Celta Lesson Plan Tp 3

CAMBRIDGE CELTA LESSON PLAN Teacher

Lesson Focus

Tutor

Date

Level

Islam Mohamed

Vocab Practice

Diana Crocos

19/10/2011

Elementary

Class Profile

A group of elementary students, multilingual, male and female young adult learners. There are some variations in level but not much. They are all motiva motivated ted to lear learn n En lish lish as it it is ver ver im ortant ortant for their their ob.

40

TP no.

3

Materials/References

SBk pg 49 ,Wkbk ,Wkbk pg 34-45 TBk pg 133 Practice using common food vocabulary in addition to using “Ther e are, There is” to describe things.

Lesson Aims Main: For students to have practice of common food nouns

Mins

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.

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

Anticipated Solutions

Meaning:

Meaning:

Not applicable as this isn’t a language lesson

Not applicable as this isn’t a language lesson

Pronunciation:

Pronunciation:

Not applicable as this isn’t a language lesson

Not applicable as this isn’t a language lesson

Form:

Form:

Not applicable as this isn’t a language lesson

Not applicable as this isn’t a language lesson

Management/Instructions: I don’t expect any issues with management Instructions might be an issue as Ss will have different sheets

Management/Instructions: Having a digital copy of the pictures to be displayed on data show in case I need that.

Other: Other:

LANGUAGE ANALYSIS FORM

What is the language you are teaching…and 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?

Whiteboard Plan

3

TIME

8-10

STAGE AND STAGE AIM

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

INTERACTION T-SSS

PROCEDURE

TUTOR’S COMMENT

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.

Feedback

5-6

Set up (to introduce the practice activity)

SS-SS

Ss write sentences while T monitors.

SSS-T

Get Ss to compare answers in pairs and then ask some of the Ss to read their sentences.

T-SSS

Set Task: Asking the students to say a word to describe their pictures.

SSS-T

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

Feedback

SS-SS

Ss start speaking sentences while T monitors.

SSS-T

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

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

4

Feedback

SS-SS

Ss start completing the sentences while T monitors.

SSS-T

T. gets Ss to work in pairs to check answers. Then T. writes some sentences on the board based on observations.

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...?”

5