LESSON PLAN

Name Christine Rabago Date August 16, 2019 Week 2/3 Lesson # 3/4
Lesson type Grammar Level Elementary Lesson length 45 minutes # of Ss (for tutor)
LESSON AIMS for Tutor
Main aim Appropriate lesson
aims?
By the end of the lesson, students will be better able to use the past simple tense to talk about famous people or people that
they like through controlled and freer oral practice. YES NO

Sub aim
They will also develop their spoken fluency in talking about a person they admire.

LANGUAGE ANALYSIS (delete as applicable) Sufficient language

analysis?
Grammar
Language to clarify YES NO N/A

For skills lessons, list vocab that you will pre-teach

MATERIALS Sources
acknowledged?
List all handouts and other materials you will use in the lesson and on all photocopies that you give to Ss
YES NO N/A
 Adaptated from Cunningham, S. and Moor, P. New Cutting Edge Students’ Book. Pearson Longman: 2005, page
 Teacher’s own PPT, Was and Were Quiz
 Images from the Internet: from Google Images

TUTOR COMMENTS

Overall
Progress on action points:

Planning /
language
analysis
Action
points

This lesson is BELOW AT standard for this stage of the course

(tutor signature)

I have read and understood this feedback. I have asked my tutor about anything that is unclear.
(trainee signature)
ASSUMPTIONS
What do you expect the students will already know about the language/content of your lesson?
 Students may be familiar with the target skill
 Students may be able to do the activities easily.

ANTICIPATED PROBLEMS AND SOLUTIONS

Problems (timing, grouping, instructions, topics, etc – NOT language) Solutions
Include at least 3, specific to the stages and activities in this lesson Include one solution for each problem

 Students might have difficulty understanding the instructions  Remember to use ICQs to check their understanding.

 Student might find the grammar lesson boring.  Provide more challenging activities to get the students thinking.

 Students may speak in their own language during peer  Monitor and remind students to speak in English at all times in the
checking and during the productive task classroom, especially for freer practice activities.

PERSONAL AIMS
Aims Approaches
What action points from previous lesson(s) are you working on? What is your strategy to improve in each of these areas?

 Reduce my TTT by avoiding giving explanations, wait for  I’ll try to elicit more
students to stop talking – not jump right away.

 I should make sure that the students understand the  Model the activity or ask specific and relevant ICQs
instructions

 Avoid constantly telling students how not to pronounce  Drill only the correct pronunciation.
words.

 I should take notes of the students’ mistakes throughout for

delayed language feedback.

Board Plan: At each stage of the lesson the board will look like this:
 TP 3 & 4
ACHIEVEMENT OF CELTA CRITERIA (filled out by tutor)
PLANNING & RESOURCES FOR DIFFERENT TEACHING CONTEXTS
4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson
4d presenting materials for classroom use with professional appearance, and meeting copyright requirements
4e describing the procedure of the lesson in sufficient detail
4f including interaction patterns appropriate for the materials & activities especially at feedback stages
4i analysing language with attention to form, meaning and phonology & using correct terminology
4j anticipating potential difficulties with language, materials and learners
4k suggesting solutions to anticipated problems
4m working constructively with colleagues in the planning of teaching practice sessions
LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3a helping learners to understand reading and listening texts
LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1d establishing good rapport with learners using students’ names, eye contact
1d ensuring learners are fully involved in learning activities: attention spread, positioning, keeping attention
LANGUAGE ANALYSIS AND AWARENESS
2a adjusting/grading their own use of language according to the learner group and the context
2b identifying errors and sensitively correcting learners' oral & written language
2c providing clear contexts and a communicative focus for language
2d providing accurate and appropriate models of spoken and written language
DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5a arranging the physical features of the classroom appropriately for teaching & learning, bearing safety in mind
5b setting up and managing whole class and/or group and individual activities as appropriate
5f using appropriate means to make instructions for tasks and activities clear to learners
5g using a range of questions effectively for the purpose of elicitation & checking understanding
5j monitoring learners appropriately in relation to the task or activity
5k beginning & finishing lessons on time, and, if necessary, making any relevant regulations pertaining to the
teaching institution clear to learners
5l maintaining accurate and up-to-date records in their portfolio
5m developing ability to assess own teaching and responding to learners, peers and tutor guidance
5n participating in and responding to feedback

KEY:
S+ = Above standard for this stage of the course
S = To standard for this stage of the course
S* = Weak for this stage of the course. (Officially the criteria for lesson was still to standard; however, improvement will be required for it to remain so)
N = Not to standard for this stage of the course
X = Not applicable to this lesson
5 min T-Ss Lead-in o T tells Ss to go around and look at the
To activate prior gallery of photos.
T-Ss knowledge of
S-S jobs. T: Imagine you are in an Art Museum. Go around
and look at the photos for a minute.
Ss-T Ss sit down.
T (Elicits) Do you know any of them? Are they
famous?

o The teacher tells Ss to look at the

photos on the board.

o Ss work in a group and discuss what

they know about them.

T: Are you working alone or with a partner?

You have 2 minute. Let’s make it a race!

o T monitors

2 min T-Ss Group  Ss compare their list.

Feedback
S-S To confirm
answers

6 min T-Ss Language

Ss Focus: Elicit  T asks Ss work individually to answer
S-S target Questions 1-5.
language
To draw Ss’
attention to the
target language
in the text.
3 min T-Ss Peer Feedback  Students check answers in pair.
S-S To confirm
answers to the  T plays audio for Ss to check their
matching task.
answers.

 Ss listen again and write other

information they hear.

10 T-Ss Focus on  T uses this marker sentence and CCQs

min Ss-Ss meaning and to check meaning.
form
To focus on the He (Cristiano Ronaldo) was born in 1985.
meaning and
form of the target o Is the action in the past? (Y)
language.

o Is the action finished? (Y)

o Is there any connection with the

present? (N)

o Do we know when it happened?

o What verb do we use to talk about a

finished action in the past? (Past Simple)

Ss discuss briefly with a partner.

Elicit the form of Past Simple.

Positive I/she/he + was

They + were
Negative I/she/he + wasn’t
They + weren’t
Questions Was + /she/he
Were + they
Short answer: Yes, she/he/it was. No, she/he/it
wasn’t.
Yes, they were. No, no they
weren’t.

NOW

They were

1985
schoolfriends.
 Ss discuss with a group. Make a similar
timeline.

5 min T-Ss Group  1 student from each group shows their

Feedback timeline to the other group.
S-Ss
T: Now, 1 student from your group shares the
timeline to the other team.
3 min T-Ss Focus on  T boards sentences on the board then
pronunciation ask Ss drill the marker sentences,
To highlight and chorally, in groups and individually:
drill
pronunciation of
the TL He was born in England. Where were you
born?
/wəz/ /wə/
He wasn’t Spanish.. They weren’t from
Vietnam..
/wɒznt/ / wɜːnt/

 Ss work with a partner. Practise saying

the sentences

5 min T-Ss Controlled Ss work in a group. T shows a sentence on

Ss - Ss Practice the board. 1 student goes to the board and
whacks WAS or WERE to complete the
sentence.

4 min T-Ss Freer Practice Ss work alone first. They can choose the
S-S topic.
T: Choose the topic you want to talk about.
On the screen:
Your favoriter teacher
A family member you like most
A best friend

3 min T-Ss Error  T writes on the board good and not so

S-S-S Correction good language use and asks the
Ss-T To focus on the students to identify errors.
accuracy of
students’
language during
the freer practice
task