Name: • 03 Aug 2020 • CELTA TP 5

Description
An elementary level lesson on "Metro-naps" using Straightforward English Macmillan

Main Aims
To provide clarification of Collocations in the context of Have, go & get
To provide gist, detailed and inference reading practice using a text about Power-Naps in the context of getting enough sleep while we work

Sub Aims
To provide fluency speaking practice in a Conversation in the context of Napping and Metronaps

Background

Class Profile
The students in this Elementary class appear to be willing to learn but appear to lack some motivation in attending the lessons on time or participating in "skills" sessions. The students
are quite keen to write everything they are learning "take notes" but can tend to miss the production / performance skills of the language learning process or at least add little value to the
production and more to maybe grammar.

Assumptions
In a previously observed lesson students appear reluctant to attend to class on time and are sometimes fewer in number. Students appear mostly confident.
The students level is quite low on the most part and I will have to assume they have very limited knowledge or practice of the language.
The class may learn at a slower pace due to the demographics of the class.

Personal Aims
In this lesson I am going to try to build on my simple, clear and short instruction technique which is especially needed for this type of learners.
Try not to "run with the fastest"
Gain more experience and development of my teaching skills.

Timetable Fit
Working with this group for the first time might mean I need to be careful with content of lesson as it may over run or under run depending on how the students preform.
45 minuets has been allotted for the lesson which should be enough time to achieve the reading tasks and possibly the vocabulary tasks.

Anticipated Problems & Solutions

AP: Students are a new group and may struggle to understand my accent.
SS: Speak slowly and clearly and repeat if necessary
AP: The students are new to me and therefore it is difficult to gauge their understanding and ability before the first lesson so I may be over preparing or under preparing activities
SS: Ensure enough activities are planned and be prepared to cut some activities or extend a successful activity to ensure students get the most out of the opportunity.
AP: Timing may be slower than anticipated due to the ability of the group
SS: Monitor time, allow students time required, cut activities that might over run, keep students to time.
AP: Ss tend to arrive late and possibly disrupt the lesson
SS: welcome in any late comers quickly and as efficiently as possible ensuring they are provided with a task to ensure disruption is kept to a minimum

Materials
Exercise 4 Statements on slips of paper (Clandfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan )
 Exercise 4 Statements on slips of paper (Clandfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan )
Materials
Exercise 3 Questions on a slip of paper (Clandfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan )
Reading Article "MetroNaps" (Clandfield, L. (2012) Straightforward Elementary SsBk 2nd Ed. Macmillan )
white Board
Projector
Photos / picturess (Google Images)
Possible answers 1,2,3 (Own resource adapted from Ss book )
Photographs of napping (google images )

Please see the following page for the lesson procedure

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Name: • 03 Aug 2020 • CELTA TP 5

Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in Students in pairs, given a number of photos to discuss.
To set lesson context and The pictures depict napping Photographs of PW, WG,
engage students Elicit from Ss what the pictures might mean. napping , white SS-T, T- 2-4
Qu: are they awake? / what are they doing? / are they in bed? / is it a long sleep or short? Board SS
WG feed back to find out what the Ss know

Pre-Reading Possible
project picture of a "Metro-naps" pod - we are going to read about one of these
To prepare students for answers 1,2,3 ,
What do you think people do at metro naps?
the text and make it Photos / IND, T-
Put the following possible answers on the board
accessible picturess, SS, SS-T, 8 - 10
1. go to sleep, 2 have a shower, 3 watch TV
Projector, WG
Then get the Ss to read the text to check their answers (3 Mins)
Reading Article
Then feed back
"MetroNaps"

While-Reading/Listening Projector, white

#1 Board, Reading
Exercise 3:
To provide students with Article
Ss read the article individually then In Pairs Ss answer and check the questions 1-8 T-S, S-T,
less challenging gist and "MetroNaps", 8 - 10
Check and discuss the questions in Pairs PW, WG
specific information Exercise 3
FB. Questions are projected on the board Ss chosen at random to write up their answers.
reading/listening tasks Questions on a
slip of paper

While-Reading #2 Projector, white

To provide students with Exercise 4: Board, Reading
more challenging detailed, Students read the article, then put the events in order Article T-S, S-T,
deduction and inference Ss are given statements from Exercise 4 on slips of paper and have to work in groups of 4 "MetroNaps", PW, WG, 12 - 14
reading people to put the statements in order. Exercise 4 GW
FB: Ss / Groups are chosen at random to number the projected statements on the board. Statements on
slips of paper

Post-Reading
To provide with an Write on the board "Do you have a nap during the day?" and "would you like a MetroNap?"
T-S, S-T,
opportunity to respond to Ss in pairs discuss the questions white Board 6-8
PW, WG
the text and expand on FB: Feedback on the language observed from the session
what they've learned

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