Lesson Plan TP 10

7/18/2019 Lesson Plan TP 10

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CELTA TEACHING PRACTICE LESSON PLAN

Name Level Time Date TP No

Saima Munawar Zahidi Elementary 40 minutes 1 February 2014 10

Overall Aims

Main Aims

For Sts to practice and develop reading for gist skills through

an authentic text from a recipe box

For Sts to practice and develop skimming reading skills through

an authentic text from a recipe box

For Sts to practice and develop reading for specific information

skills through an authentic text from a recipe box

For Sts to develop oral fluency through a freer practice

speaking activity.

Subsidiary Aims

For Sts to learn and review eight vocabulary items through a

matching activity.

To introduce positive form of imperative verb through

authentic text from a recipe box.

Personal Aims

To ensure a central pos ition in class during elicitation,

instructions and drilling

To ensure appropriate pace of lesson suitable for elementary

lesson

To set up mini stages for the speaking activity

Possible student problems

1. Students may not understand some vocabulary items in the

text.

2. Students may not understand instructions for reading for

detail task.

3. Students may not be confident at production stage

Possible solutions

1. Pre-teach vocabulary items through a matching activity and

ask CCQs for selected vocabulary items.

2. T explain the game through a demonstration

3. To give a demonstration followed by a student’s example



Language Analysis

Item Form Pronunciation Meaning and use in context Checking meaning

A slice Noun- noun collocation /'slaɪs/ a piece of food that has been cut from

a larger piece.

Is it a big piece or small piece?

Have we cut it from a cake?

mixture noun

/'mɪkst ʃə/ Something that is made from two or more

other things.

What is this mixture made from?

Can we see eggs now?

Can we see water?

To sandwich sth verb /'sænwɪdʒ/ To put something between two pieces of

bread or cake (or something else)

Is there something between the two

bread pieces?

Can we sandwich only bread?

Wire rack Compound noun /waɪə'ræk/ A stand used to cool baked food Do we put baked food on this?

Why?

Whisk verb /wɪsk/ To mix something with a fast speed Do we mix with fast speed?Icing noun /'aɪsɪŋ/ Something sweet (like cream) used to cover

or fill cake

Do we cover cake or cookies with it?

Is it sweet?

Bake verb /beɪk/ To cook something inside oven Do we cook inside oven?

Pour verb /'pɔ:/ To put something in a pot (container) from

another pot (container)

Is it a new glass now?

Grease a tin Verb – noun collocation /ɡriːsə 'tɪn/ To put oil or butter on a pot lightly Do we put oil or butter on the tin?

Do we put a lot of oil?

http://dictionary.cambridge.org/search/british/direct/?q=piece

http://dictionary.cambridge.org/search/british/direct/?q=food

http://dictionary.cambridge.org/search/british/direct/?q=cut

http://dictionary.cambridge.org/search/british/direct/?q=larger



http://dictionary.cambridge.org/search/british/direct/?q=larger

http://dictionary.cambridge.org/search/british/direct/?q=cut

http://dictionary.cambridge.org/search/british/direct/?q=food




Grammar

Name of structure Imperative verb

Grammatical form We make imperatives by using the base form without a noun or pronoun.

Mix egg, oil, water and the cake mix.Verb + object

Pour the cake mixture.

Verb + object.

Pronunciation and stress ● ↗● ↗ ● ↗● ●↘

Mix eggs, oil, water and the cake mix.

/mɪks egz ɔɪl ˈwɔːtə ənd ðə keɪk mɪks/

● ● ●↘

Pour the cake mixture.

/pɔː ðə keɪk ˈmɪksʧə/

Meaning Imperatives are used to give orders, commands or warnings or to give advice or make suggestions.

Checking understanding Have we already mixed the eggs? No

Will we mix them after reading this? Yes

Is it a instruction? Yes

(*Positive form of imperative verb is only introduced in this lesson through a recipe but not presented)



Time StageS- S

T- SPurpose (Stage Aim) Aids

Lead-in

T shows a picture of chocolate cake on IWB and asks Sts, “It’s my

favourite cake. Do you like this cake?”

Can you make a yummy cake like this?

“Can you make such a yummy cake? Talk in pairs for two minutes.”

ICQs

Are you speaking or writing?

Are you speaking in Arabic? No

How much time? 2 mins

Sts speak in pairs; T monitors

T↔C

T↔C

S↔S

To activate schemata and engage sts.

To support visual and auditory learning style

To ensure communicative learning and let sts

personalise

To check sts understanding of task

To ensure sts are on task

To note errors which can be addressed at later stage

of lesson

IWB picture

Feedback

T gives feedback on content and links it to pre-teach stage.

