CELTA: LESSON PLAN OVERVIEW

Name Kevin Ducheyne Date 10/08/2016 TP no. 8 Level Pre-Intermediate

Main lesson focus Vocabulary: relationship verbs
Main lesson aim (revised, extended, practised etc.) Subsidiary aim(s) (revised, extended, practised etc.)
By the end of the lessons student will have : By the end of the lessons student will have :
- been presented with a lexical set of phrasal verbs and - been offered some speaking practice, while using the new lexical
phrases in the context of relationships. They will also have items.
had some controlled practice .

How will I know my aims have been achieved? (e.g. successful completion of ex.. will show …)
- When students successfully finish exercise 1, 2 and 3.
- When the students use the target language during the freer exercise and are able to get their point across while using the phrasal verbs that
have been covered in class.

Personal aims (Teaching skills YOU want to improve on in this lesson – consider action points from previous lessons)
- Pace myself: don’t rush the language focus and grade my language.
- Check instructions with simple ICQs & model the task.
- Keep my TTT limited.
- Improve my writing on the board & anchor myself more often.
- Focus on relevant MFP, e.g. stress / pron. after the diagnostic exercises.

Assumptions (what your ss already know about the language, topic, skills that will help them in the lesson)
- I assume that the context will be set by my fellow colleagues and that they will pre teach certain blocking words.
- I assume that I will need early finishers tasks for some of the students.

NB Make sure you give a stapled copy of the plan and all materials (e.g. correctly sourced handouts /copies of powerpoint slides) to the tutor
BEFORE the lesson starts. To save trees, print 6 slides to an A4 handout.
Anticipated classroom management problems and solutions ( NOT language)
Problem Solution

NB if using technology, you must have a back-up plan in case it’s not working
Materials (state the materials you’re going to use. NB you must reference all handouts and attach a copy with your plan)
Language Analysis Sheet 1: Structures or Functions
Name of structure / function and marker sentence(s)

How will you present this language to the students? How will they first meet the language?
(e.g. Via a reading or listening text, via a situation/story, via a diagnostic task)

Meaning Checking meaning Form Pronunciation

(what it means in student-friendly language (e.g. concept checking questions, timelines) (how to build the structure or key (phonemic script, stress, contractions, weak
/ visuals / mime etc.) components of the function) forms etc.)

