CAMBRIDGE CELTA LESSON PLAN

Teacher Name
Alexandra

Date
14/7/13

Level
Elementary

Length
40 mins

TP no
5

Main Aims Personal Aims

By the en o! the lesson" learners #ill have $ractise their listening s%ills !or gist an

etail&

In this lesson" I #ill 'e #or%ing on IC(s" CC(S giving an ra$$ort ')il ing&

Class Pro!ile
A group of 19 elementary, multi-lingual, young adult ( 0-43 years old! males of different nationalities (" #ndians, 4 $ri %an&ans, 3 Egyptians, 'epal, (a&istanis! )*o )or& in +arious departments of t*e same *otel su,* as *ouse&eeping, maintenan,e, *otel ser+i,e and se,urity- .*ere is some +ariation in le+el /ut all are elementary- $ome students are rat*er 0uite )*ereas ot*ers tend to +olunteer more- 1+erall t*ey are ,omforta/le )it* ea,* ot*er as t*ey &no) ea,* ot*er from )or&- 2ost *a+e not studied Englis* /efore, some students *a+e studied Englis* only at primary or middle s,*ool and t*is 3E%.A ,lass is a great opportunity for t*em to impro+e t*eir Englis* language le+el )*i,* is prere0uisite for future ,areer progression

Materials
.as&s and *andouts adapted from 'e) 4ead)ay Elementary, /y %- 5 6 $oars(o)er (oint (resentation (+isual aids!7ideo ,lip-

Previo)s Learning*+no#le ge , -Ass)m$tions relevant to this lesson*Timeta'le .it/ 0hat o yo) %no# or ass)me learners alrea y %no# a'o)t #hat yo) are teaching them to ay1
#t )ill /e my first time )or&ing )it* t*is group of elementary students- A,,ording to ,ourse/oo& sylla/us, t*is is one of t*e first extensi+e listening lessons in New Headway Elementary )*ere students are not en,ouraged to read and listen at t*e same time.*ey *a+e to listen to t*e re,ording only- # assume t*at $s ,an find listening to re,ordings +ery diffi,ult for t*e o/+ious reason t*at t*ey *a+e no +isual support- .*ey ,annot see t*e spea&ers, or t*eir lips- 4o)e+er, t*ere are se+eral pre-listening tas&s and students are guided to ,ompre*ension +ia t*e 0uestions-

Meas)ring Learning , -Achievement o! Lesson Aims/ 2o# #ill yo) %no# i! learning has 'een s)ccess!)l or i! yo)r lesson aims have 'een achieve 1
8eed/a,& sessions )ill s*o) if # *a+e a,*ie+ed t*e lesson9s aims or not-

Consoli ation o! Learning , -.ollo# 3$/

0hat o yo) antici$ate #o)l 'e a logical to !ollo# )$ this lesson #ith at a later stage1
#t )ill /e logi,al to follo) up t*is lesson )it* a lesson )*ere a ne) target language or ne) grammar items )ill /e ,larified-

LANG3AGE ANAL4SIS .ORM 0hat is the target lang)age calle 1 -Also $rovi e the act)al e5am$les to 'e )se in the lesson&/
:elations*ip +o,a/ulary Examples; ,*atted, got engaged, tal& to people fa,e to fa,e, s*y, ,ouple< (ast (arti,iple forms of some irregular +er/s Examples; met (meet!, fle) (fly!, stood (stand!, )rote ()rite!

0hat is the meaning o! the target lang)age1 -State #hat it means*#hen #e )se it&/
:elations*ip +o,a/ulary

2o# #ill meaning 'e chec%e 1 Provi e e5am$les -e&g& CC(s" e5$lain yo)r $ict)res* iscovery tas%/
.*e target language )ill /e presented in t*e ,ontext, if needed ,larified /y t*e tea,*er and ,*e,&ed )it* 33=s3*at (+! >efinition; 1! to tal& in a friendly informal )ay, espe,ially a/out t*ings t*at are not important- ! to ,ommuni,ate informally o+er t*e internet- 33=s; >o you tal& a/out serious t*ings? >o you tal& a/out /usiness? >o you tal& in a friendly informal )ay? @et engaged (+ A adB! Cilma and 3arl got engaged>efinition; if t)o people are engaged, t*ey *a+e agreed to marry- 33=s; Are t*ey married? Are t*ey going to get married? .al& to people fa,e to fa,e >efinition; a fa,e-to-fa,e meeting, ,on+ersation et, is one )*ere you are )it* anot*er person and tal&ing to t*em- 33=s; >o you see a fa,e of t*e person )*en you tal& to *im? >o you ,*at )it* t*e person on t*e #nternet? $*y (adB! >efinition; ner+ous and un,omforta/le a/out meeting and spea&ing to ot*er people, espe,ially people you do not &no)- 33=s; >o you feel ner+ous? >o you feel ,omforta/le to spea& to ot*er people? 3ouple (n! >efinition; t)o people )*o are married or *a+ing a romanti, relations*ip- 33=s; Are )e tal&ing a/out one person? Are t*ere t)o people? Are t*ey married? Are t*ey *a+ing a romanti, relations*ip?

