Name: Anna TP number: 8

Level: Pre-Intermediate Date: 29.01.2020 Length: 45 minutes

Lesson Type (tick main focus / foci as appropriate):
Speaking Writing Reading Listening Grammar Vocabulary Pronunciation Functions Tutor’s comments

Main Aim(s) (state from the students’ perspective; include context and, where appropriate, specific language items, sub-skill terminology and how stu-
dents will use the language):
To develop the Ss’ writing skills in the context of exchanging postcards with different people.

Subsidiary Aim(s) (as above, be specific in items and sub-skills, etc.):

To help students improve their oral fluency by communicating with each other in different stages during the
lesson, to revise the use of relative pronounce, to introduce a way of practicing writing and reading by com-
municating with people via postcards.

Evidence:
I will know if my aims have been achieved if the students successfully cope with the final writing task.

CELTA Lesson Planning Paperwork for TPs 3-8

Personal Aims
In this lesson, I, as the teacher, will be working on improving: I hope to achieve this by:

Timing Using a stopwatch

Lesson pace Making sure the activities are not rushed or prolonged

In this lesson, I, as the teacher, will be experimenting with: Because:

Teaching writing I have never done that before, and I think this
type of lessons can be very helpful for the stu-
dents.

Materials (including source – book, author, publisher, year, page / section numbers). Please attach all handouts with your plan as they are going to be given
to the students and with copyright where required.
1) postcrossing.com
2) self-designed material

CELTA Lesson Planning Paperwork for TPs 3-8

 Generating Interest, Assumptions and Anticipated Problems
Generating Interest (How I will get the students interested in the context of the lesson):
I will get the students interested in the context of the lesson by asking them to discuss the thing they collect /
used to collect and then telling them about my collection of postcards.

Assumptions (i.e., points which are important for the lesson but which I think the students already know or can already do and which I will therefore not be
focusing on in my lesson):
This lesson is based on the assumptions that: This is relevant because and/or this is important at
which point of the lesson:

· Students have sufficient language knowledge · They will write postcards in the final writing activity.
to write a postcard. · They will have a model, but they will have to write
· Students will have some ideas that they can things about themselves.
use to write a postcard.

Anticipated Problems and Solutions (i.e., issues with incidental language, procedures, tasks, skills, materials, culture, classroom management, dy-
namics, timings, technology, etc., which are not included in my plan but which might arise during this lesson) and solutions to them (i.e. how I will react if
these problems arise).
· Please write anticipated problems with target language on your LA sheet.
· Please indicate anticipated problems which are already incorporated into your plan in the Rationale column of your procedure page.

CELTA Lesson Planning Paperwork for TPs 3-8

 Possible Problems Proposed Solutions
· There is an inappropriate number of students for · All the tasks can be completed in pairs or threes.
tasks noted as PW Although, the final free speaking activity will need
some minor changes: the students will be asked
to choose one story out of four in that case.

· I will let them use my post crossing profile and

· There is an inappropriate number of students for write a real postcard to a real random person.
the final writing activity (e.g. 1 or 2)

· Drop the Tic-Tac-Toe game if there's less time.

· The students experience more problems than ex- Ask them to correct each other postcards or write
pected which leads to a slower lesson pace. a reply letter if there’s more time.

·
·
·
·

CELTA Lesson Planning Paperwork for TPs 3-8

 LANGUAGE ANALYSIS SHEET 1 – STRUCTURE: GRAMMAR
Whenever you to start out to teach a structure (grammar or function), you need to research the language and anticipate any potential difficulties for your students. The below categories should help
guide you. Complete it when appropriate and give it to your tutor along with your lesson plan.

Language area:
Relative pronouns

Context:
Postcards

Target sentence(s) from the lesson (include affirmative, negative and interrogative if relevant):
This postcard is from a city called Cairu which is near the sea.
This card is from Amsterdam where we work.
We are 4 colleagues who share a Postcrossing profile.

What does the structure mean? (Please state in student-friendly language):

Words used to connect parts of a sentence. We use ‘who’ to talk about people, ‘which’ to talk about things and
‘where’ to talk about places.

Describe how you will convey and elicit the language and how you will check students have understood:

CELTA Lesson Planning Paperwork for TPs 3-8

 The Ss will see the target sentences in the texts that will be used as models for the final writing activity.

Any appropriacy considerations?

None

Anticipated problems and solutions with the target language (Meaning / Appropriacy):
Possible Problem Proposed Solution
· Students might confuse them with each other · Refer back to the context and ask CCQs

CELTA Lesson Planning Paperwork for TPs 3-8

 \

Procedure and Material Interaction Rationale

Stage No. and Stage Aim What will happen in the lesson – what the teacher does, what the students (To explain any decisions in your plan-
Time S/PW/GW/
Stage Title Why the students are doing the activity do. OC/T/T-Ss ning which have affected the
Please state clearly which material is being used in each stage approach / activities / procedure / stag-
ing)

6 mins 1. Lead-in To set the context of the les- - Ask the students if they collect anything or had
son and generate interest such experience in the past
- Ask them to discuss their collections in pairs
- Briefly comment on their discussion and tell them
about my collection. Show them a picture with post-
cards.
- Ask them if they know what postcrossing is. If any-
body does, let them share it with the class. If not,
show the PPT and try to elicit its stages.
T-Ss The lead-in seems quite
lengthy, but I think it’s impor-
PW tant to tell the students about
T-ss postcrossing because it’s a
great way to communicate
with people in English and
improve writing. Not many
people in Russia are aware of
this and many of them (espe-
cially the ones who learn Eng-
lish) become interested once
they learn about it. It might be
not essential in the context of
this lesson, but I hope the Ss
will use it later on in real life.

