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Institute of Continuing and TESOL Education Cambridge CELTA Lesson Plan Stage 2 & 3 Name: Date: Week: 11/12

Assessed TP: 8/8 Lesson length: 60 min. Lesson focus: Reading, Vocabulary and Speaking Level: PreIntermediate

Sean Ockert 07/12/10

Class Profile: The pre-intermediate class consists of 10-12 learners from Asia, the Middle East, Europe and South America, with a majority of female students. They have been keen, attentive learners in the time that I have taught them. Lately the students have had lots of writing practice which has been beneficial for the quieter learners but not as engaging for the kinaesthetic and auditory learners, especially the males in the class. This lesson should stimulate their conversational skills by giving them a good amount of speaking practice. Aims for my section of the lesson (ordered according to importance). For Ss to..... Language skills (speaking) receive speaking practice in a role-play activity by forming and asking questions from cards to find a suitable organisation Language skills (reading) practice their reading for gist and specific information skills via a reading activity using a newspaper article Language systems (vocabulary) be introduced to/recycle words related to protesting and use them in the context of the lesson Professional Objectives (these should be appropriate for the lesson being taught and relate to the assessment criteria) For me to. Use questions to more effectively to check meaning (5g) Provide more meaningful feedback for the learners (5h) Be more aware of spoken and written errors and correct them effectively (2b) Assumptions - For this lesson: What do students already know? The students will be aware of protests and demonstrations and will be able to contribute ideas to the discussions

What relevant work have the students done in previous lessons on this course?

They have turned statements into questions in previous speaking activities

Language Analysis: Use this section if at any point in your own lesson segment you focus on language i.e. structure, vocabulary, function, phonology. NOTE: When completing the sections below. for a structure lesson, write the MARKER SENTENCE(s) that you will analyse. for a function lesson, write a marker sentence for each EXPONENT. for a vocabulary lesson, write the target VOCABULARY. For a skills lesson, write any VOCABULARY that you will pre-teach. What is the WRITTEN FORM and What is the MEANING of the language? Include PRONUNCIATION (Sounds / stress / linking / appropriate information using EEMs/MCQs, time weak forms / intonation) of the language item? lines, diagrams and means of conveying meaning For a structure, function or vocabulary, write the here. Also include your means of conveying full example and highlight the form and and checking meaning in your lesson pronunciation as it will appear in your language procedure.
analysis on the board.

Protest (v)

Demonstrate (v) Highlight difference and interchangeable use of demonstrate and protest via examples such as: If a baby is hungry, it will cry and scream and...(protest)

Cause (n)

Lexis to pre-teach: Protest (v) Showing that you strongly disagree with something Protester (n) someone who shows strong disagreement in public MCQs Are you angry? Usually yes Do you disagree with something? Yes A little bit or a lot? A lot Do you show how you feel? Yes Demonstrate (v) To take part in a public walk (march) to protest or give support for something Demonstration (n) An organised public meeting or walk (march) where people protest MCQs (refer to photo of demonstration) Are you protesting with other people? Yes Is it about something important? Yes Do you walk in a group? Yes In public? Yes Global issues (n) Something important that people are talking or arguing about. Could be problem or worry Global issues affect people from all over the world MCQs (define issue first) Is it something that many people care about? Do people talk about it? Usually Can it be a problem? Yes If its global, is it a problem for people in many countries? Yes Example of issue: poor people


Global issues (n)

Globalisation (n)

/lbl azen/

Cause (to support a cause) (n) An idea or an issue that people support or fight for MCQs Is this something that people support? Yes Is it a good thing? Yes Example of cause: saving the trees Globalisation (n) Different countries and economies being connected and influenced by large, powerful companies (multinationals) Products being made by companies all over the world The process where the whole world has become one big marketplace MCQs Are we talking about companies? Yes Big companies? Yes Do they sell products in many countries? Yes, like the whole world is one big market Is this a good thing? Sometimes yes (if you want to buy something), sometimes no (if you want to sell something) Organisation A group of people who get together for a cause or to achieve a particular aim MCQs Is this a group of people? Yes Do they have a reason or a cause that they want to achieve? Yes Can it be a company? Yes, it can be

Anticipated Problems: What problems do you

think students will have in the lesson? Be specific and ensure your points correspond with your solutions.

