TP - Lesson Plan

LESSON PLAN AND LANGUAGE ANALYSIS
CELTA
NAME: Vidhulika Bhola TP NUMBER: 3 LENGTH OF LESSON: 45 mins

LEVEL: Pre-intermediate DATE: 24th September 2019
CONTEXT: Hotel
LESSON AIMS
MAIN AIM: By the end of the lesson the students will have understood and used the target language (Shampoo, Soap and
Mini- bar) in the context of hotels.
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 vocabulary
 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 know of hotels and things found in a hotel room.

 Students will already parts of speech especially nouns.
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.
i. I will ensure that I have extra activities to be done in case the
1. The lesson might finish before time. lesson gets over early.
2. Some students might be familiar with the ii. I

vocabulary being taught. iii.
TARGET LANGUAGE
Write your target language here – the key language you will be teaching in your lesson.
1. shampoo
2. soap
3. mini-bar
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. shampoo 1. shampoo 1. Shampoo
Meaning: a liquid used for washing hair, Problem 1: some students may Solution 1: students who already know the
or for washing particular objects or already know the meaning. meaning can give some examples of using it in
materials. sentences.
2. soap 2. soap 2. soap
Meaning: a substance used for washing Problem 1: some students may Solution 1: students who already know the
the body or other things. already know the meaning. meaning can give some examples of using it in
sentences.
3. Mini-bar
3. Mini-bar 3. mini-bar
Solution 1: The teacher can show the two
Meaning: a small fridge in a hotel Problem 1: students may be different pictures of a bar and a mini-bar.
bedroom, with drinks inside. confused between a bar and a
mini-bar.
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. Shampoo 1. shampoo 1. shampoo

/ uː/
Problem 1: students may not know Solution 1: I will ensure that I stress on the right
 the word is pronounced as /ʃæm which syllable to stress upon. syllables.
ˈpuː/
Problem 2: students may be
 the stress is on the last syllable.
confused about where the
sentence stress lies.
2. soap
Soultion 1: I will ensure that I show them the

2. soap 2. soap right syllable stress.
/əʊ/
Problem 1: students may not know
 the word is pronounced as where the sentence stress lies.
/səʊp/.
 The stress is on the first syllable.
3. mini-bar
3. mini-bar
3. mini-bar Problem 1: students may think
/ɑː/ that the stress is on the first Solution: I will ensure I tell them all the syllables
syllable only. stressed upon.
 the word is pronounced as
/ˈmɪn.i.bɑːr/.
 the stress is on the first and the
last syllable.
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. Shampoo (n) 1. shampoo

/uː/ 1. shampoo
Solution 1: I will ensure I share with them the
Problem 1: students may not know part of speech.
the part of speech.
.
2. soap 2. Soap
2. Soap (n)
/əʊ/ Problem 1: students may not know Solution 1: I will ensure I share with them the
the part of speech. part of speech.
3. mini-bar (n) 3. Mini-bar 3. mini-bar

/ɑː/
Problem 1: students may not Solution 1: I will ensure I share with them the
know the part of speech. part of speech.
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).
1. Shampoo (n)
/uː/
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 36 of New Headway 4th Edition Students Book

2. Page 37 of New Headway 4th Edition Teachers Book

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LESSON PLAN AND LANGUAGE ANALYSIS

NAME: Vidhulika Bhola TP NUMBER: 3 LENGTH OF LESSON: 45 mins

 Students will know of hotels and things found in a hotel room.

ANTICIPATED PROBLEMS SOLUTIONS

2. Some students might be familiar with the ii. I

1. shampoo 1. shampoo 1. Shampoo

2. soap 2. soap 2. soap

ANALYSIS OF PRONUNCIATION (P) ANTICIPATED PROBLEMS SOLUTIONS

1. Shampoo 1. shampoo 1. shampoo

Soultion 1: I will ensure that I show them the

1. Shampoo (n) 1. shampoo

3. mini-bar (n) 3. Mini-bar 3. mini-bar

1. Page 36 of New Headway 4th Edition Students Book

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