CELTA: LESSON PLAN and ANALYSIS
Name
Omar Hussain
Date 21/06/13
TP no.
TP8
Level
pre-int
upper int
Main lesson focus
vocab grammar function pron reading listening speaking
writing
Main lesson aim (revise, extend, practise etc.)
Subsidiary aim(s) (revise, extend, practise etc.)
By the end of the lessons students will have :
By the end of the lessons students will have :

To teach, clarify & practice verbs & phrases
associated with ways of speaking.



Students will have had fluency practice in describing and
relating anecdotes using the target language
Reinforced any pronunciation irregularities
Practising listening for detail when checking their answers
in the controlled practice activity.
How will I know my aims have been achieved? (e.g. successful completion of ex.. will show …)



Successful completion of task 1 will show the students have understood the meaning & pronunciation of the TL
Successful completion of task 2 will give them practice of the TL via the controlled practice.
Successful completion of task 3 will give spoken fluency practice.
Personal aims (Teaching skills YOU want to improve on in this lesson – consider action points from previous lessons)
Identify aims accurately
Fully clarify language
Fully analyse language
Think about the focus of the lesson
Don’t rush – exploit each stage
Assumptions (what your ss already know about the language, topic, skills that will help them in the lesson)
- Students may already know some of the TL
NB Make sure you give a stapled copy of the plan and all materials (e.g. correctly sourced handouts /copies of powerpoint
slides) to the tutor BEFORE the lesson starts. To save trees, print 6 slides to an A4 handout.
Anticipated classroom management problems and solutions ( NOT language)
Problem
Solution
Ss speak over me while I'm talking
Get their attention somehow, whether it’s by tapping the desk,
tapping the WB, wave hand, throw something at them.
Ss speak among themselves in their own language
Separate them in next task
Ss don’t use TL during discussions
Encourage them to do so by asking them questions which will
force them to use them.
Materials (state the materials you’re going to use. NB you must reference all handouts and attach a copy with your plan)
Total English - Students Book, p. 139
Total English – Audio, 10.6
Language Analysis Sheet 2: Lexis
Use this analysis sheet for language lessons focusing on lexis or for any lexis being pre-taught as part of a skills lesson
How will you present this language to the students? How will they first meet the language?
Language from a text of the previous trainee
Lexical item
To whisper
To shriek
Preteach?
√
Main
focus
√
√
√
Meaning
Form
Pronunciation
(ways of checking eg. concept
checking questions, visuals, realia..)
(part of speech, spelling
problems )
(phonemic script, stress)
To speak or say something very verb
quietly using your breath rather
than your voice.
CCQ’s:
-Loud? No.
-Can a lot of people hear me?
No
-Do you want everyone to hear
you? No
(Demonstrate)
tə ˈwɪspə
(Stress: To whisper)
To make a very high loud sound, verb
especially because you are
afraid, angry, excited or in pain.
CCQ’s:
-Loud? How loud? Very? Yes
-Does it come out all of a
sudden? Yes
-When do you make this noise?
When afraid, angry, excited, or
in pain
tə ʃriːk
(Stress: to shriek)
To blurt out
√
To say something suddenly and
without thinking, usually
because you are nervous or
excited.
CCQ’:
-Did you think before you said
it? No
-Is it quiet? Not always
-Do you mean to say it? No
Phrasal verb (multi-verb
word)
To blurt out sth
To blurt| sth |out
| It |
Can u separate?
Where does the pronoun
go?
The object can move
tə blɜːt ˈaʊt
(Stress: to blur-tout)
To blurt out something.
To blurt something out
Separable (transitive
phrasal verb)
To be unable to say anything
because you are very
surprised/upset.
CCQ’s:
-Can you think of anything to
say? No
-Do you want to say something?
Yes
-Are you trying to think of
something to say? Yes
Fixed phrase (idiomatic)
tə bi lɒst fə ˈwɜːdz
(Stress: to be lost for
words)
√
To be lost for words
√
To mumble
To say something too quietly or verb
not clearly enough, so that
other people cannot understand
you.
CCQ’s:
-Are you saying something loud?
No
-Can people understand you? No
-Does it have a negative
connotation? Yes
-Is it intentional? No(??)
(Demonstrate)
tə ˈmʌmbl̩
(Stress: to mumble)
