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Cambridge CELTA

LESSON PLAN (TPs 4 – 9)

Name: HS Date: 24 March 2010 Week: 6 Day: 12 TP: 4


Level: Pre-Int Lesson length: 40 mins Number of learners: 12-13
Lesson type: Less controlled to freer practice
T/L: ‘be going to’ and present continuous for future arrangements

LEARNING OUTCOMES (FOR STUDENTS)


MAIN AIMS
• For students to practice the TL for both accuracy and fluency
SUB-AIMS
• For students to learn vocabulary associated with the tasks.
• For students to practice writing and speaking for fluency via personalisation activities.

PERSONAL OBJECTIVES (LANGUAGE, PROCEDURE)


• To use simple, straightforward instructions.
• To adopt simple, straightforward concept checking questions, and avoid conditional
questions.
• To address learners using their names during the lesson.

ASSUMPTIONS (STUDENT LANGUAGE READINESS FOR LESSON)


Students will probably be familiar with future plans and arrangements.
Students will have already used and attempted to use ‘be going to’ and the present continuous.
Students will probably have been exposed to the concept of the present continuous tense.
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ANTICIPATED PROBLEMS AND SOLUTIONS


Anticipated problems with Language: Meaning/Form/Function/Pronunciation

Problem: There will be a fair amount of vocabulary that needs to be pre-taught to give learners the
opportunity to successfully complete some tasks.
Solution: Use pictures and phonemics to try to convey meaning and assist with pronunciation.

Problem: Given the varying and sometimes limited English skills of some learners, more time and
assistance may be required to complete the activities planned for this lesson.
Solution: Attempt to pair learners that may have limited English reading skills with more confident
learners. Additionally, adopt a flexible approach and cut activities short if required.

Problem: Since some of the learners’ English skills can be considered quite limited, and they will be
involved in a receptive/reading lesson and a structured analysis of marker sentences for ‘be going to’
and the present continuous, not all learners may be confident identifying and applying the TL throughout
all activities.
Solution: As well as adopting a flexible approach to activities, consider alternative options for Learners
who may be struggling.

Anticipated problems with Procedures and Classroom Management

Problem: It is difficult to predict whether all learners will attend the class and this may affect planned
groupings.
Solution: Adopt flexible groupings as appropriate. For example, during pair or group activities and
feedback, learners could work on and provide their responses individually or in groups of three, instead
of pairs.

Problem: Since I will be using the projector for parts of the lesson, learners may encounter difficulties
seeing pictures and reading the text.
Solution: Be careful to not obstruct learners’ views of the whiteboard, and ensure text is enlarged and in
focus.

Problem: A learner may become disruptive during the lesson.


Solution: Ask learners to turn mobiles off and excuse themselves before leaving the classroom. Use
learners’ first names to address individuals directly, and maintain a firm approach with potentially
disruptive learner/s to minimise any disruption to the lesson.
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TARGET LANGUAGE ANALYSIS
AND WHITEBOARD PLAN

Vocabulary for pre-teaching

departure / dɪˈpɑːtʃər /
(when a person or vehicle leaves somewhere)

return / rɪˈtɜːn /
(to come or go back to a place)

accommodation / əˈkɒməˈdeɪʃən /
(like a hotel, it is a place to live or stay in)

luxury / ˈlʌkʃəri /
(something expensive which is pleasant to have but is not necessary)

Whiteboard Plan

I am going to study on Thursday.

I am going to watch a movie on Friday night.

I am washing my bike on Saturday.

I am playing soccer on Sunday.

