CELTA course - TP 3-8 Full lesson plan with LA sheet.pdf

CELTA course - TP 3-8 Full lesson plan with LA sheet

1. h Ih Belgrade Syllabus CELTA Training 9 April – 12 June 2021
T. Bowen& Z. Kovacevic Page 1


Teaching practice lesson plan


Name: Ivana Korać Stage 1 2 3 4 Day: M T W Th F TP no: 3

Level: B1/C1 Lesson length: 45 ‘
Start time: 17:50h No of ss: 8

Main aim: By the end of the lesson, the students will have practiced new vocabulary in the context of luck.

Sub aims: By the end of the lesson, the students will have practiced their speaking fluency in the context of superstitions.
Target language: a black cat, a shooting star, a mirror, salt, a ladder, wood, a lucky charm, an umbrella.


Personal aims: To reduce TTT and pace the lesson in a way that gives students more time for controlled and freer practice.


Materials / aids:
Face2Face Intermediate Student’s Book, Chris Redston & Gillie Cunningham, Cambridge University Press; Unit 6C, p.48, ex.1&2




Tutor’s comments on lesson plan:










Lesson strengths:

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Areas to work on:





Overall comment:








This lesson is :



above standard / to standard / not to standard

LP:


for this stage of the course.

Tutor sign: Date:

I have read and understood the tutor’s written feedback

Trainee sign:

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Problems with tasks and materials – (this is to be done for all lessons)


Context of lesson Assumptions References consulted

Luck









Ss might not know all the vocabulary
presented in the lesson

Parrott, M. Grammar for English Language Teachers
(2
nd
edition) Cambridge: CUP

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LEXIS ANALYSIS SHEET
Form
(e.g. name and
break down of
tense, part of
speech, dependent
prepositions,
collocations , verb
patterns (+inf/ing)
Pronunciation
(include
phonetics for
difficult words/
sounds, word
stress, connected
speech, sentence
stress, intonation)
Meaning
(simple statement of
meaning in the context of
the lesson)
Checking meaning Anticipated problems
(meaning, form or pronunciation
and solutions
e.g. CCQs (inc. answers), timelines,
clines, visuals, etc)
a shooting star
-verbal phrase
article+present
participle+noun
(singular)
/ˈʃuːtɪŋˈstɑːr/ a meteor (piece of rock from
space that produces a bright
light as it travels through the
earth's atmosphere); a wish
comes true if you see it

CCQs:
Can we see in in the night sky? YES
Does it have a light trail? YES
Do you see it often? NO
Can you make a wish when you see it?
YES
Form
P: ss could confuse the adjective
function of the participle
“shooting” with a verb function (a
star that shoots)
S: can we use participles to describe a
noun? Elicit examples: crying baby,
working girl…
Pronunciation
P: ss might pronounce the sound
/g/ at the end of “shooting”
S: explain that the sound /g/ that
comes after /n/is silent and soft;
model and drill with examples:
sing, song, bringing…
a ladder
Noun
Singular
[C]
/ˈlæd.ər/ a piece of equipment used
for climbing up and down;
brings bad luck if you go
under it
Draw a picture or show an image, or ask
CCQs: can you climb on them? YES;
should you walk under them? NO, it’s
bad luck
Pronunciation
P: ss might pronounce the word as
the word “later”
S: model highlighting the stress
and drill
a lucky charm
phrase/collocat.
in the context of
superstitions
article+adjective+
noun (singular)
/ˈlʌk.i tʃɑːm/ an object that is thought to
bring good luck, usually a
small size.
CCQs:
Can you keep it in a pocket or around
your neck? YES
Is it a good idea to lose it? NO
Do you bring it with you to an exam or
some important event? YES

Form
P: ss might be confused with a verb
form of the word (to charm)
S: which form is the word before
“charm”? (adjective) this indicates that
“charm” in this phrase is what form?
(noun)

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GRAMMAR/FUNCTION ANALYSIS SHEET
GRAMMAR AND FUNCTION
Context/text:
Model sentences:
Analysis Anticipated problems Solutions
Meaning and checking meaning


Meaning

Meaning

Form




Form

Form

Pronunciation

Pronunciation

Pronunciation

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Stage name & aim Time &
interaction
Procedural detail ONLINE TEACHING&
potential problems with the stage
FACE2FACE TEACHING REFERENCE
FOR THE STAGE
Lead in – to make ss
interested in the topic





3-5’

Open class
Show a picture of a broken mirror

What is in the picture? Does it mean something? (bad
luck); What is that kind of belief called? (superstition) –
teach MFP for “superstition” if ss don’t know;
OC feedback
Same procedure – pin the picture on the board
Test – to check ss’
knowledge of TL



5’

Pairs
Open class
Show new words/phrases with pictures from 1a

Instructions: Match words& phrases with pictures, in
pairs, in BRs, in 2’.

ICQs: what will you match? How much time do you
have?

Pair check in BRs + monitor

OC feedback – show answers on the screen
Pin pictures and write words/phrases on the board.


Teach



5’

Open class







1. To check understanding for meaning ask
CCQs for following words in the context of luck:
a shooting star - Can we see in in the night sky? YES;
Does it have a light trail? YES; Do you see it often? NO
Can you make a wish when you see it? YES
a ladder – can you climb on them? YES; should you walk
under them? NO, it’s bad luck
a lucky charm - Can you keep it in a pocket or around your
neck? YES; Is it a good idea to lose it? NO; Do you bring it
with you to an exam or some important event? YES
Same procedure for f2f class

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10’

Open class








5’
indivicual
Open class

2. To clarify form – elicit answers from ss and
highlight on screen:
These words are mostly in which form?
(nouns/singular); Which don’t have articles?
Why? (uncountable); Which countable noun has
different article? Why? (starts with a vowel);
How are these chunks of words called?
(phrases); What other forms of words do we see
besides nouns? (adjectives/participle); can a
participle act as an adjective? (yes); how do we
call this phrase “a shooting star”? (verbal
phrase)
3. To clarify pronunciation –
MODEL each word + highlight stresses + drill
individually
Analyse language highlighting on the whiteboard.
Test



4’
pairs
Open class




8’
Pairs
Open class
1. For controlled practice – ss do the task 1b
Instructions: Write the correct word/phrase for
each sentence to your partner, in chat, in 2’
ICQs: will you write the whole sentence or only
words? (only words) To whom will you send
your answers? (to partner in chat)
Pair-check in chat
OC feedback – show the answers on screen

2. For freer practice
Instructions: Discuss which of the British
superstitions are true in Serbia? What other
superstitions do people have in Serbia?
Discuss in pairs, in BoRs, in 5’
ICQs: Where will you discuss the questions?
How much time do you have?
Send task to chat
BR pair-check + monitor
OC feedback – ask everyone (3’)
1. Hand out sheets to ss
2. Write questions on the whiteboard

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