CEP Lesson Plan

Teachers: Nayeon Kang, Shicong Li

Level: I5
Date/Time: Monday 9/24, 10:00 am to 12:00 pm
Goal: Ss will learn how to describe personality traits in English.
Objectives (SWBAT):
Students Will Be Able To
1. Talk about personality traits using descriptive adjectives in English
2. Distinguish between verbs taking infinitives and those taking gerunds
3. Use gerunds in a meaningful way.
4. Write a comparison between their home city and NYC.
Theme: Unit 5. The Real You?

Aim/Skill/Microskill

Activity/Procedure/Stage

Interaction

Review or Preview (if

applicable)

Linking & Transitioning to rest of

lesson: Briefly mention what we
talked about last time. Write the
objectives on the board.
1.1 Pre-Stage:
(1) Ss are grouped in colors and make
a list of adjectives that describe
their personalities.
(2) Two students from each group
report their adjectives with the
reasons they chose them.
(3) Ss think about similarities and
differences among the color
groups

(for example:
SS-T)

SS-SS

1.2. During Stage:

(1) Ss listen to the lecture and answer
the questions in p.43
(2) Ss fill in the blanks while they
listen to the lecture again.
1.3 Post-Stage
(1) Ss check the answers together
with the teacher.

T-SS

T-SS

Activity 1
Color and the personalities
(continued from the
previous class)

Transition to #2:
The analysis of colors is just
another system that people
have created to understand
personalities. We will
discuss other ways to
analyze personality traits in
our next class. Now, we
will work on a personality
questionnaire, which is
another way of analyzing

Tangible Outcome & T. feedback/peer

feedback

Tim
e

personality traits.
Activity 2:

Transition to #3:
Good job, everyone. By
now, weve learned quite
many vocabularies and
useful expressions for
describing our personalities.
As a way of review, I would
like to briefly go over the
vocabulary checkup activity
in p.45 of our textbook.
Activity 3:
Grammar

listening activity worksheets

2.1 Pre-Stage:
(1) T briefly explains how to work
with the personality questionnaire.

T-SS

3
min

SS-SS

7
min

2.3 Post-Stage:
(1) T invites Ss to share their opinions
about the personality descriptions.

T-SS

3
min

Tangible Outcome & T. feedback/peer

feedback
answered questionnaires
3.1 Pre-Stage:
(1) T provides examples sentences of
verbs with gerunds and let Ss to
find any patterns among them.

T-SS

2
min

T-SS

3
min

2.2. During Stage:

(1) Ss individually answer the
questionnaire and check which
letter they circled the most times.
(2) T shows the personality
description of each letter (p.44)
and Ss discuss it with their
partners.

3.2. During Stage:

(1) T asks Ss about the gerunds (what
they have in common, what
function they serve in the
sentences: How do you make a
gerund from a verb? Which
position can they be in a
sentence?)
(2) T shows example sentences with
infinitives and ask Ss about the
differences with sentences with
gerund. T explains verbs followed
by infinitives/ gerunds
(4) Ss do #2 (p.46) and check the
answer together.

3.3 Post-Stage:
T-SS
(1) Ss are encouraged to pick up 2-3
verbs and make their own
sentences. When they are finished,

3
min

5
min

Ss exchange their work with the

partners and cross check errors if
there is any.
(2) homework: workbook ex. 2 & 5

Activity 4:
Matchmaking activity

Tangible Outcome & T. feedback/peer

feedback
completed exercises
written sentences
negative (explicit) feedback
4.1 Pre-Stage
(1) Each S will have one piece of
paper where a description of his/her
imaginary son or daughter is
provided. Also, each S will be given a
handout for interviewing his/her
classmates.
(2) T provides detailed directions for
the activity; Each S will interview
other classmates about their sons and
daughters by using model questions
provided in the handout. If one has a
description of a daughter, he or she
will interview the classmates with a
son, and vice versa. While they are
interviewing classmates, they are
encouraged to practice adjectives
describing personal traits, and
structures with gerunds and
infinitives. Once they are finished
with the interview, they will decide
who will be the best match for his or
her son or daughter, and give a short
presentation about his or her decision
to the whole class.
(3) T will check if SS has any
questions about the procedure of
activity or anything else.
4.2 During Stage
(1) Each S will start interviewing the
classmates.
(2) While SS are interacting each
other, T will go around the class and
check if they are using the right
forms, and if SS have any difficulties
in expressing themselves.

