Cambridge Celta Lesson Plan
Cambridge Celta Lesson Plan
Cambridge Celta Lesson Plan
By the end of the lesson, learners will be able to understand superlati es and their arious forms! "hey will also be readin# for spe$ifi$ information! %n this lesson, % will be wor&in# on pro idin# appropriate models of oral and written lan#ua#e in the $lassroom! % will be wor&in# on fo$usin# on lan#ua#e items in the $lassroom by $larifyin# rele ant aspe$ts of meanin#, form and phonolo#y to appropriate depth! 'y lesson aim of tea$hin# superlati es is a$hie ed! Class Profile Materials "e-t with the tar#et o$abulary "as&s and hand)outs adapted from .a$e to .a$e by /hris Redstone and 0illie /unnin#ham 1isuals
( multilin#ual #roup of 18)20 adult males with a ariation of le els, most of them elementary, but some are pre)intermediate! 'ost of the students wor& in hospitality business * $hefs, &it$hen staff, house&eepin#+ whereas some wor& in en#ineerin# departments! "hey ha e a basi$ &nowled#e of En#lish! 'ost of them are of the same le el! ,owe er, some students are at an upper elementary le el!
Previo s Learning!"no#le$ge % &Ass m'tions relevant to this lesson!Timeta(le )it* +hat $o ,o -no# or ass me learners alrea$, -no# a(o t #hat ,o are teaching them to$a,. "hey mi#ht be familiar with the tar#et o$abulary and lan#ua#e as it is related to their e eryday li es in des$ribin# thin#s and situations! "hey most probably use the e2ui alent of the tar#et lan#ua#e i!e! superlati es in their nati e lan#ua#e! "hey mi#ht ha e some idea about superlati es li&e hi#hest, tallest, stron#est et$! and understand some $on$epts of #rammar li&e ad3e$ti es! Meas ring Learning % &Achievement of Lesson Aims* /o# #ill ,o -no# if learning has (een s ccessf l or if ,o r lesson aims have (een achieve$. "hey will be able to use the tar#et o$abulary 4the ad3e$ti es in the superlati e form5 in tal&in# about their e eryday li es and to their friends espe$ially when des$ribin# somethin#! Consoli$ation of Learning % &)ollo# 0'* +hat $o ,o antici'ate #o l$ (e a logical to follo# ' this lesson #ith at a later stage. %ntrodu$in# further $larifi$ation on superlati e ad3e$ti es usin# most6 ad3e$ti es 4e!#! most6 beautiful5 more detailed e-planation of the $on$ept of ad3e$ti es and introdu$in# more polysyllabi$ words!
LANG0AGE ANAL1SIS )ORM +hat is the target lang age calle$. &Also 'rovi$e the act al e2am'les to (e se$ in the lesson3* "he o$abulary $onne$ted with superlati e ad3e$ti es! "hese words are7 ,i#h8,i#hest, "all8 tallest, 9tron#8stron#est, Bi#8 bi##est and :on#8 lon#est +hat is the meaning of the target lang age. &State #hat it means!#hen #e se it3* "he tar#et lan#ua#e is the superlati e form! %t means the hi#hest and that there is nothin# or nobody who is abo e it! %t is used in des$ribin# thin#s that are not normal and are at the hi#hest le el! ;e use it when we want to des$ribe somethin# that is /o# #ill meaning (e chec-e$. Provi$e e2am'les &e3g3 CC4s5 e2'lain ,o r 'ict res!$iscover, tas-* "he meanin# will be $he$&ed throu#h //<s, spea&in# e-er$ises and written tas&s! % will be as&in# them 2uestions li&e are we $omparin# these with a lot of thin#s or with only one thin#= %f it means the bi##est, does it mean that there is no other thin# that is bi##er than that! Sho# the -e, feat res of 'ron nciation3 &e3g3 'honemes5 #or$!sentence stress5 contractions etc* ,i#hest, tallest, stron#est, bi##est and lon#est irre#ular superlati e ad3e$ti es li&e bad and #ood "he lon#est lesson in the world
"he lon#est lesson in the world /> l?#st lesn n > wld/
Sho# the feat res of form3 &e3g3 grammatical str ct re5 'art of s'eech5 s'elling r les etc*
S ggeste$ Sol tions for those 'ro(lems % &these nee$ to (e sol tions to the a(ove 'ro(lems* Meaning Eli$it answers from them and apply //<s! 'a&e the usa#e and meanin# $lear! Pron nciation 'odel $learly and drill durin# the $larifi$ation sta#e 4and feedba$& as needed5 )orm ,i#hli#ht form $learly and address in feedba$&!
