LESSON PLAN OVERVIEW
CELTA: LESSON PLAN OVERVIEW
|Name |Angela |
|Main lesson aim (revise, extend, practise etc.) |Subsidiary aim(s) (revise, extend, practise etc.) |
|By the end of the lessons student will have : |By the end of the lessons student will have : |
| | |
|Recognised and revisited the forms of all the narrative tenses |Practised their reading skills i.e. reading for gist, scanning for detail and guessing the meanings of vocabulary in |
|Be aware of the differences in aspect when using the perfect and progressive form |context |
|Practised using these forms in a spoken and written narrative |Revised the pronunciation of regular past tense verbs |
|Extended and practised their vocabulary within the context of travel | |
| | |
|How will I know my aims have been achieved? (e.g. successful completion of ex.. will show …) |
|Successful identification of meaning form and use in consolidation exercise (cut ups) |
|Successful answers to concept checking of meaning |
|Successful completion of online quiz |
|Personal aims (Teaching skills YOU want to improve on in this lesson – consider action points from previous lessons) |
| |
|Assumptions (what your ss already know about the language, topic, skills that will help them in the lesson) |
|Most Ss will be familiar with past simple and continuous but the perfect and progressive forms are always challenging |
|Constant clarification on form and checking of meaning necessary (CCQs =concept checking questions) |
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 problems and solutions (specific problems with tasks, classroom management etc. NOT language) |
|Problem |Solution |
|1.ss don’t perform tasks as required |Ensure initial instructions are clear, check with ICQs - instruction checking questions. Model and demo tasks |
| |where appropriate |
|2.ss don’t contribute in fluency activity |Monitor during lesson to assess ss abilities and then mix groups. |
|Materials (state the materials you’re going to use. NB you must reference all handouts and attach a copy with your plan) |
| |
|Powerpoint slides / handouts |
|Link to OUP grammar quiz (New English Fle) |
| |
| |
|Language Analysis Sheet 1: Structural grammar or Functional grammar |
|How will you present this language to the students? How will they first meet the language? Via a reading text |
|(Eg. Via a reading or listening text, via a situation/story, via a diagnostic task) |
|Name of structure/ function and marker sentence(s) |Meaning |Form |Pronunciation |
| |(ways of checking eg. concept checking questions, |(how to build the structure or key components of the |(phonemic script, stress, contractions, connected speech)|
| |timelines ...) |function) | |
|PAST SIMPLE |Used for a finished action at a specific time in the past|Subject + ‘ed’ (regular form) /(irregular form) |With regular verbs there are three possible sound |
|Regular verbs: started ,asked, grabbed, |often with a time phrase or implied time. | |endings: |
|Irregular verbs: saw, was/were, was blown out (passive) |CCQs to establish finished action | |/t/: asked /d/: grabbed/ ᶦd/: started |
|I went through to the cockpit |_______________________ | |/æskt //ˈgræbd// stɑrtɪd/ |
|PAST CONTINUOUS |Used to talk about events in the past that were |________________________ | |
|Was stepping out, was going out |unfinished at a certain time in the past or to stress the| | |
| |duration or repetitious nature of an action |Subject + was/were + ‘ing’ participle form |_____________________________ |
| |Illustrate with timelines | |The auxiliary ‘was’ and ‘were’ in the past continuous are|
|I was just stepping out |CCQs to establish duration | |weak forms and the participle is usually stressed e.g. |
| |__________________________ |Subject + had (‘d) + past participle |was/wəz/ stepping out |
|___________________ | | |/ˈwəz ˈstepɪŋ ˈæʊt/ |
|PAST PERFECT |To describe actions that happened before the past time we| | |
| |are talking about | |The auxiliary is often contracted I’d /d/ Stress on |
|Had landed, had reached, had disappeared, had become | | |participle |
| |Illustrate with timelines |_____________________ |We had just reached |
|The flight door had landed on the controls |CCQs to establish previous completed action |Subject + had (‘d) + been + ‘ing’ participle form |[we'd] ˈdʒəst ˈriːtʃt |
| | | | |
| | | | |
| |To describe unfinished or continuing actions that started| | |
|PAST PERFECT CONTINUOUS |before the time in the past we are referring to. | |__________________________ |
| |Illustrate with timelines. CCQs to establish duration. | |The auxiliary is often contracted and the ‘been’ becomes |
|Everything had been going well | | |a weak form |
| | | |..had been going well |
| | | |ˈhæd ˈbɪn ˈgoʊɪŋ ˈwel |
| | | | |
|Anticipated problems |Possible solutions |
| | |
|1 Unfamiliarity with form and meaning of perfect continuous aspect |1 Concept check and illustrate with time lines and other examples |
| | |
|2 Problems with pron on ‘ed’ endings of regular past verbs and weak forms | |
| |2 Drill and check |
|3 In the personalised speaking activity learners will make mistakes with the use of past structures | |
| | |
|4 Ss unable to grasp the focus on form |3 Monitor carefully and note errors for delayed error correction |
