CELTA Lesson Plan Please complete all sections of the plan before Teaching Practice Preparation.

Name: Susana Herdon Benlloch Date: 3 July 2015

Teaching Practice 3 Level: Pre-Intermediate

Number:

Length of lesson: 30 min Main lesson Grammar Vocabulary Functions Reading Listening
focus: Speaking Writing Pronunciation

Main Lesson Aim Sub Aim(s)

For students to have speaking practice and listen for gist. For students to practice speaking and increase their fluency in the context of
family description.

Personal Aims Teaching skills you want to focus on in this lesson – consider Assumptions What the students already know (about the language,
feedback from your previous lessons. activity, topic) that will help them with this lesson.

Avoid echoing, give clear instructions, reduce TTT, sweep monitor and write The students will be familiar with the vocabulary about family from Monday
mistakes/good things student say in the mingle. and from the Q & As and the text on pg. 6 they will be looking at with the
trainee before me.

Anticipated Student Problems and Solutions Specific problems students Anticipated Managerial Problems and Solutions
may have with language and/or skills. Specific managerial problems you may have.

Problem Solution Problem Solution

Students might not be able to I will sweep monitor to find out how There might not be enough students Have another activity prepared just
complete the listening activity hearing most of them did more or less to see to do a successful mingle. in case this happens (you’ll find it in
it just one time. how many were able to complete the the procedure).
task.

I will explain it and ask CCQs.

There might be some vocabulary that
some students don’t know.
Materials Reference the materials (books, resources, websites) you are using Board Plan To help you organise your board work, draw a plan of what you
(eg. Go for it!, David Nunan, People’s Education Press, 2002, p.46). You must are going to write on the board and where.
reference all handouts, attach a copy of each to your plan and keep these
together in your portfolio. Remember! Keep the number of handouts to a
minimum.

Photocopy of pg. 7 from Straightforward, Philip Kerr, Macmillan, second edition. Susi Vocabulary

CD for the listening 1.1 track. Children Lawyer

2, María and Carlos, playing on the beach /lɔɪə/

Family pet

Dog, Luna Soap opera

Food /səʊp ɒprə/

Tapas and paella, whole family eat on Sundays

Weekends and holidays Game show

Go to the beach /ɡeɪm ʃəʊ/

Parents

Lucía and Pablo, teacher and lawyer.

Dancing, good food and wine and football.

TV

Soap operas, football games, game shows

Language Analysis What new language (grammar & vocabulary) are you teaching/ reviewing? Show how you will help learners understand it.

Form Meaning Pronunciation

A breakdown of the form/ part of How you will convey and check meaning (eg. visuals, timelines, How you will clarify pronunciation problems
speech of the target language situations, CCQs) (eg. stress marks, contractions, weak forms,
phonemic transcription, features of connected
speech – as appropriate)

CCQs

Lawyer Does he give advice to people about the law? /lɔːjə /

Soap opera Is it a tv programme about the lives and problems of a group of / səʊp ˈɒprə /
people?
/ ɡeɪm ʃəʊ /
Where can we watch game shows?
Game show
Is it a tv programme in which people play games or answer
questions?

Do people win money or prizes?

Procedure Please indicate all stages in enough detail for the reader to understand exactly what the teacher and students are doing.

Stage Name of stage (eg. Stage Aims Purposes of Procedure What the T & Ss will do
Lead-in) stage (eg. T introduces the topic of travel and tells class about his last holiday.
Time (eg. 0-5) (eg. To engage Ss in the topic) T puts Ss in pairs and invites them to tell each other about their last
Interaction (eg. T>Ss/ S>S) holiday.
T conducts FB with some egs. from the class.)
1
Lead in Create interest through speaking Hi I’m Susi, write on WB
T-S Check names
S-T We are going to continue on the topic of family.
5 Ask student to describe a typical English family.

2
Listening Gist the listening to complete Exercise 1, speaking, pg. 7. Instruct sts to listen to recording and in pairs, write the
10 exercise 1. correct order of the descriptions mentioned.
S-S
S-T Elicit answers from sts so they can check all their answers are correct with the rest
of the class.

Answers exercise 1.
1 parents, 2, children, 3 family pet, 4 weekends and holidays, 5 food, 6 TV.

3
Focus on vocabulary Introduce vocabulary Lawyer
13
/ lɔːjə /

Soap opera

/ səʊp ˈɒprə /

Game show

/ ɡeɪm ʃəʊ/
4
Preparation Give sts time to make notes about Tell sts about a typical Spanish family by writing it on the WB.
18 a typical family from their own
 T-S country.

S-S Instruct sts to make brief notes about a typical family from their country once I’ve
showed them my notes. They can do it in pairs to help each other.

5
Mingle task Speaking task Instruct sts to mingle and ask and answer questions (from exercise 1 pg.7) to other
28 sts and find out about a typical family from the other person’s country.
S-S
S-S While they do this I will monitor them and try to listen to mistakes, things they said
correctly and interesting or unusual things they say.

6
Feedback Focus on answers from other Elicit answers from students and focus on mistakes/correct language and
2 students surprising facts other sts told them.
T-S-S-S

Emergency plan if Speaking task Ask sts to tell fun/interesting things to do on the weekend. Write them on WB.
there are hardly any
sts for mingle Tell sts my plans for weekend (which things I do/don’t want to do) and get them to
tell their partner what they want to do or don’t want to do.
(last 5 – 8 min)