CELTA TEACHING PRACTICE LESSON PLAN

Name Fayrouz Abdul-Salam Level Elementary Time 40 mins Date 2 nd December, 2012 Personal aims: TP No 3

Overall Aims (grammar, vocabulary and skills): By the end of the lesson, students should be able to: Use the present simple for 3rd person singular

Give clear and concise instructions and ICQs Focus on providing an extensive chance for student talking time by setting up more communicative tasks

Distinguish the different pronunciations of the final s for the verbs in the present simple for 3rd person singular Speak at length using the present simple for 3 rd person singular (he) Personalize the use of the present simple for 3 rd person singular by writing a paragraph using picture prompts (she)

Elicit from students rather than focusing on TTT

Possible student problems (linguistic, organisational, cultural): 1. Mispronunciation of the final s for the verbs in the present simple for 3rd person singular 2. Differentiate between the use of comes from vs. lives in.

Possible solutions: 1. Highlight the difference through pronunciation drills /s/, /z/, /iz/. 2. Provide examples and elicit from the students the different meanings.

Language analysis Lexis

Item Form is comes lives works Speaks likes
Verbs in the affirmative form of the present simple for 3rd person singular

Pronunciation / z/ / kmz/ / lvz/ /wks/ /spiks/ /laks/

Meaning and use in context He lives in Paris He speaks French He likes football

Checking meaning

Grammar
Name of structure Grammatical form He/she/it + verb(s) Pronunciation and stress
Final s sound in the present simple for 3rd person singular Affirmative form of the present simple for 3rd person singular.

Meaning Checking understanding

Works /wks/ Moves /muvz/ Watches /wtz/

/s/ sound /z/ sound /iz/ sound

To signal the use for 3rd person singular describing habits and facts

Procedure & purpose Time 3 mins Stage Lead in: Lead in with a picture of Phillipe displayed on the IWB - Is Phillipe drinking coffee? (no) - Is he serving coffee? (yes) - Do you think he is at home? (no) - Whats his job? (waiter) - Where is he? (caf/restaurant) - Do you go to cafes? (yes/no) - What do you drink in a caf? (coffee/tea/juice) Controlled Practice: Ss are split into three teams and provided with cards to match information on Phillipe relating it to the picture. Check ICQs with Ss: are we going to match the information? do we match job to France or country to France? Feedback: Ss are given an answer key to check the activity. The team that finishes first is announced the winner. Grammar Presentation: Ss in groups are prompted to use the information from the matching activity to match it with the subject and verb. Feedback: Ss go around the other groups to find if they have similar answers and discusses the differences. T monitors the S-S feedback. Speaking: T selects two Ss to demonstrate speaking extensively about Phillipe using the picture and information from previous activities. T highlights on the proper pronunciation of the final s sound in the S-S T-S T-S Purpose (Stage Aims) Create interest Aids Picture on IWB

S-T S-S

Personalise To relate the lead in with the grammar presentation Matching cards and Picture

8 mins

S-S

6 mins

S-S

Matching cards

6 mins

T-S

Matching cards and Picture

verbs with the 3rd person present simple. Ss are set in pairs to speak about Phillipe together. T monitors progress. Feedback: Ss are individually corrected through their pair activity PPT 3 mins Pronunciation: T demonstrates the three different pronunciations of the final s sound in the verbs with the 3rd person present simple. T prompts Ss to practice the pronunciation providing examples with other verbs. Feedback: T corrects any relevant mispronunciations. Writing: Each group of Ss is provided with a picture (female doctor/scientist/teacher/waitress) and as a group brainstorm all personal information about her. Picture prompts

3 mins

9 mins

2 mins