Lesson Planning Tp-1 CELTA

Name

Jiten Bhagat

Week

Length

45 min

Level

Upper-intermediate

TP No

1

Date

24/01/2015

Class Profile 

A group of 15-20 monolingual students in upper-intermediate level

Primary Aim(s)

By the end of the lesson Students will have been introduced to and will have practised new lexis and verbal phrases revolving around the use of ‘’future in the past’’ and will have a clear understanding of future in the past. Show and explain the past aspect and the future aspect in a sentence. Secondary Aim(s) 1. 2. 3. 4.

Improve reading skills. Meaning, understanding and pronunciation of new words. Trying to use future in the past in sentences of their own. Writing skills.

Personal Teaching Aims 1. 2. 3. 4. 5.

To deliver the full contents of the lesson within the time limit. To be able to undertake all the exercises smoothly. To assess the learners understanding and give accurate feedback. To help learners the meaning and pronunciation of new lexis. To be able to use my power point presentation and the projector without problems.

Source Aids/Handouts     

Language to go, student’s book upper-intermediate, Unit 19, pp 40-41. T’s material (ppt and H/Os) Data projector Laptop You Tube: https://www.youtube.com/watch?v=VEnniDMeY8I

Anticipated Difficulties

Suggested solutions

Some students may get confused with the concept of future in the past.

Prepare slideshows with time lines for examples stated in the lesson. Clearly define the past separately and the future separately to begin with.

Meaning Students may not know the meanings of some of the words.

Give handouts of words that might be a problem for the students along with their meanings.

Students may not know how to pronounce some words.

Model the sounds clearly and help the learners say the words.

Form

Phonology

Management

Some activities might take longer than planned for.

Learners

Learner’s cannot think of ways to use was going to/was about to in their sentences.

I will plan my lesson by adding some more minutes for each activity. I will also have an extra activity in case I have more time than needed. In case I run out of time, I will skip one activity and give it for homework. Prompt and give examples from personal life.

Language Analysis Sheet (grammar) Future in the past Structure or function

Was + going to Was + about to Was on the point of.

  

example(s)

I was going to call John at 8 yesterday, but I did not. The deer was going to cross the tracks but was hit by a train. Mary was about to save a duck but a policeman arrested her.

We use future in the past to describe a plan formed in the past which was later changed or abandoned.

meaning

form

phonological features Check if the students have understood and can differentiate between the past aspect and the future aspect in future in the past.

checking of understanding

Language Analysis Sheet (vocabulary) Vocabulary item

Meaning

rescue

To save.

knocked

To strike a hard blow

Form (irregularities)

-

Pronunciation

How will I convey meaning?

reskyo͞o

Through the text Through the text/pic/example

How will I check understanding? What would you do if you saw someone drowning? The boxer knocked his opponent to the floor. Explain there

ˈvandl

vandals

A person who destroys or damages public property on purpose

karaoke

Form of entertainment where people sing to pre-recorded music

Wrote off

To consider something a loss

hire

To use something for a short period of time by paying rent

hī(ə)r

Through the text/example

cheer

To make happier

CHir

Through the text/example

particular

Specific, definite

pə(r)ˈtikyələr

Through the text/example

steal

Rob, to take someone else’s property without asking them and not returning it.

stēl

Through the text/example

moped

A low power bike

mōˌped

example

Retrieve

Get , bring back

rəˈtrēv

Through the text/example

salary

A fixed regular payment

ˈsal(ə)rē

Through the text/example

kerēˈōkē

Through the text

Through the txt/example Through the text/example

are other meanings of knock During the last protest, people started burning shops Ask if anyone has been to a karaoke bar? After a major accident, what happens to a car? You go on a holiday and want your own transport there A friend is upset. What do you do to make him feel better? Which is your favourite pair of shoes? Have you ever left something outside and returned to find it missing? After a bicycle, a kid moves to his first powered bike While hunting, what do the dogs do after the hunter shoots the bird? What does your company give you at the end of each month for working?