RESOURCES AND MATERIALS (ATTACH COPY OF HANDOUTS)


Overheads – pictures
Vocabulary cards
Handout with activities
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STAGE AND OBJECTIVE TIME INTER PROCEDURE TUTOR’S COMMENTS
TEACHER AND STUDENT ACTIVITY EXECUTION
Set Context 5min T-S Remind Learners to keep their mobiles
switched off.
To introduce the concept of a S-T
busy week and refresh using Show picture of ‘My busy week’ on elmo: I have
‘be going to’ and the present a busy week.
continuous for future Show pictures and elicit my plans from learners,
arrangements or planning using pictures, mimes and other hints as
required. Write examples of elicited plans on
whiteboard.
Show picture of person studying. What am I
going to do on Thursday? I am going to study
on Thursday.
Show pictures of movie/television. What am I
going to do on Friday? I am going to watch a
movie on Friday night.
Show picture of washing a bike. What am I
going to do on Saturday? I am washing my
bike on Saturday.
Show picture of playing soccer. What am I
going to do on Sunday? I am playing soccer on
Sunday.
Write plans on whiteboard as they are elicited,
e.g. I am going to study on Thursday.
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Less Controlled/Freer 6min T-S Show Your plans overhead with example. What
Practice are your plans? Write down three
S-S
plans you have for the week. You
To give learners the
have two minutes to write down
opportunity of using the TL in a
three plans.
personalised context and
integrate language they are Allow two minutes for individual activity.
familiar with With your partner, tell them your plans. Your
partner listens and then asks for
more information. After you have
talked about your plans, swap
roles – you listen to your partner’s
plan and then ask for more
information. For example, I tell
Ben ‘I am going to study on
Thursday.’ Ben listens and asks
‘What are you studying?’ I can
say ‘I am studying English’. Then
we swap and Ben tells me his
plan and I ask him for more
information.
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Pre-teach vocab 4min T-S Pre-teach ‘departure’, ‘return’,


‘accommodation’, and ‘luxury’ using pictures
and phonemics.
Departure is when a person or vehicle leaves
somewhere.
We return when we go or come back to a
place.
Accommodation is a place to live or stay in, like
a hotel.
A luxury is something expensive that is very
pleasant, but not necessary.
Model, drill and show phonemics on a card.
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Less Controlled Practice – 4min T-S Provide each learner with Communication
Part 1 handout.
S
To give learners the These are two advertisements for holidays that
S-T
opportunity of using the TL give us some choices.
during a communication Discuss holidays and go through Fiji options
activity. before providing instructions.
First, read the advertisements and choose a
holiday. Then decide which options you want
for your holiday. You have three minutes to
read the ads and choose your options.
Concept check
So, do can you choose both holidays? No –
just choose one holiday, and pick
the options you would like.
Teacher allows learners 3 mins to choose a
holiday and three options.
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Less Controlled Practice – 10 T-S Explain part b)


Part 2 min S Now we are going to try to find someone who
To give learners the has planned exactly the same
S-S
opportunity of using the TL in a holiday as us.
more personalised context S-T
Demonstrate instructions. By asking one
while interacting with other learner about their choices.
learners during the second part
of the communication activity. Where are you going? Answer: Fiji or Kenya.
Me too. How are you getting there? Answer.
I’m flying with …, so we can’t go together.
Move to another student/trainee teacher and go
through scenario again to
demonstrate match.
So, walk around and find someone who has
chosen the same holiday, dates,
airline, accommodation. Keep
asking each other until you find
your travelling companion who
has picked exactly the same
options as you.
Concept check
Do you ask the people at your table about their
holiday? No – get up and ask as
many people as you need to until
you find a travel companion who
has chosen the same holiday as
you.
Teacher allows learners up to 8 mins to find
another learner who has chosen the same
options.
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Who found a travel companion?
Whole Group Feedback 1min T-S
Who is going alone?
For learners to provide S-T
feedback

Less Controlled/Freer ?min T-S Provide each learner with Find someone who…
Practice activity.
S-S
To give learners the This is a survey sheet we can use to find
opportunity of using the TL in a someone who, for example isn’t coming to
personalised context and class next week. What can I ask to find this
integrate language they are out?
familiar with Elicit appropriate questions, ensuring learners
avoid negative questions (e.g. Are you not
coming?)
Are you coming to class next week.
Walk around the room and ask questions to
find someone who is doing the things on the
sheet. When you do, you can ask for more
information.
Demonstrate by asking a learner. Are you
going out tonight? If yes, Where are you going?
If no, say Thank you and ask another student or
teacher the next question to elicit yes answer
and then ask for more information.

Closing 1min T-S Thank you for your effort. The next teacher,
Carole will now start the next part of the lesson.
Handover to next teacher

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