TEACHING PRACTICE

Teacher: Edgar Argel Date: 19!10/2013 Lesson No. 4 No of SS: 10

Trainer: Ricardo Lesson
level: Elementary
Lesson length: 50 min

FEEDBACK & ASSESSMENT (For TUTOR use only)
Planning: (unit 4 of assessment criteria)
Lesson plan detail and adherence to submission requirements _______
Accuracy of language and lesson plan clarity ________
Lesson aims, concept, theme and appropriate aims _______
Materials & resources selection, adaptation, presentation and use _______
Anticipated problems and solutions (classroom management & tasks) _______
Target Language Analysis (M, P,F) _______
Anticipated problems and solutions (Target Language) _______
Task design, staging, interactions, timing _______
Stage aims (focus, terminology and appropriacy) _______
Overall for THIS lesson _______
Comments on Planning:











Priorities:



Lesson delivery (teaching Units 1, 2 3 & 5 of the assessment criteria)
Manner, presence and rapport _______
Response to learnersneeds & correction _______
Teacher Voice, grading, clarify and accuracy of language _______
Language Presentation, clarification (M, P, F) _______
Skills development, input and output staging (LF/LP, While/Post) _______
Appropriate balance between skills and systems (main aim vs sub aims) _______
Appropriate interaction patterns for a learner-centred classroom _______
Learner engagement at task, focus & pace _______
Activity set up, instructions, classroom & task management, staging _______
Reporting back & feedback _______
Overall for THIS lesson _______
Comments on teaching:















Priorities:






Grade in CELTA 5 for THIS lesson at THIS STAGE of the course (N,S, S+): _____________________
Signed: _____________ Date___________

TEACHING PRACTICE
LESSON PLAN


1. Lesson context & Aims

CONTEXT:
What is the theme of context of your lesson? (e.g. at the restaurant, travelling to Europe, planning
holidays, etc)


Famous artist (actors and actresses)


LEARNING OUTCOMES:

Circle A or B AND the language System/Skill - My lessons main aim is:

A) Language (L): e.g. grammar, functions, vocabulary.
B) Skills: (S): e.g. Reading, Listening, Speaking, Writing

My lessons secondary aim is:

a) If main aim is skills, indicate the language system you will use to support the skill:____________

b) If main aim is language, indicate the language skill you will use to support the language:
________________

Complete this following box and prompt:
(These should be your aims in terms of what you want the students to achieve)

Main aims: By the end of the lesson, the students will .
Be able to make open and close question in 3
rd
person

Sub-aims:
Differentiate the uses of auxiliaries for present (do/does)



CHECK LIST - have you ..
ensured your main aim is related to your target language (Language Focus) or skills focus (receptive
skills)
phrased your aims from the learners' point of view?
listed your aims according to importance?


For TUTOR use only- Comments (optional)





___________
Assessment of this
section:
(4a)








Section 2:

PERSONAL OBJECTIVES (limit this to two or three points that you want to focus on in this lesson

TIP: look at your Summary of Feedback Form from your previous TPs and focus on what the tutor advised you
to improve.


Objectives:



Avoid explaining mode
Reduce TTT
Give short instructions




Strategies (How are you planning to achieve these
objective?)

- I will use CCQs so as to ensure the message was
received
- I will plan my class so as not to be the one talking
in the class.
- I will use imperatives instead of long sentences.


ASSUMPTIONS (What you assume the students to know, be familiar with, have experienced or have been
taught) Write AT LEAST 4 Assumptions, feel free to write more!

1. The learners will be able to work with a text, both for skimming and scanning.

2. The learners will be familiar with auxiliaries for present tense (do / does).

3. The learners will feel comfortable discovering language with no necessary explanation.

4. The learners are familiar with famous actors and actresses.

ANTICIPATED PROBLEMS AND SOLUTIONS (Classroom Management & Tasks) you should
write at least 3 problems & solutions, but feel free to write more!

Problem 1:
Learners may be unclear what auxiliaries are and what they mean within a question.

