Lesson Plan Package For B2 Level - For CELTA Course Teachers

 

LESSON PLAN Teaching Practice - CELTA CELTA course LENGTH: 60' No of students IN CLASS: 6 LEVEL: B2 CLASS PROFILE: 6 young adults (male & female), mixed ability ability,, they work well in i n certain pairs. Name of teacher: Anastasia Bartzoulianou Observation: …........................................... MATERIAL: Relative clauses explanation sheets, transparency sheets for projector, pictures of healthy/unhealthy healthy/unhealth y activities, cards for exercises exercises 5 and 6 (Writing Part Part 2, Unit 12), all from the book “Complete First Certificate”, Certificate”, Guy Brook-Hart, Cambridge University Press, pages 112-113. Also, listening cd 2, track 11 from the same book package. AIMS: PRIMARY Developing writing skills: Focus-familiarization Focus-fa miliarization with text type, identifying features of written speech, controlled controlled language practice of features of text type, organization of arguments and ideas, planning writing, draft production, draft correction. AIMS: SECONDARY Free speaking practice, listening for main idea, reading to extract informat information, ion, understanding of relative clauses. LANGUAGE ANALYSIS:

USE Relative clauses. FORM Relative clauses are clauses starting starting with the relative pronouns: pronouns: who, that, which, whose, where, when. PHONOLOGY who, that, which, whose, where, when. / huː // ðat //wɪtʃ // huːz // wɛː // wɛn / ANTICIPATED PROBLEMS: Students might have trouble recognizing relative clauses.

SOLUTIONS: Sufficient explanation explanation on relative clauses will be provided, such as: We use relative clauses to give additional information about something without starting another

sentence. They are most often used to define or identify the noun that precedes them. Some examples: -Can I have the pencil that I gave you this morning? -I want to live in a place where there is lots to do.

 

STAGE

Teacher activity

Student activity

1. warm-up

Place pictures of people doing activities in random order on the board. Ask students to choose which category they belong to: healthy or unhealthy

Students organize pictures on the board. Kinaesthetic exercise

2. Reading/ Speaking

Ask students to read the text from exercise 3 (Unit 12, page 112). Then do exercise 1 by dividing class into 2 groups, each one developing argumets about healthy/unhealthy

Int. Focus Time

T-S S-Ss

Stage aim

1'

Raise interest, interest, introduce topic

Students have to read Ss-Ss the text from exercise Ss-T 3 (Unit 12, page 112). Students have to think about the topics suggested in the text and form their own arguments

6'

Reading to extract information, Free speaking practice

aspects of modern lifestyle 3. Pre-writing exercise

Ask students to complete execise 3, page 112. Pair work

Students fill in the S-S gaps in exercise 3 and S-T check answers in pairs

3'

Relative clauses, controlled language practice, guessing words from context

4. Pre-writing exercise

Ask students to work on exercise 4 and answer the 5

T-S Students have to work in pairs and find S-S S-T the right answers

6'

Focusfamiliarization with text type and organization, identifying features of written speech

questions. To help, explain/give explain/giv e an example of a relative clause 5. Pre-writing exercise

Ask students to work on exercise 5, page 113. Provide students with cards containing arguments and ask them to place them on the board. Divide the board categories: categor ies:toa)two agree b) disagree

Students must pick S-Ss the right category for S-T their argument and also, justify their answer (kinaesthetic exercise)

5'

Planning writing, organizing ideas, free speaking

 

STAGE

Teacher activity

Student activity

Int. Focus Time

Stage aim

6. Pre-writing exercise

Ask students to work on exercise 6, page 113. Divide the board to two categories: 1) unusual, 2) typical. Provide students with cards containing these 6 sentences. Ask them to place cards under correct category

Students must pick the correct category for their cards (kinaesthetic exercise). They should also justify their answer

T-S S-Ss

5'

Planning writing, organizing ideas, free speaking

7. Li Listening

Ask st students tto o complete exercise 7, page 113. CD 2, track 11. Pair work

Students have to match each attitude to the person speaking and check answers in pairs

S-S Ss-T

6'

Listen for general idea

8. Writing exercise

Ask students to complete exercise 8, page 113. Give instructions. instruction s. Assign one paragraph to each person, according to the advice given on page 113. Provide a transparency transpare ncy sheet and divide it in paragraphs. Put written paragraphs on projector and correct mistakes

Students have to work on their own, and write a paragraph paragra ph on the subject: “Y “ Young people generally don't pay enough attention attent ion to their health and fitness”. Students use transparency transpar ency sheets. Students must correct their own mistakes.

T-S S-Ss

25'

Produce draft, correct draft

 

Grammar Presentation materials

When do you usually get up? What is one of the fir first st things things you always do in the morning? Do you drink coffee every morning? How often are you late for work?

Do you cook lunch every day? How often do you watch TV in the evening? How often do you take a shower? I usually take a shower in the mornings. or... I take a shower every morning.

USE: HOW OFTEN do you do something? TIME: SIMPLE PRESENT POSITION: BEFORE MAIN VERB

 

  elative clauses are clauses starting starting with the relative pronouns: who, that, which, whose, where, when. We use relative clauses to give additional information about something without starting another sentence. They are most often used to define or identify the noun that precedes precedes them.  them. Some examples: -Can I have the pencil that I gave you this morning? -A “notebook” is a computer computer which  which can be carried around. -I want to live in a place place where  where there is lots to do. -Yesterday was a day when everything went wrong! Young people smoke too much. Young people people prefer to eat junk food instead of following a healthy diet. Young people have access to sports facilities and they exercise regularly. Young people like to spend their free time playing group sports with friends. Young people people lik like computers and video video games too much, which is a sedentary habit, bad for their health.

 

I am keen to have a healthy lifestyle because of my parents. I'll give up smoking sometime in the future. I'll worry about my health when I am older. I am not interested in doing sports. I have recently become a vegetarian. I'd like like to take take more exercise than I do.