Example of a CELTA lesson plan
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Example of a CELTA lesson plan

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This is an example of a lesson plan done during a CELTA course. For my reflections on the course, visit: http://celtaconfessions.wordpress.com/

This is an example of a lesson plan done during a CELTA course. For my reflections on the course, visit: http://celtaconfessions.wordpress.com/

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Example of a CELTA lesson plan Example of a CELTA lesson plan Document Transcript

  • NAME: Chiew Pang WEEK: 4 DAY: 2 LENGTH: 60minsLEVEL: Upper Intermediate DATE: 23 Oct 2012 TP # 7APPROACH If Discrete item…Discrete Item  Situational Presentation  XTask Based Learning  Teaching from a text Skills  Teaching from examples  Teaching from rules  Test-Teach-Test TOPIC/THEME: (e.g. Holidays, Regional Dishes, Health and Medicine...)AnecdotesAIMS: By the end of the lesson, students will have…Main Aim(s):… learnt how to tell anecdotes in a more natural way.Subsidiary Aim(s):… had the opportunity to improve their writing and speaking skills (pair and group work).PERSONAL AIMS: What do you personally want to improve on in this lesson and why? Example: 1.giveclearer instructions and check them, 2. reduce TTT, 3. improve my drilling techniques.1. To give instructions slowly, clearly, and concisely; and to check their understanding by asking them someICQs or by giving examples. I’m still not doing this well enough.2. To improve on monitoring.3. To improve on concept-checking lexis. In the last lesson, I was weak on this score.SOURCES OF MATERIALS: What course books, reference books, internet sites etc. did you use?http://www.macmillandictionary.comTeacher’s own activities and materialsScott Thornbury’s blog for TBL research: http://scottthornbury.wordpress.com/tag/task-based-instruction/Practical English Usage, Michael Swan, Oxford 1995 Lesson Plan Assignment 2 & 4i -1-
  • The LANGUAGE ANALYSIS that you need to do in the following section relates to your LINGUISTIC AIM(S) i.e. theLANGUAGE COMPONENT of your lesson. As a rough guide: • In a discrete-item lesson, you need to analyse the M,F,P,A of the discrete item i.e. the language point • In a TBL lesson, you need to analyse M,F,P,A of any topic-related lexis you intend to teach (Pre-task stage) and ‘useful language/expressions’ (Planning stage). • For ALL of the above, and skills lessons, you need to analyse any lexis that you intend to teach or that might cause problems of M, F, P, A during your lesson.The idea is that this analysis will help you to predict problems the students may have and to plan solutions to theseBEFORE the lesson in the next section of the lesson plan. Assignment 2: LANGUAGE ANALYSISMEANING/USE State what the language component of your lesson is (see above) AND what it means/how it is used.Give an example(s). For LEXIS/USEFUL PHRASES, list the words/phrases you intend to teach and the key points oftheir meaning. See example.FORM: State what the FORM of your language component is, showing a breakdown of the structure/phrase. Includenegatives, question forms, contractions etc if necessary. Include parts of speech in your list of LEXIS. See example.PRONUNCIATION: Indicate the key pronunciation features of your language component (word/sentence stress, weakforms, silent letters, key intonation patterns etc.). See example.APPROPRIACY: indicate whether anything in your language component is colloquial, formal, informal, slang etc. Seeexample.EXAMPLE: DISCRETE ITEM: have to vs don’t have toMeaning: I have to get up early every day. (it’s necessary/it’s an obligation for me.) I don’t have to wear a suit. (it’s not necessary; it’s optional)Form: Positive: subject + have to + infinitive Negative: subject + don’t have to + infinitive Question: Do you have to wear a suit? Short answer: Yes, I do./No, I don’t.Pronunciation /hæftə/ before infinitives beginning with a consonant sound /hæftu:/ before infinitives beginning with a vowel sound LEXIS/EXPRESSIONSto manage to do sth.Meaning to succeed in doing something, especially something that needs a lot of effort or skillForm: manage to do sth = manage (v.reg) +’to’ infinitivePronunciation /-ɪdʒ/a suitMeaning: a set of clothes made from the same cloth, usually a jacket with trousers or a skirtForm: noun (in this context)Pronunciation: /su:t/WRITTEN RECORD: What written record will students get of key features of M,F,P,A of the language youare teaching?Students get a written record of the exercises used in the lesson, along with the answers. Lesson Plan Assignment 2 & 4i -2-
