CELTA Lesson Plan

Stage Lead-In

Timing

Interaction T-Ss

S-S

Pre-Reading

Procedure T gives some examples of jobs of the people in his own family Now I'm going to tell you about jobs in my family: My wife is a teacher. My mother is a teacher too. My father is an engineer. and then gets the students to continue the activity in pairs and do the same. Work in pairs. Tell your partner about jobs in your family. You have 2 minutes for this.

T-Ss

F/B: Ss tell about their partners open class. Tell us about your partner.

T-Ss

T shows pictures of Andrew and Claudia . Look at these pictures. What's his name? (elicit response) response) What's her name? (elicit response). response). Now we are going to read about Andrew and Claudia. T focuses attention on the text title and checks comprehension of outdoor. Look at the title of the text. What's outdoor job? (elicit) CCQ: -Is it an office job? – no T elicits Andrew and Claudia's jobs (He's an engineer. She's a  zoologist.) What's Andrew's job? What's Claudia's job? They have outdoor jobs.

Reading for gist

T-Ss

S

S-S/Ss T-Ss Reading for detail

T-Ss

S

S-S/Ss

T writes on the board Where's he from? and Where's she from? T d ivides ivides students into two groups ...., ..., ... you are going to read about Andrew. ..., ..., ... you are going to read about Claudia. and asks them to look quickly at their texts to find the answers. (Half of the students read about Andrew, half read about Claudia) Look quickly at the text and find the answer. Ss check with their partner/group. «Can «Can you check with your partner/group»? F/B: Check open class. T clarifies the word salary. Now look at this word «salary». What is salary? salary? (elicit response). It's the money you get for your job. T gets students to read the text again and complete the chart about the person they are reading about. Now read the text again for more details and complete the chart. You have three minutes for this. Ss check in pairs,

Instructions

gets a quick feedback. Here are the correct answers. Can you check in your groups? Is everything correct? Presentation: Focus on Form

T-Ss

T writes on the board:  I teach English.  Andrew lives in Scotland. Claudia works with her husband. T draws Ss' attention to the ending –s of the verbs. Look at these two sentences. What's the same?  (elicit –s and underline) T elicits the form on the board: S (he, she, it) + Vs

Focus on Pronunciation

S

T-Ss Controlled Practice

Freeer Practice

T asks Ss to find v erbs with –s in their texts and underline them. Ss say out the verbs. Now find the verbs with s in your text T draws a chart with three sounds /s/ /z/ /iz/ on the board. T gives Ss the verbs from the texts on the cards and Ss distrubute them into three groups. Now go to the board and match the verbs with the sounds F/B: T checks open class and drills the verbs with Ss

S-S/Ss

T gives each group a gap fill exercise about their person. Complete the sentences about the people. Ss do it individually and then Ss check it i n pairs/their groups. F/B: T gives the groups correct answers to compare, then quick open class feedback.

T-Ss S-S/Ss

T demonstrates how to do the next activity by picking a prompt card and saying a sentence about the text. Ss work in 2 groups and recall the sentences.

T-Ss S-S

T regroups the students using numbers and makes pairs (one person from each group). I'm going to give each of you a number. Remember your number. Number 1, sit together... Using the chart with information (they completed before) Ss tell each other about their person. Partners listen and complete the chart. Take your charts. Tell your partner about your person. Partners, listen and complete the chart.

S

F/B: Ss compare the charts.