LESSON PLAN OVERVIEW



CELTA: LESSON PLAN and ANALYSIS

|Name |Omar Hussain |

|Main lesson aim (revise, extend, practise etc.) |Subsidiary aim(s) (revise, extend, practise etc.) |

|By the end of the lessons students will have : |By the end of the lessons students will have : |

| | |

|To teach, clarify & practice verbs & phrases associated with ways of speaking. |Students will have had fluency practice in describing and relating anecdotes using the target language |

| |Reinforced any pronunciation irregularities |

| |Practising listening for detail when checking their answers in the controlled practice activity. |

|How will I know my aims have been achieved? (e.g. successful completion of ex.. will show …) |

| |

|Successful completion of task 1 will show the students have understood the meaning & pronunciation of the TL |

|Successful completion of task 2 will give them practice of the TL via the controlled practice. |

|Successful completion of task 3 will give spoken fluency practice. |

|Personal aims (Teaching skills YOU want to improve on in this lesson – consider action points from previous lessons) |

|Identify aims accurately |

|Fully clarify language |

|Fully analyse language |

|Think about the focus of the lesson |

|Don’t rush – exploit each stage |

|Assumptions (what your ss already know about the language, topic, skills that will help them in the lesson) |

|Students may already know some of the TL |

NB Make sure you give a stapled copy of the plan and all materials (e.g. correctly sourced handouts /copies of powerpoint slides) to the tutor BEFORE the lesson starts. To save trees, print 6 slides to an A4 handout.

|Anticipated classroom management problems and solutions ( NOT language) |

|Problem |Solution |

|Ss speak over me while I'm talking |Get their attention somehow, whether it’s by tapping the desk, tapping the WB, wave hand, throw something at them.|

|Ss speak among themselves in their own language |Separate them in next task |

|Ss don’t use TL during discussions |Encourage them to do so by asking them questions which will force them to use them. |

| | |

|Materials (state the materials you’re going to use. NB you must reference all handouts and attach a copy with your plan) |

|Total English - Students Book, p. 139 |

|Total English – Audio, 10.6 |

| |

| |

|Language Analysis Sheet 2: Lexis |

|Use this analysis sheet for language lessons focusing on lexis or for any lexis being pre-taught as part of a skills lesson |

|How will you present this language to the students? How will they first meet the language? |

|Language from a text of the previous trainee |

|Lexical item |Pre-teach? |Main focus |Meaning |Form |Pronunciation |

| |√ |√ |(ways of checking eg. concept checking questions, |(part of speech, spelling problems ) |(phonemic script, stress) |

| | | |visuals, realia..) | | |

|LA Sheet for extension exercise: |

| | | | | | |

|To stutter | | |to speak with difficulty because you cannot stop |Verb |tə ˈstʌtə |

| | | |yourself from repeating the first consonant of some | | |

| | | |words. | | |

| | | |CCQ’s: | | |

| | | |-Do you understand all he says? No | | |

| | | |-Is it hard for the person to speak? Yes | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | |to laugh quickly, quietly, and in a high voice. | | |

| | | |CCQ’s: | | |

| | | |-Is it quietly? Yes | | |

|To giggle: | | |-Is it in a high or low voice? High voice |Verb |tə ɡɪɡl̩ |

| | | | | | |

|Anticipated problems |Possible solutions |

|Meaning: may not know difference between mumble with whisper |Meaning: Ask CCQ’s, mimic lexical item, give example sentence to further clarify its meaning, demonstrate. |

|Form: May not know the form of the 3 fixed phrases (idiomatic) |Form: demonstrate with an example sentence |

|Pron: may mispronounce shriek in numerous different ways, for example hey may pronounce it as / ʃreɪk / or / ʃraɪk |Pron: model/drill |

|/. I don’t think they will have a problem pronouncing the other words | |

|Stage NAME |Stage Aim |teacher activity |student activity |MAIN inter-action |teaching |

|& Time | | | | |aids |

|Discovery exercise |To let ss work out meanings of |Set task. |Ss work I pairs out meaning of different words/phrases |s-s |Worksheet & dictionary|

|(Task 1) |the vocab |Group ss into A and B |Ss compare answers as group before next task | | |

|5 mins | |Hand out worksheets & dictionaries | | | |

|Information exchange |Students share info on meaning,|Set task |Student A gives student B meaning and demonstrates sound |s-s |Worksheet |

|(Task 1) |form & pronunciation of TL |Pair ss up (A to B) |and which student B guessing which verb, and same vice | | |

|5 mins | |Let them know I'm going to ask them about each other’s answers |versa | | |

| | |during feedback | | | |

|Feedback and clarification |To ensure all ss have correct |Ask each ss to give me the meaning and example phrase of one of the|Each ss gives answer when nominated, though has choice of |S | |

|5 mins |answers & have understood the |different ways of speaking. |what word/phrase to say | | |

| |vocab of their pair. | | | | |

| | | | | | |

|Gap fill exercise |Controlled practice in TL |Set task |Ss work through task on own |S |Worksheet |

|(Task 2) | |Hand out worksheet |Pair check at end | | |

|5 mins | |Get ss working on own |Early finisher writes on WB | | |

|Feedback and further |To listen for the TL & confirm |Play audio and get ss to hear for answers and correct any mistakes |Ss check answers while listening to audio |s-t |Audio (10.6) |

|clarification (Task 2) |answers |Open class FB, getting ss to elicit answers when nominated |Elicit answers when nominated | | |

|5 mins | |Ask CCQ’s after getting each answer to make certain ss know the | | | |

| | |meaning. | | | |

|Discussion |Freer practice of TL |Give short example story using meaning and ask them for words |Ss talk among themselves (hopefully those Spanish students|s-s | |

|(Task 3) | |Set task and get each student to give a situation of three |don’t talk in their foreign language!) | | |

|10 – 15 mins | |situations. | | | |

| | |Remind them to look back at task 3 for ideas. | | | |

| | |Tell them they would need to tell me their partners scenario | | | |

|Feedback (and clarification |Further practice of TL |Ask ss to give the whole class their feedback |Ss give whole class feedback of their partners story |s-t | |

|where needed) | | | | | |

|(5-10 mins) | | | | | |

|“If time” activity |Ext of vocab to do with ways of|Set task |Ss in pairs |s |Worksheet |

|5-10 mins |speaking. |Hand out task | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download