Celta Lesson Plan Tp 3

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CAMBRIDGE CELTA LESSON PLAN

C

CllaassssPPrrooffiillee MMaatteerriiaallss//RReeffeerreenncceess

A group of elementary students, multilingual, male and female young adult

learners. There are some variations in level but not much. They are all

mot

motiva

ivated

ted to l

to lear

earn En

n En lis

lish as i

h as it is v

t is ver

er im

im ort

ortant

ant for

for the

their

ir ob.

ob.

SBk pg 49 ,Wk

SBk pg 49 ,Wkbk pg 34-45

bk pg 34-45 TBk pg 133

TBk pg 133

Practice using common food vocabulary in addition to using “Ther

Practice using common food vocabulary in addition to using “Ther e are,

e are,

There is” to describe things.

L

Leessssoon n AAiimmss AssssuA ummppttiioonns s ((SSss’ ’ eexxiissttiinng g kknnoowwlleeddggee//aabbiilliittiieess))

Main: For students to have practice of common food nouns Main: For students to have practice of common food nouns

Secondary: For students to have practice of “there is / there are” Secondary: For students to have practice of “there is / there are”

Personal:

Personal: To Working more on ICQ's and minimizing the usage of extra language during teaching.To Working more on ICQ's and minimizing the usage of extra language during teaching. To work on my pace.

To work on my pace.

Students will be participating well in the vocabulary practice

Students will be participating well in the vocabulary practice as they will be

as they will be

taught the vocabulary in session one. The activities I planned to use are

suitable to the students’ level as well.

A

Annttiicciippaatteed d PPrroobblleemmss AAnnttiicciippaatteed d SSoolluuttiioonnss

Meaning: Meaning:

Not applicable as this isn’t a language lesson Not applicable as this isn’t a language lesson

Pronunciation: Pronunciation:

Form: Form:

Management/Instructions: Management/Instructions: I don’t expect any issues with

I don’t expect any issues with managementmanagement Instructions might be an issue

Instructions might be an issue as Ss will have different sheetsas Ss will have different sheets Other:

Other:

Meaning: Meaning:

Pronunciation: Pronunciation:

Form: Form:

Management/Instructions: Management/Instructions:

Having a digital copy of the pictures to be displayed on data show in case I need that. Having a digital copy of the pictures to be displayed on data show in case I need that.

Other: Other:

T

Teeaacchheerr LLeessssoonnFFooccuuss TTuuttoorr DDaattee LLeevveell MMiinnss TTPPnnoo..

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LANGUAGE ANALYSIS FORM

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

There is + singular nouns / There are + plural nouns

Common food nouns

What context will you use to convey it?

Food

Seaside holiday

What does it mean?

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Whiteboard Plan

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TIME STAGE AND STAGE AIM INTERACTION PROCEDURE TUTOR’S COMMENT

8-10

5-6

10-12

Lead In

(To engage students and

generate interest in the

topic)

Feedback

Set up

(to introduce the practice

activity)

Practice activity 1/Speaking

(To provide less controlled

practice on There is and

there are.)

Feedback

Practice activity 2/Writing

(To provide less controlled

practice on There is and

there are.)

T-SSS SS-SS SSS-T T-SSS SSS-T T-SSS SS-SS SSS-T T-SSS T-SSS

Showing the students a picture of food and asking them to write 3 sentences about the picture using: “There is ....”, “There are...”

Set Task:“Look at this picture again and write 3 sentences using There is ..../ There are ...”

ICQs: Are we going to read something? No

Are you going to write words? No , we are going to write. Ss write sentences while T monitors.

Get Ss to compare answers in pairs and then ask some of the Ss to read their sentences.

Set Task:Asking the students to say a word to describe their pictures.

Eliciting: Students start saying “seagull, swimmer, dolphin, umbrella, ball, boy, deckchair, spade, bucket, towel, sandcastle”

This should help students to form sentences easily

Set Task: T. explains to the Ss that they have to look at their pictures and tell their partners sentences orally using “there is” and “there are”. T. Uses blinders to get students to focus on their pictures.

ICQ:

Are you going to read? No Are you going to write? No Are you going to speak? Yes

Ss start speaking sentences while T monitors.

Get Ss who has picture A and Ss who has picture B together and ask them to compare their answers then ask them to say some sentences and write them on board.

Eliciting:T. explains to the Ss “Yes/No questions” by asking them to look at a picture and ask them to form a question. Using hands to explain the rule by crossing them. There is

X

Is there.

Set Task:T. tell the students that they are going to complete some sentences using the correct form of there is/there are.

ICQ:

Are you going to write? Yes Are you going to read? Yes Are you going to draw? No

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6-8

Feedback

Practice activity 3/Writing

(To provide less controlled

practice on There is and

there are.)

Feedback

SS-SS SSS-T T-SSS SS-SS SSS-T

Ss start completing the sentences while T monitors.

T. gets Ss to work in pairs to check answers. Then T. writes some sentences on the board based on observations.

Set Task: T. explains to the Ss that student A has to look at a picture and then tell student B where to put food in the fridge. Student A has to use “there is” and “there are”. T. Uses blinders to get students to focus on their pictures.

ICQ:

Are you going to draw? No Are you going to write? Yes Are you going to speak? Yes

Ss start writing words while T monitors.

Getting students to work with different pairs then asking student B to ask student A about places of food using “Is there...?/ Are there...?”