22/07/2014 00:55 CELTA Lesson Plan Cover Sheet

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Example lesson planfor use with specific textbook

MAIN AIM(S):

To develop students skills of listening for gist and specific information in the context of a
staged radio interview that discusses male and female behavior.

SUBSIDIARY AIM(S):

To introduce vocabulary items related to friendships.

EVIDENCE: I will know that the lesson aim(s) have been achieved if!

Students extract the gist of the radio interview as well as recognizing and identifying these
words from the interview dialogue: sports; football; feelings; personal; movies; politics.
Students recall and use the presented vocabulary items during the lesson and in future
lessons.

ASSUMPTIONS: What language are you assuming the students already know? How do you
expect them to react to the topic / materials in your lesson?

The students will be familiar with the present simple affirmative and negative.
The students will already be familiar with these words: sports, watch, go, play, live, travel,
shopping, music, football, study, restaurant, personal, politics, cinema (vocabulary from
the preceding lesson).
The students will be familiar with the days of the week.

POTENTIAL PROBLEMS! !AND SOLUTIONS


Ss have difficulty understanding the
radio interview.

Ss have difficulty analysing the short
reading (Listening 1).
Ss have trouble understanding and/or
the flashcards and vocabulary items.

Check understanding with simple
questions that require short answers and
repeat selection.
Elicit information from the Ss about the
selection.
Check their understanding repeatedly
and drill pronunciation.

MATERIALS:
Flash cards
Days of the week handout.
Straightforward Elementary Student bookaccompanying CD.
Handoutcarried over from Dareks lesson (Straightforward Elementary workbook, pg.
10, ex. 1, A. Tennant. Macmillan 2006).



PERSONAL AIMS: During this lesson I will try to!

! sit down for short periods of time to relax my nerves.
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22/07/2014 00:55 CELTA Lesson Plan Cover Sheet
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! sit down for short periods of time to relax my nerves.
! to establish and maintain a good pace.
! make sure I include ALL the students.
! reduce Teacher Talking Time.

Lesson plan Procedure (for all lessons)

Stage
number
Aim(s) of
the stage
(explain how
the procedure
benefits the
students)
Procedure
(say what you and the students will do)
Inter-
action
Timing Tutors
comments

1)
















2)





3)









4)













4)









5)



Warmer /
Introduction
To generate
interest in the
topic.
To activate Ss
prior
knowledge of
TL (vocab.
Items).












Pre-teach
vocabulary
To activate Ss
prior
knowledge of
TL (vocab.
Items).



Pronunciation
To provide
controlled oral
practice of the
new
vocabulary.







Vocabulary
Feedback
To provide a
written record
of the
language as
well as oral
practice of the
new
vocabulary.





T introduces the lesson title, topic and aims in
graded language.
T arranges students in groups of 2-3 students.

T refers to the following diagram already written
upon the white board:




This is Mark. I play football with Mark.
T demonstrates the activity and checks
instructions.
Ss copy the diagrams and work individually to
fill them out (1 min.).
Students work in pairs and discuss their
diagrams (3 min.).


T elicits prior knowledge of TL using flash cards
/ drawings of the vocabulary items (watch TV,
go to the cinema, go dancing, play sports, study,
go shopping, go to restaurants, listen to music,
travel).


T drills pronunciation of each vocab. item (3-2-
1).
T writes down the vocab. item on the
whiteboard with syllabic stress noted for
particular words (cinema, dancing, shopping,
restaurant, music, travel).
T shows a flash card and nominates a strong
student to state the vocab. item associated with
it (2-3 min.).
T gives the flash cards to the strong student and
asks them to nominate another student to give
the vocab. item associated with the flash card
they choose.

T writes down an example from the days of the
week handout:





T checks instructions.
T asks students to individually fill out the
handout.
T demonstrates that students should discuss
their week with their partnerreading what they
do in the week.
Ss discuss what they have written on the

T-Ss












S

S-S


T-Ss





T-Ss





T-S
S-S


T-Ss








T-Ss
S
T-Ss

S-S


T-Ss




S



5-7
min.
















7 min.





4 min.









6 min.













6 min.









4 min.


Monday:
On Monday, I watch TV.

22/07/2014 00:55 CELTA Lesson Plan Cover Sheet
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Listening
To practice
listening for
detailed
information.







Listening
To practice
listening for
detailed
information.
Ss discuss what they have written on the
handout (2-3 min).

T writes the following words on the whiteboard
(during previous activity): sports, football,
feelings, personal, tennis, movies, fashion,
television, and politics.
T identifies that the lesson has shifted to a
listening phasein graded language.
Ss to listen to the interview and underline the
words they hear from those given while giving a
demo of the procedure.
T writes the answers on the whiteboard.

T shows students ex. 3 on pg. 25.
T demos instructions for the activity.
Ss listen to the interview and complete ex. 3.
T monitors, assesses and asks if they would like
to hear the interview a second time.
Ask students to check their answers in pairs
(1min.).
T writes the answers given by the textbook on
the whiteboard so that students may check their
answers.

T demos the instructions for ex. 4.
T teacher asks students to write down a check
(if they agree and an (x) if they disagree with
what they read in ex. 3.
T asks students to get into pairs and discuss the
differences between their answers. If they
match, why?
Model language for conversation:
- I think men talk about sports and
women dont talk about sports.





T-Ss
S


S-S




T-S
S


S-S








2 min.



6
min.

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