TP Lesson Plan Name: Rea Panou Length: 60’
Class Profile:This
Week: 6 Level: Pre-Intermediate
Day: Thursday Date:16/02/2012
is a multilingual group of 8 to 13 adults. All learners participate and follow
instructions very well. Most of them have no difficulty in communicating orally, despite the mistakes they make. However, their pronunciation, spelling and grammar need attention. Gregory: Greek. Motivated learner who always takes notes. Quiet, answers when directly asked to. Uses Greek especially to explain things to other students. Khamit: Ukrainian. He is a very active student with good vocabulary and grammar. Answers when directly asked to. Nezar: Syrian, quiet and reserved student. He prefers to work alone. Answers when directly asked to. Chara: Greek, not a strong S, performs better when working in pairs than in plenary mode. Natalia: Not a very strong student. She enjoys group work and pair work a lot. She participates a lot and she asks questions. Aram: He seems to be a strong student with very good pronunciation. Olga 1: Ukrainian. She’s a very sweet woman who most of the times is hesitant to participate. Olga 2: Ukrainian. She’s more of a silent learner. Always sits next to Khamit and Olga 1 because she feels more secure next to them. Agape: Greek. She’s one of the strongest students. She has a range of vocabulary but she needs to work on her means of expression to make herself more understood. Natali: Ukrainian. She is the strongest student in class. She is always willing to participate and she always asks questions. Natalia: Ukrainian. She has a good level of vocabulary but she has a problem with pronunciation. Valentina: Not very active. She needs guidance by her classmates. Elena: A new student who is still very weak.
Lesson Aims/ Objectives for students
Evidence
Production asking and responding to questions will be able to talk about past habits and states using activity. Ss will have to work in pairs and ask each other about several childhood habits. This is a used to and would. relatively free production activity which will give Ss the chance to practice and experiment with the Secondary Aim target language. Even though I can up to a point predict the kind of lg the Ss will produce it is still free since it allows for the use of S. Past as well.
Primary Aim: By the end of the lesson students
Target Language Examples
Concept Questions
Grammatical Structures/Functions
Grammatical Structures/Functions
Used to and would to talk about past habits and states. e.g I used to have long hair I used to ride a bike I didn’t use to wear glasses.
Do I have long hair now? Is this a habit or a state? What is different about them? Do I ride a bike now? Do I wear glasses now? Which auxiliary verb /How do we use to form the negative? Which form of the verb do we use after used to?
New Vocabulary habit addiction addicted to dependent on quit give up
New Vocabulary
Is a habit sth I do every day? Give me some examples Is an addiction a good or a bad thing? What’s the difference between a habit and an addiction? When I am addicted to or dependent on do I have an addiction? When I quit or give up smoking do I still smoke?
Source Aids/Handouts :
Language to Go, Students’ Book, Pre-Intermediate, Unit 11, pp. 24-25. Language to Go, Students’ Book, Pre-Intermediate, Practice, p.93. Language to Go, Students’ Book, Pre-Intermediate, Recording Scripts, p. 119. Adapted Handouts
Images Photo from Language to Go, Students’ Book, Pre-Intermediate, Unit 11, p. 24.
http://www.topnews.in/health/same-brain-area-behind-mental-illness-drug-addiction-258 http://bryanking.net/alcohol-addiction/
Linguistic assumptions :Learners are already familiar with the use and the formation of the Simple Past tense which they will need to apply in order to form the structure of the target language and also to deal with the reading passage.
Anticipated Language Difficulties
Solutions/Remedies
Ss might be confused when trying to differentiate between a past habit and a past state.
I will try to clarify as much as possible giving examples and I have also prepared an activity which focuses on this distinction. Ss will have to decide whether several sentences are past habits or states.
Ss might not fully understand the meaning of addiction.
I will try to explain the difference between a habit and an addiction by providing examples and through visual aids.
Timetable Fit
: The learners are currently exposed to a wide variety of grammatical phenomena, such as Present/ Past tenses and 1st, 2nd Conditionals and Modal verbs. The used to and would structures are part of their general grammatical instruction as well as part of the function of Past tenses.
