CEP Lesson Plan Template

Level: ___Elementary 1_______

Date/Time: ____June 20_____

Goal: Students will learn how to talk about free time in English.
Objectives:
Students Will Be Able To
1. understand and use gerunds to talk about personal hobbies and interests.
2. learn about the work and hobbies of a professional photographer
3. understand and use adverbs of frequency and expressions of frequency to talk about
ones life
Theme: ____pastimes, _photography, adverbs of frequency and expression of frequency
Aim/Skill/Microskill

Activity/Procedure/Stage

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

applicable)
Pre-Stage: review
Activity 1: Using
1. [Point to the page] Do you remember what we
gerunds to talk about
learned yesterday?
personal hobbies and
interests.
2. Yes! We learned collocation. Could you use play,
go, do and their collocation to give me some
examples of pastimes.

Intera Time
ction
(for
examp
le: SST)
T-S

T-S

T-S

T-S

3. You can use the sentence frame on the PPT to

T-S
interview your partner.
Sentence frame: In your free time, do you?
For example, In your free time, do you go fishing?

4. Now work on the exercise 5 to complete your

questionnaire. After you finish, interview your

OPEN TO p47
During Stage:
1. Now, lets find out more collocation of play, go,
and do on exercise 4.
2. I want you to use the vocabulary which you
learned to ask questions about free time.
Remember to try out new vocabulary.

S-S

partner with your questionnaire.

5. Please share with the class, what you find out
about your partner.

Whole 4
class

6. Lets move on to exercise 7. Which two sentences T-S

have (a) like/love+ noun (b) like/love+ verb+-ing?

7. Verb+ -ing form is a gerund. It acts like a noun in

a sentence.

T-S

8. Do you know how to add ing after a verb? Help

me add ing after these three verbs (play, dance,
swim)

T-S

9. Look at the table and talk to your pattern to find

out the pattern of how to add ing after a verb

S-S,
5
whole
class

talking
playing

dancing
dozing

running
sitting

10. To sum up, for most verbs, you can just add ing.
But for verbs ending in e, you need to delete the
e and add ing. For verbs ending in a vowel +
consonant, double the consonant and add ing.

T-S

11. Turn to page 160, complete the sentences with the S-S
ing form of verbs and then compare your
answers with your partner.

12. Lets move on to practice pronounce ing on

exercise 8

whole 3
class

13. Now do exercise 9 to practice using ing to talk

about your interests and hobbies.
14. You will tell us what you love, like and don't like
to do.
For example,
I love baking and cooking.
I like gardening.
I dont like go shopping.
15. Then, you will guess which sentence is false. So
guess which one is false.

T-S

16. Now think about three sentences about activities

that you love, like and don't like to do and then
write on the board.
Post-Stage:
1. Come to the front read your sentence and let the
class guess which sentence is false.
Transition to #2
Personal hobbies
activities that SS do
when they take a
break at work.
We are going to read
about a professional
photographer work
and hobbies.

Whole 5
class

Whole 8
class

Tangible Outcome & Assessment

Students will be able to use the ing form correctly
when they write and talk about things that they love,
like and don't like to do.

Pre-Stage: Linking to the previous activity.

Activity 2: Reading
1. Now you know how to talk about your hobbies.
T-S
Lets learn how to talk about activities that you do
when you take a break at work?
2. Could anyone share with the class what they like
to do when they take a break at work.

Whole 3
class

OPEN TO page 48
During Stage:
1. Take a look at the list of exercise 1. Do you see
any activities that you just mentioned?
2. [Building vocabulary]
social networking sites
shop online
surf the internet

Whole 5
class
T-S

3. [Modeling] For me, I visit social networking sites

and surf the internet when I take a break at work.
(Write on the board)

T-S

4. How about you? Think what you do when you

take a break at work and then share with your
peers. Later, you will share with the class. If you

S-S,
8
whole
class

need help, you can use the sentence frame to help

you ask questions.
Sentence frame: What do you do when you take a
break at work?
5. [Survey] Now look at these two photos. What do
you see? What does he do/Whats his job?

T-S,
3
whole
class

6. Let's read the first and concluding sentences to

T-S,
3
find out more about his occupation. Can you know whole
what his job is? What types of photos does he
class
take?
7. [Making prediction] Now, you know Paul Nicklen
is a professional photographer. Discuss the 3
questions with your partner to predict answers.
Also, tell your partner why you think so or why
you dont think so.

S-S

8. For example, the first question is: Do you think he T-S

works long hours. If you think so, you can say: I
think he works long hours because

3
5

9. Who is brave enough to share his/her prediction

with the class?

Whole
class

10. [Building vocabulary for the reading]

T-S

professional: a job that requires special education,

training, or skill (<>amateur)
Do you have any professional experience?
professional athletes/golfers
Have SS practice: Paul is a
.
photograph:
(n) a picture made by a camera
I always take a lot of photographs when I travel.
(v) to take a photograph of (someone or something)
He photographed the women sitting on the bench.
Have SS practice: Paul
wildlife in the
Arctic.
Photographer: a person who takes photographs
especially as a job
He worked for the magazine as a

10

fashion photographer.
Have SS practice: Paul works for National
Geographic as a nature
.
Photography: the art, process, or job of taking pictures
with a camera
He studied both film and photography.
national park: an area of land that is owned and
protected by a national government because of its
natural beauty or its importance to history or science.
Yellowstone National Park
Grand Canyon National Park
Nature: the physical world and everything in it (such
as plants, animals, mountains, oceans, stars, etc.) that
is not made by people
She is a real nature lover.
Have SS practice: Paul is a nature
.
Arctic: regions around the North Pole (visual aids on
PPT)
Polar bear: a large white bear that lives near the North
Pole (visual aids on PPT)
shot: a photograph
I got some good shots of people at the party.
11. The purpose of the reading is to find out more
Whole 8
about the photographer and see whether you make class
correction prediction.
12. Read the text again on your own and then work
S-S
with your partner to answer the questions on
exercise 3. Try to use a full sentence to answer the
questions.

