice for
them to develop their presentation skills. Note: At first, I was planning to assign more
than two words for each group because I was afraid of finishing this activity fast.
However, assigning one or two words perfect amount for A1 level of students.
Reflection 3: Using a listening file from a real life content (adapted from business
insider) was a little challenging since the speaker used idioms and joked during his
speech. One good takeaway was, checking idioms before the listening were able to
provide less difficulty for students to comprehend the listening. One suggestion for future
class is whether to introduce American jokes that the speaker used in the listening file.