LESSON

PLAN AND LANGUAGE ANALYSIS

! DELHI CELTA

NAME TP NUMBER LENGTH OF LESSON

Kar)k Rao 3 45 min
LEVEL DATE

Pre-Intermediate July 2, 2019.
CONTEXT
Stealing in hotels
LESSON AIMS

MAIN AIM: By the end of the lesson the students will have...
developed their skills in reading for gist and specific informa)on in the context of stealing in hotels.

SECONDARY AIM: The students will also have...

developed their listening skills in the context of stealing in hotels.

PERSONAL AIMS
What are your developmental aims as a teacher? Consider feedback from peers and your tutor from previous feedback sessions.

1. Set up the tasks clearly before students begin to read.

2. Maintain an appropriate pace. Avoid awkward silences in class.
3. Manage Dme to cover all planned acDviDes with students.

ASSUMPTIONS
Write what you think the students already know or can do before the lesson and which you will therefore not be focusing on.

1. Students will already know about the concepts of travel, hotels and stealing. 

2. Students may already know of the synonyms of vocabulary words.

ANTICIPATED PROBLEMS SOLUTIONS

Write any problems you anDcipate with Dming, tasks, student Write the soluDons you have to these problems. What will you do
parDcipaDon, the topic, student moDvaDon and interests, level, in class or in planning to solve your anDcipated problems?
etc. 1. I will ensure to pace my class. 

1. We could run out of )me. 
 


 2. I will ensure to switch partners for joint
2. Some students may already know the discussions and feedback.

terminology being taught. 
 


 3. I will check both the audio system and the
3. The audio equipment or the powerpoint powerpoint presenta)on are prepared well in
presenta)on may fail. advance, and tested.
 TARGET LANGUAGE
Write your target language here – the key language you will be teaching in your lesson.
• If you are teaching grammar, you will need to write your marker sentences here.
• If you are teaching vocabulary, or you are teaching a recepDve skills lesson and are pre-teaching vocabulary, you will need to write
the actual vocabulary here and include how you convey meaning (e.g. by using visuals &/or a context with quesDons to elicit).
• If you are teaching funcDonal language, you will need to write the funcDonal exponents here, with responses if applicable.

— steal (v)(n) | sDːl | (past stole) (present steal) (past par,ciple stolen)

Meaning — [with object] take (another person's property) without permission or legal right and without intending to return it;

Meaning to be conveyed by using cartoon and a personal parable with quesDons to elicit. 





—souvenir (n) | ˌsuːvəˈnɪə | 

Meaning — a thing that is kept as a reminder of a person, place, or event. 

Synonyms — memento, keepsake, reminder, token.
 LANGUAGE ANALYSIS OF MEANING, PRONUNCIATION AND FORM (MPF)
ANALYSIS OF MEANING (CONCEPT) NTICIPATED PROBLEMS
A SOLUTIONS
Write the key concepts (essenDal meaning) of Write the problems you anDcipate with the Write the soluDons to your anDcipated
your target language. Remember to use exactly meaning from your analysis. Give specific problems (e.g. CCQs, Dmelines). Please
the same target language as above. examples: include the answers to your CCQs. This
steal — [with object] take (another 1. They may confuse the meaning of should reflect what you do in the lesson
itself.
person's property) without ‘borrowing’ with ‘steal’ I will ask intelligent CCQs.

permission or legal right and
1. Did the person lending
without intending to return it;

you the item give you his/her


consent? (No)

souvenir — a thing that is kept as a
2. Was it your property? (No)
reminder of a person, place, or
event. 


ANALYSIS OF PRONUNCIATION ANTICIPATED PROBLEMS SOLUTIONS

Write any important phonological features of Write the problems you anDcipate with phonology Write the soluDons to your anDcipated
the language. (e.g. word stress, sentence stress, from your analysis. Give specific examples
 problems (e.g. elicit from SS, model, drill
weak forms, difficult phonemes, connected 
 and correct as necessary).
speech, linking) Use hbp://www.e-lang.co.uk/ 1. Students may mispronounce the pronunciaDon 1. Students will need to be given a
mackichan/call/pron/type.html for phonemics as ‘isteal’. Some North-Indian students prefix the / drill exercise and individually
(Lucida Sans Unicode font) s/ by /i/ a typical error caused by the “iniDal two- tested in case they are making
segment clusters that begin with /s/” the mistake.
Steal —| sDːl | (v); 1 syllable 
 2. The stress needs to be pointed

 on board, and drilled for correct
2. Students may mispronounce the pronunciaDon
Souvenir — | ˌsuːvəˈnɪə | (n) — 3 syllables usage.
of ‘souvenir’ without the right stress on “e”.

ANALYSIS OF FORM ANTICIPATED PROBLEMS SOLUTIONS

Write the grammaDcal form of grammar, the Write the problems you anDcipate with the form Write the soluDons to your anDcipated
word form of lexis, or the form ager funcDonal from your analysis. Be specific. problems (e.g. elicit from SS and
exponents here. 1. The students may confuse the use highlight on board).
1. I will explain the meaning of the verb of of past tense and the past
‘steal’ and the correct usage in past/ 1. Correct usage may need to
par)ciple. 

present and future context with drills. be explained to the class. 

Since the word can be used both as a noun 



and a verb, the word usage may need to be
2. Students will need to be
dis)nguished.
 2. Since the word is an alien word
drilled together and

 right now, students may have
feedback sought.
2. I will explain the meaning of the difficulty in applying the word in a
verb ‘souvenir’ and the correct sentence.
usage.

BOARD PLAN
 Write here what you will write on the board during the lesson
(e.g. marker sentences; a list of pre-taught vocabulary items).

— steal (v)(n) | sDːl | (past stole) (present steal) (past par,ciple stolen)


—souvenir (n) | ˌsuːvəˈnɪə |

MATERIALS
List all materials, handouts and resources to be used. Add the source to all handouts used. Supply a copy of handouts to the tutor with your plan.

1. PresentaDon
2. Lesson Plan Printouts
3. Handouts for Exercises 4.A. (From secDons B and C)