Proposed Solutions: Check that each of your

solutions corresponds to the relevant anticipated problem and then check that they are incorporated into your lesson plan.

Form? Sts may be confused about the interchangeable use of protesters and demonstrators in the article Might have difficulty forming some of the statements on the role-play cards into questions Meaning? Sts may have difficulty with some of the vocab eg. globalisation Pronunciation? The Sts may have difficultly pronouncing sentences on the role-play cards They may mispronounce some of the lexis Students ability to carry out activities? Eg. Timing, instructions, handout design, room layout Sts may be reluctant to share their own opinions for cultural reasons Sts may finish the speaking activity too quickly Skills work: What will be challenging in the texts
themselves and in the tasks you have designed.

Give example to show protest is used more broadly. Eg. If a baby is hungry, it will cry and
scream and...(protest)

As class, demo one or two of the sentences eg. Wants to stop pollution -> Do you want to stop pollution?

Use photo, MCQs and specific examples See Language Analysis

Drill some examples sentences from the cards Drill vocab when teaching meaning esp. globalisation

Ensure that it is made clear that role-play is not their own opinion Have them help other Sts or give question about what a member can do.

Some sts may have difficulty with the lexis in the text and newspaper headlines

Encourage them to use their dictionaries and check with partners

Checklist of Materials/Teaching Aids required for the lesson: Photo of protest Whiteboard Newspaper article and T/F question sheet for reading Activity sheet for matching newspaper headlines Cards for role-play Doc cam References: 1. Inside Out Pre Intermediate Kay, S, Jones, V & Kerr, P Macmillan Publishers Press (2002) page 99 2. Straightforward Pre-intermediate Kerr, P Macmillan Publishers Press (2006) page 122

Board Plan This is to help you think about how you plan to use the board in your lesson. You need to consider what you plan to write/draw on the board, how and where you plan to present it. NOTE: You may use more or more of the following planning spaces. Stage 1: Context and vocab Protest Demonstrate Global Issues Globalisation Cause Stage 2: Discussion questions and reading
1. What do you think these people are demonstrating about? 2. What things do people demonstrate about in your country? 3. Have you seen or been in a demonstration?

May Day Protest article and T/F questions

Stage 3: Headline matching activity

Stage 4: Role-play match supporter with organisation


Headlines/ Issues Activity Sheet

Demo first one


Supporter Question Cards

Sts make these into questions


Cares about the poor people in Africa


Organisation Cards

Stage & Aims

Procedure (Teacher/ student actions)

Time & Interacti on

Lead in: To generate interest and set context

Show a photo of a demonstration and ask what is happening. Ask who are these people? Police. And what are these people doing? Do they look angry? Elicit protest and demonstrate Teach/revise lexis (see MCQs): Protest Demonstrate

T-S 2min

Pre-teach vocab: To clarify lexis necessary to complete the lesson activities. Pre-reading gist task: To get Sts thinking about the content and make it relatable to their own experiences.

T-S 3min

Put discussion questions up on the board: What do you think these people are demonstrating about? What things do people demonstrate about in your country? Have you seen or been in a demonstration? Give example if the discussion is slow: I think these people are demonstrating about fair pay at work. In Australia we have sometimes have big demonstrations against war or for the environment

S-S 7min

Feedback: To find interesting answers and elicit vocab. Pre-teach vocab 2: To clarify lexis necessary to complete the lesson activities. During-reading detailed task 2: To get Sts reading for specific information via a true/false activity Feedback: To elicit answers and clarify any difficulties. Headline matching activity: For Sts practice vocab by matching news headlines with their global issue
Sean Ockert 2010

Share some answers from Sts.

T-S 2min

Teach/revise lexis (see MCQs): Global Issues Cause Globalisation Show article and ask where would you read an article like this? Newspaper, magazine, internet etc. Have Sts read the article and answer 5 true/false questions. Peer-check Elicit answers and fill in on doc cam. In question 2: 12 protesters = one dozen, not dozens

T-S 3min

T-S 1min S-S 7min T-S 3min

Show Headline matching activity on doc cam and demo the first one with class. Check word: poverty. Sts do activity in pairs and peer-check.