afford

Have enough money to pay for

əˈfôrd

Through the text/example

wallet

Purse, pocket sized flat folder for holding money and cards

wälət

Through the text/example

reward

Gift, prize

rəˈwôrd

Through the text/example

colleague

Partner, person you work with

ˈkälēɡ

Through the text/example

organiser

A person who arranges

eventually

In the end, finally

əˈven(t)SH(əw)əlē

Through the text/example

suspend

To remove

səˈspend

Through the text/example

Through the text/example

I have 10 euros with me. I see something for 15 euros. Can I buy it? Show them mine and ask what that is? I find a rich man’s suitcase and return it to him. Are any of you working in the same office? All of you want to go on a picnic. One of you collects all the money and makes the arrangements. You keep writing to the minister. After 2 yrs he answers. The teacher hid the student hard.

Procedure of the lesson Stage

Teacher Activity

Student Activity

Aim

Interactio n

Time allocatio n

Materials used

Greeting

While – reading stage

Introduce myself- write my name on the WB T gives the S’s a text and asks them to read it.

S’s read the text

Clarify problems with vocabulary

S’s ask meaning of unknown lexis

Try and match stories to the text

To introduce myself to the students. Break the ice.

T-S

1’

WB

S’s practice their reading skills

Individually

5’

H/O

Help student discover the meaning of new words

H/O PPT 2’

Help S’s understand the text better S’s compare the text to the options given

H/O Individually

1’

Individually /group

1’

T-S

1’

Ppt

T-S, S-T

1’

‘’

T-S, S-T

2’

‘’

T-S, S-T

2’

T-S

1’

T-S,S-T

2’

Improve S’s speaking skills and thought process

Ask S’s who was the unluckiest S’s respond

Presentation T introduces the 3 basic tenses to the S’s.

Ss respond

To focus understanding on the three basic tenses.

T introduces S’s to topic ‘’future in the past’’. Explains what ‘a plan’ is.

Ss respond

To check understanding of the word plan and it’s relation to future events

T gives example from the previous text with the help of a time line.

Ss listen and ask Q’s if needed

To help S’s understand with the help of a timeline the use of future in the past.

‘’ T gives another couple of examples using timelines. Asks S’s to identify the future aspect in the past. Ask CCQ’s

S’s listen and respond

Enable S’s to understand the past and future elements ‘’

T shows commonly used phrases

S’s listen

Improve language skills ‘’

T shows a short video clip and asks S’s to describe what happened using future

S’s watch and respond

Enable S’s to explain in their own words using phrases introduced

in the past

Language/Gr ammar exercise

Practice

Reading Activity

Writing activity

T shows 4 sentences from exercise4 of the H/O on a slide. Asks S’s to identify the underlined words (subject) and to name them based on the text reading. Asks S’s to identify the past and the future. S’s choose the right answer from the H/O. check their answers.

S’s answer and do the activity

To help S’s understand the grammar and bring back their attention to the text. To see if they can identify the future in the past in the text.

T-S,S-T

4’ – 6’

H/O,PPT

T asks S’s to look at the pictures in the H/O’s. Reads out the first example. Asks S’s if they can relate to any of the examples? Tells them in pairs to write 1 sentence per example using the future in the past phrases shown earlier. T asks some pairs to read out their answers. T reads the suggested answers. Asks S’s to write a true sentence using ‘’was going to’’.

S’s listen and do the activity

To make the S’s use future in the past in their own words, also with a live example from their own. Practice retelling an incident from a picture.

Pairs

5’-6’

H/O’s

T divides students into A’s and B’s and asks them to read their individual stories. Checks for any vocabulary difficulties. S’s re-tell their stories to their partners using future in the past if possible and wherever necessary. The partner takes notes. T walks around checking notes.

Individually

Reading and understanding skills. Note taking skills. Re-telling story using grammar objectives. Improve vocabulary.

S–S

5’-6’

H/O ‘s

T asks the S’s to re-write their partners story based on the notes they have taken. Check the stories for grammar and vocabulary issues.

individually

Writing skills. Using practical grammar.

S-S, T-S

5’

H/O ‘s

S-T, T-S

T-S