CEP Lesson Plan

Teacher: Hiroshi Haga

Level: Elementary 1
Date/Time: 328/ (Wed) 7-9pm

Objectives:
Students Will Be Able To…
1. give directions, using simple phrases.
2. understand directions to a particular place. (Listening practice)
3. describe their favorite places in three paragraphs.
4. make suggestions, using Why don’t you~? / How about~? / What about~?

Theme:
Giving directions / Traveling

Extensions: 3-paragraph organization (writing) / Making suggestions

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of lesson 5

applicable)
Vocabulary quiz: Cardinal/Ordinal numbers SS
Review of the previous
class Pronunciation review:
Pronunciation of third person singular s/es T-SS

works/loves/watches, etc

35
Activity 1: Giving Purpose/objective
directions SS will be able to give directions, using
simple phrases.

1.1 Pre-Stage: T-SS

T gives SS a map of NYC.
(Hand-written, simplified map of 5th Avenue
and its nearby area. See the appendix in this
document.)

T: A stranger asks you how to get to MOMA.

How would you give directions? Talk to your
partner.

SS share their ways of giving directions.

 T selects one volunteer student.
T gives the volunteer a handout that includes
a dialogue with some blanks.

T: Now, we are going to do roleplaying. I

want you to do dictation and fil out the
blanks.

T: Before we demonstrate, what is dictation

again?

After explaining what dictation is, T and the

volunteer S do roleplaying twice.

SS do dictation.

SS check their dictation with their partners.

T then goes over the dictation, eliciting

useful expressions.

T also introduce (or elicit if possible) other

useful expressions that SS can use in giving
directions.

e.g. It’s X minutes away/Go straight

ahead/Turn left/You’ll see it on your left/Go
past Y, etc.

1.2. During Stage:

T gives SS two more simplified maps of

NYC. (See the appendix.)

T pairs up SS and has them roleplay. SS-SS

1.3 Post-Stage:
Transition to #2:
Understanding SS do roleplaying in front of the whole class. SS
directions (Listening)
Tangible Outcome & Assessment
In during and post stages, T takes notes on T-SS
pronunciation/vocab/bravos/errors, and gives
feedback.
 Purpose/objective 15
Activity 2: SS will be able to understand directions to a
Understanding particular place. (Listening practice)
directions (Listening)
2.1 Pre-Stage:
T: We will continue on focusing on giving T-SS
directions.

T pre-teaches the meaning of aquarium.

T: Open your textbook. I’m going to play a

track about giving directions. You will hear a
lot of phrases that we just learned. Listen to
the audio and work on Q.1 on page 40.

2.2. During Stage:

T plays an audio. The audio gives directions SS

to an aquarium.

Checking SS’s comprehension by eliciting T-SS

phrases to give directions.

T: Where does the speaker want to go?

T: How far is it to the destination?

What kinds of phrases did you hear?

2.3 Post-Stage:
Transition to #3: T: Now, with your partner, I want you to
Travel website practice giving directions to the aquarium on
the map.

T: Take turns and practice giving directions. SS

Use as many phrases we learned today as
possible.

Tangible Outcome & Assessment

SS will be able to use the knowledge of
giving directions in a listening
comprehension exercise.

Purpose/objective: 25
Activity 3: Travel SS will be able to describe their favorite
website places in three paragraphs.
 3.1 Pre-Stage:
As homework form the previous class, SS T-SS
wrote 3 paragraphs to class.
(SS wrote descriptions of their favorite cities
or towns.)

In the previous lesson, T taught a three-

paragraph organization in writing.

1st paragraph: About their favorite place/Why

they chose the place, etc.

2nd paragraph: About their favorite

season/time of the day.

3rd paragraph: Travel tips/advice (e.g. Do not

drink tap water/Buy a flight ticket early, etc.)

3.2. During Stage:

SS share what they wrote with partners. SS-SS

T: Talk to your partner about your favorite

places. While listening, see if your partner
covers the three points.

3.3 Post-Stage:
T choses a few SS and has them present in
front of the whole class.

Tangible Outcome & Assessment

In during and post stages, T takes notes on
pronunciation/vocab/bravos/errors, and gives
feedback.

Activity 4: Making Purpose/objective 25

suggestions SS will be able to make suggestions, using
Why don’t you~? / How about~? / What
about~?

2.1 Pre-Stage:
T asks one volunteer student for doing T-SS
roleplaying together.

T: Listen to our conversation carefully. Pay

 attention to the phrases that we use.

After the roleplay

T: What did we say?

T elicits Do you have any suggestions? /

Why don’t you~? / How about~? / What
about~?

2.2. During Stage:

Activity sheet
Think about 3 situations where you need
your partner’s suggestion.

T models the activity.

T: My friend will come to NY next week.

Because he is a burger lover, we want to go
to a nice burger shop in NY. Do you have
any suggestions? …

SS interview their partners.

2.3 Post-Stage:
SS share what they discussed with the whole
class.
Transition to Wrap-up
Tangible Outcome & Assessment
In during and post stages, T takes notes on
pronunciation/vocab/bravos/errors, and gives
feedback.
SS-SS

Wrap-up Lesson Evaluation Procedures: T-SS 5

T: What phrases do you remember when
giving directions?
T shows the maps of NY once again and
elicits SS’s responses.

This section is mandatory

1. Materials:
Life textbook/Workbook/Activity sheets/Quiz
2. Anticipated Problems & Suggested Solutions:
The textbook’s exercises on giving directions may be challenging because many phrases
appear at once, and the exercises are not created in a way that SS can learn phrases step
by step. Therefore, I created maps by myself so that SS can gradually shift to more
advanced phrases.

3. Contingency Plans (what you will do if you finish early? need to cut LP? etc.):
In case I finish early, I have prepared a pronunciation activity sheet.

4. Post-Lesson Reflections:
I think the idea of using maps in NYC worked well. SS seemed to be able to relate
themselves to the maps, and the simplified and authentic maps generated a lot of SS’s
talk. One thing that surprised me, however, was the fact that many SS dropped the
preposition on when referring to a street (e.g. on 49th street). I heard my SS say sentences
such as “Turn right 42nd street” several times. Therefore, I spent some time
explaining the preposition. I used the metalinguistic term (i.e., What preposition do we
need before a street?) to raise their awareness. When I teach giving directions in the
future, I would like to highlight this use of preposition right from the beginning.

Appendix: