CELTA: LESSON PLAN and ANALYSIS
Name
Lorraine
Date 25.1.13
TP no.
Demo lesson
Level
pre-int
upper int
Main lesson focus
vocab grammar function pron reading listening speaking
writing
Main lesson aim (revise, extend, practise etc.)
Subsidiary aim(s) (revise, extend, practise etc.)
By the end of the lessons students will have :
By the end of the lessons students will have :



Learned names and got to know each other
Practised reading for gist and for detail
Focused on using modifiers with adjectives


Revised / extended vocab for food
Had fluency practice discussing theme restaurants
How will I know my main aims have been achieved? (e.g. successful completion of ex.. will show …)
 Successful completion of ‘diagnostic’ matching activity (visuals of food)
 Successful completion of reading tasks identifying gist and T/F comprehension questions
 Successful completion of cline with modifiers and written exercise
Personal aims (Teaching skills YOU want to improve on in this lesson – consider action points from previous lessons)
Assumptions (what your ss already know about the language, topic, skills that will help them in the lesson)
Students may already know a lot of the food vocab and so will use a diagnostic activity to assess existing knowledge then focus on
checking the known and teaching the unknown
Students will have sufficient language for the fluency task.
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
1.ss don’t perform tasks as required
Ensure initial instructions are clear, check with ICQs instruction checking questions. Model and demo tasks where
appropriate
2.ss already know the lexical set (food)
Move through task efficiently and challenge to provide further
vocab to extend knowledge
3.ss don’t contribute in fluency activity
Monitor during lesson to assess ss abilities and then mix
groups.
4. ss ability is wide within this class level
Pair ss as appropriate / extend tasks for early finishers
Materials (state the materials you’re going to use. NB you must reference all handouts and attach a copy with your plan)
Based on unit 6a Straightforward Pre-Intermediate, Macmillan
English Vocabulary in Use. McCarthy & Dell
Powerpoint slides / handouts = clip art visuals food
Powerpoint slides – grammar focus / cline for modified adjectives
Language Analysis Sheet 2: 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?
Lexical Set 1 (food) – using a diagnostic task
Lexical set 2 (modifiers) – via a reading text
PreMain
Lexical item
Meaning
Form
teach?
√
Group 1=
Bread / a loaf of, a slice of
Rice
Hot dog
Hamburger
Pasta
Meat
Fish
Pizza
Group 2= vegetables
Carrot(s)
Bean(s)
Potato(es)
Tomato(es)
Pea(s)
Onion(s)
Garlic
Mushroom(s)
Group 3= fruit
Orange(s)
Apple(s)
Banana(s)
Pear(s)
√
√
√
√
√
√
√
√
√
focus
√
(ways of checking eg. concept
checking questions, visuals, realia..)
(part of speech, spelling
problems )
Diagnostic visual worksheet for Uncountable noun (Unc)
all food items
Unc. noun
Countable noun (C noun)
C noun
Unc noun
Unc noun
Unc noun (as food)
C noun
Pronunciation
(phonemic script, stress)
/bred/
/raɪs/
/ˈhæmˌbɜː(r)ɡə(r)/
/ˈpæstə/
/miːt/
/fɪʃ/
/ˈpiːtsə/
√
√
√
√
√
√
√
√
C noun
C noun
C noun (NB plural)
C noun (NB plural)
C noun
C noun
Unc noun
C noun
/ˈkærət/
/biːn/
/pəˈteɪtəʊ/
/təˈmɑːtəʊ/
/piː/
/ˈʌnjən/
/ˈɡɑː(r)lɪk/
/ˈmʌʃruːm/
√
√
√
C noun
C noun
C noun
C noun (NB pair)
/ˈɒrɪndʒ/
/ˈæp(ə)l/
/bəˈnɑːnə/
/peə(r)/
Grape(s) / a bunch of
Strawberry(ies)
Pineapple(s)
Group 4 = pre reading lexis
(French) fries
Donuts
Cookies
Junk food
Modifiers in front of
adjectives:
A bit
Quite
Fairly
Very
Really
extremely
√
√
√
√
C noun
C noun
C noun
√
√
√
√
√
√
√
√
√
√
/ɡreɪp/
/ˈstrɔːb(ə)ri/
/ˈpaɪnˌæp(ə)l/
Visual matching next to reading C noun plural US/UK chips
text
C noun US/UK doughnut
C noun US/UK biscuit
Elicit / CCQs – Are these all C noun
examples of healthy food? (No)
/fraɪz/
/ˈdəʊˌnʌt/
/ˈkʊki/ /ˈbɪskɪt/
/dʒʌŋk fuːd/
Elicit to a cline/scale on WB of
weak to strong. Check further
in exercises following.
/ə bit/
/kwaɪt/
/ˈfeə(r)li/
/ˈveri/
Anticipated problems
Meaning: relative position of modifiers according to how
weak/strong
Form: position of modifier in front of adjective
Pron: intonation & appropriate stress of modifiers
C noun
adverb
adverb
adverb
adverb
adverb
/ˈrɪəli/
/ɪkˈstriːmli/
Possible solutions
Meaning: elicit to the cline to confirm relative strength. Ask CCQs
during subsequent exercises to re-confirm.
Form: demonstrate with one adjective (hungry) on WB
Pron: model / drill
STAGE NAME
& TIME
STAGE AIM
TEACHER ACTIVITY
GTKY
(10 mins)
For trainees / ss
to get to know
each other

Round the room chain / name and
favourite food
lead in
(10 mins)
to activate ss'
schemata re food
/ give ss oral
fluency practice

Can you remember what my
favourite food is?


