CELTA - Lesson Plan

Teacher Name

Date

Level

Length

TP no

AAA

06/07/14

Pre-Intermediate

40 mins

3

Main Aims

By the end of the lesson, learners will have an improved sense of writing in terms of linking the words together in a sentence, rewriting & oining sentences!

Personal Aims

"n this lesson, " will #e working on #eing more precise on setting $p tasks, giving clear instr$ctions & $sing sim pler, relevant relevant lang$age!

%lass Profile A group of 9-10 pre-intermediate, multi-lingual, young adults comprising of out! Asian " Ara# nationalities $!o $or% in &arious departments of a reno$ned !otel c!ain " some from a facility management company' (it! an o&erall preintermediate le&el, t!ere is some &ariation in t!e understanding le&el' ome s are t!e tal%ati&e ones, #eing more confident $!ile some lac% a #it of confidence' Almost all of t!em !a&e studied )nglis! at sc!ool " are !oping to impro&e t!eir *o# prospects #y de&eloping t!eir language s%ills more'

Materials + as% as%ss and eercises adapted according to t!e daily life/routine of t!e learners + as% as%ss starting from from #eing &ery controlled to #eing #eing semi  controlled + .ints on card papers pasted pasted all around around t!e room room

Previo$s Learning'nowledge ( )Ass$mptions relevant to this lessonTimeta#le lessonTimeta#le *it+ hat do yo$ know or ass$me learners already know a#o$t what yo$ are teaching them today+ !at only some of t!e learners %no$ !o$ to $rite complete, structured sentences #y t!eir o$n + !at most of t!e learners prefer spea%ing more o&er $riting + !at t!e learners do seem to !a&e de&eloped a sense of relating $ritten $ords to pictures " situations

Meas$ring Learning ( )Achievement of Lesson Aims+ .ow will yo$ know if learning has #een s$ccessf$l or if yo$r lesson aims have #een achieved+ uccessful completion of t!e $riting tas%s + uccessfully *oining " relating t!e $ords to t!e gi&en passage + earners de&elop t!eir o$n sentences as t!e reasons in a gi&en eercise + onfidently $rite t!e missing $ords on t!e #oard

 %onsolidation of Learning ( )*ollow /p+ hat do yo$ anticipate wo$ld #e a logical follow $p to this lesson at a later stage 

+ et t!em more $riting practice $it! follo$ up eercises in t!e net sessions2continued if t!e eac!ing Practitioner c!anges + )ncourage t!em to de&elop t!eir o$n sentences #y using t!e *oining $ords2#ecause, so, #ut or t!en +

0kills lessons 1NL2 3 "f there is any P45(T5A%. le6is, what is it and how will yo$ clarify4emem#er, this #o6 is for 0'"LL0 lessons i!e! reading, writing, listening, and speaking 1NL2! + es, es, t!ey $ill #e using some $ords t!at t!ey already !a&e used in t!e pre&ious lessons' + 5orms of specific $ords li%e feel

LAN7/A75 ANAL20"0 *14M )for grammar, le6is of f$nctions lessons 3 N1T skills+

hat is the target lang$age called- )Also provide the act$al e6amples to #e $sed in the lesson!+

 hat is the meaning of the target lang$age- )0tate what it meanswhen we $se it!+

 .ow will meaning #e checked- Provide e6amples, e!g! %%8s, pict$res, g$ided discovery task, etc!

 0how the key feat$res of pron$nciation, e!g! phonemes, wordsentence stress, contractions, etc!

 0how the feat$res of form, e!g! grammatical str$ct$re, word class, spelling r$les, collocations, etc!

Anticipated Pro#lems with the Target Lang$age )$se the analysis a#ove to help here+

0$ggested 0ol$tions to the pro#lems identified

Meaning

Meaning

5orm

5orm

Pron$nciation

Pron$nciation

P41%5D/45 PA75 ( fill in as many stages as you re8uire for your lesson 0TA75 NAM5 Lead "n

0TA75 A"M

T"M5

To generate interest in writing & the $nderstanding of developing sentences

9 ( : mins

"NT54A%T"1N 00(T, 00(00

P41%5D/45; + + + +

reet ' After as%ing a#out t!eir $ee%end, I $ill as% t!em a#out small con&ersations a#out t!eir daily life As% t!em to $rite do$n t!e sentences t!ey used in t!e con&ersations As% t!em to as% t!e person sitting to t!eir rig!t $!at did you do on t!e $ee%end and $rite t!e ans$er do$n After t!e small initiating eercise, tell t!em t!at $e are going to practice $riting " correcting/de&eloping sentences <

Anticipated 0ol$tions;

Anticipated Pro#lems; + earners cannot t!in% of muc! to $rite a#out + earners cannot de&elop sentences

 

0TA75 NAM5 Pre(Development Task

+ i&e &er#al prompts' )'g' I $ent to t!e :all of t!e )mirates, I $as!ed my clot!es and $atc!ed ;, I $ent to A#u minutes to fill in t!e missing $ords and to *oin sentences' 5orm groups/pairs + After > minutes of gi&ing t!em out t!e tas%, read out t!e gi&en lines " as% t!em for t!e ans$ers' + i&e t!em out t!e correct ans$ers, so t!at t!ey %no$ if t!ey are rig!t 2feed#ac% <

Anticipated 0ol$tions;

Anticipated Pro#lems;

+ i&e one-to-one suggestions to eac! group + i&e t!em eamples from t!eir daily li&es " encourage t!em to come up $it! $ords used in t!eir daily life

+ earners can find it difficult to find t!e most suita#le missing $ords

0TA75 NAM5 )0entence+ Development Task

0TA75 A"M

T"M5

5nco$rage them to generate reasons o$t of the given sit$ations & rewrite the sentences $sing specific words

=@ min

"NT54A%T"1N 00(00, 00(T

P41%5D/45; + + + + +

(rite a situation of t!eir interest on t!e #oard " elicit responses As% t!em for an action t!ey did or a situation out of t!eir daily life and to come up $it! reasons for t!at action elling t!em to complete t!e eercise ? #y re$riting t!e sentences using t!e rig!t form of t!e $ord feel .and out t!e eercises i&e t!em collecti&e feed#ac% to let t!em %no$ t!e correct ans$ers <

Anticipated Pro#lems;

 

+ earners can find it difficult to find t!e rig!t form of @feel to #e used in re$riting t!e sentences + earners are not used to de&ising reasons out of a ituation

Anticipated 0ol$tions; + Bn t!e #oard, demonstrate completing different sentences using different forms of t!e same $ord + i&e t!e learners eamples of de&ising reasons for