To stop someone from
continuing what they are saying
or doing by suddenly speaking
to them, making a noise.
(Demonstrate)
CCQ’S:
-Is someone else talking when I
interfere? Yes
-Did I stop them? Yes
-Is it usually polite? No
verb
tu ˌɪntəˈrʌpt
(Stress: to interrupt)
Fixed phrase (idiomatic)
tə spiːk jə maɪnd
(Stress: to speak your
_mind_)
√
To interrupt
√
To speak your mind
To tell people exactly what you
think, even if it offends them.
CCQ’s:
-Do you tell the truth? Yes
-Does it hurt the person
listening? Sometimes
√
To have a word with (someone)
To talk to someone quickly
privately, especially because
you want to tell them to do
something or you want their
advice about something.
CCQ’s
-Is it a private discussion?
Most of the times, yes
-Is it important? Yes
-Is it an informal phrase? Yes
Fixed phrase (idiomatic)
tə həv ə ˈwɜːd wɪð
(Stress: to have a word
with)
LA Sheet for extension exercise:
To stutter
to speak with difficulty because Verb
you cannot stop yourself from
repeating the first consonant
of some words.
CCQ’s:
-Do you understand all he says?
No
-Is it hard for the person to
speak? Yes
tə ˈstʌtə
To giggle:
to laugh quickly, quietly, and in a Verb
high voice.
CCQ’s:
-Is it quietly? Yes
-Is it in a high or low voice?
High voice
Anticipated problems
Meaning: may not know difference between mumble with whisper
Form: May not know the form of the 3 fixed phrases (idiomatic)
Pron: may mispronounce shriek in numerous different ways, for
example hey may pronounce it as / ʃreɪk / or / ʃraɪk /. I don’t think
they will have a problem pronouncing the other words
tə ɡɪɡl̩
Possible solutions
Meaning: Ask CCQ’s, mimic lexical item, give example sentence to
further clarify its meaning, demonstrate.
Form: demonstrate with an example sentence
Pron: model/drill
STAGE NAME
& TIME
STAGE AIM
TEACHER ACTIVITY
STUDENT ACTIVITY
MAIN
INTERACTION
TEACHING
AIDS
Lead In
2-3 mins
To introduce
topic of vocab
(ways of
speaking)
-
Introduce topic
Give an anecdote using some
different ways of speaking
(Shouting, giggling, stuttering,
stammering, speaking quietly or
loudly),
-
Ss listen and answer
questions posed at them.
T
Discovery
exercise
(Task 1)
5 mins
To let ss work
out meanings of
the vocab
-
Set task.
Group ss into A and B
Hand out worksheets &
dictionaries
-
Ss work I pairs out
meaning of different
words/phrases
Ss compare answers as
group before next task
s-s
Worksheet
&
dictionary
Information
exchange
(Task 1)
5 mins
Students share
info on meaning,
form &
pronunciation of
TL
-
Set task
Pair ss up (A to B)
Let them know I'm going to ask
them about each other’s
answers during feedback
-
Student A gives student B
meaning and demonstrates
sound and which student B
guessing which verb, and
same vice versa
s-s
Worksheet
Feedback and To ensure all ss
clarification
have correct
5 mins
answers & have
understood the
vocab of their
pair.
-
Ask each ss to give me the
meaning and example phrase of
one of the different ways of
speaking.
-
Each ss gives answer when
nominated, though has
choice of what
word/phrase to say
S
-
-
-
Gap fill
exercise
(Task 2)
5 mins
Controlled
practice in TL
Feedback and To listen for the
further
TL & confirm
clarification
answers
(Task 2)
5 mins
-
Set task
Hand out worksheet
Get ss working on own
-
-
Play audio and get ss to hear
for answers and correct any
mistakes
Open class FB, getting ss to
elicit answers when nominated
Ask CCQ’s after getting each
answer to make certain ss know
the meaning.
Give short example story using
meaning and ask them for
words
Set task and get each student
to give a situation of three
situations.
Remind them to look back at
task 3 for ideas.
Tell them they would need to
tell me their partners scenario
Ask ss to give the whole class
their feedback
-
-
Discussion
(Task 3)
10 – 15 mins
Freer practice
of TL
-
-
Feedback (and Further practice
clarification
of TL
where needed)
(5-10 mins)
-
-
-
Ss work through task on
own
Pair check at end
Early finisher writes on
WB
S
Worksheet
Ss check answers while
listening to audio
Elicit answers when
nominated
s-t
Audio
(10.6)
Ss talk among themselves
(hopefully those Spanish
students don’t talk in their
foreign language!)
s-s
-
Ss give whole class
feedback of their
partners story
s-t
-
-
-
-
-
“If time”
activity
5-10 mins
Ext of vocab to
do with ways of
speaking.
-
Set task
Hand out task
-
Ss in pairs
s
Worksheet