Sho# the %ey !eat)res o! $ron)nciation& -e&g& $honemes" #or *sentence stress" contractions etc/
/Dtd/ /nged/ /a/ /&pl/ /met/ /flu/ /std/ /rt/

Sho# the !eat)res o! !orm& -e&g& grammatical str)ct)re" $art o! s$eech" s$elling r)les etc/
3*atted - one-sylla/le +er/ ends )it* 31'$1'A'.A71CE%A31'$1'A'. - dou/le t*e final ,onsonant /efore adding E>2et (meet!, fle) (fly!, stood (stand!, )rote ()rite! E irregular +er/s E learn /y *eart-

Antici$ate Pro'lems #ith the target lang)age , -)se the analysis a'ove to hel$ #ith this/ Meaning
$$ mig*t not re,ognise some )ords appearing in t*e tas&s (e-g- got engaged, rail)ay station, fall in lo+e et,-!

Pron)nciation
$$ mig*t find diffi,ult t*e pronun,iation of some )ords (engaged, rail)ay station, ,*atted, ,ouple, stood, )rote, fle), met!-

.orm
$$ mig*t find diffi,ult to spell some regular and irregular past parti,iple +er/ forms-

S)ggeste Sol)tions !or those $ro'lems , -these nee to 'e sol)tions to the a'ove $ro'lems/ Meaning
$pend more time on eli,iting and explaining ne) +o,a/ulary-

Pron)nciation
2odel ,learly and drill during t*e ,larifi,ation stage (and feed/a,& as needed!- 4ig*lig*t t*ese features on t*e flip /oard-

.orm
#f needed *ig*lig*t t*e features of regular and irregular past parti,iple +er/ forms-

PROCED3RE PAGE , STAGE NAME

Lea ,in

fill in as many stages as you re0uire for your lesson

STAGE AIM TIME
7,8 mins T,SS" SS,T

INTERACTION

To activate Ss6 e5isting %no#le ge o! the to$ic" to generate interest in the to$ic o! the lesson&

PROCED3RE9
@reet $$ and tell t*em to ,*e,& t*e ,ards on t*eir ta/les- (4 different suits on t*e ta/le; 0ueen, &ing, a,e, Ba,&! :egroup t*e $$ into 4 groups; 0ueens, &ings, a,es and Ba,&s$ay to $$; FGou are going to )at,* a s*ort +ideo- After )at,*ing #9d li&e you to tell me )*at do you t*in& )e are going to tal& a/out today?H $*o) t*e +ideo ,lip @et feed/a,& ((ossi/le ans)ers; lo+e story, romanti, story, relations*ip, men 5 )omen! (re-tea,* some )ords )ritten on t*e /oard (,*at, get engaged!- As& 33=sF4ere are some senten,es a/out t)o people in t*e +ideoHF# )ant you to )or& in pairs to put t*ese senten,es in order- Gou *a+e one minute to goH#3=s; C*at are you going to do? Are you )or&ing alone or )it* a partner? @i+e out t*e *andouts )it* t*e tas& 2onitor, prompt if needed @et feed/a,&

Antici$ate Pro'lems9

Antici$ate Sol)tions9

$$ mig*t not understand some +o,a/ulary items$$ mig*t feel s*y a/out t*e topi, of t*e lesson-

2a&e sure my ,larifi,ation and ,on,ept ,*e,&ing is ,lear.ry to smoot* t*e situation and go a*ead )it* t*e %(-

STAGE NAME
Pre iction tas%

STAGE AIM
To enco)rage SS to $re ict*thin% a'o)t content o! the listening te5t an give them a reason to listen to the recor ing ; mins

