CELTA Course: Lesson Plan and Language Analysis

Name: TP Nº: 3 Minutes: 40

Level: Date:

Topic: Present and past habits Lesson Focus: Language and Speaking

Aims:
Main aim: By the end of the lesson, learners will have reviewed and consolidated their understanding of used to in
the context of someone’s past and present habits

Secondary aim: Students will also have developed their fluency skills in the context of sharing their past habits
Personal aims:
What are your developmental aims as a teacher? Consider feedback from peers and your tutor from previous feedback sessions.

To monitor my TTT and avoid echoing SS’ responses

To keep my instructions simple and ask ICQs as necessary
To display answers during feedback

Assumptions:
What assumptions do you have about your learners' knowledge and interests in the lesson and the tasks?

They have studied the past simple and are confident using and talking about things they did in the past
They will be interested in finding out about things their peers did in the past but don’t do now
They are confident interacting with each other in breakout rooms
They are confident forming questions
 CELTA Course: Lesson Plan and Language Analysis

Anticipated Problems: Solutions

Write any problems you anticipate with timing, tasks, student Write the solutions you have to these problems. What will you do in
participation, the topic, student motivation, student interests, level, etc. class or in planning to solve your anticipated problems?

Timing- some stages may take longer than necessary e.g., Set a time limit and ensure feedback is kept brief at the
lead in and there may not be enough time for the freer start of the lesson.
practice speaking activity

Some students may feel uncomfortable talking about Tell SS they can make up past habits and they don’t have
their past habits and states. to be about themselves.
More vocal SS may dominate in whole class feedback and Nominate and actively encourage contributions from all
in activities in BO rooms SS

Target Language:
Write your target language here – the actual language you will be teaching from and will present in your lesson:
● If you are teaching grammar, you will need to write your marker sentences here (remember positive, negative, and question forms if applicable).
● If you are teaching lexis, or you are teaching a receptive skills lesson and are pre-teaching vocabulary, you will need to write the actual lexis here and
include how you will convey meaning (e.g by using questions to elicit)
● If you are teaching functional language, you will need to write your exponents here, along with appropriate responses if applicable.

“He used to smoke”

“He didn’t use to exercise”
“Did he use to go to the gym?

What is the context you will be teaching the language in?

A story about a person who changed their habits

 CELTA Course: Lesson Plan and Language Analysis

Language Analysis (Meaning, Form and Phonology):

Analysis of Meaning/Concept: Anticipated Problems: Solutions:
Write the key concepts (essential meaning) of Write the problems you anticipate with the Write the solutions to your anticipated problems
your target language. Remember to use meaning from your analysis. Give specific (e.g. CCQs, timelines). Please include the
exactly the same language as above: examples: answers to your CCQs. This should reflect
what you do in the lesson itself:
State verbs: ‘Used to’ is used to talk SS may not realise that the state has
about a state that was true in the to have been true for a period of Ask CCQs
past for a period of time, but it is not time, or that the action was a habit. State Verbs:
true anymore. Is the sentence about the present,
Sometimes the change is from ‘I used the past, or the future? (past)
Action verbs: ‘Used to’ is used to talk to work every day’ to ‘I work twice a Is it an action or a state? (state)
about a past habit, or an action that week’ so I haven’t stopped the action Was this true for a period of time?
was repeated many times in the past, completely, but the habit has (yes)
but which does not happen anymore. changed. Is it still true? (no)

