CEP Lesson Plan Template

Teacher/s: Wenwei Li
Level: Elementary 3

Date/Time: Oct 31st

Goal:
Objectives:
Students Will Be Able To
1. Learn vocabularies about planning a vacation
2. Read vacation leaflets
3. Use modal and modal phrases to give suggestions for vacations
Theme: Planning a vacation
Extensions: practice modal and modal phrases (can/cant, have to/dont have to)
Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview

Review the theme of this unit

Vacation. Can you spell vacation
correctly? What are the missing letters
in v_c_tion?

(for example:
SS-T)

Activity 1:
Reading a leaflet for visitors
in Australia

1.1 Pre-Stage: What country is this?

(Show a national flag of Australia.)
Have you been to Australia? (When did T-S
you go, why, how do you like it?) Do
you know a lot about Australia?

1.2. During Stage: Lets have a small

quiz of Australia.
T-S
Transition to
1. Whats the capital city of Australia?
#2:AustraliaRead a leaflet How to pronounce? Wheres the stress?
What are the 2 largest cities of
for visitors to Australia
Australia? How to pronounce? Wheres
the stress?
2. What is the official language of
Australia? Is Australia a bilingual
country? Multilingual country? What
does bilingual/multilingual mean?
Give me some examples of a
bilingual/multilingual place.
3. What are the 2 most famous

Time

1min

2min

4min

animals of Australia? Where is the

stress? Which one do you prefer?
1.3 Post-Stage:
What information about Australia we
have discussed so far? How much do
you remember?

1min

Tangible Outcome & Assessment

Activity 2:

Transition to #3:Vocab
hitchhiking from the
readaing

2.1 Pre-Stage: Ive never been to

Australia. I learned all some
information from a leaflet. Do you
know whats a leaflet? This is a leaflet. T-S
I took a leaflet from a travel agency. So
what verb did I use? (take, relate to
prior teaching point)
2.2. During Stage: Now you are going
to read a leaflet. What is the title of the
leaflet? Where do you think this leaflet
comes from? Probably the Australian
tourist website, office, etc.
1. Now do question 2 first. Match these
sub-headings in the box with the 2-6 in
the leaflet.
2. Share answers with the class. What
did you choose for number 1,2,3
Give me a new word you learned from
the leaflet just now.
3. Move on to number three. There are
six sentences a-e here. Just look at the
screen here.
Are they true or false according to
the reading?
(Model)For example, a. Ive been a
tourist here for 7 months now. Is that
possible? So its false.
Why? Because tourists cant stay for a
maximum of six months.
Talk with your partner, discuss whether
b-f are true or false. And give your
reason.

2min

S
5min
T-S

T-S

3min
S-S

T-S
2.3 Post-Stage:
Share answers with the class.
Tangible Outcome & Assessment
3.1 Pre-Stage:
Activity 3:
1. Look at the picture. What is she
doing? What is it called in English?
T-S
(Hitchhiking-hitchhiker)
2. Now, take a look at the flag on P132.
Its the national flag of? Canada. Its
another leaflet of Canada. Have you
Transition to #4 or Wrap-up: been to Canada? Have you ever been
Hitchhiking is illegal in
on a road travel in Canada? Do you
T-S
Canada. What about in the
know about hitchhiking on Canada?
US?
3.2. During Stage:
Look at this sentence. Its from P132,
the last sentence in the leaflet. Which
word from the box do you think we
should put here? Somebody read this
for me? Do you know what illegal
means? Great. Now try to complete the
rest of the leaflet.
T-S
3.3 Post-Stage: Students take turn
reporting answers.

Activity 4:

2min

2min

5min

3min

Tangible Outcome & Assessment

T-S

4.1 Pre-Stage: When will people need

to hitchhike? What gesture do they
use? Is hitchhiking legal in the U.S?

T-S

4.2. During Stage:

1. Heres a law for hitchhiking in the
U.S. Read it. (15s) Is hitchhiking legal
in the U.S? Yes! But, should we do
that? No! We shouldnt hitchhike on the T-S
road.
Why do you think is that? Because its
dangerous.
2. Now, discuss with your partner. We
are going to list a leaflet for visitors in

3min

3min

3min

NY. Each group will work on one topic. S-S

(model)E.g For the topic Road Travel,
visitors should know that: Hitchhiking
is legal in NYC. But you shouldnt
hitchhike. Because hitchhiking can be
dangerous.
(Assign a topic to each group)
You can borrow the information from
the Australian leaflet in making yours!
4.3 Post-Stage:
Each group report answers and
teacher share prepared answers.

T-S

5min

5min

Tangible Outcome & Assessment

Wrap-up

Lesson Evaluation Procedures:

Ok, lets warp up.
Today, we read leaflets and tried to
make a leaflet for NYC. We went
through vocabularies about planning a
vacation. Where do we get visa from? T-S
Do you know these words now? Can
you spell them?
For grammar, we learned how to use
the verb take. How can we use it? We
also practiced should&shouldnt and
other modal and modal phrases. For
example, can, cant, what else do we
have? Have, have to Do you know
what do they mean?

Materials:
Life2 Unit 11-b
Anticipated Problems & Suggested Solutions:
Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
Give student more topics to work on in the making a leaflet for NY visitors activity.
Post-Lesson Reflections:

5min

1. Ss question with the use of take: take a leaflet from the shelf/take a coffee from
Starbucks
2. The extended reading of the NY transportation law about hitchhiking is not level
appropriate: no person shall stand in a road way for the purpose of soliciting a
ride. Modal shall can be replaced by should to echo the class purpose and
eliminate confusion.
3. In the last making a leaflet activity students were lazy and just borrowed info
from reading. To encourage more thoughts and the use of their TL storage, more
open-ended topics should be provided, such as cultural courtesy (e.g. how to
tip), entertainment (e.g. what to do on weekends, where should we visit),
education (e.g. where can I learn English, local history, listen to a lecture)