(No error correction will be done at this stage)

T↔C To check and close the stage



Pre-teach vocabulary

(T uses MPF techniques to teach blocking vocabulary)

T gives instruction, “look around in the class. There are many words

on the walls. Let’s see if you can match these pictures with the

words? You will work in groups.”

(this activity can be changed to individual or pair work depending on

number of students in class)

ICQs

You’re matching picture with? Words

Sts match pictures with words on the walls

T monitors to note words and phrases that are challenging for Sts

T →C

T↔C

GG

For sts to learn blocking vocabulary

To let sts discover the meaning of words and phrases

To support visual and kinaesthetic learning style

To let sts communicate for a purpose (communicative

learning task)


To note words and phrases to be focused in feedback

and reinforced through CCQs

8 x

Words/phrases

poster

8 pictures for

each group

with colourcoding

Feedback

T distributes answer sheet and asks sts to check answers

T asks CCQs for challenging words

T provides pronunciation model and drills selected words.

T shows spelling with stress mark and syllables on IWB

G ↔G

T↔C To highlight meaning of blocking vocabulary

To highlight pronunciation

To highlight form

Answer sheet

for each

student



Lead-in to reading

T shows a recipe box on IWB and asks orientation questions about

it.

What’s written on these boxes?

T↔C To lead-in to reading activities and engage sts

To support visual learning style

IWB picture

Prediction and reading for gist

T asks sts “do you know what is written at the back of this box?”

“talk in pairs and think about it. You have one minute.”

ICQs

Are you writing anything? NoT monitors while sts talk

T →C

T↔C

To let sts predict contents of the reading text

To ensure communicative learning

Feedback

T gives boxes to sts to let them have a look at the box and takes the

boxes back. T asks more questions about the contents of the box.

S↔S To let sts read for gist with a motive to check their

prediction

Recipe boxes



Skimming reading

T: “on these strips of paper, I have method of making the chocolate

cake from this box. Let’s see if you can set it in right order. You are

working in pairs. The pair who finishes first will be the winner.”

T demonstrates first example on IWB.

ICQsWhat are you doing?

Are you working in group? No, pairs

Sts work in pairs; T monitors

T →C

T↔C

S↔S

For sts to practise skimming reading skills

To setup a kinaesthetic task

To facilitate sts understanding of task



Paper strips

for each pair

Feedback

Sts check in pairs then through recipe boxes to check their answers

T discusses some errors with sts

SS ↔SS

T↔C

To provide a sts centred feedback followed by teach-

led input slot

Recipe box



Reading for specific information

T: “Now we will see who can read fast. I have hidden eight cards

in this room. Try to find these cards and fill in the blanks and stick

your card on the wall. Group that has got more cards with correct

answers on the paper after 5 minutes will win the game.”

T demonstrates first example.

ICQs

Are reading quickly? Yes

Are you talking in Arabic? No

Will you pick one card or more? One card of each colour

Will you keep the card with you? No, stick on the wall

Sts work in groups

T monitors

T →C

T↔C

GG

For sts to practice reading for specific information/

detail

To motivate sts to read by setting up reading activity

in a game format

To facilitate sts understanding


To ensure sts are on task and support sts in locating

hidden cards

8 cards for

each group

Feedback

Groups check cards of other groups; T declares the winnerT asks some other details from the box

GG ↔GG

T↔C To provide sts centred feedback followed by teacher-led input.

To highlight other details of text on the box.

Answer sheetfor each group



Freer practice activity

Should we make a cake with acake mix or with our own recipe?

Why?

T shows picture on IWB and ask “do you make cakes with your own

recipe?”

“Tell your partner if we should make a cake with a cake mix or our

own recipe? Why?”

T tells sts what she prefers. T asks a student to tell about her

opinion.

ICQs

Are talking or writing? No, speaking

Are you talking in groups? No, in pairs

Sts talk in pairs; T monitors

T →C

T↔C

T↔C

S↔S

For sts to develop oral fluency through freer practice

activity.

To support visual and auditory learning style

To setup oral fluency task

To provide a model to sts

To ensure sts understanding of task



To note errors for delayed correction slot

IWB picture

Feedback

T gives feedback on content.

(Let sts debate for a couple of minutes in whole class feedback if

there is a difference of opinion)

T gives a delayed error- correction through whole class response.

T ↔SS

SS ↔SS

Wholeclass

feedback

To check and close the stage



Symbol Classroom Interactions

T →C Teacher works with whole class

T↔C Teacher and whole class interaction

T ↔SS Teacher works with students individually/ class work

S, S, S Students work on their own

S↔S Students work in pairs

GG Students work in groups

T↔GG Teacher works with groups

Based on Harmer “The Practice of English Language Teaching”: p 374

Documents

Lesson Plan TP 10