Solution 1:
I will emphasize on the board the form of the target language demonstrating that auxiliaries are just
morphemes which morphologically and syntactically indicate the structure of a question.

Problem 2:
Learners may get stuck on some words while reading the text.

Solution 2:
I will provide them with clear instructions so as no to worry for unknown words.

Problem 3:
Learners may find confusing the difference between the auxiliaries.

Solution 3:
I will provide them with clear examples from the text so as to emphasize the difference.


For TUTOR use only - Comments (optional)





__________
Assessment of
this section:
(4j, 4k, 4n)

Section 3:

TARGET LANGUAGE ANALYSIS SHEET

Checking Meaning, Pronunciation and Form
Here write your marker sentence(s)and show exactly how you will check the form, meaning and
pronunciation features of the target language

Complete this sheet for all grammar/functions lessons that you teach.
Language area and use: What is the grammatical structure you intend to teach and how
is it/are they used? For example; modals of deduction, present continuous for future use

Questions in present simple 3
rd
person of singular


Target language: provide an example sentence (that you will use in the class)
Marker Sentences (the possible sentences you will have on the WB to CLARIFY your target
language)

- What does she love about London?
- Does she miss the USA?

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language

Go back to the marker reference to CCQ so as to check for a full understanding of the TL

a) Is this a negative sentence or a question? (Question)
b) Is it present, past, or future? (Present)
c) When we need information, what do we ask? (Questions)

Focus of form: What is the breakdown of the formas it will appear on WB/Handout

Elicit from the students the interrogative structure:
Open Questions
Yes/ No Questions
WH- does verb Base ? Does verb Base ?

aux

main

aux main

Focus on pronunciation:


Does she live in London? What does she think?.
/doz/
Intonation rises on the yes / no questions, whereas it falls on the Open questions.
Does is pronounced in its weak form in question, however, it is not in the short answers.
/doz/ /d:z/ /'d:znl/
Does she speak German? Yes, she does. / No, she doesnt.
Introducing Language: Which way of introducing language will you use?

Text Based approach
Source or Grammar Reference used to prepare for this lesson:
New Headway Elementary Teachers Book, 3
rd
edition, Liz and John Soars, 2006, OUP, 21.
New Headway Elementary Students Book, 3
rd
edition, Liz and John Soars, 2006, OUP, 22
A Concise Grammar for English Language Teachers, Tony Penston, 2005, TP Publications, 83.



Tutor: Sources acknowledged: Yes No N/A

Potential Problems of Meaning: ( write the potential problems learners might have with
Meaning- write at least 2 potential problems AND their solutions)

Problem:
The learners may confuse the kind of questions answering open questions as if they were yes / no
questions.
Solution:
I will provide them with some examples to show the different kind of answers.

Does she speak German? No, she doesnt
Where does she live? She lives in Milan

Potential Problems of Form: ( write the potential problems learners might have with Form-
write at least 2 potential problems AND their solutions)

Problem:
The learners may think that DO is the only auxiliary for present
Solution:
The text provides clear examples of using DOES, I will highlight them so as to show the use of does.
Problem:
The learners may conjugate the main verb in its present simple 3
rd
person form
Solution:
I will emphasize with the examples on the board the use of the base form

Potential Problems of Pronunciation: ( write the potential problems learners might have with
Form- write at least 2 potential problems AND their solutions)

Problem:
The learners may mispronounce the auxiliary does */dos/ instead of /dVz/
Solution:
I will provide them with a proper model then drill the proper pronunciation, pointing at my mouth during
the sound /V/
Problem:
The learner may stress both kinds of questions upwards.
Solution:
I will draw arrows on the questions so as to show the different stress the have.



For TUTOR use only - Comments (optional)















__________
Assessment of
this section:
(4i, 4j, 4k, 4l,)



Vocabulary Analysis Sheet Vocabulary
Word/phrase
Pub
Meaning (keep it simple!)
Place where alcohol and food are sold

How will meaning be conveyed?
Visuals of a pub

What are your CCQs?

