CELTA Lesson Plan

CELTA Lesson Plan

• 1.
  LESSON PLAN Name: Edward J.McDonnell III Date: 08 November 2017 Week: Third week Lesson number: TP6 Lesson type: Listening Level: Pre-intermediate Length of lesson: Forty (40) mintes Number of students: Lesson Aim(s) Specifyyour main aims and sub-aims, including anytarget language you aim to clarify By the end of the lesson, students will have developed further use of the the modal verb “should” and the associated contraction “shouldn’t” in the context of giving advice. Tutor: Appropriate lesson aims? (please circle) YES NO Materials (What you will needinthis lesson) Write title, author, year, publisher and page number here and on all your Clive Oxenden and Christina-Latham Koenig, American English File 2B, Oxford University Press, Oxford, U.K., 1997, p.71, 136. Betty Azar and Stacy Hagen, Understanding and Using English Grammar, Azar Associates, Hoboken, U.S.A., 2017, p.267. Jim Scrivener, Teaching English Grammar, Macmillan Education, London, 2010, pp. 218-221. Tutor: Sources acknowledged? (please circle) YES NO N/A Language Analysis: I have completed a) a language analysissheet (grammar) (please check b) a language analysis sheet (vocabulary) all that apply) c) a language analysis sheet (functions) Tutor: Sufficient language analysis? (please circle) YES NO N/A Trainer’s comments: Points to work on (action points): Comments on the lesson plan and language analysis: Overall grade for this lesson: BELOW AT ABOVE standard for this stage of the course
• 2.
  Tutor _____________________________ Signature________________________ Assumptions What do you expect the students will already know about the language/content of your lesson? Guiding assumptions include the following. 1. Students have limitedknowledge of Englishvocabulary. 2. Students will be familiarizedwith the target language duringthe prior lesson. 3. Students understandthe concept of giving advice andthe differences indegree (i.e., that “should/ shouldn’t” wouldbe on the firmer side ofa “could/ might do” versus “must do” cline. Anticipated problems (skills andclassroommanagement – NOT language. E.g. problems withtiming, grouping, instructions, topics, logistics, etc.) P1: time management goes by the boards due to teacher-talking time P2: there will not be enough to do. P3: dominance by the better / more assertive learners P4: anxious and jumping in instead of monitoring. P5: missing the opportunities for language feedback. Solutions to these problems: S1: script and stick to it P2. Be sure to catch enough errors to prolong language feedback (or whatever the euphemism is. S3: in discussion phase, call on those who did not seem engaged in the brainstorming or writing phases; do not call on the readers. S4: keep that candy ready to keep me from talking. S5: have a bull-pen of four ready. Personal Aims - What action points from your previous lesson(s) are you working on?  Try to get familiar withthe class  Make sure everyone is clear on the taskandon the should / shouldn’t focus  Use more ICQs  Monitor andlisten attentively  Class management / control Where are these on your lesson plan? What is your strategy to improve in these areas?  Lead-in  Lead-in  Every stage except Lead-in  Writingandbrainstorming  Throughout but focussed onerror correction. Board Plan: Board work will start with the only designed to re-inforce the idea of should versus shouldn’t as part of a CCQ. As students read their e-mails, I will write four story headings on the board so students cue up and go to their seats. Write two bullet points under each e-mail as people read. Students mark off their preferred e-mail response. Write one error under each story title and then a second as time permits. Use for contingent error correction; common errors with should be addressed on the board. Using the incorrect modal verb. A mother says to her child who wants to touch a hot stove, “You could not touch the stove” or “You might not touch the stove.” Both statements need to be lengthened to incorporate more context: “You can’t touch a stove when it’s hot.” OR “You might not want to touch a hot stove.” Not using strong enough language. The extended sentences are likely to be too weak to induce the child not to touch the stove. The mother, in this context, will likely say, “You must not touch that hot stove!” OR “You really shouldn’t touch that stove!” Incorrect tense. “should not have touched”, if the child touched it in the past (if only a few minutes in the past). Confusion of form. Using the wrong should (the form for indiomatic uncertainty) like, “Should you happen to touch the stove, cry out and let us know.” VERSUS “You should not touch that stove!”
• 3.
  TIME INTERACTION STAGE&AIM PROCEDURE TRAINER’S COMMENTS 5 min. Teacher- Students WCFB LEAD-IN AIM-1: introductions of students AIM-1: confirm concepts ofprevious through re-introduction oftarget language Page 19 Overhead ofa clinebetween ‘could youpossibly,maybedo this?’on the left hand and ‘you mustdo this’ ontheright. SCRIPT: Many thanks toTamika for covering a lot in her lesson onadvice and the auxiliary verb ‘should’.Let’s takea momentfor me toget familiar with each ofyou. Pleasetell meyouname, whereyouarefrom and one thing I should orshould not do inyourcountry. CCQ: Is everyone clear onwhat should and shouldn’tmean? Where on this graph would you place advice using these terms? 5 min Teacher- Students Reading for Detail; AIM: engagethe students in the material. AIM: monitor, if possible, to seewho reads quickly andwho does not. Group the studentsinto 2sand 3 and then hand out e-mailsto each group. Stefan / Aura / Eri (lending money) Mercedes / Suji / Maksim(missing cat) Giulsah / Valentina (exercise) Yumei / Johana (girlfriend) SCRIPT: Read the e-mails carefully and by yourselves. As youfinishthe e-mail use your remaining timeto thinkofwhat youranswer should be. ICQ: Is it time to speakwith group members yet? NO! Go ahead you have four minutes. 1 min Teacher- Students Clarification / transition. AIM: make sure everyone gotthegist of their e-mail. Assign the groups for the next stage. Check that each student understandsthe basic content ofthee-mail. While thee-mail writing goes on,write ontheboard: ‘The Missing Cat’ ‘The Girlfriend’sBirthday’ ‘The Gym Hater’ ‘Lending Money’ SCRIPT: Good work. Are weclear onwhat thesee-mails aresaying and what advicethey seek? ICQ: Make sure you are huddled together because youwill be working together. 5 min Students- Students Brainstorm AIM: stimulate the students toexchange and talk freely. AIM: language feedback fodder Page 19 Make sure people arehuddled so they can talk and I give feedback. SCRIPT: Okay everyone,with your partners, begin discussing the e-mail, what you think itis asking and whatyourinitial advicewouldbe.Then talk throughthevarious thoughts. Youhave four minutes.