| | |
| | |
| |4 Use colour to highlight the patterns / elicit answers from ss and elicit further examples / monitor closely |
| |during practice exercises. |
|Stage NAME |Stage Aim |teacher activity |student activity |MAIN inter-action |teaching |
|& Time | | | | |aids |
|Vocabulary |Lead in to topic |Gives anecdote of personal experience over the summer |Ss match situation to meaning |T- ss |Slide 1 |
|0940-0945 | |Shows slide ‘Get away from it all’ | | | |
| | |Elicits possible meaning from SS | | | |
| Extension and |Discussion task |Group Ss |Ss discuss and extend the topic of ‘Getting away from | |Slide 2 |
|Practice |(personalised) |Give instructions for task |it all’ |s - s | |
|0945-1000 | |Check instruction for task ICQs | | | |
| | |Show slide 2 | | | |
| | |Monitors during discussion | | | |
| | |Elicits some feedback from groups | | | |
|Develop vocabulary |to give ss further practice of |Pair ss |Ss work together to consider the questions | |Slide 3 |
|1000-1005 |vocab connected with travel |Give task (check instructions – ICQs) |Contribute to feedback |s - s |and WB |
| | |Monitor during activity | | | |
| | |Feedback to WB – focus on pron where necessary | | | |
| | |Concentrate on plane travel during feedback (anyone | | | |
| | |nervous /why etc) | | | |
|Prediction 1005-1010 |To enable Ss to predict the | Display pictures |Ss contribute to prediction stage |T - ss |Slide 4 and pictures |
| |content of the story they are |Allow ss to speculate | | | |
| |about to read |Elicit possible situations | | | |
| | |Display predictions on WB | | | |
|Reading for gist |to allow ss to check their |Sets time for first reading (ICQs) |Ss read and contribute to story outline |T - ss |Handout text |
|1010-1015 |predictions for the reading text |Allow ss to check in pairs | | | |
| | |Nominate ss to provide outlines of story | | | |
| | |Checks against predictions | | | |
| |To allow ss to read the text |Sets task /checks instructions (ICQs) |SS scan and draw information from text |s - s |Slide 7 |
|Scanning for |again for further detail |Timed reading |Write answers on WB | | |
|information | |Monitor discretely and assist where necessary | | | |
|1015-1025 | |Asks ss to check in pairs | | | |
| | |Nominates ss to write answers on WB | | | |
| | |Concentrate on pron where necessary | | | |
| | |Feedback on PP | | | |
|Guessing vocabulary |to give ss further lexical |Sets task /check instructions ICQs |Ss read the text for a third time |s - s |Slide 8 |
|from context |knowledge from the text |Monitor during task |Discuss meanings and possible matching vocabulary in | | |
|1025-1040 | |Ask ss to check in pairs |context | | |
| | |Ss write on WB (check pron – word stress as appropriate | | | |
| | |and CCQs to check meaning) | | | |
| | |Extend with plummet/hurtle down (CCQ) if ss finish | | | |
| | |quickly | | | |
| | | | | | |
|Identification of |to identify/revise form of |Ask ss to underline examples of each tense from paras |Ss work together to identify tenses |t - ss |Slide 9 |
|narrative tenses |narrative tenses |2and 3 /ICQs |Concentrate on form of each |s - s |Colours |
|FOCUS ON FORM |(diagnostic) |Check in pairs | | | |
|1040-1050 | |Ask ss to put on WB in appropriate colour | | | |
| | |Draw attention to pron of ‘ed’ on regular past tense | | | |
| | |forms | | | |
| | |Elicit form of continuous and perfect forms | | | |
|FOCUS ON MEANING AND |Diagnostic exercise to establish |Ask ss to discuss and decide which tense would be better|Ss work together to discuss |s-s |Slide 10 |
|USE |meaning and use |in each sentence |Check concept with each other | |Timelines |
|1050-1100 | |Concept check (CCQs) and ask for justification | | | |
| | |Confirm with timeline for each situation (introduce what| | | |
| | |would be different in meaning if another form was used)| | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Consolidation |To revise and reinforce meaning |Group ss |Ss work together to provide definition/example |s-s |Cut ups |
|exercise |use and form |Give instructions for task ICQs |sentence/meaning/form for narrative tenses | | |
|1100-1110 | |Handout cut ups | | | |
| | |Monitor | | | |
| | |Show correct presentation and allow ss to check | | | |
| | |themselves | | | |
|Controlled practice |To allow the ss to practise the |Group ss |Ss work together to complete task |s-s |OUP website |
|1110-1125 |use of narrative tense |Give each group sentences to complete and enter on | | | |
| | |computer ICQs | | | |
| | |N.B. use contractions where appropriate | | | |
| | |Feedback on computer | | | |
| | |Stress on pron when form contracted | | | |
|Freer practice |To allow a free use of narrative |Regroup ss |Ss talk together and recount personal experiences |s-s |Slide 14 |
| |tenses in a personalised task |Set task and check instructions |using narratives tenses | | |
| | |Display task | | | |
| | |Monitor discretely for DEC (delayed error correction) | | | |
| | | | | | |
|Homework |To practise the use of narrative |T sets story task for homework |Ss write a narrative of 120-180 words using narrative | |Slide 15 |
|1125-1130 |tenses in a written exercise | |tenses and vocabulary associated with travel | | |
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