Tutor’s comments on the execution of the above stage (strengths are underlined and areas to think about are in bold):

3 mins 2. Prediction To help the students prepare for Ask the students to discuss in pairs what they think T-Ss
the upcoming reading activity people usually write in such postcards, board some PW
ideas.

Tutor’s comments:

CELTA Lesson Planning Paperwork for TPs 3-8

 5 mins 3.Reading for To give the students a - Give the students the postcards and ask them to T-ss
gist model for the final writing ac- read the cards and see if their ideas were right.
tivity and develop their skill - Brief pair-checking PW
of reading for gist - Brief OC FB OC

Tutor’s comments:

3 mins 4. Language To give the students the lan- - Draw the Ss’ attention to the sentences with ‘who’, T-ss I decided to use oral open
focus guage that they can later use in ‘which’ and ‘where’ (put them on the PPT) class guided discovery once
the final writing activity. - Ask the students to deduce how these pronouns are again because there will be a
used.
OC lot of writing in the lesson and
- Ask CCQs to check I don’t want the students to
get tired of it before we start
the final writing activity

Tutor’s comments:

8 mins 5. Controlled To provide controlled written - Ss are given handouts and asked to complete the S Tic-Tac-Toe may be dropped
written prac- practice of the target struc- sentences using target language. T monitors and if there’s less time left than
tice of the TL ture so that the students are helps if needed. PW expected. I included it to add
comfortable with it enough to - Pair-checking OC some fun to the lesson (since
use it in final speaking activ- - OC FB in the form of Tic-Tac-Toe writing lessons tend to be
ity rather quiet)

Tutor’s comments:

CELTA Lesson Planning Paperwork for TPs 3-8

 5 mins 6. Focus on To make the structure of - Ask the students to think about the structure of the T-Ss
layout postcards clear for the Ss, postcards in pairs PW
so they can use it in the final - Elicit the main ideas and board them OC
writing activity

Tutor’s comments:

10 mins 7. Writing To help the Ss’ develop their Tell the Ss that we will organize classroom T-Ss
writing skills postcrossing. Write the Ss’ names on pieces of paper
and ask the students to draw them randomly. Tell
them that they will write a postcard to the person S
whose name they got. Ask them not to write their own
names on the card. Tell them that in the end they will
exchange the cards and try to guess who wrote a
card to them. The Ss write the postcards
Content feedback OC

Tutor’s comments:

CELTA Lesson Planning Paperwork for TPs 3-8

 5 mins 8. Final feed- To provide the feedback on T comments on the students’ ideas T-Ss
back common mistakes and good T comments on the use of the TL and praises Ss
language of the Ss T boards examples of Ss’ good and not so good lan-
guage PW
T asks Ss to discuss the examples and pairs and de-
cide which of them are wrong and why
T elicits and boards corrections OC

Tutor’s comments:

Tutor’s comments:

Tutor’s comments:

Tutor’s comments:

Tutor’s comments:

Tutor’s comments:

CELTA Lesson Planning

Checklist of areas to include in different lesson types
Check you have included the following areas; if you haven’t, make sure you know why and can justify it

Reading / Listening Speaking Writing Vocabulary Grammar

A lead-in to generate A model dialogue or A model text (at some v Clear context for a fo- Clear context for a fo-
interest in the topic of some other stimulus point in the lesson) cus on meaning (natu- cus on meaning (natu-
the text for speaking ral usage) ral usage)

CELTA Lesson Planning Paperwork for TPs 3-8

 Means of dealing with A focus on useful lan- A focus on the genre v Appropriate conveying Appropriate conveying
unfamiliar vocabulary guage to help in the and its typical features and eliciting followed and eliciting followed
(especially if essential discussion by useful checking by useful checking
for the tasks) (e.g., CCQs) (CCQs, timelines, etc.)

Some prediction to Planning time (prepa- A focus on useful fea- v Focus on appropriacy Coverage of relevant
activate background ration of ideas) tures or language ex- (register, formality, pronunciation features
knowledge emplified by the text style, use, etc.) where including at sentence
required. level (through drilling
and highlighting).
A sequence of tasks A clear task (a goal to Planning / preparation v Coverage of relevant A written record of the
which develop the work towards) which is time to help learners pronunciation features form on either the
target sub-skills as set before they start generate ideas and (e.g., through drilling) board or a handout
stated in your aims speaking plan (in pairs / groups) (which the students are
involved in working
out)
A useful feedback Time for the students A clear reason to write v Focus on form (spell- Form manipulation
process appropriate to engage in the con- (purpose) and some- ing, parts of speech, ir- practice (where stu-
for the tasks set (in- versation and allow for one to write to (audi- regular plurals, depen- dents only work with
cluding pair-checking the teacher to monitor ence) dent prepositions, etc.) the target form)
and justification) and take notes

A response-to-the- Feedback on the con- A reason for students v A written record (board Form discrimination
text task tent of the task (stu- to read each other’s or handout) including practice (where stu-
dents to teacher) work with follow-on part of speech, sylla- dents work with the tar-
content feedback bles and stress, pho- get form and other sim-
nemic transcription ilar forms)
A language follow-on Feedback on the lan- Teacher feedback on v Controlled and com- Use of the target form
(if required) guage used (teacher to language use and task municative use of the in meaningful commu-
students) completion items nication

CELTA Lesson Planning Paperwork for TPs 3-8

CELTA Lesson Planning Paperwork for TPs 3-8