• 4.
  facilitatedthrough chair formation. ICQ: Nowwhen I ask youto brainstorm, does that mean youare writing a response yet? NO! Can youtake notes for lateron? Of course!You have five minutes 10 min Teacher- Students Students- Students Writing Task SCRIPT: Well done. Nowis thetime really toput pen topaper as youand your partners writeouta response for advice. Theanswerneednot be more thanfive short sentences, orthreelongerones. ICQ: Quick hint: whatwords shouldyoube using inyour e-mails?...[ifno answer], are you to include should or could?....Yes, youshould----use should!…And whatabout shouldnot? Yes, Is it better touse should not or shouldn’t? ICQ: lastly, is one person supposed to be writing and saying whatgoes into the group e-mail?...Ha-ha…in fact, everyone should participate. And, people, this should is more thanadvice…it is a requirement. You have seven minutes. Okay, in these last two minutes, reviseyour e-mails so they can beread to the class. ICQ: Remember, should this e-mail be very long? No. 10 min Student-Student WCFB Speaking: read e-mails aloud; discuss AIM: give studentsa chance to speak. Page 19 As the groups read,note two keypoints while monitoring. Monitor for error correction. Askquestions ofthosewhohave not read or written. Ask students to vote for their favoritee-mail. SCRIPT: Fine, any brave volunteers among the groups togo first?...[ifno one volunteers]…okay, you all look like you’re ready toread… And now you two…. And now you two…. And finally youthree. Did I capture the key points? Okaytake a moment toplace a ‘check- mark’ under the email you think gave the best advice.Add a point ifl missed any. Well, it seems that theadviceon _____is the favoriteamong us. 5 min Teacher-Student WCFB Error correction In front ofthe students, placeoneor two errors noted under each story title and discuss themistake andask the students tosolveit themselves. Asking questions toguide their discoveryofthe answer.Do should mistakes first andthen generalor common ones later. No morethan eight.
• 5.
  Language Analysis Sheet– Vocabulary List the w ords / collocations/ phrases you plan to teach or that may be problematic for learners in your lesson. Indicate the part of speech How w ill you convey and check meaning? (Script CCQs w ith expected answ ers here if relevant) Transcribe the pronunciation, indicate stress and any issues w ith connected speech. What problems might Ss have w ith the meaning, pronunciation and form? What w ill you do if these arise in class? Example: I can’t stand it (verb phrase/collocation) I will convey meaning using a cline.  --------------------------------------- x I’ll elicitthat x =I can’tstand it CCQs Is it strongeror weaker than I don’tlike it? (Answer: Stronger) What is something you can’tstand? (answers vary) o O /kæntˈstænd/ (‘t’ is usually softened or omitted orreplacedwitha glottal stop) P1: Ss may think “I can stand it” = I like it. S1: CCQ - Can I say “I can stand it” w hen Ilike something? (Answer: No) P2: Ss may omit the object S2: Tell Ss it’s a transitive verb and record on the board as a chunk Word/phrase Convey and checkmeaning Pronunciation Problems and solutions Should / Shouldn’t Modal verb: used to express that it is necessary, desirable, or important to performthe action of the follow ing verb / ˈʃʊd / / ˈʃʊd·ənt / CCQ: in the lead in w ith the overhead. girlfriend a w oman w ith whomyou have a romantic relationship, or a female friend /ˈɡɜrl·frend / P1 possibly obsure. S1: before you a w oman is a w ife, w hat is she to the man. anyw here In, to, or at any place w hatever or (esp. in negative statements and questions) a place, but w ithout saying w hich place / ˈen·iˌhweər, -ˌweər/ P1: possibly onvscure. S1: elicit: is something can be everywhere it can be____ desperate Show ing a w illingness to take any risk in order to change a bad or dangerous situation / ˈdes·pər·ət / P1: Possibly obscure S1: Brazil is beating Germany by four goals in the World Cup w ith five minutes left. Which team is desparate? borrow / lend Take something fromsomeone w ith the intention of giving it back after using it. To give something to someone for a short period of time, expecting it to be given back: / ˈbɑr·oʊ, ˈbɔr- / / lend / P1: possibly onscure. S1 CCQ: Stefan gives me a dollar today and I re-pay him tomorrow . What is Stefan doing w hen he gives me the dollar? What am I doing w hen I take that dollar for a day? To get in shape To make body more beautiful; bring body to peak physicalcondition; get stronger, become physically strong; get in good physicalcondition. / ‘gɛtɪnʃeɪp / P1: possible obscurity. S1: Which fellow wants to get in shpe? The one running ten kliks a day or the one w atching 10 TV show seach day? List the w ords / collocations/ phrases you plan to teach or that may be problematic for learners in your lesson. Indicate the part of speech How w ill you convey and check meaning? (Script CCQs w ith expected answers here if relevant) Transcribe the pronunciation, indicate stress and any issues w ith connected speech. What problems might Ss have w ith the meaning, pronunciation and form? What w illyou do if these arise in class?