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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