Celta Lesson Plan TP 3

CAMBRIDGE CELTA LESSON PLAN
Teacher Lesson Focus Tutor Date Level Mins TP no.
Islam Mohamed
Class Profile
Vocab Practice
Diana Crocos
19/10/2011
Elementary
Materials/References
40
A group of elementary students, multilingual, male and female young adult learners. There are some variations in level but not much. They are all motivated to learn English as it is very important for their job.
Lesson Aims Main: For students to have practice of common food nouns Secondary: For students to have practice of there is / there are Personal: To Working more on ICQ's and minimizing the usage of extra language during teaching. To work on my pace. Anticipated Problems
SBk pg 49 ,Wkbk pg 34-45 TBk pg 133 Practice using common food vocabulary in addition to using There are, There is to describe things.
Assumptions (Ss existing knowledge/abilities)
Students will be participating well in the vocabulary practice as they will be taught the vocabulary in session one. The activities I planned to use are suitable to the students level as well.
Anticipated Solutions
Meaning: Not applicable as this isnt a language lesson Pronunciation: Not applicable as this isnt a language lesson Form: Not applicable as this isnt a language lesson Management/Instructions: I dont expect any issues with management Instructions might be an issue as Ss will have different sheets Other:
Meaning: Not applicable as this isnt a language lesson Pronunciation: Not applicable as this isnt a language lesson Form: Not applicable as this isnt a language lesson Management/Instructions: Having a digital copy of the pictures to be displayed on data show in case I need that. Other:
LANGUAGE ANALYSIS FORM What is the language you are teachingand what are the examples of this language? There is + singular nouns / There are + plural nouns Common food nouns What context will you use to convey it? Food Seaside holiday What does it mean?
How will you concept check it?
What is its form/grammatical properties?
What are its phonological/pronunciation properties?
Whiteboard Plan
TIME
STAGE AND STAGE AIM
INTERACTION T-SSS
PROCEDURE Showing the students a picture of food and asking them to write 3 sentences about the picture using: There is ...., There are... Set Task: Look at this picture again and write 3 sentences using There is ..../ There are ..... ICQs: Are we going to read something? No Are you going to write words? No, we are going to write.
TUTORS COMMENT
8-10
Lead In (To engage students and generate interest in the topic)
SS-SS SSS-T
Ss write sentences while T monitors. Get Ss to compare answers in pairs and then ask some of the Ss to read their sentences.
Feedback
5-6
Set up (to introduce the practice activity)
T-SSS SSS-T
Set Task: Asking the students to say a word to describe their pictures. Eliciting: Students start saying seagull, swimmer, dolphin, umbrella, ball, boy, deckchair, spade, bucket, towel, sandcastle This should help students to form sentences easily
10-12
Practice activity 1/Speaking (To provide less controlled practice on There is and there are.)
T-SSS
Set Task: T. explains to the Ss that they have to look at their pictures and tell their partners sentences orally using there is and there are. T. Uses blinders to get students to focus on their pictures. ICQ: Are you going to read? No Are you going to write? No Are you going to speak? Yes
SS-SS SSS-T
Ss start speaking sentences while T monitors. Get Ss who has picture A and Ss who has picture B together and ask them to compare their answers then ask them to say some sentences and write them on board. Eliciting: T. explains to the Ss Yes/No questions by asking them to look at a picture and ask them to form a question. Using hands to
Feedback
10-12
Practice activity 2/Writing (To provide less controlled practice on There is and there are.)
T-SSS
explain the rule by crossing them. There is
X Is there.
Set Task: T. tell the students that they are going to complete some sentences using the correct form of there is/there are. T-SSS ICQ: Are you going to write? Yes Are you going to read? Yes Are you going to draw? No
SS-SS
Ss start completing the sentences while T monitors. T. gets Ss to work in pairs to check answers. Then T. writes some sentences on the board based on observations.
Feedback
SSS-T
6-8
Practice activity 3/Writing (To provide less controlled practice on There is and there are.)
T-SSS Set Task: T. explains to the Ss that student A has to look at a picture and then tell student B where to put food in the fridge. Student A has to use there is and there are. T. Uses blinders to get students to focus on their pictures. ICQ: Are you going to draw? No Are you going to write? Yes Are you going to speak? Yes Ss start writing words while T monitors. SS-SS
Feedback
SSS-T
Getting students to work with different pairs then asking student B to ask student A about places of food using Is there...?/ Are there...?

Celta Lesson Plan TP 3

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Celta Lesson Plan TP 3

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CAMBRIDGE CELTA LESSON PLAN

Teacher Lesson Focus Tutor Date Level Mins TP no.

Assumptions (Ss existing knowledge/abilities)

How will you concept check it?

What is its form/grammatical properties?

What are its phonological/pronunciation properties?

STAGE AND STAGE AIM

Lead In (To engage students and generate interest in the topic)

Set up (to introduce the practice activity)

explain the rule by crossing them. There is

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