  • Assignment 2: LANGUAGE ANALYSISTopic-related lexis (pre-task stage)basinMeaning: an open container used for holding liquids (as used in context)Form: noun, countablePronunciation: | ˈbeɪsn̩ |embarrassedMeaning: ashamed of something and worried about what other people will think of youForm: adjectivePronunciation: | ɪmˈbærəst |choreMeaning: an ordinary job that must be done regularlyForm: noun, countablePronunciation: | tʃɔː |circuit breakerMeaning: a piece of equipment designed to stop an electric current automatically if it becomes too strong ordangerousForm: noun, countablePronunciation: | ˈsɜːkɪt ˈbreɪkə |capeMeaning: in this context, it’s the piece of cloth matadors use to attract the bullsForm: noun, countablePronunciation: | keɪp | Lesson Plan Assignment 2 & 4i -3-
  • Assignment 2: LANGUAGE ANALYSIS (Cont.)Useful language chunks (planning stage)Have I ever told you…?Meaning: a useful expression to begin a storyForm: Interrogative using present perfectPronunciation: | həv aɪ ˈevə təʊld ju |I was doing the washing-up when the lights went out.Meaning: to speak about an event that interrupted another which was in progressForm: Past continuous and past simplePronunciation: weak form of was | wəz |suss outMeaning: to understand a situation or the reason why someone does somethingForm: verb, transitivePronunciation: | sʌst aʊt |Appropriacy: Only in informal usageNote: I could easily have used “realised” instead of “sussed out”, but with Underhill and Scrivener’s Demand-high ELT in mind, I decided to keep the more informal “sussed out”.goshMeaning: used to express surprise or annoyanceForm: interjectionPronunciation: | ɡɒʃ |Appropriacy: Informal. Although it’s deemed to be old-fashioned, I think it is still used a lot, along with otherinterjections such as Cor! or Crikey!Thank goodness!Meaning: used for saying that you are happy that something unpleasant has stopped or has not happenedForm: interjectionPronunciation: | θæŋk ˈɡʊdnəs |Appropriacy: Fairly informal. “Goodness” can be replaced by “God” or heaven(s)”.In the endMeaning: useful phrase to end an anecdote or storyForm: mainly spokenPronunciation: | ɪn ði end | Lesson Plan Assignment 2 & 4i -4-
  • Assignment 2: PROBLEMS AND SOLUTIONSWhat problems of M,F,P,A might students have with the previously analysed language? List and explain theseproblems and include details of a solution immediately after each (please label them Problem 1, Solution 1 etc.)MEANING: Please include full details of how you will convey meaning and check understanding in your solutions,including timelines, concept questions etc, as necessary. Alternatively, refer to the exercise/worksheet which does this.Example: Problem 1: Ss may think that ‘don’t have to’ means ‘obligation not to do sth’. Solution 1: In worksheet 1Ex.1 Ss choose the correct meanings from several options. Problem 2: Ss may not know the meaning of a. To manageto do sth, b. To refuse to do sth, etc. Solution 2: Ss match these words to their definitions on Worksheet 1, Ex.2.Problem 1: Although this is an upper intermediate group, they still may have some difficulty understandingsome words such as basin (not mentioned, but a translation of “palangana”, which was mentioned),embarrassed (false friend of “embarazada”), chore and cape.Solution 1: The use of images in the PowerPoint should clarify any doubts fairly easily. Some CCQs mayhave to be employed:CCQ embarrassed: What happens to most of us when we feel embarrassed? Our face go red.Do we feel ashamed or do we feel proud when we’re embarrassed? Ashamed.CCQ chore: Is ironing a chore? Yes.Is making the bed a chore? Yes.Is listening to music a chore? No.Problem 2: Most likely, they wouldn’t have heard of “suss out” before. This word doesn’t form part of theblocking lexis, so they may not enquire on this.Solution 2: Explain that we use this to express that we have understood something, usually not immediatelybut after a time.CCQ: Can we use “realised” instead of “sussed out”? Yes.When we sussed something out, do we realise it immediately or after a period of time? After a period oftime.FORM: Example: Problem 1: Ss may think the negative of ‘have to’ is ‘haven’t to’. Solution: ask Ss to findexamples of negatives in text. Problem 2: Ss may not know ‘suit’ is both n + v. Solution: Give examples.Because the level is upper intermediate, I don’t envisage problems with neither the present perfect nor thepast continuous, but it is possible that some of them may still not have understood its use perfectly.Problem 1: “Have I ever told you I’m living in Las Palmas?”Solution 1: CCQ: The verb “told” – does it refer to a period of time in the past or a definite time?Do we mention the time? No. Can I say “Have I told you yesterday I’m living in Las Palmas?” No.Problem 2: “I was doing the washing-up when the lights went off”.Solution 2: Draw a time line: Lesson Plan Assignment 2 & 4i -5-