Post-Stage:
Tangible Outcome & Assessment
1. [Comprehension check] Lets look through the
question together.

Whole 3
class

2. Now, Id like you to think about one of the most

interesting or surprising thing you learned from

S-S,
5
whole

reading the article. After sharing with your

partner, you will share with the class.
Transition to #3: Lets
focus on some
3. [Extending] What two words would you like to
language in the
add to your active vocabulary. After sharing with
reading
your partner, you will share with the class.

class
S-S,
5
whole
class

Pre-Stage: Link to the previous activity

Activity 3: using
adverbs of frequency
to talk about ones
routines

1. Lets look at the scale on the PPT. Could you read T-S
the 5 words below the scale to me? (always,
usually, often, sometimes, and never)

2. What do you think the percentages of each adverb T-S

apply?

3. These adverbs are adverbs of frequency. They are

used to describe how often we do things
For example,

T-S

I always make the bed in the morning.

I usually make the bed in the morning.
I often make the bed in the morning.
I sometimes make the bed in the morning.
I never make the bed in the morning.
4. Did you notice that I used different adverbs of
frequency?

3
T-S
10

5. Could anyone who is brave enough to tell me the

meaning of each sentence?
6. I used adverbs of frequency to tell you how often I
make the bed in the morning.
5
7. Now, look at the sentences on the left and
sentences on the right again?
8. Did you notice the difference between these two
sentences regarding adverbs of frequency?

S-S

S-S
3

I am always early for class.

I always come to class on time.
She is sometimes late for work.

Whole
class 3

She sometimes comes to work late.

9. You found that adverbs of frequency come before
regular verbs and after the verb to be.
OPEN TO Page 49
During Stage:
10. Now read the article again, look for adverbs of
frequency and underline them.

T-S,
S-S,
Whole
class 5

T-S

11. While underlining the adverbs of frequency, check

whether they are like what you saidadverbs of
frequency come before regular verbs and or after
the verb to be.
12. Compare your answers with your partner.

3
5

Whole
class
5

13. Adverbs of frequency usually go before regular

verbs and or after the verb to be, but sometimes or S-S
usually can go at the beginning or end of a
sentence.
14. For example,
Sometimes, we go out on Friday evenings.
We go out on Friday evenings sometimes.
Usually, I get up late on the weekend.
I get up late on the weekend usually.
15. Now move on to exercise 5 to use adverbs of
frequency to talk about yourself.

S-S
2
Whole
class
T-S

16. Take a look at the sentences to see if you have any

words that you do not understand
17. Youll add an adverb of frequency to each
sentence on exercise 5 to make these sentences
true for you.
For example, where should I put never in this
sentence, I am late for work? Where should I put
sometimes in this sentence, I work eight hours a
day.
18. After you finish, share your answers with your
partner and the share with the class.

S-S
T-S

T-S

19. Before the listening exercise, look through the

sentences and underlines words that you dont
understand.
20. Lets discuss words that you don't understand in
class?
21. Now, read the sentences again and circle key
words of the sentences. Key words are clues to
signal key information.
22. For example, what is the key word in the first
sentence, Paul Nicklen always/usually works in
the Arctic?
23. Okay! Lets circle key words of each sentence
together.
24. Lets listen to the audio for the first time. Pay
attention to key words which will help you
understand the main idea of the audio, and chose
the correct option on exercise 6.
25. Now listen to the audio for the second time to
check your answer and compare them with your
partner.
26. Lets go through the answer together.
27. Move on to exercise 8 to check more details of the
listening. The words which are highlighted are
expressions of frequency. Where do expressions of
frequency usually go in a sentence?
28. Could you help me put twice a week in this
sentence?
Ping goes to the gym.
29. After knowing the form of adverbs of
frequency and expressions of frequency. Lets
compare use of adverbs of frequency and
expressions of frequency.
30. Where do adverbs of frequency usually go in a
sentence, and where do expressions of frequency

S-S,
Whole
class

go in a sentence?
31. On exercise 9, you will see more examples of
expressions of frequency. Work with you partner,
and match the words in the box and replace the
underlined words
32. Now use the vocabulary that we learned today to
write down things you do once a day, twice a
week, threes time a year, once a month, every
Friday or every January.
33. For example, you may say I go to the French
restaurant. Your partner will then ask every
Friday? Once a month?
34. How about asking questions? We put how often at
the beginning of the sentence.
35. Can you help me turn these sentences into a
question?
I always make the bed in the morning.
Ping goes to the gym.
36. Now take a look at exercise 11. Choose one topic
and prepare 3 how often questions. Then take
turns asking and answering question. For example,
How often do you take days off (from work)? I
take days off three times a year.
Post-Stage:
Tangible Outcome & Assessment
Recall what you learned today and use the new
vocabulary, adverbs of frequency and expressions
Transition to wrap-up: of frequency to talk about your pastimes and activity
Review
that you do when you take a break at work. Then
share with your partner and the class.
Wrap-up

The teacher points to page 47, 48 and 49 to ask

students to recall what they have learned today.