CLP Lesson Plan Template

Teacher/s: Tommy Yonathan Kumala, Julia (Ji Eun) Sung

Level: Beginner 3 Date/Time: Wednesday, November 28, 2018 / 9-11 am

Goal: Students can ask politely if somebody wants something or wants to do something. (Tommy)

Objectives (SWBAT):
Students Will Be Able To…
1. Introduced to a modal,”would” by creating a brochure which is about a place that they would like to
visit.
2. Introduced to a vocabulary of weekend trips such as brochure, court, exhibition, museum.
3. Ask politely if somebody wants something or wants to do something using “Would you like” and
“Would you like to” structures. (Tommy)
4. Exchange information and engage in transactional conversation and using some useful phrases like
“how much,” “what time,” and “would you like.” (Tommy)

Theme: Weekend
Materials & Technology:
● Textbook: Life 1 Unit 12d
● Other materials: handouts, powerpoint

ACTIVITY/PROCEDURE/STAGE – INTERACTION TYPES TIME

Review or Preview (if applicable)

Interaction: e.g. T-Ss, then S-S
The teacher will write : Field Trip on the board.
The teacher will ask:
1) What is a field trip?
2) What’s the most memorable field trip in your life?
3) Where would you like to go on a field trip in NYC?

Linking & Transitioning to rest of lesson: 10

Would you like a brochure for your field trip? minutes

Activity 1: Meaningful output– Writing, Speaking

1.1 Pre-Stage:
Interaction: e.g. T-Ss, then S-S
Teacher will ask: What’s a brochure?
The teacher will give a definition that a brochure is three-folded paper that gives information
about a product or service.

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The students will be able to visualize the picture of a travel brochure on TV screen .

1.2. During Stage:

Interaction:
1) Students will create their own brochure. They will be paired up.
2) Students will pick one country and one city that they would want to visit.
3) Students will be given a template of a brochure, so they know what information to
include in the brochure.

1.3 Post-Stage:
Interaction:
-Students will present their brochure, starting with a sentence “ we would like to visit….”
-Once the presentation is over, the students will ask three questions about their favorite
brochure.
-Students will respond to the three questions that they received from the classmates.
Tangible Outcome & T. feedback/peer feedback:
Students are introduced to modal, “would”, by creating a brochure of a place that they would 50
like to visit. minutes

Transition to #3:Let’s look at pronunciation of would you…?

Activity 3: Meaningful Output – Speaking (Tommy)

3.1 Pre-Stage:
Interaction: S-S
1) [Topic exposure] Students will listen to three conversations and match the number of 10
tickets with the place and the price and answer the true/false questions.
2) Students will discuss their answers in pairs. 5
3) [Language Focus] Students will listen to the expressions of buying tickets. 5

3.2. During Stage:

Interaction: Whole Group, then S-S
1) Students will recall the expression: “Would you like to come,” distinguish “Would you 5
like” and “Would you like to,” and emphasize on the politeness.

2) Students will play a chain game. 15

Instructions:
1. Say “Would you like (noun)” to the person next to you
2. The person next to you has to answer yes/no.
3. In 10 seconds, the student next to you has to say a new “Would you like
(noun)” question.
4. The game will start over with “Would you like to (verb)” questions.
5. Give example, Ask CCQ: Language Focus!

3) Students will do an information gap activity from the textbook exercise 6. 15

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 - For the first role-play, Students A have information about ticket prices. They must
think about how to give that information, and how to ask questions with “Would you
like…?”
- Students B are in charge of a group. They must look at the missing information and
think about how to ask for it.
- Students have 3 minutes to prepare.

3.3 Post-Stage:
Interaction: Whole Group
1) Delayed Feedback 5

Total:
60
minutes
Tangible Outcome & T. feedback/peer feedback:

Recorded students’ answers.

Transition to Wrap-Up: “Great work today!”

Wrap-up (Tommy)

Lesson Evaluation Procedures:

“What did we learn today?”

Anticipated Problems & Suggested Solutions:

1) There may not be enough time to do everything on the lesson plan since activities require much
time for the students to process.
2) Students might struggle in coming up with words and situations, so teacher will assist and
encourage peer-feedback.
3) Students may get confused with the instruction. Teachers will model and display the instruction
on the screen to prevent this situation.

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

1) Teacher will encourage group and class efforts for the activities.
2) As soon as time permits, Ss will get more opportunities for self-reflection. If time is running out,
T will cut short the post-stage activity.
3) If technology fails, teacher will use the whiteboard.

Post-Lesson Reflections:
In today’s class, students were asked to create a brochure. Before we created the brochure, I quickly
went over the definition of brochure, the visual of the brochure, and information that is in the brochure.

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After thorough explanation, students seem to understand what brochure is and how to create one.
However, I did not let my students start making one. I brought a template which has general outline of
what a brochure should include (ie. Country, city, cost, weather, fun things to do, did you know..etc).
Giving the template made the transition of the activity better. Students worked on the brochure and
presented the brochure in class. When they were doing the presentation, I stressed on the present
continuous, simple past, present verbs which were the grammar points we learned throughout the
semester. Overall, the outcome of the students was beyond my expectation and class went well.