Cambridge ESOL CELTA Lesson Plan1

Cambridge ESOL CELTA lesson plan name level

Ana Portela Intermediate

date teaching time

17/04/2012 20 min

tp lesson number number of students

1

Main aim(s) and Secondary aim(s) Main aim: Reinforce and practice the usage of Past continuous tense and Past Simple tense.

Secondary Secondary aim: For students to be able to differentiate between past continuous or past simple tense. They should be able to know when to use one or the other. For students to practice speaking about the time when they met someone, being able to use the past continuous and past simple to do so. N.B. complete the vocabulary or grammar language analysis sheet if you are pre-teaching vocab, vocab, presenting or practising vocab or structures

timetable fit and presumed knowledge

(what do you assume students are familiar with?)

Students will probably be familiar with meaning and form of both past continuous and past simple. Students will probably be familiar with the vocabulary vocabulary in the text in exercise 1 and 3.

anticipated logistical problems

(what are you or the students going to have problems with?)

and solutions (how are you going to solve the problems?)

Problem: Students will have a hard time to fill in the blanks with the appropriate verb tense. Solution: When telling a story to introduce the topic and generating interest, write key sentences such as ‘My mom was visiting the zoo, when she met my father’ ‘ She was walking with a friend, when he came and talked to them’. Ask concept checking questions and review form.

materials/resources

(what are you going to use? Remember to acknowledge the source of any published material here and on the handout i.e. put the title, author and publisher)

‘ Handouts of page 17 – Cutting Edge Intermediate, page 17, exercises 1 and 3. CD and CD Player  Little cut outs of Questions and Answers, made by myself. N.B. consider including a separate sheet sheet with a board work plan

personal aims

(which areas of your teaching will you be working on?)

I will be working on getting used to the methodology taught. I have to remember to cover meaning, pronunciation and form; getting concept questions right and reminding myself to do instruction checking questions as well.

vocabulary language analysis sheet item (including part of speech, stress and any problematic phonological features)

Meaning(including anticipated difficulties and concept questions)

grammar language analysis sheet – target language What’s the form?

Past Simple S My father met her. Q Did my father meet her? N My father didn’t meet her. Past Continuous S She was walking around. Q Was she walking around? N She wasn’t walking around.

What problems do you anticipate with form?

What questions will you ask to clarify the form?

What’s the meaning?

What problems do you anticipate with meaning?

What are your concept questions?

Provide a transcription of  your marker  sentence. What problems do you anticipate with phonology?

What will you isolate/highlight when drilling?

stage (& aim)

procedure

focus

time

(name of the stage and why you are doing it – how the students will benefit)

(what is actually happening, what the teacher is doing, what the students are doing)

(who is talking to who, T – sts, sts – sts etc etc)

(how long you think each stage might take)

Intro Topic

Show a picture of my parents. Ask T-S students have any idea of who those S-T people are. Tell them the story of how my parents met briefly. My mother was visiting the zoo with a friend when she met my father. My mother and her friend were walking when my father approached them. (2 more sentences using past continuous + simple past) Write 2 of the sentences on the board.  Ask concept checking questions. Reinforce form. Ask students to make those sentences interrogative and negative.

Explaining activity

Tell students they will read Julia’s story of  how she met her husband. Explain they are supposed to put the verbs in brackets in the past simple or continuous.

Carrying out the activity

 As students finish the activity, ask them to compare their answers with the person sitting next to them. Play the CD and have them listen to the recording once, then play it again, pausing every time an answer is said. Ask students what the answer was and write it on the board.

Speaking Task

Divide the group in 2 large groups (left/right) Give them slips of papers.One group has questions: Were you reading

2 min

T-S S

5 min

2 min S-S 2 min

2 min

tutor comments

when the lights went out? The other has statements, such as ‘I was reading when the lights went out.’ Instruct the ones with questions to go around the class, asking the questions on their slips of paper until they find someone who answers affirmatively. ‘Yes, I was.’ The students with statements are instructed to answer only ‘Yes, I was.’ ‘No, I wasn’t; according to the information they have. When they have found their pair, they will sit together to work together in the next activity. Speaking activity

 Ask them to tell each other about the first time they met someone special. Read the instructions on page 17, exercise 3.  Ask instruction checking questions. Encourage students to ask questions about details while doing the activity.

N.B. please give a copy of your lesson plan and all handouts, preferably stapled together, to your tutor before you start teaching

Board Plan 1

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