CELTA Lesson Plan Please complete all sections of the plan before Teaching Practice Preparation.
Name: Margarita Aleshina Date: 27/07/12
Teaching Practice TP9 Level: upper-intermediate
Number:
Length of lesson: 40 mins Main lesson Grammar Vocabulary Functions Reading Listening focus: Speaking Writing Pronunciation
Main Lesson Aim By the end of the lesson students will… Sub Aim(s) By the end of the lesson students will…
have revised how passives are formed and when they are used. be able to produce their own sentences with the target language.
Personal Aims Teaching skills you want to focus on in this lesson – consider Assumptions What the students already know (about the language, feedback from your previous lessons. activity, topic) that will help them with this lesson.
I need to use different colours on the board. Most of the students ought to be aware of the basic tenses in English and how they are formed in the Active Voice. I need to be detached when students work in pairs.
Anticipated Student Problems and Solutions Specific problems students may have with language and/or skills.
Problem Solution
The students might have a problem with the 3rd form of the irregular verbs. Go through them before freer practice.
The students might have a problem with rewriting sentences from the Active Do 1 sentence as an example and provide a chart with the necessary Voice into Passive. tenses in the passive voice.
Anticipated Managerial Problems and Solutions Specific managerial problems you may have. Problem Solution
Timing can be an issue. The material is quite difficult and controlled practice Keep an eye on the clock. may take most part of the lesson. So there will be no time for freer practice and feedback.
Materials Reference the materials (books, resources, websites) you are using Board Plan To help you organise your board work, draw a plan of what (eg. Go for it!, David Nunan, People’s Education Press, 2002, p.46). You must you are going to write on the board and where. reference all handouts, attach a copy of each to your plan and keep these together in your portfolio. Remember! Keep the number of handouts to a minimum.
My friend invited me to the cinema. (active)
Straightforward Upper-intermediate Student’s book, Philip Kerr and Ceri Jones, Subject object Macmillan, 2007, p.117 I was invited to the cinema by my friend. (passive)
Subject+be (in correct tense)+3rd form of the verb
Language Analysis What new language (grammar & vocabulary) are you teaching/ reviewing? Show how you will help learners understand it.
Form Meaning Pronunciation
A breakdown of the form/ part of speech of the How you will convey and check meaning (eg. visuals, How you will clarify pronunciation problems target language timelines, situations, CCQs) (eg. stress marks, contractions, weak forms, phonemic transcription, features of connected speech – as appropriate)
We use a passive verb when we are interested in what
rd Subject+be+3 form of the verb happens to the subject.
When we use the passive, who or what causes the
action is unknown, unimportant or obvious from the context.
If we want to say who does the action, we use by.
Procedure Please indicate all stages in enough detail for the reader to understand exactly what the teacher and students are doing.
Stage Name of stage Stage Aims Procedure What the T & Ss will do Tutor’s comments – do not write here. (eg. Lead-in) Purposes of stage (eg. T introduces the topic of travel and tells Time (eg. 0-5) (eg. To engage Ss class about his last holiday. Interaction (eg. in the topic) T puts Ss in pairs and invites them to tell each T>Ss/ S>S) other about their last holiday. T conducts FB with some egs. from the class.) 0-1 Intro to lesson T tells her name. If there are new students in the Intro group, T asks them to introduce themselves. T-SS
1-10 To ensure SS can T tells the SS about her plans for tonight and Introducing understand the writes on the board 2 sentences (one in the language target language Active Voice and the other in the Passive Voice). SS-T T elicits as much information from the SS as possible and consolidates the SS’ answers in the form of a rule.
10-30 To ensure SS know In pairs SS do Ex.1 on p.117.First they are
Controlled practice how to use the asked to underline all the passives and then S-S target language comment on the form and say why the writer uses the passives.
SS do Ex.3 first individually and then in pairs. T
does the first sentence as an example. T goes through the answers with the whole group.
30-40 To ensure SS can SS look at the headline in Ex.4 and imagine the Freer practice produce sentences story behind the headline with their partner, S-S using the target using at least 5 passive verbs. They can either language use the verbs from the box or their own ones. T monitors the ss, puts down their mistakes and conducts a brief feedback.