TIME

INTERACTION
T,SS" SS,T" S,T" S,S

PROCED3RE9
As& $$ to loo& at t*e p*otos of t*e four people on t*eir *andouts and ans)er t*e 0uestions in pairs :ead t*e 0uestions aloud and point to t*e useful language /ox at t*e /ottom of t*e page 2odel t*e example; F# t*in& t*is )oman is :osa /e,ause s*e loo&s $panis*- $*e *as dar& *air and dar& s&in- $*e is also on t*e /ea,*- # t*in& s*e is married to 7in,ent /e,ause t*ey /ot* li&e t*e sea- # t*in& t*ey met )*en *e )ent to $pain on *is /oat-H $ay to $$; F'o pro/lem if your ans)ers are not ,orre,t- Ise your imagination, try to guess, play )it* ideas #3=s; C*at are you going to do? C*at ,an *elp you )it* t*is tas&? Are you )or&ing alone? Gou *a+e 5 minutes to ,omplete t*is tas& 2onitor 3olle,t t*e examples of good and /ad language for follo)-up feed/a,& at t*e end of t*e ,lass 4and out t*e introdu,tions a/out *o) t*e ,ouple met and as& $$ to read t*em in pairs and ,*e,& if t*eir ideas )ere ,orre,t or not @i+e $$ 1 minute to ,omplete t*e tas& @et feed/a,& /y as&ing $$; F4o) do you find t*ese stories? Are you surprised? Are t*ey interesting? C*i,* story do you t*in& is t*e most romanti,?H FC*at do you t*in& *appened next?H @et some ideas-

Antici$ate Pro'lems9

Antici$ate Sol)tions9

$$ mig*t not /e familiar )it* some +o,a/ulary from t*e tas&(introdu,tions a/out *o) t*e ,ouple met!

2onitor and /e ready to explain t*e meaning-

STAGE NAME
Listening !or gist

STAGE AIM
To enco)rage SS to listen !or gist*general )n erstan ing .or learners to get an overvie# o! the te5t 8 mins

TIME

INTERACTION
T,SS" SS,T" S,T" S,S

PROCED3RE9
=ui,&ly regroup t*e $$ /y nominating indi+iduals to ,*ange t*e seat $ay to $$; F'o) you are going to listen to ea,* ,ouple tal&ing- .ry to understand Bust )*at *appened next in ea,* lo+e story and don9t /e pani, if you don9t understand e+ery )ord- Gou don9t need to-H (lay t*e re,ording and ma&e a pause after >e//ie and (er.ell $$ to ,*e,& )*at t*ey9+e understood in pairs(lay t*e re,ording a/out t*e se,ond ,ouple.ell $$ to ,*e,& )*at t*ey9+e understood )it* a partner3*e,& if t*ey9+e got anyt*ing and repeat t*e re,ording only if $$ *a+e really failed to follo) )*at *appened next in t*e stories$*o) t*e ans)ers on t*e slide-

Antici$ate Pro'lems9

Antici$ate Sol)tions9

$$ mig*t pro/a/ly tell me t*ey didnJt understand anyt*ing-

@et t*em to pool t*eir ideas in pairs or small groups /efore feeding /a,&, as t*is )ill *elp /uild up t*eir ,onfiden,e-

STAGE NAME
Listening !or etaile com$rehension

STAGE AIM
To $ractice listening !or etaile com$rehension .or learners to )n erstan the te5t in e$th

TIME
<; mins

INTERACTION
T,SS" SS,T" S,S

PROCED3RE9
As& $$ to read t*roug* t*e 0uestions(re-tea,* +o,a/ulary from t*e text (tal& to people fa,e to fa,e, s*y, ,ouple, met, fle), stood, )rote! As& 33=s (see a/o+e! (oint out t*at in 0uestion K $$ need to )rite only t*e first letter of t*e name of t*e person )*o says t*e senten,es%et $$ to listen again indi+iduallyAfter listening, as& $$ to ,*e,& t*eir ans)ers in pairs3*e,& t*e ans)ers )it* t*e )*ole ,lass4and out t*e ans)er s*eet after ,*e,&ing#f t*ere is enoug* time put some examples of $$9s good and /ad language ,olle,ted during t*e lesson-

Antici$ate Pro'lems9

Antici$ate Sol)tions9

$$ mig*t not understand e+eryt*ing after first listening for details-

%et $$ to listen to t*e re,ording one more time-

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