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Cambridge CELTA LESSON PLAN PLAN (TPs 4 – 9) Name: HS
Date: 24 March 2010
Week: 6 Da D ay: 12 TP T P: 4
Level: Pre-Int
Lesson length: 40 mins
Number of learners: 12-13
Lesson type: Less controlled to freer practice T/L: ‘be going to’ and present continuous for future arrangements LEARNING OUTCOMES (FOR STUDENTS) MAIN AIMS For students to practice the TL for both accuracy and fluency SUB-AIMS For students to learn vocabulary associated with the tasks. For students to practice writing and speaking for fluency via personalisation activities. •
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PERSONAL OBJECTIVES (LANGUAGE, PROCEDURE) To use simple, straightforward instructions. To adopt simple, straightforward concept checking questions, and avoid conditional questions.
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ANTICIPATED PROBLEMS AND SOLUTIONS Anticipated problems with Language: Language: Meaning/Form/Function/Pronun Meaning/Form/Function/Pronunciation ciation Problem: There will be a fair amount of vocabulary that needs to be pre-taught to give learners the opportunity to successfully complete some tasks. Solution: Use pictures and phonemics to try to convey meaning and assist with pronunciation. pronunciation. Problem: Given the varying and sometimes limited English skills of some learners, more time and assistance may be required to complete the activities planned for this lesson. Solution: Attempt to pair learners that may have limited English reading skills with more confident learners. Additionally, Additionally, adopt a flexible approach and cut cut activities short if required. Problem: Since some of the learners’ English skills can be considered quite limited, and they will be involved in a receptive/reading lesson and a structured analysis of marker sentences for ‘be going to’ and the present continuous, not all learners may be confident identifying and applying the TL throughout all activities. Solution: As well as adopting a flexible approach to activities, consider alternative options for Learners who may be struggling. Anticipated problems with Procedures and Classroom Management Problem: It is difficult to predict whether all learners will attend the class and this may affect planned groupings. Solution: Adopt flexib flexible le groupings as appropriate. appropriate. For example, during pair pair or group activities and
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TARGET LANGUAGE ANALYSIS AND WHITEBOARD PLAN Vocabulary for pre-teaching
tʃ ər departure / dɪˈpɑː ʃ ər / (when a person or vehicle leaves somewhere) return / rɪˈtɜːn / (to come or go back to a place) accommodation / əˈkɒməˈdeɪʃən / (like a hotel, it is a place to live or stay in) luxury / ˈlʌk ʃ əri əri / (something expensive which is pleasant to have but is not necessary) Whiteboard Plan I am going to study on Thursday. I am going to watch a movie on Friday night.
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STAGE AN AND OB OBJECTIVE Set Context To introduce the concept of a busy week and refresh using ‘be going to’ and the present continuous for future arrangements or planning
TIME
INTER
5min
T-S S-T
PROCEDURE TEACHER AND STUDENT ACTIVITY Remind Learners to keep their mobiles switched off. Show picture of ‘My busy week’ on elmo: elmo: I have a busy week. Show pictures and elicit my plans from learners, using pictures, mimes and other hints as required. Write examples of elicited plans on whiteboard. Show picture of person studying. What am I going to do on Thursday? I am going to study on Thursday. Show pictures of movie/television. What am I going to do on Friday? I am going to watch a movie on Friday night. Show picture of washing a bike. What am I going to do on Saturday? I am washing my bike on Saturday. Show picture of playing soccer. What am I going to do on Sunday? I am playing soccer on Sunday. Write plans on whiteboard as they are elicited, e.g. I am going to study on Thursday.
TUTOR’S COMMENTS EXECUTION
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Less Controlled/Freer Controlled/Freer Practice To give learners the opportunity of using the TL in a personalised context and integrate language they are familiar with
6min
T-S S-S
Show Your plans overhead with example. What are your plans? Write down three plans you have have for the the week. You have two minutes to write down three plans. Allow two minutes for individual activity. With your partner, partner, tell them your plans. Your partner listens and then asks for more information. After you have talked about your plans, swap roles – you listen to your partner’s plan and then ask for more information. For example, I tell Ben ‘I am going to study on Thursday.’ Ben listens and asks ‘What are you studying?’ I can say ‘I am studying English’. Then we swap and Ben tells me his plan and I ask him for more information.
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Pre-teach vocab
4min
T-S
Pre-teach ‘departure’, ‘return’, ‘accommodation’, and ‘luxury’ using pictures and phonemics. Departure is when a person or vehicle leaves somewhere. We return when we go or come back to a place. Accommodation is a place to live or stay in, like a hotel. A luxury is something expensive that is very pleasant, but not necessary. Model, drill and show phonemics on a card.
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Less Controlled Practice – Part 1 To give learners the opportunity of using the TL during a communication activity.
4min
T-S S S-T
Provide each learner with Communication handout. These are two advertisements for holidays that give us some choices. Discuss holidays and go through Fiji options before providing instructions. First, read the advertisements and choose a holiday. Then decide which options you want for your holiday. You have three minutes to read the ads and choose your options. Concept check So, do can you choose both holidays? No – just choose one holiday, and pick the options you would like. Teacher allows learners 3 mins to choose a holiday and three options.
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Less Controlled Practice – Part 2 To give learners the opportunity of using the TL in a more personalised context while interacting with other learners during the second part of the communication activity.
10 min
T-S S S-S S-T
Explain part b) Now we are going to try to find someone who has planned exactly the same holiday as us. Demonstrate instructions. By asking one learner about their choices. Where are you going? Answer: Fiji or Kenya. Me too. How are you getting there? Answer. I’m flying with …, so we can’t go together. Move to another student/trainee teacher and go through scenario again to demonstrate match. So, walk around and find someone who has chosen the same holiday, dates, airline, accommodation. Keep asking each other until you find your travelling companion who has picked exactly the same options as you. Concept check Do you ask the people at your table about their holiday? No – get up up and ask as many people as you need to until you find a travel companion who has chosen the same holiday as you. Teacher allows learners up to 8 mins to find another learner who has chosen the same options.
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Whole Group Feedback
1min
For learners to provide feedback Less Controlled/Freer Controlled/Freer Practice
T-S S-T
?min
T-S S-S
To give learners the opportunity of using the TL in a personalised context and integrate language they are familiar with
Who found a
travel companion?
Who is going alone?
Provide each learner with Find someone who… activity. This is a survey sheet we can use to find someone who, for example isn’t coming to class next week. What can I ask to find this out? Elicit appropriate questions, ensuring learners avoid negative questions (e.g. Are you not coming?) Are you coming to class next week. Walk around the room and ask questions to find someone who is doing the things on the sheet. When you do, you can ask for more more information. Demonstrate by asking a learner. Are you going out tonight? If tonight? If yes, Where are you going? If no, say Thank you and you and ask another student or teacher the next question to elicit yes answer and then ask for more information.
Closing Handover to next teacher
1min
T-S
Thank you for your effort. The next teacher, Carole will now start the next part of the lesson.
