CELTA COURSE LESSON PLAN

Teacher
Melisa Vence

Lesson focus

Tutor

Vocabulary

Jennifer Davey

Date
06.06.16

Level

Mins

PI

45

TP
no.
4

Class profile (Build on this as you teach

the class)

Assumptions (Learners existing

knowledge)

Materials

It is a monolingual group. Regarding interest

for learning English, some of them need it to
apply for future jobs (Emilio, Sara and
apparently Sonia). Some others like Nita and
Carmen are learning English to travel and
others like Mari Carmen, just for fun. On
Friday`s lesson I found out that Esperanza is
very participative, as well as Sonia.

I know that one of them is familiar with the

word sunbathed, but am not sure if the rest
of them are. I am not sure if they know
phrases related to going on holiday that
begin with to go like to go by plane, to
go on holiday, to go for a walk, to go on my
own, to go sightseeing, or verbs like to rent
or to book (a holiday).

Exercise from Oxenden, C Latham-Koenig, P

Seligson New English File Pre-Intermediate
Student`s Book Oxford p. 147.
Story Dices. Game.
Magazine pictures.
Granada`s city map.
Incense
A box with papers inside to form 2 groups.
A personalized e-mail with a message (for
pairs)

Lesson aims (Main aim and sub aim(s))

Main aim: by the end of the lesson the learners will have reviewed 6 or 7 new words and
practised their use by deciding in two groups where to go and what to do on a holiday.
Sub aim(s): by the end of the lesson the learners will have ...
To practise the pronunciation of some new words and to help them to keep producing
meaningful complete sentences with these new words, verbally.

Personal aims (Base these on action

points from TP feedback and tutorials)
1) To feel confident and enjoy the
lesson.
2) To not exceed timing.

Anticipated problems (Related to classroom management and/or

skills)
(e.g. low numbers, listening task too challenging, students sit in
same seats ... etc.)

Anticipated solutions

1) As usual I anticipate that I will not feel confident while I am

being observed (by trainer and trainees).

Using a short lead-in that I feel comfortable with. These fulfils the
purposes of making a best use of the board by helping them to
write a word web and, to deflect the attention from me towards the
students and to gain more confident during a stage that I find
particularly difficult. To begin a lesson standing in front of the class
still makes me feel a little uncomfortable.

Language Analysis according to MFPA (From TP3 onwards)

Whenever you teach language systems (grammar, functional language,
vocabulary or pronunciation) you will have to research into it in order to
be able to teach it well to your students. Additionally, for skills based
lessons, you will have to do some language analysis of the vocabulary you
pre-teach. The sheets below will help you when doing all this (There is
also a separate sheet for short vocabulary items). You can use
reference books to help you!
What verb forms, functions, phrases, pronunciation aspects or other things
will you teach? e.g. present simple for routines, apology exponents, long idiomatic expressions,
lexical chunks, pronunciation of long vowels, adjective order, etc:

I will teach phrases beginning with to go such as to go sightseeing, to go by plane,

to go out at night, etc to be used when talking about a holiday.
What is the context you will use? How will you establish it?
Context will be established through a lead-in, a short e-mail I received related to
holiday and a short personalized e-mail they received related to a holiday.
What is/are your sample sentence(s)/phrase(s)/word(s)?
To go sightseeing /to go abroad
Focus on meaning (not for a pronunciation lesson) The exponent is given in a
context, so use that context. What does the exponent mean in this context? Explain the meaning. How
will the meaning be clarified with students? CCQs? A timeline?

To go abroad
To go sightseeing in
CCQ for going abroad:
If I go to Madrid, am I going abroad? No
Can I go abroad and be in Spain at the same time? No
To go abroad is to go to another country? Yes
CCQ for going sightseeing:
To go sightseeing is `to do or to make tourism? Yes, same meaning but the second
one should not be used.
Anticipated problems with meaning:

Solutions:

Confusion with this phrase. They will

probably have always used to make
tourist or not having a word for this
concept.

I will clarify that saying `to do or make

tourism is not correct, since it is a literal
translation to Spanish, and that the
natural way to say this in English would be

to go sightseeing or to do a tour.

Focus on form (not for a pronunciation lesson) What do students at this level need to
know about the form? What are the component parts? What are the affirmative, negative and
interrogative forms? Any strange grammatical behaviour? Regular or irregular?

Subj. + go (present tense) + verb (ing suffix)

Anticipated problems with form:

Solutions:

Students might not know that this is a To stress that to do or make tourism is a
fixed phrase and might say this: I want to not natural expression in English. And that
sightsee Paris.
we cant do or make a sightseeing, but we
can `go sightseeing in a place or country.
Learners might be unsure on how to use
these phrases in a context. Eg: to go *This should go in meaning or form?
sightseeing for Paris/

Focus on pronunciation Are there any difficult sounds and/or weak forms to highlight? Is there
any assimilation, intrusive consonants or linking? Use phonemic script to illustrate any issues with
sounds. Where is word stress? Where is sentence stress? Anything else that will help the students at this
level? (For phonemic script cut and paste from www.phonemicchart.com)

Sightseeing
/satsi./

Anticipated
pronunciation:

problems

with Solutions:
Model pronunciations, repeat and
drill effectively.

