Celta Lesson Plan

|Name |Date |Lesson no. Start time |Length | | |30-11-11 |3 |14:00 |40 minutes | |Melissa Sanchez | | | | | |Class (level, nationalities, comments) | | | | | |Pre-intermediate | | |Turkish, Syrian, Mexican, Chinese. | |Lesson aims |Assumptions (about what the students already know/can do) | | | | |Skills: Speaking (fluency practice of Past simple and Continuous) and Writing (a narrative) |The Ss may be able to use the Past simple and continuous when speaking and writing. | | | | | | | | | | | | | | |Anticipated problems with tasks and materials |Planned solutions | | | | |The Ss might find the new vocabulary difficult. |I will ask other Ss to help their peers by describing the word or using it in a sentence.

Also, I will | | |prepare pictures of some difficult or new vocabulary to show them to reinforce the meaning. | | | | |The Ss may not understand the tasks. |I will ask them to explain the task in their own words. | | | | | | | | | |My personal aims for this lesson are to … |Teaching materials | |Use simple instructions to explain the tasks and monitor the activities correctly. | | | |Photocopies, pictures. |and not to … | | |Spend too much time writing on the board.

| | | | | |Time |Stage name & interaction |Procedure |Tutor’s comments | |How long will each |e. g. lead-in, listening for gist |What do you plan to do and why? What will Ss do? | | |stage take? … |Please use 2 pages (or more) for Procedure | | | |T>Ss, S>S etc | | | | | | | | |15:20 |Building a context |Use the pictures from previous teachers to elicit some vocabulary to create the context. | | | |T-Ss | | | | | |Explain to the Ss that they need to put some pictures in order to create a story. | | | | |Mention that the labels (a-i) in the pictures do not give the correct order.

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| | | |Write on the board: The jogger’s wallet. | | |15:23 |Pre teach new vocabulary |Ask them to think any vocabulary they think they need to tell the story. If necessary | | | | |ask them the meaning of: to go jogging, to bump into, to knock somebody to the ground, | | | |T-Ss |to sprint. | | | |Write the new vocabulary on the board eliciting and highlighting stress. Drilling. | | | | |Put the Ss in pairs (or groups). | | | | |Check for understanding with Qs: | | | | |Can you follow the labels to create the story? | | | |Hand out a jumbled set of pictures to each pair (or group). | | |15:30 |Ss-T |Ask some Ss to come to the board to write the order of their story. | | | | | | | | | |Ask each pair to tell you their version of the story. | | |Ss-T | | | | | |Ask the Ss to guess what the jogger is doing in each picture. | | | | |Read the story so they can check if they had the correct order. | | | | | | | |15:35 | |Ask them to tell each other the story. Monitor the conversations.

Take notes of any | | | | |mistakes. Give feedback. | | |15:55 |Freer spoken practice | | | | |Ss-Ss | | | | | |Tell the Ss they will write the story adding more details. | | | | | | | |T-Ss |Each pair (or group) will write a sentence of the story and pass it to the next pair to | | | | |check and write the next part of the story. | | | |Freer written practice |Collect the story and explain you will mark it and give it back next class. | | |Ss-Ss | | | | | | | | | | | | | | | | | |

Speaking Past Continuous