CEP Lesson Plan Template
Teacher/s: Christopher Mueller & Allison Orr
Level: Advanced Conversation
Date/Time: Friday, 2/12 11:30am-1:00pm
Objectives (SWBAT):
Students Will Be Able To
1. Synthesize and summarize information about their partner in a concise manner.
2. Ask and answer questions in a speed-dating style scenario.
3. Ask follow-up questions to continue a conversation.
4. Speak on the topic of dating traditions and customs in their own country.
Theme: Speed-Friending
Extensions: Assign an itemized needs analysis as homework and will compile results to report back to students.
Aim/Skill/Microskill
Warm Up:
Activity/Procedure/Stage
As Ss come in, have them sign consent form for
researcher.
Interaction
SS-T
Time
15-20
mins
Have Ss summarize what they learned about their
partner during the get-together activity from
the previous class. Ask Ss to summarize only, 2
mins per person.
Housekeeping: Give syllabus, go over CEP
policies again (attendance, lates), Course
Requirements again (tests, HW, participation).
Activity 1: SpeedFriending Introduction
to Topic and Preparation
for Activity #2
Transition from informal
ways of meeting new
people to more formalized
ways. Activate Ss
knowledge of meeting new
people/dating customs
through example of recently
popular activity in US
(speed-dating).
Ss practice Q-formation.
Take attendance.
1.1 Pre-Stage: Tell Ss we will be watching a short
clip (introduce word if Ss dont know). There will
be a woman meeting a man she doesnt know.
Listen to their conversation. Show 1 min clip
(video #1) of a Speed-dating event. (0:15-1:15)
https://youtu.be/07UQDC6K1NY?t=15s
Ask Ss to turn to the person next to them and take
one minute to discuss: What do you think is
happening in the video? What is the woman
doing? Is she having fun?
5 mins
T-SS
S-S
Write speed-date (n.), speed-dater (n.), speeddating (v.) on the board. Introduce terms.
Show 45 sec clip (video #2) explaining the
purpose/rules to speed-dating (cue: you can meet
friends, too) (0:17-0:56)
https://youtu.be/pd8ywkSCKCM?t=17s
T-SS
15 mins
Ask students if they have ever heard of speeddating? Do they have these events in their
country? Ask students, Do you remember what
the woman said in the last video? Do people
speed-date only to find a romantic partner? No?
Thats right, its to make friends, too.
1.2. During Stage: Pair students off with a
partner different than the one they worked with in
the previous class. If there is an odd number, T
will work with S. Tell students, We dont have a
lot of time together as a class so we will be
speed-friending. On Tuesday you got to know
some general things about your classmates, now
you want know something more specific about
them.
OC
S-S
15 mins
T-SS
30 mins
Have students turn to question numbers 10 and
11 from A Get-Together handout from the
previous class. Ask SS, Do you think question 10
is a fun, interesting, strange, or unusual
question? What about number 11? Now, I want
you and your partner to write down 5 specific
(e.g., fun, interesting, strange, unusual) questions
you want to know about your classmates.
While SS work in class, write two more example
questions on the board in case some students are
stuck. T walks around the room, answers Ss
questions and notes errors for later correction.
What is the most disgusting thing you have ever
eaten?
If you invite friends over for dinner, what do you
cook?
If you could invite 1 famous person, dead or
alive, to a dinner party. Who would you invite?
(e.g., musician, philosopher, world leader, actor,
writer, etc.) Why would you invite him/her to your
party?
Transition to #2: Practice
and Production
SS will use these Qs while
speed-friending
Activity 2: SpeedFriending Production
and Practice
1.3 Post-Stage: Have pairs choose the 2 best
questions out of the 5 they wrote. Have one
person in the group take one question, have the
other person in the group take the other.
2.1 Pre-Stage: Have Ss sit on both sides of the
table, one S facing another. Tell Ss, Ok, when
we say GO, you will ask your partner your
Ss answer a variety of Qs
about themselves. Answers
will extend beyond the
general getting-to-knowyou questions practiced in
the previous class.
question and they will respond. You have three
minutes. When we say SWITCH, your partner
will ask their question and you will respond. You
have 3 minutes. When we say MOVE, this side
[point] will stand up and move one seat to the
right [gesture]. You will then ask your new
partner your questions. Ts will model. Ask if Ss
have a question.
S-S
2.2. During Stage: Ss take turns asking and
answering questions. Ts will keep time (3-4
minutes each question, depending on if Ss need
more time to think/respond to question). By the
end of the activity, Ss will have spoken to
everyone in the class.
If there is an even number of Ss, one T will time
and call commands and the other T will circulate
and write down errors for error correction. If
there is an odd number of Ss, one T will be the
partner and the other T will time/listening for
errors.
OC
Transition to #3: Broad
Group Discussion about
Dating Norms
Activity 3: SpeedFriending Broad Group
Discussion about Dating
Norms
2.3 Post-Stage: Ss come together and vote on the
most interesting question.
3.1 Pre-Stage: Transition to dating customs; have
them think about:
1. Dating customs: Who asks out whom? Does
the man ask out the woman or vice versa? Do
your friends/co-workers/family set you up on a
date?
2. Who pays on a date? The man, the woman, or
do you go Dutch? Are men ok with women
paying for the date?
3. In your country, when do people normally
introduce their boyfriend/girlfriend to their
parents? When did you introduce your
husband/wife to your parents?
4. Describe a traditional wedding in your
country (customs, etc). Did you have a traditional
wedding? If not, what did you do?
Introduce new vocabulary/phrasal verbs.
3.2. During Stage: Pair students off into groups
of the three; have them discuss 4 questions on the
board about dating customs in their country.
T-SS
S-S
SS-T
20 mins
Transition to Wrap-up:
Error Correction
3.3 Post-Stage: OC feedback. Put any interesting
vocabulary/expressions on-board. Introduce a
few related vocabulary nuggets if time allows.
Wrap-up: Error Correction
Lesson Evaluation Procedures:
Provide Ss with the
(Time allowing: if necessary, can be pushed to
opportunity to describe their Fridays lesson)
own goals for the class.
Errors: cold-correction.
T-SS
SS-T
S-T
5 mins
Exit ticket: Tell me one dating norm you learned
about today.
Materials: Whiteboard, powerpoint presentation, projector.
Anticipated Problems & Suggested Solutions: Overplanning. We may not have enough time to get to each of
the activities/stages in the lesson. To accommodate for this, we have included the more structured activities
towards the beginning of the lesson (e.g., speed-friending). More free-form, open ended activities (e.g.
discussion questions), were placed at the end of the lesson. These can either be cut down or expanded upon
depending on how the timing of the class goes, however, I imagine we will not get to all of them.
Contingency Plans (what you will do if you finish early, etc.):
If time, have a vote for the best questions.
