Celta Plan 9.7.13

CAMBRIDGE CELTA LESSON PLAN Teacher Name

Date

Level

Length

TP no

C. Hughes-D’Aeth Hughes-D’Aeth

9.7.13

Elementary

40

4

Main Aims

By the end of the lesson, learners will have read two texts for gist,specific information and detail.

Personal Aims

In this lesson, I will be working on grading of language, using clear ICQs and CCQs, and the speed of my delivery.

Class Profile A multilingual group of 18-24 adult males with a variation og levels, most of them elementary, but some are preintermediate. Most of the students work in the hospitality business – chefs, kitchen staff, waiters, housekeeping; whereas some work in engineering departments.

Materials Texts for reading. Separate texts for jigsaw reading. Powerpoint.

Previous Learning/Knowledge - (Assumptions relevant to this lesson/Timetable Fit) What do you know or assume learners already know about what you are teaching them today? Learners are familiar with present simple tenses used to describe the two subjects, and they understand basic question words (what, where, who, how....)

Measuring Learning - (Achievement of Lesson Aims) How will you know if learning has been successful or if your lesson aims have been achieved? Students will orally answer questions on the text, for gist, specific information and more detail.

Consolidation of Learning - (Follow Up) What do you anticipate would be a logical to follow up this lesson with at a later stage? Conducting an interview using similar questions used in ex 3. Writing about themselves and what they like/liked to do.

LANGUAGE ANALYSIS FORM What is the target language called? (Also provide the actual examples to be used in the lesson.) Nouns and proper nouns Painter – a person who makes art using paints. Pianist – a piano player Concert – a live musical event Mozart – A famous classical music composer – use picture Picasso – A famous painter – use picture. Shy – timid – not confident

What is the meaning of the target language? (State what it means/when we use it.) Painter – a person who makes art using paints. Pianist – a piano player Concert – a live musical event Mozart – A famous classical music composer – use picture Picasso – A famous painter – use picture. Shy – timid – not confident

How will meaning be checked? Provide examples (e.g. CCQs, explain your pictures/discovery task) Painter – does she make art or food? Does she use pencil or paint? Pianist – does he play the piano or guitar? Concert – is this recorded or live? Is i t music or speaking? Mozart – Does he paint or does he make music? Picasso – Does he make music or does he paint? Shy – is this person confident or unconfident?

Show the key features of pronunciation. (e.g. phonemes, word/sentence stress, contractions etc) Painter – /ˈpeɪntə/ Pianist - /pɪənɪst/ Concert – /ˈkɒnsɜːt/ Mozart - /məʊtza;rt/ Picasso - /pɪkæsəʊ/ Shy - /  ʃ aɪ/

Show the features of form. (e.g. grammatical structure, part of speech, spelling rules etc) Nouns and adjectives

Anticipated Problems with the target language - (use the analysis above to help with this) Meaning Some confusion over what a painter/musician is.

Pronunciation Mozart Shy

Form N/A

Suggested Solutions for those problems - (these need to be solutions to the above problems) Meaning

Pronunciation

Explain using pictures, miming.

Form N/A

Modelling carefully and drilling

PROCEDURE PAGE - fill in as many stages as you require for your lesson STAGE NAME Lead-in

STAGE AIM

TIME

To activate Ss’ existing knowledge of the topic and generate interest.

3 minutes

INTERACTION t-s S-s

PROCEDURE: Discuss what I liked to do as a child, horse riding, discuss likes/ dislikes, ability etc. Open up to rest of class – In pairs, discuss what activities you did when you we re a child. Did you paint, play football? What did you love? Do you work alone or together? Are you speaking or are you writing? Ss talk in pairs about activities – Monitor around the class and listen for ideas. If I hear particularly good people, ask them to share with the class. 4

Anticipated Solutions: Encourage to talk in pairs, give ideas if they aren’t sure, ask them if they liked to play football/cricket, were they good? Etc.

Anticipated Problems: Reluctance to talk, lack of vocabulary/

STAGE NAME Pre-teaching vocabulary

STAGE AIM

TIME

To pre-teach lexis needed to understand the text.

5 minutes

INTERACTION T – ss

PROCEDURE: Using Powerpoint, display pictures of Target language to explain vocab that will appear in the text. Ask CCQs to ensure they have understood. Painter – does she make art or food? Does she use pencil or paint? Pianist – does he play the piano or guitar? Concert – is this recorded or live? Is i t music or speaking? Mozart – Does he paint or does he make music? Picasso – Does he make music or does he paint? Shy – is this person confident or unconfident?

4

Anticipated Problems: Comprehension about who Picasso/Mozart are.

STAGE NAME Reading for gist.

Anticipated Solutions: Not really a big problem as long as they realise that they were a painter/musician and they are both famous.

STAGE AIM Read for gist to get an overview of text.

PROCEDURE: In pairs, read both texts and de cide on title shown on screen. Only allow them to read for 2 minutes. Are you reading quickly or slowly? Do you read every word or not?

Discuss in pairs then decide as a whole.

TIME 3 minutes

INTERACTION ss-ss (in pairs)

4

Anticipated Solutions: n/a

Anticipated Problems: N/a

STAGE NAME Reading for detail

STAGE AIM

TIME

Practice reading for specific information (scanning)

10 minutes

INTERACTION T-ss Ss ss-ss

PROCEDURE: Jigsaw reading. Split the class in two, one half have text A, the other side text B. Explain to class that they will be reading only one half of the text. They will answer the questions individually. Once they have finished re ading and they will discuss as groups This will be carefully chunked down. First instructions to read and answer qs. When they have answered – discuss in groups Then when they have decided on the correct answer, swap groups 4

Anticipated Solutions: Monitor and help identify – discussion in groups will also help. Constant monitoring and ensuring they are on topic.

Anticipated Problems: Confusion about information. Going off topic when not monitored.

STAGE NAME

STAGE AIM

TIME

Exchanging information – detailed reading

7 minutes

INTERACTION T-s Students to students

PROCEDURE: Before they swap to exchange information – ensure that they can answer in full sentences. Take 3 minutes to create full phrases for the answers for the questions. When they have discussed answers to questions in full questions, swap over to someone on the alternate table and t ell them what they know. Ask alternate groups about the information they have received – fill in questions on the other side of paper about the other character.

Monitor closely around class. 4

Anticipated Solutions: Eliciting full replies out of them. Highlighting this in feedback.

Anticipated Problems: Not answering in full sentences.

STAGE NAME Error correction

STAGE AIM Orally discuss errors from the exercise.

PROCEDURE: Pick out excellent practice or mistakes – analyse/correct as a class

TIME 2 mins

INTERACTION t-ss

4

Anticipated Solutions: Make it clear what is wrong and elicit correct answer.

Anticipated Problems: Not seeing mistakes

STAGE NAME Freer practice

STAGE AIM

TIME

Orally compare the texts.

5 minutes

INTERACTION Ss-Ss

PROCEDURE: Introduce the idea of same/ different Alexandra and Lukas are similar because they are artistic, they were poor, they live away from teh country of their birth. After feedback – still in discussion groups from previous exercise – discuss similarities/differences between texts. Monitor carefully – listening for good practice /errors. Feedback. 4

Anticipated Solutions: Get them to focus on the text and fins verbs/phrases that answer the questions.

Anticipated Problems: Lack of vocabulary

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PROCEDURE: Write down three things they do everyday using a simple present verb. 4

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