CAMBRIDGE CELTA LESSON PLAN



|Teacher |Lesson Focus |Date |Level | Mins |

|Class Profile |Materials/References |

| |Picture dictionary |Lap top |

|A class of bilingual female eleven year olds. All Ss are UAE natives. There is some variation in level and |Question cards |Data Show |

|some Ss are very quiet and others tend to dominate. Ss. Levels vary between average and low. |Elements of Literature book page 188 & 189 | |

| |Movie (Tips about gardening) | |

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|Lesson Aims |Al-Ittihad National Private School Standards |

| |5.1 |Establish and adjust purpose for reading, understand, interpret, enjoy, solve problems, |

|Identify the main idea. | |predict outcomes, answer a specific question, form an opinion, skim for facts, discover |

|List evidence that supports that idea (supporting details). | |models for own writing. |

| | |Reflect on what has been learned after reading and formulates ideas, opinions, and personal |

| |5.5 |responses to texts. |

| | |Use reading skills and strategies to understand a variety of informational texts, textbooks,|

| |7.1 |including letters and diaries; print media, news stories, and magazines. |

| | |Know the defining characteristics of a variety of informational texts (textbooks, |

| | |biographical sketches, letters, diaries, magazines, news stories) |

| |7.2 |Use new information to adjust and extend personal knowledge base. |

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| |7.3 | |

|Anticipated Problems |Anticipated Solutions |

|The text is includes Mexican names and Spanish words, which will be hard for the students to read and |Teacher will read the text for the Ss. to complete the first task. For other tasks Ss. will be required to |

|pronounce. |read the text independently. |

|The text includes few Spanish expressions, which the Ss. are not familiar with. |The teacher will clarify the meanings of these expressions prior to reading the text. |

|The text includes many names of unfamiliar plants. |Teacher will provide the Ss. with a Picture dictionary. |

|Some Ss. are somewhat slow, and inferring the main idea won’t be an easy task for them. |Teacher will set the task for the Ss. to list the main details first, so inferring the main idea would be |

| |easier. |

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LANGUAGE ANALYSIS FORM

What is the language you are teaching…and what are the examples of this language?

Target Language: new vocabulary

Example: lease, perennial, reclaim, scarred.

What context will you use to convey it?

Explanation and definition.

What does it mean?

Lease: rent, pay money to use the land or house.

Perennial: a plant that survives and grows again year after year.

Reclaim: to take back.

How will you concept check it?

lease:

• Do you own the land or house? No

• Are you able to use the land or house? Yes

• Do you have to pay money to use the land or house? Yes

Perennial:

• Do you need new seeds to grow these plants? No

• Can we say that an apple tree is perennial? Yes

Reclaim:

• If you reclaim something, was it yours to start with? Yes

• Was it easy to take it back? Probably not.

What is its form/grammatical properties?

Lease: verb.

Perennial: Adjective.

Reclaim: verb.

What are its phonological/pronunciation properties?

Lease: /lís /

Perennial: /pərɛ́niəl /

Reclaim: /riklém /

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|Whiteboard Plan |

|Time |Stage and Stage Aim |Interaction |Procedure |

|Time |Stage and Stage Aim |Interaction |Procedure |

|Time |Stage and Stage Aim |Interaction |Procedure |

|Time |Stage and Stage Aim |Interaction |Procedure |

|5m. |Evaluation:(measure the level of Ss |T-SSS |Set Task: read the questions in page 189 and circle the correct answer. Work alone. |

| |comprehension) | | |

| | | |ICQ: |

| | | |Are you working alone or in a group? alone |

| | | |Are you going to fill in the blanks or circle the correct answers? Circle. |

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| |Feedback (for students to find out | | |

| |the results and have closure to the |SSS – T |Ss. will be asked to switch their books, and use a green pen to correct for each others. |

| |task) | | |

| | | |Ss. will share the answers with the class. |

| | | |T. will approve the correct answers, and explains why. |

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|Time |Stage and Stage Aim |Interaction |Procedure |Tutor Comment |

|Time |Stage and Stage Aim |Interaction |Procedure |Tutor Comment |

|Time |Stage and Stage Aim |Interaction |Procedure |Tutor Comment |

|Time |Stage and Stage Aim |Interaction |Procedure |Tutor Comment |

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