It is difficult to pronounce the word

`sightseeing for any L1 native, in my
opinion.
Stress the word in the board and drill.
Students
could
stress
the
word
unnaturally and not pronounce correctly
the second part of the word due to the ing
suffix.
4

Focus on appropriacy (if necessary) Is the phrase formal, informal or neutral?

neutral
Anticipated
appropriacy:

problems

with Solutions:

Lexical Analysis (For one word or two word [e.g. phrasal verbs, compound words, etc.]
vocabulary items for longer phrases use the previous sheet)
Word
(Include the word class in
the context used and
break down the form into
its component parts, if
possible)

Sunbathe
(verb)

Book (verb)

Meaning
(Meaning of the word in
the context used)

lying in the
sun in order to
get brown
to reserve a
place, seat or
table.

Degrees
(noun)

scientific
division of a
scale

Heatwave

period of very
hot weather

Pronunciation
(Phonemic script, word
stress, silent letters, etc
[cut and paste from
www.phonemicchart.co
m])

Style (appropriacy)
(Formal, informal or
neutral)

/snbe/

neutral

/bk/

neutral

/dri/

neutral

/hitwev/

neutral
6

Context
(What will be used to
present the word, i.e. the
kind of text, situation,
type of practice exercise,
etc)

A short e-mail I
received related to a
holiday (listening first)
and a short,
personalized e-mail
they receive related to
a holiday.

A short e-mail I
received related to a
holiday (listening
first) and a short,
personalized e-mail
they receive related
to a holiday.
A short e-mail I
received related to a
holiday (listening
first) and a short,
personalized e-mail
they receive related
to a holiday.
A short e-mail I
received related to a
holiday (listening

How to elicit/pre-teach
and check meaning of
the word
(i.e. pictures, photos,
synonyms, antonyms,
flashcards, mime, realia,
actual CCQs, etc.)
Word web in the board,
CCQ questions, pictures,
synonyms.

Word web in the

board, CCQ
questions, pictures,
synonyms.

Word web in the

board, CCQ
questions, pictures,
synonyms.

Word web in the

board, CCQ
questions, pictures,

(noun)

to go
sightseeing
(phrasal verb)

visiting the
sights of a
town

1) to go
abroad
(phrasal verb)
2)abroad:
adverb

1)To go to
another
country
2) In or in
another
country

/satsi./

neutral

/brd/

neutral

Anticipated problems with specific lexical items

(Related to meaning, form, pronunciation and appropriacy [if
necessary])

first) and a short,

personalized e-mail
they receive related
to a holiday.
A short e-mail I
received related to a
holiday (listening
first) and a short,
personalized e-mail
they receive related
to a holiday.
A short e-mail I
received related to a
holiday (listening
first) and a short,
personalized e-mail
they receive related
to a holiday.
Anticipated solutions

synonyms.

Word web in the

board, CCQ
questions, pictures,
synonyms.

Word web in the

board, CCQ
questions, pictures,
synonyms.

WHITEBOARD/FLIPCHART PLAN
Board 1
Verbs
Phrases: to go.
8

adjectives
nouns

Board 2 *they will write on the board

9

to go ________________
to go________________
to go ________________
to go________________
to go ________________
to go________________
to go ________________
to go________________
to go ________________

10

BOARD 3* They will write on the board

______________in a hotel
_____________photos
________________souvenirs
_____________________on the beach
_____________________a good time
__________________money/time
___________________an apartment
____________________in the mountain/around the town
___________________friends
______________________a car

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BOARD 4

Time
(How
long)

Stage

(Why)

Interact
ion

Procedure

Tutors comments

(How)

(How it went)

(Who)

3 mins

5 mins

Stage aim

(What)
Lead-in

Presentation

To introduce the topic and

activate words they already
might know

To clarify meaning and check the

learner`s understanding

T-S
S-T

T-S
S-T

Reading a short e-mail I have

received so that they can
listen to the words before they
are written. Then they receive
a personalized e-mail (pair
activity) referring to activities I
know they like (need analysis)
related to the topic holiday.
Then they go to the board and complete the word web.
When the word web is complete, I will clarify meaning if
necessary, check if they have understood with CCQ and
work in pronunciation.
Feedback and CCQs:
CCQ for going abroad:
If I go to Madrid, am I going abroad? No
Can I go abroad and be in Spain at the same time? No
To go abroad is to go to another country? Yes

12

CCQ for going sightseeing:

To go sightseeing is `to do or to make tourism? Yes

I will clarify that saying `to do or make tourism is not correct,

since it is a literal translation to Spanish, and that the natural
way to say this in English would be to go sightseeing or to do
a tour.
Practice Activity

2 Controlled practice

SS

10 mins
Two excercises from the book related to the new words.

20 mins

Production

To provide freer oral practice and

use the language productively

SS

Pair Activity. They have to plan in 5 minutes a holiday plan (2

groups) and agree on where and what to do. Then each
group have to tell their plan.
Then both groups have 5 minutes again to agree on a
holiday together, which implies they have to persuade each
other to choose their plan. Then they have to tell which is the
final destination and why.
Pair Activity if there is time. Dice game. The dices have
images suggesting places and they have to invent a story.

2 mins
2 mins

Feedback for
previous activities
Conclusion

To work more in pronunciation.

To summarize the words that we
have learned.

TS
ST
TS

Drilling and giving positive feedback.

Writing in the large note book the words we have been
using.

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