CAMBRIDGE CELTA LESSON PLAN

Teacher Lesson Focus Tutor Date Level Mins TP no.

Islam Mohamed
Class Profile

Vocab Practice

Diana Crocos

19/10/2011

Elementary
Materials/References

40

3

A group of elementary students, multilingual, male and female young adult learners. There are some variations in level but not much. They are all motivated to learn English as it is very important for their job.
Lesson Aims 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. Anticipated Problems

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.

Assumptions (Ss’ existing knowledge/abilities)

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

Anticipated Solutions

Meaning: Not applicable as this isn’t a language lesson Pronunciation: Not applicable as this isn’t a language lesson Form: Not applicable as this isn’t a language lesson Management/Instructions: I don’t expect any issues with management Instructions might be an issue as Ss will have different sheets Other:

Meaning: Not applicable as this isn’t a language lesson Pronunciation: Not applicable as this isn’t a language lesson Form: Not applicable as this isn’t a language lesson Management/Instructions: Having a digital copy of the pictures to be displayed on data show in case I need that. Other:

1

LANGUAGE ANALYSIS FORM What is the language you are teaching…and what are the examples of this language? There is + singular nouns / There are + plural nouns Common food nouns What context will you use to convey it? Food Seaside holiday What does it mean? How will you concept check it? What is its form/grammatical properties? What are its phonological/pronunciation properties? 2 .

Whiteboard Plan 3 .

Feedback 5-6 Set up (to introduce the practice activity) T-SSS SSS-T Set Task: Asking the students to say a word to describe their pictures. bucket. swimmer. Eliciting: Students start saying “seagull. Set Task: T.) T-SSS Set Task: T.) T-SSS explain the rule by crossing them... umbrella.. tell the students that they are going to complete some sentences using the correct form of there is/there are. Get Ss to compare answers in pairs and then ask some of the Ss to read their sentences./ There are ..”. we are going to write. towel. Using hands to Feedback 10-12 Practice activity 2/Writing (To provide less controlled practice on There is and there are. ICQ: Are you going to read? No Are you going to write? No Are you going to speak? Yes SS-SS SSS-T Ss start speaking sentences while T monitors.TIME STAGE AND STAGE AIM INTERACTION T-SSS PROCEDURE Showing the students a picture of food and asking them to write 3 sentences about the picture using: “There is . There is X Is there..” Set Task: “Look at this picture again and write 3 sentences using There is . spade. Get Ss who has picture A and Ss who has picture B together and ask them to compare their answers then ask them to say some sentences and write them on board.. T.. sandcastle” This should help students to form sentences easily 10-12 Practice activity 1/Speaking (To provide less controlled practice on There is and there are.. deckchair. Eliciting: T. explains to the Ss that they have to look at their pictures and tell their partners sentences orally using “there is” and “there are”. T-SSS ICQ: Are you going to write? Yes Are you going to read? Yes Are you going to draw? No 4 .. “There are.” ICQs: Are we going to read something? No Are you going to write words? No. boy.. ball.. explains to the Ss “Yes/No questions” by asking them to look at a picture and ask them to form a question. dolphin.. TUTOR’S COMMENT 8-10 Lead In (To engage students and generate interest in the topic) SS-SS SSS-T Ss write sentences while T monitors. Uses blinders to get students to focus on their pictures.

Then T. gets Ss to work in pairs to check answers. writes some sentences on the board based on observations. T. ICQ: Are you going to draw? No Are you going to write? Yes Are you going to speak? Yes Ss start writing words while T monitors.. T.SS-SS Ss start completing the sentences while T monitors. Uses blinders to get students to focus on their pictures. SS-SS Feedback SSS-T Getting students to work with different pairs then asking student B to ask student A about places of food using “Is there.?” 5 . Student A has to use “there is” and “there are”. explains to the Ss that student A has to look at a picture and then tell student B where to put food in the fridge... Feedback SSS-T 6-8 Practice activity 3/Writing (To provide less controlled practice on There is and there are.) T-SSS Set Task: T.?/ Are there..

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