CELTA LESSON PLAN

Name Krzysztof Piotrowski

Date of lesson 16/01/20
Length of lesson 45min
Level Pre-Intermediate
Type of lesson Listening
Assessed TP number 2

Main aim(s)

To develop gist and intensive listening skills in the context of political demonstrations / protests

Context (if applicable): Demonstrations

Personal aims (things I want to improve in my teaching – use previous feedback to help you here)
– Introduction and clarification stages need to be longer
– Use more nominating in the feedback stages
– Make my lesson 45min long

Resources PowerPoint presentation, handouts – English File Pre-Intermediate, OUP p.15

Assumed knowledge (What Language related to protesting / demonstration – flags, a lot of people, shouting, crowd. I believe SS will know what a demonstration
relevant language is as those can be regularly seen on the media
knowledge do you think the
students will already have?
What do you think they will
be interested in/ know
about?)
Target language What is the meaning?
(marker sentence/vocab)
somebody who believes in or
tries to bring about chaos
(anarchy)
Anarchist
Being in possession of a large
amount of money or assets
Fortune
System in which decisions are
made based on the majority
of the votes
Democracy
How are you going to try to
elicit/present the language in class?
A picture, will ask questions:
– is this man about to do
something good?
– Do you think he wants to
cause disorder / chaos?
– Are his intentions good?
A picture, visual
– if you have a lot money in
bank, jewellery are you rich or poor?
– If you're incredibly rich, what
do you call everything that you have?
A story:
- Let's say we decide to vote – I say
we will have a break, all of decide not
to have a break. You win and there is
no break. What is this system called?
What are your concept checking What is the form?
questions and timelines (if
appropriate)?
So, if somebody is a peaceful and Noun ,anarchy’ +
lawful man, they are an anarchist, suffix ‘-ist’
right?
Hugo is homeless and lives on the Fortune (noun)
street – I bet he has a fortune, doesn't
he?
There was a group of 6 people and Democracy (noun)
John decided to go the pub. Everybody
disagreed but John forced them and
eventually they went to the pub. That
was an amazing example of democracy
right?
Anticipated problems with target language/ pre-teach vocabulary (be Solutions (make sure the solution is appropriate to the problem eg meaning –
specific and describe the problem and possible mistakes). ask CCQs, pronunciation – drill)
-
Meaning It shouldn't be a problem as the meaning will be conveyed via
visuals

-
Form

It shouldn't be a problem as the form will be conveyed via visuals

- pronunciation will be displayed under the word

Pronunciation - provide choral and individual drilling
- problem with the individual sound in a word 'anarchist' – 'ch'. It may be
pronounced as /h/ instead of /k/

Skills (eg literacy)

No problems anticipated
Other (eg classroom management)

No problems anticipated

Board plan
board 1 board 2

board 3 board 4
 Timing Stage aim Stage procedure Interaction Tutor comment
What is the purpose of the stage? (To….) How are you going to For example: S-S, T-SS Leave this blank for your tutor to
do it? Include your make comments)
scripted instructions,
concept questions,
answers to tasks etc.

5min To set the context and to get SS' interest -I'll show a photo of S-S, T-SS
a demonstration and
tell students to
discuss it in pairs
-OCFB afterwards –
what are the people
doing in the photo?
Do you think they
are happy?

5min To pre-teach TL - Photos of an T-SS

anarchist,
democracy and
fortune and
procedure as in the
TL section

10min Setting gist task Looking at the

photo: S-S, SS-T
– where do
you think the
people are?
– What do you
think is
happening

Discussing in
pairs,
feedback
 Skim reading of the
article and
answering the
question 'why do
you think it is called
the image that cost a
fortune?'
Pairwork, feedback

Listening to audio
regarding the
question

feedback

10min Setting detailed task Listening to the

audio and finding S-S, T-SS
correct answers for
questions 1-5 (a,b,c)

Comparing in pairs,
feedback

15min Productive task Pair work – each

pair gets a question
– one person reads it S-S, T-SS
and other answers

feedback