CAMBRIDGE CELTA LESSON PLAN

Teacher Name
C. Hughes-DAeth

Date
9.7.13

Level
Elementary

Length
40

TP no
4

Main Aims Personal Aims

By the end of the lesson, learners will have read two texts for gist,specific information and detail. In this lesson, I will be working on grading of language, using clear ICQs and CCQs, and the speed of my delivery.

Class Profile
A multilingual group of 18-24 adult males with a variation og levels, most of them elementary, but some are preintermediate. Most of the students work in the hospitality business chefs, kitchen staff, waiters, housekeeping; whereas some work in engineering departments.

Materials
Texts for reading. Separate texts for jigsaw reading. Powerpoint.

Previous Learning/Knowledge - (Assumptions relevant to this lesson/Timetable Fit) What do you know or assume learners already know about what you are teaching them today?
Learners are familiar with present simple tenses used to describe the two subjects, and they understand basic question words (what, where, who, how....)

Measuring Learning - (Achievement of Lesson Aims) How will you know if learning has been successful or if your lesson aims have been achieved?
Students will orally answer questions on the text, for gist, specific information and more detail.

Consolidation of Learning - (Follow Up) What do you anticipate would be a logical to follow up this lesson with at a later stage?
Conducting an interview using similar questions used in ex 3. Writing about themselves and what they like/liked to do.

LANGUAGE ANALYSIS FORM What is the target language called? (Also provide the actual examples to be used in the lesson.)
Nouns and proper nouns Painter a person who makes art using paints. Pianist a piano player Concert a live musical event Mozart A famous classical music composer use picture Picasso A famous painter use picture. Shy timid not confident

What is the meaning of the target language? (State what it means/when we use it.)
Painter a person who makes art using paints. Pianist a piano player Concert a live musical event Mozart A famous classical music composer use picture Picasso A famous painter use picture. Shy timid not confident

How will meaning be checked? Provide examples (e.g. CCQs, explain your pictures/discovery task)
Painter does she make art or food? Does she use pencil or paint? Pianist does he play the piano or guitar? Concert is this recorded or live? Is it music or speaking? Mozart Does he paint or does he make music? Picasso Does he make music or does he paint? Shy is this person confident or unconfident?

Show the key features of pronunciation. (e.g. phonemes, word/sentence stress, contractions etc)
Painter /pent/ Pianist - /pnst/ Concert /knst/ Mozart - /mtza;rt/ Picasso - /pks/ Shy - / a/

Show the features of form. (e.g. grammatical structure, part of speech, spelling rules etc)
Nouns and adjectives

Anticipated Problems with the target language - (use the analysis above to help with this) Meaning
Some confusion over what a painter/musician is. Mozart Shy

Pronunciation
N/A

Form

Suggested Solutions for those problems - (these need to be solutions to the above problems) Meaning
Explain using pictures, miming. Modelling carefully and drilling

Pronunciation
N/A

Form

PROCEDURE PAGE STAGE NAME

fill in as many stages as you require for your lesson

INTERACTION
t-s S-s

To activate Ss existing knowledge of the topic and generate interest.

PROCEDURE: Discuss what I liked to do as a child, horse riding, discuss likes/ dislikes, ability etc. Open up to rest of class In pairs, discuss what activities you did when you were a child. Did you paint, play football? What did you love?
Do you work alone or together? Are you speaking or are you writing? Ss talk in pairs about activities Monitor around the class and listen for ideas. If I hear particularly good people, ask them to share with the class.
4

Anticipated Problems: Reluctance to talk, lack of vocabulary/

Anticipated Solutions: Encourage to talk in pairs, give ideas if they arent sure, ask them if they liked to play football/cricket, were they good? Etc.

STAGE NAME
Pre-teaching vocabulary

STAGE AIM
To pre-teach lexis needed to understand the text.

TIME
5 minutes

INTERACTION
T ss

PROCEDURE: Using Powerpoint, display pictures of Target language to explain vocab that will appear in the text. Ask CCQs to ensure they have understood.
Painter does she make art or food? Does she use pencil or paint? Pianist does he play the piano or guitar? Concert is this recorded or live? Is it music or speaking? Mozart Does he paint or does he make music? Picasso Does he make music or does he paint? Shy is this person confident or unconfident?

Anticipated Problems: Comprehension about who Picasso/Mozart are.

Anticipated Solutions: Not really a big problem as long as they realise that they were a painter/musician and they are both famous.

STAGE NAME
Reading for gist.

STAGE AIM
Read for gist to get an overview of text.

TIME
3 minutes

INTERACTION
ss-ss (in pairs)

PROCEDURE:
In pairs, read both texts and decide on title shown on screen. Only allow them to read for 2 minutes. Are you reading quickly or slowly? Do you read every word or not?

Discuss in pairs then decide as a whole.

Anticipated Problems: N/a

Anticipated Solutions: n/a

STAGE NAME
Reading for detail

STAGE AIM
Practice reading for specific information (scanning)

TIME
10 minutes

INTERACTION
T-ss Ss ss-ss

PROCEDURE:
Jigsaw reading. Split the class in two, one half have text A, the other side text B. Explain to class that they will be reading only one half of the text. They will answer the questions individually. Once they have finished reading and they will discuss as groups This will be carefully chunked down. First instructions to read and answer qs. When they have answered discuss in groups Then when they have decided on the correct answer, swap groups
4

Anticipated Problems: Confusion about information. Going off topic when not monitored.

Anticipated Solutions: Monitor and help identify discussion in groups will also help. Constant monitoring and ensuring they are on topic.

STAGE NAME
Exchanging information detailed reading

STAGE AIM

TIME
7 minutes

INTERACTION
T-s Students to students

PROCEDURE: Before they swap to exchange information ensure that they can answer in full sentences. Take 3 minutes to create full phrases for the answers for the questions.
When they have discussed answers to questions in full questions, swap over to someone on the alternate table and tell them what they know. Ask alternate groups about the information they have received fill in questions on the other side of paper about the other character.

Monitor closely around class.

Anticipated Problems:
Not answering in full sentences.

Anticipated Solutions: Eliciting full replies out of them. Highlighting this in feedback.

STAGE NAME
Error correction

STAGE AIM
Orally discuss errors from the exercise. 2 mins

TIME

INTERACTION
t-ss

PROCEDURE:
Pick out excellent practice or mistakes analyse/correct as a class

Anticipated Problems:
Not seeing mistakes

Anticipated Solutions: Make it clear what is wrong and elicit correct answer.

STAGE NAME
Freer practice

STAGE AIM
Orally compare the texts.

TIME
5 minutes

INTERACTION
Ss-Ss

PROCEDURE:
Introduce the idea of same/ different Alexandra and Lukas are similar because they are artistic, they were poor, they live away from teh country of their birth. After feedback still in discussion groups from previous exercise discuss similarities/differences between texts. Monitor carefully listening for good practice/errors. Feedback.
4

Anticipated Problems:
Lack of vocabulary

Anticipated Solutions: Get them to focus on the text and fins verbs/phrases that answer the questions.

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PROCEDURE: Write down three things they do everyday using a simple present verb.
4

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