S-S 7min

Feedback: To elicit answers and clarify any problems for lead in to role-play

Elicit answers and fill in on doc cam. Clarify potential lexis issues (if needed): Reserve (n) Are we talking about a place? Yes, piece of land Is this place protected? Yes Do we protect animals and trees here? Yes Lifetime (n) your whole life Stage 1 Show organisations and people on WB Pre-teach Organisation (see MCQs) Demo one person on WB: This is Justin. He cares about the poor people in Africa. This is Greenpeace; they help to protect the rainforests. Do you think this is a good organisation for Justin? No. What about this one? Gives food and water to poor people. Yes. This is a better match. Stage 2 Instructions: Assign half the students the role of a supporters and the others the role of organisations. Hands up supporters. I will give you a card for one of these people. Theres some information on the card. I want you to make questions from your card and ask questions to the organisations. Do they match with your card? (Dont show your card to anyone.) Organisations, you have to check if the questions they ask match on your card. If you match all 3 you can give them a member card. Re-arrange 6 desks in a row. Give out cards. ICQ: Supporters, do you make questions from your cards? Yes How many questions? 3 Who do you ask your questions to? The organisations Do all of the questions have to match? Yes And when you find a match? Give a member card Stage 3 Collect cards, reshuffle and deal again to give Sts new roles. Repeat exercise. If Sts find a match quickly, have that pair discuss: what kinds of things can you do for the organisation? Eg. Make a donation, Join events, Volunteer work, Protest, Tell others Can also suggest that organisations tell supporters what they do instead of supporters asking questions.

T-S 3min

Speaking activity: For Sts to practice in speaking by finding an appropriate organisation for their persona.

S-S 2min

S-S 6min

S-S 6min

Feedback (optional): To keep the quicker students engaged

S-S Inc. In above

Sean Ockert 2010

TP8 Answer Key

1. Detailed task
From the article, are the following True or False? a. Many of the protesters disagree with globalization. T b. Twelve protesters were arrested in Sydney, Australia. F c. There was some fighting in the German capital, Berlin. T d. In Norway, a protester threw a bottle at the foreign minister. e. In London, most of the protesters demonstrated peacefully. (demonstrating against globalization) (Dozens of protesters one dozen = 12) F T (threw an apple-pie) (small group broke away)

2. Vocab Activity
Match newspaper headlines to the global issue: 1. Health 2. Women 3. Poverty A. B. C. D. E. F. G. H. Brazil opens rainforest reserve NEW AIDS DRUG No jobs for Mexican farmers because of cheap corn from US Women earn $1 million less than a men in their lifetime New school built for village in Kenya Researchers find cure for the flu! Who will save the Sumatran tiger? New shelters for homeless men 4. Animals 5. Environment 6. Globalisation (5) (1) (6) (2) (3) (1) (4) (3)

Role Play
Extra: Think of ideas on how you can help the cause: Make a donation Volunteer work Join events Protest

Sean Ockert 2010

Sean Ockert 2010

Sean Ockert 2010


Sean Ockert 2010


Justin 1. Cares about poor people in Africa 2. Wants to give money to people in need. 3. Supports development in the 3rd World and Australia.


1. Gives food and water to poor people. 2. Does development work in the 3rd World. 3. Needs money to help fight poverty.

Sally 1. Cares about nature and the environment. 2. Wants to stop global warming and pollution. 3. Wants to help inform other people.


1. Fighting to reduce global warming. 2. Helps to protect the rainforests. 3. Needs people to help sign petitions. National Organization for Women (NOW)

Meg 1. Is a woman. 2. Thinks that men and women should be equal at work. 3. Wants to study a PHD at university. Nick 1. Is a doctor. 2. Wants poorer countries to have better medicine. 3. Cares about people being healthy.

1. Supports womens rights. 2. Wants equal pay for women at work. 3. Helps women get better education.

World Health Organization (WHO)


1. Wants to make everyone healthy. 2. Helps to give countries better medicine. 3. Needs doctors to work for them.

Jill 1. Loves animals. 2. Wants information on how to look after her pet. 3. Wants to help injured dogs and cats.


1. Helps animals who have been hurt 2. Cares for homeless animals 3. Gives information on how to look after your pet

Rachel 1. Owns a small business. 2. Worries about products from overseas being too cheap to compete with. 3. Thinks children should not work in factories.

Fair Trade

1. Helps small, local businesses. 2. Is against cheap products from big companies overseas. 3. Supports fair work for fair pay.

Sean Ockert 2010


Sean Ockert 2010


Sean Ockert 2010


Sean Ockert 2010