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celta-TP7- lessonplan

celta-TP7- lessonplan

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Published by shilpadub
My CELTA TP 7 lesson plan (New Cutting Edge, Pre-Int)
My CELTA TP 7 lesson plan (New Cutting Edge, Pre-Int)

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Published by: shilpadub on Jun 28, 2012
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07/22/2013

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Teaching practice feedback NAME
: SHREYA KAKKAR
TP No: 7 Level: Pre-Int Length: 40 mins No of students:
Main Aim: To provide less controlled and freer spoken practice of character adjectives and comparatives using a lot, much, a bit, (not) as...as.Sub Aim: To provide controlled and less controlled written practice of the same.Personal Aim:
 
- TimingWeek 1Week 2Week 3Week 4
- Classroom management- TTT and languagegrading- Sensitivity to learner needs- Rapport & assertiveness- Pair/group work- Instructions- Professional appearanceof materials- Accurate models of spoken/written English- Detailed lesson plans- Selecting/adaptingmaterials- Using ICQs- Pace & Timing-Conveying meaningusing a variety of ways-Responding to feedback- Monitoring students-Evidence of languageresearch & analysis-Eliciting TL and usingCCQs, timelines-anticipating problemswith language & skills-Pitching lessons at theright level-Teaching language(mpf) and skillseffectively-Correcting errors- Showing awareness of register - Selecting and using arange of materials &resources
-
Creative exploitation of the materials- Designing tasks andactivities appropriate for the learners, for thestage of the lesson & theaims of the lesson- Working co-operativelywith the team
LESSON PLAN:POSITIVE ASPECTS OF THE LESSON:ACTION POINTS FOR THE NEXT LESSON:
For this stage of the course your lesson today was:
Above standard To standard Not to standard Tutor signature:
I have read and understood the tutor’s feedback 
Trainee signature:
 
Materials: Handout, Worksheet for 8 a), Worksheet for 9 (a), Visuals for lead-in
Skills Analysis
 
ReadingSpeakingWritingSub-skills to be covered in the lesson:Reading for gistFreer spoken practice using comparatives and character adjectives. Turn-taking andMingle.Controlled and less controlled written practice using comparatives and character adjectivesThe context:Life as teenagersAnticipated problems with the skills:Ss might use incorrect form of comparativesSs might not use TL in Ex 9 a)Solutions:Monitor actively. Use on-the-spot error correction and delayed feedback
BOARD PLAN
 
Language Research & Analysis
My target language: (vocabulary, grammar, function)Vocabulary: Character adjectivesShy, bright, noisy, stubborn, helpful, moody, patient, lazy,honest, selfish, mature, polite, aggressive, ambitious,organised, considerate, easy-going, tall etc.Grammar: Making comparisons using
a lot, much, a bit, (not)as...as
How will I introduce the TL? The context? The approach?Text-based approach and Situational approach in thecontext of life as teenagers.My assumptions of students’ knowledgeSs familiar with character adjectives.Ss familiar with form and meaning of comparativesMeaning/use of the TL:Character adjectives are used to describe personality, appearance etc.Comparatives are mostly used with
than
. For eg: Olivia’s a bit taller thanme.Comparatives can be modified using intensifiers such as
a lot, a bit, much,(not) as...as
etc.
 A lot 
and
much
are used to denote a big difference while
a bit 
is used todenote a small difference.As...as shows that something is the same or equal. Not as...as shows thatsomething isn't the same or equalProblems with meaningSs might get confused in the degree of difference denotedby
a lot, much, a bit, (not) as...as
CCQs, timelines, clines, etc.-Does
a lot 
denote a big difference? Y-Does
much
denote a big difference? Y-Does
a
 
bit 
denote a small difference? Y-If I say “Tom’s as intelligent as Harry”, does that mean they are the same? YProblems with pronunciation-Ss might say / / instead of / /-Ss might say / / or / / instead of / /-Ss might say / / /l t/ instead of / / /l t/Sounds, Stress, Intonation, Connected speech-Weak forms of ‘as’, ‘a’ and ‘than’

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