CEP Lesson Plan

Teacher: Hiroshi Haga

Level: _Elementary 1
Date/Time: 3/26 (Mon) 6:30-9pm

Objectives:
Students Will Be Able To…
1. distinguish this/these from that/those and to use them in simple sentences.
2. correctly pronounce their person singular s/es.
3. stress certain words in a sentence and understand how sentence stress influences
meanings.
4. count large numbers in a meaningful way.

Theme:
Population

Extensions:
Sentence stress /Telling numbers

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

Review or Preview (if Linking & Transitioning to rest of lesson T-SS 10

applicable)
Preposition review:
Review of the previous I work with my father. vs. I work with my
lesson father.

Work-related vocab review:

Pilot, accountant, sailor, archaeologist, etc.

Grammar review:
Third person singular s

Review of the definition activity:

How do you describe scissors?
How do you describe CLP?

Big category → detail

Activity 1: Purpose/objective: 25
This/that/these/those SS will be able to distinguish this/these from
that/those and to use them in simple
sentences.

3.1 Pre-Stage:
T-SS
T: What is this?
T: What is that?
 T: Who is this?
T: Who is that?
T: Who are these?
T: Who are those?
…

T: What did I say?

T: When do we use this and that?

T: When do we use these and those?

T: If a person or an object is close to the

speaker, we use this and these. If it’s far
away from the speaker, we use that and
those.
T: If the noun is singular, we use the be verb
is. If it’s plural, we use are.

3.2. During Stage:

T has SS work in pairs and practice the
structures (i.e., What is/are
this/that/these/those? Who is/are
this/that/these/those).

T: Use your belongings, objects in the SS-SS

classroom, and the names of your
classmates.

3.3 Post-Stage:
Transition to #2: Life 2 P. 23.
Sentence stress SS work on grammar exercises.

T checks their understanding. T-SS

Tangible Outcome & Assessment

SS will be able to distinguish this/these from
that/those and to use them in simple
sentences.

Purpose/objective T-SS
Activity 2: Sentence SS will be able to stress certain words in a 40
stress sentence.
SS will be able to understand how sentence
stress influences meanings.

2.1 Pre-Stage:
T gives SS a handout.
T: Which sentence is correct? Or are they all
correct?

1. The BLUE bottle is on the table.

2. The blue BOTTLE is on the table.

3. The blue bottle IS on the table.

4. The blue bottle is ON the table.

5. The blue bottle is on the TABLE.

T: Before we think about the differences of

the 5 sentences, let’s practice stressing a
certain word in these sentences even when it
feels strange.

T: How do we stress a word to begin with?

What is a stressed word?

 A stressed word is longer, louder, and

higher in pitch.
 Put a mini pause before the stressed
word.

T: Now, look at the sentences once again.

How does the stress influence the meaning?
What kind of message does the speaker want
to convey? Think about what kind of
conversation happened earlier.
SS-SS
T has SS talk with tier partners.
T-SS
T elicits the differences in the 5 sentences.

2.2. During Stage:

T: Now we know that stressed words
indicate speaker’s intention.

T: Look at the sentences below. How does

the stress influence the meaning? What kind
of message does the speaker want to convey?
Think about what kind of conversation
happened earlier.

1. HIROSHI and Betty went to a movie.

 2. Hiroshi AND Better went to a movie.

3. Hiroshi and BETTY went to a movie.

4. Hiroshi and Betty WENT to a movie.

5. Hiroshi and Betty went to a MOVIE.

SS-SS
T has SS talk with tier partners.
T-SS
T elicits the differences in the 5 sentences.

Transition to #3: 2.3 Post-Stage:

Numbers T reviews the definition of a stressed word.

T:
 A stressed word is ( ), (
), and ( ) in ( ).
 Put a ( )( )
before the stressed word.

Tangible Outcome & Assessment

SS will be able to raise awareness of
sentence stress.

Purpose/objective 40
Activity 3: Numbers SS will be able to count large numbers in a
meaningful way.
SS will be able to tell the population of their
hometown/home country.

1.1 Pre-Stage: T-SS

T: Today we are going to focus on numbers.
Now, I’m going to ask S1 something, and S1
will give you some information with
numbers. I want you to pay attention to what
we say and write down the numbers you
hear.

T gives S1 a slip.
T: S1, what is the population of Japan?
S1: The population of Japan is 127,000,000.

T gives S2 a slip.
T: S2, what is the population of Macao?
S2: The population of Macao is 700,000.
T: Did you write down the numbers?

T: How did I ask the question? What did I

say?

T elicits “What is the population of ~?”

T: What does population mean?
T elicits the meaning (i.e., the number of
people who live in a particular area).

T: “How did S1 and S2 answer?”

T elicits “The population of ~ is…”

T explains how to say numbers.

T write the following on the board:

1
10
100
1.000
10,000
100,000
1,000,000
1,000,000,000

T: “How many zeros do we have (for

1,000,000 and 1,000,000,000)? If we have
three zeros, we use thousand. If we use six
zeros, we use million. If we have nine,
billion.”

T shows numbers on the screen and has SS

practice reading numbers.

1.2. During Stage:

T gives SS slips that contain information of a

country and its population.
(To make the activity as authentic as
possible, the info is given based on each
student’s real hometown/home country.)

T model how to do the activity.

A: Where are you from?

B: I’m from X.
A: What is the population of X?
 B: The population of X is ~.
A: Do you like your hometown?
(SS have to ask personal info in addition to
the home country and its population.)

SS engage in the activity. SS-SS

1.3 Post-Stage:
SS share their info with the whole class.

(I will not demonstrate the below part in my

micro-teaching.)

Life 2 P.14 & 15

T: With this in mind, let’s read a passage in
the textbook which has a lot of numbers.

Transition to Wrap-up. Workbook P.6

Tangible Outcome & Assessment

T has SS report the information to the whole
class. T gives corrective feedback if
necessary.

SS will be able to count large numbers in a

meaningful way.

In during and post stages, T takes notes on

pronunciation/vocab/bravos/errors, and gives
feedback.

Wrap-up Lesson Evaluation Procedures: T-SS 5

Review of the class.

T asks about the pronunciation of third

person singular s/es.

T: When do we use capital letters?

This section is mandatory

1. Materials:
Life textbook / Workbook / Activity sheets

2. Anticipated Problems & Suggested Solutions:

Counting numbers could be very challenging especially for elementary level SS. I will only
use “round numbers” for the sake of clarity, and mostly focus on how to count X million and
Y thousand. For the next class, after reviewing this lesson, I will use more challenging and
complicated numbers.
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:
This is the first time that I have taught sentence stress although I teach word stress all the
time in class. At first, it thought it would be difficult to explain what stress is and why it is
important. However, it turned out that sentence stress is teachable and I believe that all the SS
understood how stress influences the meaning. I would like to keep exploring suprasegmental
stress. When I teach this next time, I will script more because I feel I could have elicited my
SS better and given a clearer instruction if I had had scripted.