LESSON PLAN AND LANGUAGE ANALYSIS

CELTA

NAME: Vidhulika Bhola TP NUMBER: 6 LENGTH OF LESSON: 45 mins

th
LEVEL: Upper intermediate DATE: 4 October 2019
CONTEXT: Dates and times in history

LESSON AIMS
MAIN AIM: By the end of the lesson the students will have understood and used the target language – modals of
deduction in the past (It must have been cold, He might have been a peasant, She can’t have had a fridge) in the
context of dates and times in history.

SECONDARY AIM: The students will also have developed their speaking skills in the same context.

PERSONAL AIMS
What are your developmental aims as a teacher? Consider feedback from peers and your tutor from previous feedback
sessions.
 Successfully do MPF for the target language
 Meet the lesson aims

ASSUMPTIONS
Write what you think the students already know and which you will therefore not be teaching in your lesson.

 Students will have a background knowledge of past participle form of the verbs.

ANTICIPATED PROBLEMS SOLUTIONS

Write any problems you anticipate with timing, tasks, Write the solutions you have to these problems. What will you do in
student participation, the topic, student motivation class or in planning to solve your anticipated problems?
and interests, level, etc.

1. The lesson might take some extra time to i. I will cut down on the discussion time a bit, in case the
finish. exercises stretch.

TARGET LANGUAGE
Write your target language here – the key language you will be teaching in your lesson.

It must have been cold.

He might have been a peasant.

She can’t have had a fridge.

 LANGUAGE ANALYSIS OF MEANING, PRONUNCIATION AND FORM (MPF)
ANALYSIS OF MEANING (M) ANTICIPATED PROBLEMS SOLUTIONS
Write the key concepts (essential Write the problems you anticipate Write the solutions to your anticipated problems
meaning) of your target language. with the meaning from your (e.g. CCQs, timelines). Please include the answers
Remember to use exactly the same analysis. Give specific examples: to your CCQs. This should reflect what you do in
target language as above. the lesson.

1. It must have been cold. 1. It must have been cold. 1. It must have been cold.

CCQ’s: Problem 1: Some students may

 Was it hot? (no)
 Was it cold? (yes)
 How sure am I? (very sure-
90%)
 Is it highly probable?(yes)
 Am I talking about the past
or the present?
2.He might have been a peasant.
CCQ’s:
 Do I think he was a peasant?
(yes)
 Is it somewhat possible?
(yes)
 How sure am I? (50%)
 Could he be someone else?
(yes)
3.She can’t have had a fridge.
CCQ’s:
not understand the meaning of Solution 1: The guided discovery can help
the sentence if they do not them understand the meaning and more
understand the use of must clarification would come from CCQ’s.
have been.
2.He might have been a 2. He might have been a peasant.
peasant.
Solution 1: The guided discovery can help
Problem 1: some students may them understand the meaning and more
clarification would come from CCQ’s.
not be able to get the meaning
of the sentence because of the
use of ‘might have been’.
3.She can’t have had a fridge. 3.She can’t have had a fridge.
Problem 1: Since the words Solution 1: Guided discovery for the use of
‘can’ and ‘have’ been used, the this sentence structure, can’t have + past
learner might misunderstand participle.
this as a situation in the Also, by letting them discover the rules and
present. asking CCQ’s.

 Do I think she had a fridge?

(no)
 Am I talking about the
present or the past? (past)
 How sure am I?(very sure-
90%)

ANALYSIS OF PRONUNCIATION (P) ANTICIPATED PROBLEMS SOLUTIONS

Write any important phonological Write the problems you anticipate Write the solutions to your anticipated problems
features of the language. (e.g. word with phonology from your analysis. (e.g. elicit from SS, model, drill and correct as
stress, sentence stress, weak forms, Give specific examples: necessary).
difficult phonemes, connected speech,
linking) Use http://www.e-
lang.co.uk/mackichan/call/pron/type.ht
ml for phonemics (Lucida Sans Unicode
font)

1. It must have been cold. 1. It must have been cold. 1. It must have been cold.

Problem 1: Some students may Solution 1: I will ensure that I stress on the
 not be able to understand right words while drilling.
where the sentence stress lies.

2. He might have been a 2. He might have been a 2. He might have been a peasant.
peasant. peasant.
Problem 1: Some students may Solution 1: I will ensure that the correct
not know how to pronounce pronunciation is shared while drilling.
peasant.

3. She can’t have had a 3. She can’t have had a fridge.

3. She can’t have had a fridge. fridge.

Problem 1: Some students may Solution 1: I will ensure that I stress on the
not be able to understand right words while drilling.
where to stress while saying
this sentence.
ANALYSIS OF FORM (F) ANTICIPATED PROBLEMS SOLUTIONS
Write the grammatical form of grammar, Write the problems you anticipate Write the solutions to your anticipated problems
the word form of lexis, or the form after with the form from your analysis. (e.g. elicit from SS and highlight on board).
functional exponents here. Be specific.

1. It must have been cold. 1. It must have been cold. 1. It must have been cold.

Problem 1: Some students may Solution 1: I will ensure I write the form on
get confused due to the use of the board specifying which is the modal,
must, have and been together auxillary and the main verb.
in the same sentence.

2. He might have been a 2. He might have been a peasant.

2. He might have been a peasant.
peasant.
Problem 1: Some students may
get confused due to the use of Solution 1: I will ensure I write the form on
might, have and been together the board specifying which is the modal,
in the same sentence. auxillary and main verb.

3. She can’t have had a 3. She can’t have had a fridge.

fridge.
3. She can’t have had a car.
Problem 1: The students might
get confused about the use of
have and had together. They
might not be able to figure out
if it is present perfect or past
perfect.
Solution 1: by writing the correct form on
the board.
Eliciting the present perfect and the past
perfect of the word ‘have’ and writing it on
the board.
 BOARD PLAN

Write here what you will write on the board during the lesson
(e.g. marker sentences; a list of pre-taught vocabulary items).

Modal verb + auxillary verb+ past participle of ‘be’

1. It must have been cold.

Modal verb + auxillary verb+ past participle of ‘be’

2. He might have been a peasant.

Contraction of cannot(Modal verb) + auxillary verb+ past participle of ‘have’

3. She can’t have had

a fridge.

MATERIALS Supply a copy of handouts to the tutor with your plan.

List all materials, handouts and resources to be used. Add the source to all handouts used

1. Page 73 and 74 of English Result upper intermediate student’s book Mark Hancock and Annie Mc Donald, Oxford.