Board Plan(s)
Projections Fact Table Activity Substitution Table Controlled Practice Activity
Time Lines
Brainstorming Ideas Presentation of new vocabulary
NOW I played football
I used to play football
NOW I had a car during this period
I used to have a car
CELTA Lesson Plan
Name: Rea Panou
Date: 16/02/2012
PROCEDURE Stage Warm-Up
Presentation
Teacher Activity
Learner Activity
T projects a picture on the WB. T asks Ss Qs about the picture. T showing the same picture asks Ss to work in pairs in order to brainstorm as many habits as they can think of. T asks Ss to report their answers and writes them on the board. T uses the answers to present new vocabulary items. T also projects pictures on the WB. Models, drills. T asks CCQs to make sure Ss understand the meaning of the new vocabulary. T asks Ss that the projected picture is taken from the text they are going to read.
Ss look at the picture and respond to T’s Qs.
Aims
Materials
Interaction
Time
Set the context. (Habits) Motivate learners. Elicit known vocabulary Elicit background knowledge Pre-teach new vocabulary items.
Projector
T→Ss
1’-3’
Projector
S1→S2
2’
Ss report their answers. Model and drill.
Give task feedback Use the ideas in order to teach new vocabulary items. Check understanding
WB Projector
T→Ss
5’-6’
Ss look at the picture make guesses.
Allow for prediction Engage Ss and promote anticipation.
Projector
S1→S2
1’
Ss work in groups brainstorming.
T asks Ss to work in pairs in order to predict what the text is going to be about. T gives Ss HO1. T asks Ss to read the text very quickly and check whether their ideas had been correct. T asks ICQs to elicit how Ss are going to read the text. T asks Ss to read the text again, very carefully this time, in order to complete a fact table in HO2. T asks ICQs to elicit how Ss are going to read and what to look for. T tells Ss to check their answers with their partner when they finish and /or help each other with the answers. T project the fact table on the WB and receives feedback from Ss. T asks Ss to refer back to the text in order to support their answers. T asks CCQs to check understanding. T uses substitution
Ss read the text individually and check their predictions.
Task feedback Have Ss familiarize themselves with the text’s main idea.
HO 1 (text)
S individual work
3’-4’
Ss read the text individually and try to complete the fact sheet. When they finish they check their answers with their partner.
Present target language in context. Have Ss familiarise themselves with the target lg.
HO 1 (text)
S individual work
5’
Ss report their responses. Ss check the text for evidence.
Task feedback. Focus on the target language and clarify the form, the meaning and the use.
WB Projector
T→Ss
3’-4’
Ss repeat target lg
T provides extra
WB
T→Ss
3’-5’
HO2 (fact table)
Practice
tables to explain the form of the target lg. Models, drills. T asks ICQs to elicit rules about the formation of the target lg. T also uses time lines to clarify the time reference. T gives Ss HO3 which focuses on the difference between past habits/states. T asks Ss to work in pairs, read the sentences and decide whether each sentence refers to a past habit or a past state. T asks Ss to use would where possible.
chorally/individually. Ss respond to ICQs.
clarifications about the form and the use of the target lg.
Projector
Ss read the sentences and respond.
Clarify the difference between the two concepts. Check understanding.
WB HO3
S1→S2
2’-3’
T projects activity on the WB. T receives and gives feedback and asks CCQs to check understanding and ensure that the Ss have understood the difference. T gives Ss HO3 with a controlled practice
Ss report their responses and answer CCQs.
Give task feedback Check understanding
HO3 Projector
T→Ss
2’
Ss work in pairs, trying to form sentences using the
Help Ss practice the new structure.
HO4 (sentence
S1→S2 T→ monitors
5’
Production
activity. T asks Ss to work in pairs in order to form sentences using the correct form of used to. T asks ICQs to check understanding. T receives Ss’ responses. T gives feedback by projecting the correct answers on the WB for all the Ss to see. T asks Ss to work in pairs and ask each other Qs using the target lg. T gives Ss a set o cards with prompts that the Ss will have to turn into Qs.
correct form of used to.
formation activity)
and helps if needed.
Ss report their responses.
Give feedback. Check understanding.
HO3 (sentence formation activity) Projector
T→Ss
3’-4’
Ss respond to the ICQs, they work in pairs and begin, in turns, asking and responding to Qs asked in the target language.
Give Ss the opportunity to use the new lg structures in a more realistic communicative context.
Set of cards with prompts for question formation.
Ss→Ss T→ monitors
6’-8’
Ss are invited to report their findings and correct their mistakes.
Error Correction Check Understanding.
T→Ss
5’
T gives an example and asks ICQs to check understanding and make sure that Ss realize they have to use the target lg up to a certain point. T gives feedback
WB