PROCED0RE PAGE % fill in as many sta#es as you re2uire for your lesson STAGE NAME Lea$ in STAGE AIM To esta(lish an$ generate interest in the to'ic an$ clarif, the target voca( lar, TIME 6 min tes INTERACTION T%Ss!Ss%T
Eli$it from the students the idea of $omparison of different thin#s! % will as& them that when they $ome to $lass what do they see on the road! @o they see the hi#hest buildin# in the world= % will show 3 to A pi$tures of the tallest, lon#est and shortest and bi##est thin#s! % will eli$it answers from them informin# that we will learn words that des$ribe people and thin#s that are $ompared to a lot of other thin#s and that they are bi##er, or stron#er than all of them! "hat this word tells us that it is the best, that there is no other thin# that is better than that!
Antici'ate$ Pro(lems7 :earners are not familiar with the new words! :earners $annot personalise it as it is too abstra$t! :earners will #et $onfused with the $omparati e form and the superlati e form!
Antici'ate$ Sol tions7 Be $lear in the //<s and ma&e the meanin# $lear to them in the be#innin#! Eli$it answers from them to &now that they ha e understood!
STAGE AIM .or learners to &now the meanin# and form of the tar#et lan#ua#e i!e! the superlati e form
TIME 10 to 1B minutes
PROCED0RE7 /larifi$ation of the meanin#7 % will show them the pi$tures of the superlati e $hara$ters on the C,D on$e a#ain! % will write the tar#et senten$e on the board as7 %t is the tallest buildin# in the world!
% will use //<s to $larify the answer! .or e-ample7 @o they loo& the same= 4 % will as& $lose ended 2uestions5 (re we $omparin# two thin#s or many thin#s= %s this buildin# the hi#hest in this area= %s this the only buildin# that is the tallest= %s it the only one= %s there any buildin# whi$h is taller than this buildin#= %s there anythin# that is hi#her than this thin# 4e!#! buildin#5= ;hat is the differen$e= %s it lon#er or shorter= Eli$it answers from them throu#h //<s! Ese only one pi$ture at that time! "hen after showin# all the pi$tures as& them! ;hat is $ommon amon# all these pi$tures=
I #ill tr, to elicit ans#ers from them as m ch as 'ossi(le3 After the clarification of the meaning5 I #ill clarif, the form3
% will as& them, what is a syllable= % will use //<s to eli$it answers from them! % will #i e e-ample of my name whi$h has two syllables! "hen, % will ta&e the e-amples of other superlati e ad3e$ti es and brea& down the syllables! % will #o throu#h the basi$ rules of form on the board! % will write usin# different $oloured mar&ers li&e this7 9uperlati e ad3e$ti es7 1 syllable8 lon# /l?/ 4the lon#est5 1 syllable8 add the 6 F est 2 syllable8 hea y /he6 i/ #i e other e-amples li&e $raGy, fluffy use hand #estures to ma&e it $lear! 4the hea iest5 1)2 syllables that end in a HyH e!#! 8$han#e HyH to HiH 6 add the 6 F iest 4the most6 e-pensi e5 26 syllables add the most6 ad3e$ti e also #i e e-amples li&e beautiful, wonderful, brilliant, % will use pronun$iation drill usin# the most e-pensi e #i in# parti$ular emphasis on the word the most! (fter usin# the //<s and ma&in# sure that they ha e understood the form of the re#ular ad3e$ti es! % will also e-plain the irre#ular ad3e$ti es #ood) the best bad) the worst 4optional as too mu$h of e-planation mi#ht $onfuse themI this part is only if they as& me the 2uestion5 "hey mi#ht as& a 2uestion as the words li&e bi##est, hottest hot6 est uses a sin#le JtK at the last but when we write it as a superlati e it is usin# two ts! Cn the other hand when a word li&e short an$ long is $han#ed into a superlati e, short6 est, i!e! shortest it is only usin# one t!
% will e-plain that it is be$ause of the owel letter before bi# and hot it has two $onsonant letter after it li&e bi##est and hottest! "he word li&e lon# and short uses only one $onsonant 4% will say non) owel letter, $onsonant mi#ht $onfuse them5 letter li&e shortest and lon#est be$ause it has a $onsonant sound before the last letter! 9ome more //<s ;hen we $han#e the word endin# with y what do we do= e!#! $raGy be$omes $raGiest! %f it has a owel letter what do we do e!#! hot be$omes LLLLLLLLL %f it has a non) owel letter before it what do we do e!#! lon# be$omes LLLLLLLLLL ;hen we $han#e a bi# word to superlati e what do we do= Beautiful be$omes LLLLLL beautiful J"heK is used before e ery superlati e ad3e$ti e! % will en$oura#e them to loo& at the differen$e and eli$it answers from them!
Antici'ate$ Sol tions7 Antici'ate$ Pro(lems7 9ome of them mi#ht not understand and not #rasp the $on$ept! STAGE NAME Clarification of the 'ron nciation of the target lang age STAGE AIM To ma-e them 'rono nce the target lang age in the correct form Ese a lot of //<s and $lear $ut definitions to ma&e them understand the $on$ept! Eli$it answers from them! TIME 6 min tes INTERACTION ")9s
PROCED0RE7
% will write on the board with different mar&ers and will also hi#hli#ht the stress!