  • CCQ: Which is the longer action? Washing up.Which is the shorter action? Lights went off.Which action interrupted and which action was interrupted? The lights going off interrupted the washing up.Do we use the past simple for the shorter or longer action? Shorter.Do we use the past continuous to describe the shorter or the longer action? The longer.PRONUNCIATION: Consider individual sounds, silent letters, unpronounced syllables, syllable stress,sentence stress and intonation patterns. Example: Problem 1: (a) Ss may pronounce the ‘v’ in ‘have’ as /v/not /f/ (b) may mispronounce ‘suit’. Solution 1: drilling and phonemic script for (a) and (b).Problem 1: Some may still pronounce “embarrassed” with the additional syllable |ɪd|.Solution 1: CCQs: How do we pronounce “wanted” (writing it on the board)? | ˈwɒntɪd |How do we pronounce “depended”? | dɪˈpendɪd |Do we pronounce “kissed” | kɪsɪd |? No.What’s the ending of the sound of “want”? |t| “Depend”? |d| “Kiss”? |s|So, we only add |ɪd| when the final sound of the verb in the base form is |d| or |t| - is that right? Yes.Problem 2: Strong form of “was” is used in “I was doing the washing up…”Solution 2: Only if time: drill.Problem 3: Students may have difficulty pronouncing “sussed out”Solution 3: Tell them that the sounds are linked such that the |t| is pronounced along with the secondsyllable: | sʌs taʊt |. Drill.APPROPRIACY: Example: Problem 1: Ss probably won’t know that ‘loads of’ in the text is an informalway to say ‘a lot of’. Solution 1: I have included this in a short glossary under the text.Problem 1: Students may not realise that “suss out” and “gosh” are fairly informal.Solution 1: CCQ: Can we use these words when we write a formal letter, for example? No.Can we use them when we’re telling anecdotes to friends? Yes. Lesson Plan Assignment 2 & 4i -6-
  • SKILLS ISSUES: Is there anything related to skills that you are worried about. Example: Problem 1: Thelistening recording is quite long and some speakers have strong accents. Solution 1: let students listen to therecording twice if necessary.Problem 1: They may not understand me.Solution 1: I must try to speak slower and clearer. Use images to reinforce understanding. Usecomprehension questions to test understanding.OTHER ISSUES: Is there anything non-language related that you are worried about, for example with tasksor activities? Example: Problem 1: The tape in the book is badly organized. Solution 1: reorganize & readmyself. Problem 2: the role play requires an even no. of Ss. Solution 2: Put Javier (weaker S) in group of 3.Problem 1: Technology fails.Solution 1: Images are used to create interest and help understanding, so the effect will be dramaticallyreduced. It’s a waste of paper and money to create flash cards, so I’ll have to rely on strategies such asmiming and asking CCQs. Lesson Plan Assignment 2 & 4i -7-
  • Assignment 4: POST-LESSON EVALUATIONAIMS: Did you achieve your aims (fully/partially/not at all) and what evidence do you have?Main Aim(s): (fully / partially / not at all)How successful were you at meeting your main aims?Subsidiary Aim(s): (fully / partially / not at all)How successful were you at meeting your subsidiary aims?ANTICIPATED PROBLEMS AND SOLUTIONS: How accurate were your anticipated problems ofMFPA and other problems? How successful were your solutions? What other problems did students have inthese areas that you didn’t anticipate?SUMMARY: If you were to teach the same lesson again, what would you change? Lesson Plan Assignment 2 & 4i -8-
  • PROFESSIONAL DEVELOPMENT: What did you learn from teaching this lesson?PERSONAL AIMS: Did you improve/work on the personal aims you set before the lesson?AREAS FOR FUTURE WORK: What areas do you think you need to work on in the future?TUTOR’S COMMENTS:ASSIGNMENT 2 (BEFORE THE LESSON) ASSIGNMENT 4 (AFTER THE LESSON)Tutor: ________________________ Tutor: ____________________________ TO STANDARD  RESUBMIT  TO STANDARD  RESUBMIT  NOT TO STANDARD  NOT TO STANDARD  Lesson Plan Assignment 2 & 4i -9-