Is alcohol sold here? (yes)
Can you eat here? (yes)
Do they sell snacks or complete meals? (complete
meals)
Anticipated Problems & Solutions of Meaning

The learners may confuse this with a bar since they
are more popular in Mexico.

I will recall previous class when they talked about
restaurants and bars so as to establish a difference.

Form (e.g Spelling, regular, irregular,
transitive, intransitive, collocation)

Noun, countable
Anticipated Problems & Solutions of Form

The learners may write pob instead of pub.

I will highlight the U in the word.



Pronunciation

/p:b/
Anticipated Problems & Solutions of
Pronunciation

The learners may want to pronounce /pub/.

I will demonstrate the sound /:/ with my
mouth and if needed write a couple of common
words with this sound:

bul - /b:l/
cul - /L:l/
cup - /L:p/



For TUTOR use only - Comments (optional)
















__________
Assessment of
this section:
(4i, 4j, 4k, 4l,)





Section 4:

Resources and Materials

Write title, author, year, publisher and page number here and on all your copies/handouts THIS IS ALSO ASSESSED.

New Headway Elementary Students Book, 3rd edition, Liz and John Soars, 2006, OUP, 22, 23.
Visual Google Images
New Cutting Edgae Elementary, Sarah Cunningham, Peter Moor, Longman, 36, 37.



Board Plan: At each stage of the lesson the board will look like this (feel free to use another
page if you are planning to have different WB layouts during your class).
















































Tutor: Sources acknowledged: Yes No N/A



















































For TUTOR use only - Comments (optional)










__________
Assessment of
this section:
(4c, 4d)


STAGE AND OBJECTIVE
Note the objective of each stage
TIME INTR
PROCEDURE
TEACHER AND STUDENT ACTIVITY
TUTORS COMMENTS

Lead in/ context setting

1. To engage learner to the
topic
2. To allow them to
predict the text.

Reading for gist

1. Gain understanding of
the text.
2. Develop reading skills.
3. Familiarize with the
topic.

Intensive Reading

1. Reading for a high
degree of
comprehension and
retention
2. Set the TL
3. Get marker Sentences





5 mins.





7 mins







10-20
mins










1 to t
1 to 1
OC




T to 1
1 to 1
Ind
OC




T to 1
1 to t
Ind
OC








1. Ill show photos of Madonna, Catherine
Zeta Jones, Michael Douglas, Salma
Hayek.
2. SS talk about the photographs to find
what they have in common.



1. SS will be given a text which talks about
Madonna and Catherine Zeta Jones.
2. SS are asked to find their nationality and
where they live with a 3 minute time
limit.
3. SS check their answers ins pairs
4. OCFB

1. Teacher writes a question on the board in
present simple 3
rd
person.
2. SS are asked to re-read the text to find
similar structures within the texts.
3. T writes the elicited sentences on the
board

What does she like about Lodon?
Does she miss the USA?


Language Focus
1. To check the Meaning,
Pronunciation and Form
of the TL.
2. Use the marker
sentences to serve the
purpose mentioned
above in point 1.
3. To use the stage as a
bridge to the Language
Practice.
















































































1. T CCQs: [Meaning]

T: Are these present, past or future?
SS: Present
T: Perfect
--
T: Are these aff, negative or questions?
SS: Questions
T: Perfect.
--
T: when we need information we ask.
SS: Questions
T: Perfect

2. T models the pronunciation drawing
arrows above the questions to emphasize
the stress. [Pronunciation]

What does she like about London?

Does she miss the USA?

T models and drills paying attention to stress and
the weak form of does.

3. Teacher will elicit the structure of the
marker sentences asking students what
each element is. [Form]
T: Is this a verb or an auxiliary? (pointing at


























































































does)
SS: An auxiliary.
T: Perfect (T labels the constituent as AUX).
This? (Pointing at the subject)
SS: Subject
T: Perfect (T labels the constituent as S).
What about this? (Pointing at the verb)
SS: Verb.
T: Perfect. Is it conjugated or base form?
SS: Base form
T: Perfect. (teacher labels the constituent as
VBF) What about this? (Pointing at the rest
of the question)
SS: Complement.
T: Perfect.

