Cederholm Celta Lesson Plan5 PDF

CELTA Lesson Plan No.
5
Lesson Plan
by Jay David Cederholm

Email: [email protected]
Web: http://danoff.org/jay
Abstract
This is a 40 minute grammar clarification and practice lesson plan. It aims to contrast pre-
sent continuous verb forms with present simple verb forms. Written in October 2010 while
instructor was studying for his Certificate in English Language Teaching to Adults
(CELTA) in New Zealand.
Lesson Plan Copyright (C) 2011 Jay David Cederholm.

Rights licensed with a Creative Commons Attribution-NonCommerical 3.0 Unported license.
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1
Lesson Plan Cover Sheet
Name: Date: Level: Lesson type: Grammar Lesson No. Lesson length:
Jay Cederholm 7 Oct Pre-intermediate clarification & practice 5 40 mins
Main aims:
To contrast present continuous verb forms with present simple verb forms
To provide controlled written practice of present continuous and present simple verb forms
Subsidiary aims:
To develop gist reading skills
For this lesson:

What do the Ss know already?
They have encountered the present simple verb tense before but may lack confidence using it
They will be familiar with the context of looking for work and will probably have experienced this before
What have the Ss done already?
They will have done the gist listening of the text
What problems do I think Ss will have in this lesson?

• language:
1. They may be confused about what a state verb is
2. They may be confused by the present simple concept questions
3. They might not contract I’ll, he’s in phonology drill
• materials:
• management:
What am I going to do about these problems?

1. Include a picture to help clarify and describe the verbs as feelings and opinions
2. I can draw a timeline on the w/b
3. I will pay particular attention to this feature when drilling the marker sentences. I will listen carefully for
errors and correct them as necessary
These are the materials and / or teaching aids I will use in the lesson:
Worksheets adapted from face2face, 2005, Redston & Cunningham, CUP
My personal teaching aim for today is:

To practice correcting S errors for sentence stress, contractions and intonation during the individual drilling
Tutor evaluation of plan: S* N* *for this stage in the course
Comment:
Lesson plan cover sheet continued –
Use this side of the sheet if your lesson contains any language i.e.
grammar, vocabulary, phonology
What is the meaning of the language?
Present Continuous for things that:
a) are happening at the moment of speaking – he’s doing, I’m writing
b) are temporary and happening around now, but maybe not at the moment of speaking – he’s looking,
I’m applying
Present Simple for:

a) daily routines and things we always/sometimes/never do – he reads, I never get
b) verbs that describe states – he needs, people think
What is the form of the language?

Present Continuous:
Subject + am/are/is + verb+ing (positive)
Subject + am/are/is + not + verb+ing (negative)
Am/Are/Is + subject + verb+ing? (question)
Present Simple:
Subject + base verb+s/es/ies (positive)
Subject + don’t/doesn’t + base verb (negative)
Do/Does + subject + base verb? (question)
What is important about the phonology of the language?
He’s looking for his first job. I’m writing to tell you how it feels.
He reads adverts. I’m applying for every job.
He’s doing some gardening. I never get an interview.
He needs a real job. People think I’m too old.

Time Stage Aim Procedure Inter-
action
2 mins Highlight To highlight the target - Set grammar task 1:
target language in the context “These verb forms all come from the text you’ve just read. Look at these words in T > Ss
language bold. Write the verb forms in Present Simple or Present Continuous.”
- Show on OHP and do one as an example
- Hand out WS and Ss do the rest S
- Pair check S>S
- Plenary f/b on OHP Ss > T
PS PC
1. he reads he’s looking
2. he needs he’s doing
3. I never get I’m writing
4. people think I’m applying
So this is the language we are going to look at today: PS and PC
4 mins Clarification To clarify meaning of - Set task 2

of meaning target language “These timelines will help you understand the meaning of the PC verb forms. The T > Ss
first timeline is for things that are temporary and happening around now, but
maybe not at the moment of speaking.”
-
T reads first PC sentence, “My son, Kevin, left school two months ago and now
he’s looking for his first job.”
Concept Check: “Did Kevin want a job in the past?” Y
“Does Kevin want a job now? Y
“Will Kevin have a job in the future?” Probably
“When Kevin has a job, will he still need a job?” N
“Which timeline is ‘he’s looking?” (1)
T reads 2nd PC sentence, “Today he’s doing some gardening?”

Concept Check: “What time is this sentence talking about: past, present or future?”
“Did Kevin work in the garden yesterday?” N
“Will he work in the garden tomorrow?” Probably not
Which timeline is ‘he’s doing?” (2)
- Ss finish task S
- Pair check S>S
- Plenary f/b Ss > T
action
6 mins Clarification To clarify meaning of - Set Task 3
of meaning target language “An activity verb talks about activities or actions. State verbs talk about feelings T > Ss
and opinions. Look at these verbs and write the verbs that describe activities her
and the verbs that describe states here.”
- Ss finish task S
- Pair check S>S
- Set Task 4
“These questions will help you understand the meaning of the PS verb forms.” T > Ss
- Ss answer questions S
- Pair check S>S
1. always 2. yes 3. yes
8 mins Clarification To clarify the form of the - Set Task 5

of form target language “Now we are going to look at the form of this language” T > Ss
- Show on OHT and do one as an example
- Ss do task S
- Pair check S>S
- Plenary f/b Ss >T
Concept Check: State verbs in Present Continuous
Present Continuous:
1. Subject + am/are/is + verb+ing (positive)
2. Subject + am/are/is + not + verb+ing (negative)
3. Am/Are/Is + subject + verb+ing? (question)
Present Simple:
4. Subject + base verb+s/es/ies (positive)
5. Subject + don’t/doesn’t + base verb (negative)
6. Do/Does + subject + base verb? (question)
action
10 mins Clarification To clarify phonology of T focus on sentence stress, intonation, contractions. T > Ss
of the target language
phonology He’s looking for his first job. I’m writing to tell you how it feels.
He reads adverts. I’m applying for every job.
He’s doing some gardening. I never get an interview.
He needs a real job. People think I’m too old.
Drill choral (3X) / Individual (2X) / Choral (1X) S>T

T corrects individual practice T>S
10 mins Controlled To provide controlled - Set Task 6

written written practice of the Write, What’s his new job? (technical support engineer who helps customers with T>S
practice target language their computer problems)
How did he get it? (manager read the paper and offered him a job)
- Ss do gist reading to answer questions S
- Pair check S>S
- Brief plenary f/b Ss > T
Ss fill in the blanks S

- Check in groups of 3 Ss > Ss

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CELTA Lesson Plan No.

by Jay David Cederholm

Lesson Plan Copyright (C) 2011 Jay David Cederholm.

For this lesson:

What problems do I think Ss will have in this lesson?

What am I going to do about these problems?

My personal teaching aim for today is:

Tutor evaluation of plan: S* N* *for this stage in the course

Present Simple for:

What is the form of the language?

What is important about the phonology of the language?

He reads adverts. I’m applying for every job.

He’s doing some gardening. I never get an interview.

He needs a real job. People think I’m too old.

So this is the language we are going to look at today: PS and PC

4 mins Clarification To clarify meaning of - Set task 2

T reads 2nd PC sentence, “Today he’s doing some gardening?”

1. always 2. yes 3. yes

8 mins Clarification To clarify the form of the - Set Task 5

He reads adverts. I’m applying for every job.

He’s doing some gardening. I never get an interview.

He needs a real job. People think I’m too old.

Drill choral (3X) / Individual (2X) / Choral (1X) S>T

10 mins Controlled To provide controlled - Set Task 6

Ss fill in the blanks S

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