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CELTA Lesson Plan

Name: Course Level: Intermediate +


Date: TP Number: Week: Length: Lesson Focus:
Demo Lesson One 45 minutes Vocabulary
Class
Profile
A group of adult students, usually between 5 and ! participants, meeting daily for an
a"erage of # $ours% &$e group composition often "aries as few learners can attend e"ery
single lesson% It is a multicultural group, including 'ree(, )ussian and Asian learners, aged
#! * +!%
&$e core of t$e group is, not surprisingly, a small team of 4,5 'ree( learners, w$o $a"e been
classmates for o"er # years, $a"e been trained in pair wor( and group wor( and generally
wor( well toget$er% &$ey-re also e.cellent at welcoming newcomers and s$owing t$em t$e
ropes/
It is a mi.ed,ability group0 some learners are 1uite fluent but not "ery accurate, w$ile ot$ers
find difficulties in spea(ing 2nglis$ as t$ey are too aware of possible linguistic errors%
3inally, as t$e group includes 4uslims, one s$ould be aware of t$at in selecting appropriate
content and assigning partners in an acti"ity% Obser"ing an appropriate dress code is also
ad"ised%
Lesson Aims / Objecties for the learners !i"ence
Primar# Aim:
to introduce and
practice
"ocabulary
describing
places
$eaning: % "isuals
% e.ample sentences
% ,nyms
% definitions
Form:
5po(en:
model + $ands for syllables and
stress
5s mumble or $um
identify number of syllables +
stressed syllable
5s repeat * c$orally + indi"idually
p$onemic script
mar( stress
6ritten:
before spo(en
Function: Describing and comparing places
Conte&t: Describe your $ome to your
classmates
7y t$e end of t$e lesson learners will
be able to describe t$eir $ome and
neig$bour$ood, using some of t$e new
"ocabulary%
'econ"ar#
Aim(s):
*ea"ing: scanning to find specific information
8specific features of eac$ city9
'+eaking:

Writing:
Preious
kno,le"g
e
assume"
7asic :places; "ocabulary: street, building, square, park, rooms, furniture etc.
t$ere is < are * it $as < it-s got
comparisons: cleaner than
Target Language !&am+les Conce+t -uestions
Ne, Le&is:
an apartment a cellar a commercial district a fireplace
a gate a par( and a playground a studio flat t$e suburbs
a 8semi9 detac$ed < terraced $ouse a cottage a residential
area t$e centre <outs(irts of town a lift an attic a balcony
a good "iew $ig$ ceilings a dri"e
wooden floors green spaces

.isual Ai"s / $aterials: =ower=oint slides, p$otos, 67/ 0os
Antici+ate" +roblems: 'trategies / *eme"ies:
a+artment or flat>
cellar or basement>
"istrict or area>
cottage or farm$ouse>
'ree( word for $ouse is t$e same as $ome ? 12345
6$at-s a terraced $ouse>
a% no suc$ concept in 'ree(
b% 'ree( word for flat roof sounds t$e same as terrace ?
@ABC@DA% 5s may logically assume t$at it is a $ouse wit$ a
flat roof
6$at-s a semi,detac$ed $ouse> See above culture note
6$at-s a dri"e> See above culture note
Am2 "s 7r2
6$ic$ one is normally used for storing food>
6$ic$ one is closer in meaning to neig$bour$ood>
6$ic$ one can be rented>
Ean a $ouse be on t$e second floor>
Is your $ome a flat or a $ouse>
5$ow picture, definition: originated in Europe in the 16th
century, it's a row of identical or mirror-image houses
share side walls.
=icture + definition: does not share an inside wall with any
other house. It has only outside walls and does not touch
any other building.
=icture + definition
STEP TEACHER ACTIVITY LEARNER ACTIVITY AIMS
MATERIA
LS
INTERACTI
ON
TIME
%
& in"ites 5s to as( $er
1uestions about $er $ome
& answers%
5s wor( in pairs and come
up wit$ 1uestions%
&$en 55 as( & about $er
$ome%
Arouse interest%
Acti"ate sc$emata%
E$ec( pre"ious
(nowledge%
'li"e 6 =airs
& F 5s
5-
#% & as(s: 6$at 2nglis$ sayings
about $ome $a"e you $eard>
& s$ows slide wit$ a s$ort list
5s answer
5s c$ec( answers, add
sayings and as( 1uestions, if
any
2"o(e emotional
reaction about
$ome%
=repare 5s for
ne.t tas(
'li"e 7 5s F & #*G-
G & as(s: hat does home
mean to you! & pro"ides HO
wit$ prompts
& gets feedbac( from w$ole
class
5s ta(e notes
5s compare answers in
groups
=ersonalise
"ocabulary use
8more meaningful
and memorable9
Acti"ate or pre,
teac$ "ocabulary
necessary for ne.t
tas(
'li"e 8 Indi"iduall
y
# groups
5s F &
5-
4% & sets up tas( I pro"ides
HO
& gets feedbac( from w$ole
class and puts notes on 67%
5s sort out t$e "ocabulary in
t$e bo. in t$e gi"en sets%
5s compare answers in #
groups
=eer,teac$ new
"ocabulary
2ncourage 5s to
create le.ical sets
Eonfirm answers
'li"e 9 =airs
# groups
5s F &
J,!-
5 & as(s 5s to add more words
in eac$ category
& gets feedbac( from w$ole
class and puts notes on 67
5s try to t$in( up of more
related "ocabulary and write
it in t$e appropriate bo.
2.pand "ocabulary
Ereate lin(s
between new and
already ac1uired
"ocabulary
=eer,teac$ more
items
'li"e 9 =airs
5s F &
5,K-
+ & sets up tas( I pro"ides
HO
& gets feedbac( from w$ole
class and puts notes on 67
5s wor( in pairs and ta(e it
in turns to describe t$e
$ouses in t$e pictures, using
t$e new "ocabulary%
All 5s w$o described t$e
same $ouse get toget$er
and compare notes
G,4-
K & as(s students to ran( t$e 4
$ouses in order of
preference:
? t$e one t$ey-d most li(e
to li"e in
4 ? t$e one t$ey-d least li(e
to li"e in
& gets feedbac( from w$ole
class and declares most
popular $ome
5-
J & as(s 5s to describe t$eir
own $omes for t$eir partners
to draw% & sets up tas( I
5s wor( in pairs, bac( to
bac(% &$ey write t$e name of
t$eir partner under eac$
! ,
5-
pro"ides HO%
& pro"ides fres$ HO%
& collects drawings and puts
up on 67%
drawing%
5s c$ange partners and
repeat t$e procedure%
5s come up to 67 and
compare drawings%
L & as(s 5s to write as muc$
"ocabulary as t$ey can
remember ne.t to eac$ pair
of drawings
5s recall "ocab ulary and
write it on board