SS may think it has something to do Action verbs:

with using an object. Also, students Is the sentence about the present,
may confuse it with ‘usually’ and ‘I the past, or the future? (past)
am used to’ Is it an action or a state? (action)
Did it happen once or many times?
(many times)
Was it a habit? (no)
Does it happen now? (no, in the past)
Analysis of Phonology: Anticipated Problems: Solutions:
Write any important phonological features of Write the problems you anticipate with Write the solutions to your anticipated problems
the language. (e.g. word stress, sentence phonology from your analysis. Give specific (e.g. elicit from ss, highlight with different
stress, weak forms, difficult phonemes, examples: coloured pen on board, model and drill)
connected speech, intonation) Use
http://www.e- Model and drill affirmative, negative
lang.co.uk/mackichan/call/pron/type.html for SS may have difficult with the
phomeics (Lucida Sans Unicode font) and interrogative sentences naturally
pronunciation of the verb ‘use’ and focusing on:
/ˈjuːstə/ ‘used’ is /ˈjuːz/ & /ˈjuːzd/, which if 1. Difficult sounds
The ‘d’ is not pronounced, and ‘to’ is they have been taught this and are 2. Sentence stress
 CELTA Course: Lesson Plan and Language Analysis

weak. trying to use it, the new 3. Features of connected speech

In the affirmative, ‘used’ is stressed pronunciation might be confusing. Drill chorally, in groups and
and the main verb is also stressed. individually
In the negative, ‘didn’t’ is stressed Highlight on the board using different
and the main verb, but not ‘use to’. colours

Focus on the differences between

‘used to’ and ‘use’

Analysis of Form: Anticipated Problems: Solutions:

Write the grammatical form of grammar, the Write the problems you anticipate with the form Write the solutions to your anticipated problems
word form of lexis, or the form after functional from your analysis. Give specific examples: (e.g. elicit from ss and highlight on board)
exponents here: SS may forget the ‘d’ in ‘used to’
In the affirmative, ‘used to’ stays the in the affirmative. Elicit the form – board using a
same for singular and plural subjects substitution table it.
In the negative, ‘didn’t’ stays the SS may leave out the ‘to’. Do error correction on the board if
same for all singular and plural necessary.
subjects. ‘Used to’ changes to ‘use to’ SS may use a conjugated form of
in the negative. the main verb or a participle.
In the interrogative, ‘Did’ stays the
same for all singular and plural
subjects, and ‘used to’ changes to
‘use to’

Board plan:
Write here what you will write on the board during the lesson (e.g. marker sentence, pre-taught vocabulary, errors):

He used to smoke.
have a beard.
 CELTA Course: Lesson Plan and Language Analysis

They… watch TV.

/tə/
S + used to + base form of the main verb

He didn’t use to exercise.

S + didn’t use to + base form of the main verb

Did he use to smoke?

Materials:
Write, and reference when needed, all materials used in your lesson:

Own materials
Controlled practice activity taken from
 CELTA Course: Lesson Plan and Language Analysis

STAGE (What) STAGE AIM (Why) PROCEDURE (How) INTERACTION

TIME (Who)
(T-SS, S-S,
(How
SS-T,)
long)
5 Lead-in To generate interest Teacher (T) asks students (SS) to think of three things they do now but didn’t do T-SS
in the topic of habits when they were younger. S-S
Students think of three things and discuss them in their groups. T monitors
T conducts brief feedback and invites SS to share what they found out about each SS-T
other

5 Set context To elicit examples of T tells an anecdote using pictures to elicit the target language and asks CCQs to T-SS
the TL check SS understand used to
T elicits, models and drills marker sentences

10 Language focus To clarify meaning, T boards target language and clearly highlights form and pronunciation T-SS
pronunciation and SS-T
form

5-10 Controlled To check SS’ T sets up activity and goes through the first question as an example. T-SS
practice understanding of the S complete exercise individually. T monitors and offers support as necessary S
TL SS check their answers in pairs prior to WCFB SS-SS
T displays answers and asks SS to check T-SS
 CELTA Course: Lesson Plan and Language Analysis

10 Freer practice To give SS an T sets up final freer practice activity T-SS

opportunity to use the T places SS in new BO rooms and sets a time limit. SS-SS
TL T monitors and makes a note of both errors and achievement

5 Delayed error To consolidate what SS feedback. SS-T

and achievement has been learnt T conducts delayed error and achievement feedback by displaying errors and asking T-SS
feedback SS if they can identify and correct the error