Anticipated problems Possible solutions

Meaning Meaning
Form Form
Pron Pron
Sources used for research
Language Analysis Sheet: Lexis
Use this analysis sheet for language lessons focusing on lexis or for any lexis being pre-taught as part of a skills lesson
How will you present this language to the students? How will they first meet the language?
(e.g. Via a reading or listening text, via a situation/story, via a diagnostic task)
Lexical item
Form (part of speech, spelling)
Pron (phonemic script, stress)
1. to be in love
a. | tuː biː ɪn lʌv|
2. to split up
a. |tuː splɪt ʌp|
3. to have something in common
a. |tuː hæv ˈsʌmθɪŋ ɪn
ˈkɒmən|
4. to ask somebody out
a. |tuː ɑːsk ˈsʌmbədi a
ʊ|
5. to be crazy about somebody/
something
a. |tuː biː ˈkreɪzi əˈbaʊt
ˈsʌmbədi/ ˈsʌmθɪŋ|
6. to fall in love (with somebody)
a. |tuː fɔːl ɪn lʌv (wɪð ˈs
ʌmbədi)|
7. to get married to somebody
a. |tuː gɛt ˈmærɪd tuː ˈs
ʌmbədi|
8. to have an argument about
Pre- Main Meaning Checking Meaning
teach? focus (what it means in student-friendly language / (e.g. concept checking questions, visuals)
√ √ visuals / mime etc.)
a strong romantic feeling of affection for Visuals PPT will be explained by Sylvia.
somebody.
e.g: ˈʤəʊz ɪn lʌv wɪð Kathleen
X to stop having a relationship. Visuals PPT
X to have the same ideas, interests, etc with Visuals PPT
somebody else
e.g.: Kathleen ænd ˈʤəʊ laɪk bʊks, ðeɪv
ðæt ɪn ˈkɒmən.
X to invite someone to come with you to a Visuals PPT
place such as the cinema or a restaurant,
especially as a way of starting a romantic
relationship.
e.g.: ʤəʊ ɑːskt Kathleen aʊt ɒn ə deɪt.
X to like someone or something very much. Visuals PPT
e.g.: ˈʤəʊz ˈkreɪzi əˈbaʊt Kathleen.
X to begin to be in love with somebody. Visuals PPT
(sometimes people also use “to fall for
somebody”)
e.g.: Kathleen fɔːlz ɪn lʌv wɪð ˈʤəʊ
X to marry someone. CCQ: Does this mean that you marry somebody? Yes
Visual: flashcard
X To disagree about something Visuals PPT
 something
a. |tuː hæv ən ˈɑːgjʊm
ənt əˈbaʊt ˈsʌmθɪŋ|
9. a relationship a close romantic friendship between two CCQ: I have a girlfriend and I am in love with her. Am
a. noun people, I in a relationship with her?
b. countable
c. /rɪˈleɪ.ʃən.ʃɪp/
Anticipated problems Possible solutions
Meaning: the meaning of some phrasal verbs may be totally new. Meaning: visuals + CCQs
Form: sts might say: crazy ON someone, argument ON something or married Form: shown on PPT + hand-out to take home.
with someone
Pron: sts might have problems with collocations + pron of an argument Pron: drill the collocations + an argument |ən ˈɑːgjʊmənt|
Sources used for research
http://lingorado.com/ipa/
http://dictionary.cambridge.org/dictionary/english/relationship
 STAGE NAME STAGE AIM TEACHER ACTIVITY STUDENT ACTIVITY MAIN TEACHING
& TIME (rationale) INTER- AIDS
ACTION
Lead-in Engage the sts T: “Good afternoon everybody. (PAUSE) Sts – listen T-S
17:10-17:11 with the topic. Today we will learn a bit more about verbs Sts – Watch
connected to relationships. (PAUSE)
Diagnostic Recite a story & AEROPLANE THE TEXT Sts – listen T-S - Hand out for
listening elicit relationship T: “First I need you to help me remember, Sts – fill in the orally gapped T to read
17:11 - 17:16 verbs from orally parts of the movie that you’ve discussed sentences
gapped sentences. with Dalila (PAUSE). I need your help
with remembering parts of the text
(PAUSE).
- READ THE TEXT TO THE STS
- ELICIT RELATIONSHIP VERBS
FROM ORALLY GAPPED
SENTENCES.
(PAUSE).
T: “So, did the verbs I forget talk about the
close friendship between Kathleen and
Joe?” ELICIT: Yes
T: “What’s the word that we use for when
two people have a close, romantic
friendship?’ ELICIT: Relationships
Focus on TL Check MFP FOCUS ON MFP Sts – Listen T–S - PPT slide 2
17:16 - 17:22 T: “to split + up (with someone)” Sts – repeat drills –8
T: “to have + an argument (about Sts – answer CCQs
something / with someone)”
T: “to have + something + in common.”
T: “to ask + someone + out”
T: “to be + crazy + about someone”
T: “to fall + in + love (with someone)”
DRILL SENTENCES ON PPT SLIDES
Controlled Practice the TL AEROPLANE THE TEXT Sts – listen T–S - PPT Slide
practice T: “Complete the sentences in columns A Sts – work alone S 10
17:22 - 17:25 and B with a word from the box.” - Hand-out
(PAUSE).
T: “The sentences are not complete. Don’t
worry about this yet.” (PAUSE).
- DIVIDE HAND-OUTS & DO THE
FIRST ONE TOGETHER.
- MONITOR THE STUDENTS: NOTE
 DOWN SENTENCES THAT APPEAR
DIFFICULT.
Get feedback Pair check + assess T: “With your partner, compare your Sts – check in pairs T–S - PPT Slide
17:25 - 17-27 answers. answers.” (PAUSE). Sts – offer answers S–S 10
MONITOR THE STUDENTS: NOTE DOWN S–T - Hand-out
SENTENCES THEY ARE DISCUSSING.
T: “Okay, which answers did we find?”
(PAUSE).
MARK THE ANSWERS ON THE
POWERPOINT
Controlled Practice the TL AEROPLANE THE TEXT Sts – listen T–S - PPT Slide
practice T: “Now, complete the sentences in Sts – work alone S 11
17:27 - 17:30 column A with a phrase from column B. - Hand-out
(PAUSE). Sometimes there is more than
one possible answer.”
- DIVIDE HAND-OUTS & DO THE
FIRST ONE TOGETHER.
- MONITOR THE STUDENTS: NOTE
DOWN SENTENCES THAT APPEAR
DIFFICULT.
Get feedback Pair check + assess T: “With your partner, compare your Sts – check in pairs S–S - PPT slide 11
17:30 - 17-33 answers. answers.” (PAUSE). Sts – offer answers T–S - Hand-out
MONITOR THE STUDENTS: NOTE DOWN S–T
SENTENCES THEY ARE DISCUSSING.
T: “Okay, which answers did we find?”
(PAUSE).
MARK THE ANSWERS ON THE
POWERPOINT
Freer T: “Work in pairs. Use the sentences in Sts – listen T–S - PPT slide 12
practice exercise 1 and talk about relationships S – work in pairs S–S
17:33 - 17:47 from people you know or yourself.”
(PAUSE).
- NOTE DOWN GOOD AND BAD
LANGUAGE.
- WRITE WRONG SENTENCES ON THE
BOARD
- CORRECT STS WHERE NECESSARY.
Feedback DEC + Humanistic DEC Sts – listen T–S White board
17:47 - 17:50 feedback T: “Okay, I heard great conversations. Now Sts – offer answers S–T
I heard these sentences and there are
some problems with them.” (PAUSE) “Can
you tell me what is wrong with them?”
- HUMANISTIC FEEDBACK:
T: “So, …….. who did you talk about?”