Display slide and ask ss to
discuss in pairs.
STUDENT ACTIVITY
Ss join in
Ss work in pairs talking about
topic of food generally.
diagnostic
vocab
(10 mins)
to assess vocab
knowledge and
check 'blocking'
words ss need
for the reading
S–s
Qs on PP slide
2
(unit 6a food
elvis.ppt)
Ss – T
Signpost – later we’ll read about
food but first let’s check some
vocabulary.
Set diagnostic task:
 write the number of the picture
next to the correct word.
 Check instructions
 Monitor for accuracy and
performance of task
(if time activity for early finishers)
TEACHING
AIDS
t-s-s-
Monitor unobtrusively for
language / make notes for
delayed error correction (DEC)
 Nominated class feedback elicit answers
PRE_READING
MAIN
INTERACTION
H/O EVU
Food
Ss work alone at first then
check answers in pairs
together.
Early finishers to WB to fill
S
S-s
Class feedback
in answers
Ss – T

PRE-READING
prediction
(5 mins)
to set context of
reading and get
ss to practise
prediction before
meeting the text
elicit examples of food Americans
like / list to WB / include
French fries (chips) / cookies
(biscuits) / donuts (doughnut)

elicit or pre-teach 'junk food'
Concept checking questions:
Is it healthy food?
Does it have a lot of salt / fat /
sugar?


Show slide 3 to lead in
Play music, show pics and elicit
who it is.
Do ss know anything about him?
(1935 -77 US)


What type of food did he like do
you think / guess?
Ss discuss / suggest what
they can see in the visual
Elicit suggestions
Ss - T
Ss – T
Word doc open
for FB
Show only junk
food / enlarge
(hide Elvis)
PP slide 3
PP slide 4
music and pics
of Elvis
Discuss briefly in pairs
S –s
Elicit suggestions to WB
READING
(10 mins)
to give ss
practice in
reading for gist
Signpost the context: the text is
about a book that someone has
written. It is a review of the new
book. (Show)
set gist questions; (ex 2)
Word doc open
to display text
H/O gist ex 2
Display text on screen/ how many
paragraphs?
 On H/O show 4 summary
sentences
 Match the summary a,b,c,d to
the paragraph 1,2,3,4.
 Write the number next to the
letter.
 Set time limit
 Check back instructions
T monitor performance
Pair check / monitor
class feedback (1b, 2d, 3c, 4a)

S
Ss read alone, then check in
pairs to discuss gist.
S –s
reading
(10 mins)
to give ss
practice in
reading for detail
set ex 3 : - true or false
 Answer the questions in ex 3 T/F
 Underline in the text how you
know the answer
 Check instructions
Pair check
T monitor discussion in pairs for
performance
(early finishers to guess any
unknown vocab
from context on p57 ex 4)
Nominated class feedback
Lexis
(15 mins)
IF TIME
To discover and
practise
modifiers from
the reading text
Round off reading – Why do you
think Elvis had these eating
problems?
Draw cline on WB weak – strong and
with adjective hungry can ss
suggest words to make this a
stronger adjective
H/O detail ex
3 / 4
Ss read alone, then check in
pairs to discuss the details.
And say WHY.
S
S –s
Ss give detail for answers not
only T/F
Open class suggestions
Ss – T
Ss – T
Ss – T
Try to elicit or give randomly very /
a bit / fairly / quite / really /
extremely
Set task:
 Find examples in text
 Underline
 Add to cline
T monitor for accuracy / FB on WB
Ex3
1=f
2=t
3=f
4=f
5=t
6=t
7=f
8=f
H/O grammar
Ss work in pairs
S –s
S –s
Controlled written practice: ex 2
Freer oral practice: ex 3 from book,
to extend only if time. Write
adjectives on WB.
speaking
(20 mins)
to give ss oral
fluency practice
Set context: Have ss ever been to a
restaurant such as Hard Rock
Cafe, Planet Hollywood? What is
special about them? = theme.
Check concept – Elvis restaurant
Set task ex 2
monitor and note mistakes for
delayed error correction
regroup ss to tell each other about
their restaurant
Feedback
to give ss
practice in
correcting errors
class feedback on the restaurants
write errors on WB & get ss to
correct
Ss – T
H/O of p57
Ss discuss in small groups
(3?) their ideas.
AAA, BBB,
CCC etc
Regroup to share ideas.
ABC, ABC,
ABC
T - ss
WB