! ! !
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! !
The longest lesson in the #orl$ /> l?#st lesn n > wld/ the and lon#est is $ontra$ted and in and the is $ontra$ted!
The (iggest (o#l of so ' in the #orl$! /> b#st bl sup n > wld/ the and bi##est is $ontra$ted and bowl and of and in and the!
The heaviest ( rger //> he est b#/ the an$ heaviest are contracte$3 EmphasiGe the fa$t that the JwordK or Jad3e$ti eK has to be stressed and the rest of the senten$e is not that important! (lso that the is used before e ery superlati e word! Ese different $olours "he 6 lon#est or "he 6 4ad3)est5 4most6ad3e$ti es5 @elete it from the board and drill the pronun$iation * superlati e ad3e$ti es will be stressed! "he pronun$iation drillin# will be usin# sin#le students and in #roups! 0roup first and then sin#le students!
Antici'ate$ Pro(lems7 9ome of them mi#ht not put the $orre$t stress on the ad3e$ti es!
Antici'ate$ Sol tions7 % will ha e to ma&e sure that they understand that the stress falls on the $orre$t ad3e$ti e be$ause it is the main part of the senten$e!
STAGE AIM "o #au#e their le el of $omprehension for the new o$abulary and $on$ept of the tar#et lan#ua#e
TIME B minutes
PROCED0RE7
% will #i e them the wor&sheets and will pro ide the pi$tures where they will mat$h the pi$tures to the para#raphs in #roups of 2! "here will be two bundles, one with the pi$ture and the other one with the 2uestions! "hey will mi- and mat$h them! %n feedba$&, the whole $lass will pro ide the $orre$t answer! 4B minutes5
Antici'ate$ Pro(lems7 %nstru$tions mi#ht not be understood! 9ome of them mi#ht finish early and some of them mi#ht be late! Antici'ate$ Sol tions7 0i e them $lear instru$tions with ade2uate use of %/<s and use #estures and modellin#! (fter B minutes the answer will be #i en!
TIME B minutes
INTERACTION 9s)9s
PROCED0RE7
/larify the words7 dollars and pounds! "hen in #roups of two, they will fill in the #aps for the para#raphs! (fter they ha e finished the #ap fill wor&sheets, the whole $lass will dis$uss the $orre$t answer! 4B minutes5 (fter this, % will ta&e a short test whether they ha e understood by ma&in# them $han#e the superlati es on the hand outs to its base form! "he students will put all those ad3e$ti es on the hand outs and transfer them to the base form! % will monitor them and the whole $lass will dis$uss the $orre$t answer!
Antici'ate$ Pro(lems7 9ome of them mi#ht find the #ap fill e-er$ise too $hallen#in# and mi#ht simply #i e up!
Antici'ate$ Sol tions7 "he ones who finish early will help their friends! % will pro ide the $orre$t answers after some time!
STAGE AIM Consoli$ate the learning of the ne# target lang age
INTERACTION Ss%Ss
PROCED0RE7
"he students will pra$ti$e some $ontrolled pra$ti$e wor& to ma&e sure that they ha e understood the $on$ept! % will be pro idin# them the hand outs where they will ha e to transform the ad3e$ti es to its superlati e form! %t will be pair)wor&! % will dis$uss the $orre$t answer with them and pro ide it on the board!
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Antici'ate$ Pro(lems7 Some of them might finish earl, an$ some of them might finish late3
Antici'ate$ Sol tions7 'a&e the early birds help the ones who ha e not finished! E!#! 9atish from 9ri :an&a mi#ht finish early so he $an help /handulal from %ndia who is wea&!
STAGE AIM To consoli$ate the learning of the ne# lang age in the form of s'ea-ing
INTERACTION Ss%Ss!T%Ss
PROCED0RE7 % will pro ide the $ards to all of them! % will use %/<s to e-plain the #ame to them! % will model it too throu#h #estures and a$tions! "hey will also write the name of the person in the $ard and they will #o about the room and as& their friends about the information in the $ard! (fter they ha e finished, then they will ta&e a different $ard and will as& some other member in the $lass! "his pro$ess will #o on for some time! % will pro ide the feedba$& and error $orre$tion throu#h eli$itation from them!
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Antici'ate$ Pro(lems7 %nstru$tions mi#ht not be understood! 'i#ht ta&e too lon# time!
Antici'ate$ Sol tions7 'a&e the instru$tions $lear and understandable! % will ha e to use %/<s and modellin# of the pro$edure usin# a olunteer!
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The, #ill have com'lete$ a s'ea-ing!#riting tas- a(o t s 'erlatives an$ (e (etter a(le to tal-!#rite a(o t s 'erlative a$;ectives3 The, #ill also have clarification of s 'erlatives to a great e2tent3