St Giles Highgate CELTA Course

Name

Week / Day
2/5

Lesson no.
#05

Date
01/22/2016

Length
40 minutes

Level

Pre-Intermediate
talo Coutinho
Class profile (number, age, nationality, reason and length of stay in London)
Multicultural class of about 14 students (Japan, Turkey, Brazil, Italy, Spain, France, Iran, Switzerland, Thailand). The student body is fairly
heterogeneous in skill; most of them are new in London though a couple have been here for over 6 months. Varied age groups, ranging from
adolescence to middle-age.
Main Lesson aim (language focus / skills)
Students familiarise themselves with the present perfect in the context of life experiences/achievements
Subsidiary aims (language focus / skills)
1. Students get acquainted with the past participle form
2. Students get to use the newly acquired vocabulary to practice fluency
Anticipated difficulties with lesson activities and classroom management
- Latecomers might feel lost
- Fill in the gap activity might prove challenging for weaker students
- Early finishers are idle
How I can deal with these difficulties
- All info talked about (game key and formulas) are on a handout
- Encourage students to read around the blanks and ask for help from their peers
- Have them pair check their responses
Material(s): board pens, 16 photocopies of each practice
Checklist. Tick those included in this lesson plan (or n/a)
model sentences for target language
concept questions for target language
phonology of target language indicated
stages clearly titled and separated
purpose of each stage indicated
anticipated timing included
interaction pattern marked
a board plan (if relevant)
examples of all tasks used
Personal aim
What I most hope to demonstrate in this lesson is the ability to deliver a grammar lesson via a task, a method Id never employed before. I
also hope to pace feedback on all tasks adequately.

Purpose of this stage

(Why do this ?)

inter
action

time

TS

3 -4

Teacher instructs students to work in groups

of three and try to join sentences halves
which, once matched, contain facts about
Leonardo DiCaprio.

SS

Group feedback.

ST

ST
&
TS

Procedure
(Separated into titled stages with inclusion of
target language, instructions, concept questions,
answers to tasks etc, where appropriate)

1) Set the context

Get students to switch on and feel
comfortable + introduce the topic of
the lesson by creating a meaningful Guessing game: Teacher reads out 4-5 facts
about Leonardo DiCaprio (as in a biography)
context.
and encourages students to guess who it is.

Teacher elicits other info students might

know about him.

2) Focus on target language

Create a relaxed and stress-free

atmosphere.
Encourage mental agility and
independence by having students
work out the rules by themselves
Draw a line between the simple
present and simple past

3) Language clarification
Check MPF
In pairs, students answer ccqs and work out
the form of the present perfect in affirmative
sentences.
Group feedback + timeline on ppt
presentation.

trainers comment

1. I have been to many different

countries.
a) Are we talking about the past,
present, or future? Past.
b) Did he visit many countries? Yes.
c) Do we know when he visited those
countries? No.
d) Is he travelling now? No.
e) Is he home? Yes.
subj + have/has + verb in p.p.

Elicit what form the main verb is in. Hand

out irregular verbs forms chart.
2. I havent met the right woman
a) Are we talking about the past,
present, or future?
b) In the past, did he have relationships?
c) Were they good or bad?
d) Is he married now?
Teacher introduces never by boarding the
sentence: Ive never met the right woman
and ask the ccqs below:
a) Are we talking about the past,
present, or future?

b) Did he have any relationships at any

time before now?
c) Are these sentences equal or
different?
subj + havent/hasnt + verb in p.p.
OR
subj + have/has + never + verb in p.p.
Drill target language in context. Focus on
Contractions: I have and He has to Ive
and Hes; I have not and He has not to
I havent and He hasnt
1. av bn t mni dfrnt kntriz
2. a hvnt mt rat wmn
OR
av nv mt rat wmn

Weak form of been /bIn/

Weak form of to /t/
Choral and individual repetitions to ensure
accuracy.

Give stds the chance to familiarise

themselves with the usage of the
present perfect
Contrast past simple and present
perfect

d) Controlled Practice
Teacher holds out sheet and give
instructions:
Here are 4 dialogues. Fill in the
blanks with the simple past or
present perfect.
Pair check

TS
S

SS

Class check assign students at

random and board the answers

e) Freer Practice
Communicative practice by giving
stds the chance to practice
affirmative, negative and
interrogative forms of the present
perfect

Instructions: Now you have to talk to

everyone and find people who have a
yes to each of the sentences. For
example, how do you make a
question for the first one?

SS

ST
S

Students speak to everyone in the

class to find out who has the answers
to their questions.
f) Feedback
Nominate students and have them
report back on who meets the criteria
for some of the questions (3 4
students)

Overall strengths of this lesson (planning and teaching)

Areas to work on

Trainers overall comment

* Below standard

Trainer:

*Standard

Date: .

Trainee: . Date:

*The grades above are intended to give an indication of how this lesson might contribute to the evaluation of your teaching practice overall. In
other words, several Below standard lessons would mean that you would be unlikely to pass the course. For more information, the criteria for
evaluation are listed in your CELTA 5 form in your file and are discussed in our tutorials. The areas to work on are key points which, if addressed
in upcoming lessons, will help you consolidate or raise your overall grade. They should therefore be made your personal aims in your next lesson
if appropriate.