celta lesson plan tp 3

8/3/2019 Celta Lesson Plan Tp 3

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CAMBRIDGE CELTA LESSON PLAN

Class Profile Materials/References

A group of elementary students, multilingual, male and female young adultlearners. There are some variations in level but not much. They are allmotivated to learn En lish as it is ver im ortant for their ob.

SBk pg 49 ,Wkbk pg 34-45 TBk pg 133

Practice using common food vocabulary in addition to using “There are,There is” to describe things.

Lesson Aims Assumptions (Ss’ existing knowledge/abilities)

Main: For students to have practice of common food nouns

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.

Students will be participating well in the vocabulary practice as they will betaught the vocabulary in session one. The activities I planned to use aresuitable to the students’ level as well.

Anticipated Problems Anticipated Solutions

Meaning:

Not applicable as this isn’t a language lesson

Pronunciation:


Form:


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

Other:

Meaning:


Pronunciation:


Form:


Management/Instructions:

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

Other:

Teacher Lesson Focus Tutor Date Level Mins TP no.

Islam Mohamed Vocab Practice Diana Crocos 19/10/2011 Elementary 40 3

1



Whiteboard Plan

3



TIME STAGE AND STAGE AIM INTERACTION PROCEDURE TUTOR’S COMMENT

8-10

5-6

10-12

10-12

Lead In(To engage students andgenerate interest in thetopic)

Feedback

Set up(to introduce the practiceactivity)

Practice activity 1/Speaking(To provide less controlledpractice on There is andthere are.)

Feedback

Practice activity 2/Writing(To provide less controlledpractice on There is andthere are.)

T-SSS

SS-SS

SSS-T

T-SSS

SSS-T

T-SSS

SS-SS

SSS-T

T-SSS

T-SSS

Showing the students a picture of food and asking them to write 3sentences about the picture using: “There is ....”, “There are...”

Set Task: “Look at this picture again and write 3 sentences usingThere is ..../ There are .....”

ICQs: Are we going to read something? NoAre you going to write words? No, we are going to write. Ss write sentences while T monitors.

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

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

Eliciting: Students start saying “seagull, swimmer, dolphin, umbrella,ball, boy, deckchair, spade, bucket, towel, sandcastle”

This should help students to form sentences easily

Set Task: T. explains to the Ss that they have to look at their picturesand tell their partners sentences orally using “there is” and “thereare”. T. Uses blinders to get students to focus on their pictures.

ICQ:

Are you going to read? NoAre you going to write? NoAre you going to speak? Yes

Ss start speaking sentences while T monitors.

Get Ss who has picture A and Ss who has picture B together and askthem to compare their answers then ask them to say some sentencesand write them on board.

Eliciting: T. explains to the Ss “Yes/No questions” by asking them tolook at a picture and ask them to form a question. Using hands to

explain the rule by crossing them. There is X Is there.

Set Task: T. tell the students that they are going to complete somesentences using the correct form of there is/there are.

ICQ:

Are you going to write? YesAre you going to read? Yes

Are you going to draw? No

4



6-8

Feedback

Practice activity 3/Writing(To provide less controlledpractice on There is andthere are.)

Feedback

SS-SS

SSS-T

T-SSS

SS-SS

SSS-T

Ss start completing the sentences while T monitors.

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

Set Task: T. explains to the Ss that student A has to look at a pictureand then tell student B where to put food in the fridge. Student A hasto use “there is” and “there are”. T. Uses blinders to get students tofocus on their pictures.

ICQ:

Are you going to draw? NoAre you going to write? YesAre you going to speak? Yes

Ss start writing words while T monitors.

Getting students to work with different pairs then asking student B toask student A about places of food using “Is there...?/ Are there...?”

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celta lesson plan tp 3

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