T-SS

3
min

SS-SS
15
min

SS-SS
7
min
T-SS
5
min

Transition to #5:
We have learned a lot of verbs
that can be followed by a
gerunds. Now lets try to use
them to express ourselves. So
many of you have been in
NYC for a while. There might
be something in New York
that you like or you dont like.
Lets compare New York with
your home country

Activity 5:
Compare New York City with
your home city/country.

Transition to #6:
So now we have learned
several different ways to
express your opinions,
whether you like or dislike
something. At the beginning
of the class, we also use
different adjectives to
describe ourselves. Now we
are going to combine them
together. Please turn to
page 47 and have a look at
the horoscope description.
Activity 6:
What is my horoscope?

(3) T will also collect some global

errors that are frequently witnessed
from the SS output.
4.3 Post-Stage
(1) Each S is invited to the front of the
class and talk about their decisions
and reason for them. SS are
encouraged to express their own
opinions or questions after each S
finished their short presentation.
Tangible Outcome & T. feedback/peer
feedback:
SS will write down information they
get through the interview, and give a
short presentation about their
decisions to the whole class at the end
of the class.
5.1 Pre-Stage: (1) Talk about what verbs
in the last activity we can use. (2) Review
if the verbs are followed by gerunds or
infinitive. (3) Introduce using gerunds or
infinitive as subjects. (4) Give
instructions
5.2. During Stage: (1) Write down three
comparisons of NYC and their home
country. (2) Talk with your partner for
correction. (3) Ask the students to
nominate good writings and share with
the class.

T-SS

20
min

SS

T-SS
5.3 Post-Stage: (1) Correct and highlight
some common mistakes. (2) Praise the
good examples.
Tangible Outcome & T. feedback/peer
feedback: Students writing samples on
this topic.
6.1 Pre-Stage: (1) Briefly talk about what
is horoscope and whether everyone uses
horoscope in their country. (2) Talk
about everyones birthday and their
horoscope by using gerunds to explain

T-SS

20
min

some unfamiliar adjectives. (3)Give

instructions and handouts. (4) Put the
fake horoscope sticker on everyones
back or forehead (5) Form two lines of
students face to face

SS

6.2. During Stage: (1) Student can ask

one question to their partner about their
personal traits in each turn. (2) Change
partner until everyone has talked with
each other. (3) Guess what horoscope
they have on their back.

T-SS
6.3 Post-Stage: (1) See if they guess
correctly. Explain their answers.

Transition to Wrap-up:
So today, what kind of
activities have we done to
test our personalities?
Wrap-up

Tangible Outcome & T. feedback/peer

feedback: Students notes on the
handouts.

Lesson Evaluation Procedures:

T-SS
(1) Ask the students which personality
test they find the best and why.
(2) Do you know any other ways to
test ones personality in your home
country? Maybe talk about that in
next class depending on if we have
time.

Materials:
power point slides, horoscope handout and stickers, blank paper
Anticipated Problems & Suggested Solutions:
The transition may be hard. Its hard to split the class by two teachers. The horoscope
game is hard to explain, so it is better to write a good instruction. In the first round,
maybe ask each pair to do it separately to make sure that everyone understands the rules.
Contingency Plans (what you will do if you finish early, etc.):
If we have more time, we can start talking about other personality tests in different
countries. If we run out of time in the horoscope game, maybe we can only allow each
student to ask 6 questions (instead of 12 questions = talking to every other student).
Post-Lesson Reflections:

10
min

The students seemed to engage themselves actively in match making activity. They
successfully used various vocabulary for describing personal characteristics which were
covered in the previous class. When some students showed difficulties in coming up with
expressing their thoughts into the correct structure of the sentence, teachers helped them
by providing modelling sentences.
It might have been better if I prepared some comprehension checkup questions for
listening activity. Sometimes, students seem to have different definitions of the
vocabulary, so I think I should make a useful vocabulary list for each unit where words
are given with definitions and the example sentences so that students can consult the list
whenever they would like to.
The instruction of Activity 5 was not crystal clear. Combining gerunds and comparison
seems to confuse them. A lot of students used comparative forms, but found it hard to
incorporate gerunds into it. Maybe it was not a good idea to have an additional focus on
comparison. Or it could work better if I provided more examples.
The horoscope game was fun, but still a little bit out of control because they talked really
loud. It was hard to project my voice and ask them to change another partner. A timer
/alarm clock may be more useful in this case.