CELTA Lesson Plan – Cover Sheet

8/12/2019 CELTA Lesson Plan Cover Sheet

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22/07/2014 00:55CELTA Lesson Plan Cover Sheet

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Example lesson planfor use with specific textbook MAIN AIM(S):

To develop students skills of listening for gist and specific information in the context of a

staged radio interview that discusses male and female behavior. SUBSIDIARY AIM(S):

To introduce vocabulary items related to friendships.

EVIDENCE: I will know that the lesson aim(s) have been achieved if !

Students extract the gist of the ra dio interview as well as re cognizing and identifying thesewords from the interview dialogu e: sports; football; feelings ; personal; movies; politics.Students recall and use the pres ented vocabulary items du ring the lesson and in futurelessons.

AS S UMPTIO NS: Wh a t langua ge a re you assuming the student s already know? How do youexpect them to react to the topic / mat erials in your lesson?

The students will be familiar with the present simple affirmative and negative.The students will already be familiar with these words: sports, watch, go, play, live, travel,shopping, music, football, study, restaurant, personal, politics, cinema (vocabulary fromthe preceding lesson).The students will be familiar with the days of the week.

POTENTIAL PROBLEMS ! ! AND SOLUTIONS

Ss have difficulty understanding theradio interview.

Ss have difficulty analysing the shortreading (Listening 1).Ss have trouble understanding and/or the flashcards and vocabulary items.

Check understanding with simplequestions that require short answers and

repeat selection.Elicit information from the Ss about theselection.Check their understanding repeatedlyand drill pronunciation.

MATERIALS:

Flash cardsDays of the week handout.Straightforward Elementary Student bookaccompanying CD.Handoutcarried over from Dareks lesson (Straightforward Elementary workbook, pg.10, ex. 1, A. Tennant. Macmillan 2006).

PERSONAL AIMS: During this lesson I will try to !

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! .! to establish and maintain a good pace.! make sure I include ALL the students.! reduce Teacher Talking Time.

Lesson plan Procedure (for all lessons)

Stage

number

Aim(s) of

the stage(explain how

the procedurebenefits the

students)

Procedure(say what you and the students will do)

Inter-

action

Timing Tutors

comments

1)

2)

3)

4)

4)

5)

Warmer /IntroductionTo generateinterest in thetopic.To activate Ssprior knowledge of TL (vocab.

Items).

Pre-teachvocabulary

To activate Ssprior knowledge of TL (vocab.Items).

PronunciationTo providecontrolled oralpractice of thenewvocabulary.

VocabularyFeedbackTo provide awritten recordof thelanguage aswell as oralpractice of thenewvocabulary.

T introduces the lesson title, topic and aims ingraded language.T arranges students in groups of 2-3 students.

T refers to the following diagram already writtenupon the white board:

This is Mark. I play football with Mark.T demonstrates the activity and checksinstructions.Ss copy the diagrams and work individually tofill them out ( 1 min .).Students work in pairs and discuss their diagrams ( 3 min. ).

T elicits prior knowledge of TL using flash cards

/ drawings of the vocabulary items (watch TV,go to the cinema, go dancing, play sports, study,go shopping, go to restaurants, listen to music,travel).

T drills pronunciation of each vocab. item (3-2-1).T writes down the vocab. item on thewhiteboard with syllabic stress noted for particular words (cinema, dancing, shopping,restaurant, music, travel).T shows a flash card and nominates a strongstudent to state the vocab. item associated withit (2-3 min. ).T gives the flash cards to the strong student andasks them to nominate another student to givethe vocab. item associated with the flash cardthey choose. T writes down an example from the days of theweek handout:

T checks instructions.T asks students to individually fill out the

handout.T demonstrates that students should discusstheir week with their partnerreading what theydo in the week.

T-Ss

S S-S

T-Ss

T-Ss

T-SS-S

T-Ss

T-SsST-Ss S-S

T-Ss

S

5-7min.

7 min.

4 min.

6 min.

6 min.

4 min.

Monday:On Monday, I watch TV.


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ListeningTo practicelistening for detailed

information.

Listening

To practicelistening for detailedinformation.

handout ( 2-3 min ).

T writes the following words on the whiteboard(during previous activity): sports, football,feelings, personal, tennis, movies, fashion,television, and politics.T identifies that the lesson has shifted to alistening phasein graded language.Ss to listen to the interview and underline thewords they hear from those given while giving ademo of the procedure.T writes the answers on the whiteboard.

T shows students ex. 3 on pg. 25.T demos instructions for the activity.Ss listen to the interview and complete ex. 3.T monitors, assesses and asks if they would liketo hear the interview a second time.

Ask students to check their answers in pairs

(1min. ).T writes the answers given by the textbook onthe whiteboard so that students may check their answers. T demos the instructions for ex. 4.T teacher asks students to write down a check(if they agree and an (x) if they disagree withwhat they read in ex. 3.T asks students to get into pairs and discuss thedifferences between their answers. If theymatch, why?

Model language for conversation:- I think men talk about sports and

women dont talk about sports.

T-Ss S

S-S

T-SS

S-S

2 min.

6min.

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CELTA Lesson Plan – Cover Sheet