Teacher does the same with the open question
T: What is this (pointing at the question
word), is it a verb, noun?
SS: mmmm Question Word
T: Perfect. (T labels the constituent as WH)
T: Is this a verb or an auxiliary? (pointing at
does)
SS: An auxiliary.
T: Perfect (T labels the constituent as AUX).
This? (Pointing at the subject)
SS: Subject
T: Perfect (T labels the constituent as S).
What about this? (Pointing at the verb)
SS: Verb.














Language Practice
[Controlled Practice]

1. To involve SS with the
target language.
2. Familiarize SS with the
TL and its use.
3. To benefit fluency and
language awareness

[Less Controlled Practice]

1. To let SS use the target
language in a freer
environment.
2. Practice speaking and














5 7
mins








7 10
mins


















ind
1 to 1
OC







1 to 1





T: Perfect. Is it conjugated or base form?
SS: Base form
T: Perfect. (teacher labels the constituent as
VBF) What about this? (Pointing at the rest
of the question)
SS: Complement.
T: Perfect.


What does she like about London?
WH aux S VBF rest

Does she miss the USA?
aux S VBF rest


1. I will give SS a hand-out which contains
prompts from which they (SS) have to
create questions.
2. SS work individually for 3 mins
3. SS compare their answers in pairs.
4. OCFB



1. SS are divided in As and Bs (pairs)
2. SS will be given identity cards of to
different people. (Iman a model, Giorgio
a chef)
3. SS have to make questions to find the
information of the person on the card
writing the target
language.



Filler Activity
1. To reinforce the target
language.
2. Encourage peer
correction.












5 - 7
mins





1 to 1
OC

4. Teacher models and let the students
work.



Teacher writes some incomplete questions on the
board with their answers.

SS have to complete the questions in accordance
with the answer provided.

Self-Reflection Sheets

HOT Lesson self- evaluation & feedback preparation
This is a short summary of aspects which you feel worked well and others which could be improved in your lesson.
Consider your lesson as a whole in terms of the lesson aims, and the syllabus criteria were looking for at this stage of the
course.
Things to consider:

Were the aims achieved? State the evidence specifically. Exactly where and how in the lesson?
What was the lessons strong and weak points? Analyse why things worked or didnt work. What does
this tell you about effective teaching?
Based on the above, what will you do in this lesson and subsequent lessons to improve your teaching?
Come up with clear and specific action points.

SELF- EVALUATION:






















CONCRETE ACTION POINTS FOR NEXT TP:







For TUTOR use only - Comments (optional)






__________
Assessment of
this section:
(4n, 5m, 5n)
I. Make questions with these prompts.

1. does / what / get up / Michael / time / ?
____________________________________________

2. Madonna / does / where / live / ?
____________________________________________

3. work / you / who / do / with?
____________________________________________

4. he / does / what / evenings / do / the / in / ?
____________________________________________

5. they / work / where / do / ?
____________________________________________

6. come from / Catherine / does / where / ?
____________________________________________

7. Catherine / why / miss / does / Wales / ?
____________________________________________

8. languages / you / speak / do / how many / ?
____________________________________________

9. Salma / in Mexico / work / does / ?
____________________________________________

10. Michael / drive / does / a car / ?
____________________________________________

















Iman

Job Model

Country USA

Town New York

Place of work in her office in NY

Languages English, French, Italian

Free time likes cooking



Iman

Job Model

Country USA

Town New York

Place of work in her office in NY

Languages English, French, Italian

Free time likes cooking



Iman

Job Model

Country USA

Town New York

Place of work in her office in NY

Languages English, French, Italian

Free time likes cooking



Iman

Job Model

Country USA

Town New York

Place of work in her office in NY

Languages English, French, Italian

Free time likes cooking


Iman

Job Model

Country USA

Town New York

Place of work in her office in NY

Languages English, French, Italian