LP - CELTA TP2 LANGUAGE - Fazi

Name: Fazi • 03 Aug 2020 • CELTA TP2 LANGUAGE
Description
In this lesson, Ss will be introduced 3 adjective patterns in a sentence and will make an attempt to produce sentences using these patterns in the form of speaking and writing at the end of
the session to express their own evaluation of the activities they think they are a waste of time.
Main Aims
To provide clarification, review and practice of sentence patterns ('v-ing', 'to infinitive', 'question word') following some of the opinion adjectives in the context of
communication/personalised context.
Sub Aims
To provide fluency speaking practice in the form of discussion in the context of expressing opinions about activities that are considered a waste of time.
Background
Class Profile
The Ss in this intermediate group come from a wide variety of occupational background ranging from engineers and business people to students, dance instructors, and beginner English
teachers. They have a fair amount of previous learning experience and are aware of the concept of being taught by CELTA trainees. They show enthusiasm towards the Ts, and
therefore, are willing to cooperate in different stages of a lesson. There are more or less 20 people in the class from almost equally both genders. Approximately two third of the class are
in their 20s and 30s, and a third are over 40 years old. They are mainly Turkish natives, with an exception of a few foreign-born Turkish citizens and a Russian student. There is a
physically challenged person in the group who may need special attention in particular in kinesthetic activities. Ss show eagerness in speaking and sharing their personal experience over
different topics, however, they also tend to use their L1 in w/c activities. The general grammatical and lexical range of the Ss are low considering their level, which may challenge teaching
complex structures or ideas at some stages.
Assumptions
It is expected that Ss at this level of the course should already be familiar with parts of speech and sentence order in English. In addition, based on the previous lessons, they should
know and be able to use the vocabulary for expressing opinions.
Personal Aims
- appropriately sequencing the instructions (eg HO after instructions)
- providing effective feedback (eg pair check before answer key)
- giving more reasonable feedback (justifying the answers/providing reasons for answers)
- practising CCQs
Timetable Fit
In the previous lesson students were listening to two conversations about using technology (Facebook/mobile phones) to keep in touch with friends and colleagues. They were also
exposed to the language of expressing opinions (evaluation). At this point of the course they need to exercise the patterns in which adjectives are expressed to be able to appropriately
formulate their personal opinion in the context of 'activities that are a waste of time'.
Background
Anticipated Problems & Solutions
Problem 1: Ss may not fully remember the conversation between Graham and Deniz in the previous lesson, which is needed to proceed with the first exercise in the class.
Solution: T has prepared the part where the two speak and is going to play it in the class to recall the context.
Problem 2: Ss may not notice that there is not actually a significant difference in meaning between 'adj + v-ing' and 'adj + to infinitive'.
Solution: T is going to point this out using PPT slides and check understanding using CCQs.
Problem 3: The sentence pattern following 'adj + question word' may not be quite clear for Ss.
Solution: T is going to highlight it in the activities and briefly (because it's not the focus) mention it.
Problem 4: In the freer practice Ss may not be able to come up with the desired TL and may produce premature answers.
Solution: T is going to provide some scaffolding in the freer activity to facilitate meaningful answer structure.
Materials
HO1 (English Unlimited B1+ - Ss Bk, U 2.1, Vocabulary ex1)
PPT (Teacher designed powerpoint)
HO2 (Teacher - Sentences for building a model sentence)
HO4 (English Unlimited B1+ - Ss Bk, U 2.1, Speaking Ex3a,b)
Coursebook (English Unlimited B1+ - Ss Bk, U 2.1, Vocabulary ex 1-2, Speaking ex 3-4)
WB
HO3 (English Unlimited B1+ - Ss Bk, U 2.1, Vocabulary Ex2a)
Please see the following page for the lesson procedure
Created with English Lesson Planner © www.englishlessonplanner.com

Name: Fazi • 03 Aug 2020 • CELTA TP2 LANGUAGE
Interaction
Stage Procedure Materials Time Comment
Pattern
Warmer/Lead-in 1. T greets the Ss and commences the session
To recall lesson context 2. T projects a slide showing Graham and Deniz
and engage students 3. T asks Ss what they remember about them PPT T-S, S-T 3-5
4. T plays the audio part of their conversation to avoid any confusion in answering Ex1 and
recall the context in order to have maximum engagement from Ss' side
Exposure/Clarification 1. The context will have already been established by now

To introduce the TL to 2. T forms pairs
some extent, present 3. T gives instructions for Ex 1: There are 3 sentences from Graham and Deniz's
MFP, and provoke interest conversation that we just listened to/Use the adjectives in the box to complete their
in the TL opinions/Work with your neighbour/You have 2 minutes
4. Pair check
5. T elicits the answers one by one and introduces MFP as below:
Ex 1.1 M: 'What makes you tired when you are on call all the time?'/So 'Being on call is
tiring, right?'/Let's see, what else could be tiring? Maybe running a marathon?/'Is working
at the weekends also tiring? Excellent!/F: Now let's see what is what in this
sentence/Which one was the adjective?/Great!/What is the verb after the adjective?/Nice,
what form of the verb do we have? Wonderful (T projects the whole structure)/T performs
PW, T-S,
coral drill in chunks and as a whole HO1, PPT 8 - 10
S-T, WC
Ex 1.2 M: 'What else can be difficult sometimes?'/'Is it also difficult to wake up early in the
morning for you?'/F: same procedure/P: same procedure
Ex 1.3 M: 'I think it's also amazing how much money some footballers get, right?' (they
most probably don't know earn)/'Is it amazing when you watch a football match in the
stadium?'/F: same procedure/P: same procedure
6. T highlights the fact that there is not much difference between 'v-ing' and 'to + infinitive'
adjective patterns
7. T asks 2 CCQs to ensure understanding:
- It's nice to meet you. / It's nice meeting you.
- It's awful seeing him everyday. / It's awful to see him everyday.
(Note: I used this exercise as a hook/throwing activity to first test their knowledge, and then
create curiosity into the TL)
Interaction
Pattern
Controlled Practice #1 1. T forms groups of 4
To concept check and 2. T asks for 4 volunteers
highlight the TL 3. T and the students model an answer (T points out the 'it's' contraction)
4. T drills the model sentence
5. T sticks the papers on the board and draws a table around them
6. T distributes the papers and asks groups to put them in the correct order/1 minute
7. T asks each group to come to the front of the class and show their sentence
8. T asks for/gives FB
9. T drills and sticks the sentence on the board in the table
10. T repeats until all groups are finished T-S, GW,
HO2, WB 6-8
WC
Controlled Practice #2 1. T forms 3 groups

To provide a practice on 2. T gives instructions for Ex 2a/5 minutes
the TL and prepare Ss for 3. Ss race to finish first
a more challenging 4. T asks the early-finishers to write the answers on WB HO3, WB GW, WC 8 - 10
exercise 5. T asks for WC FB
6. T refers to target sentences in case of difficulties achieving the task
(Note: I skipped 2b. I think it's not necessary at this stage.)
Semi-Controlled 1. T gives instruction for Ex 3a: T recycles 'a waste of time' from previous lesson/Choose
Practice the ones you think are a waste of time/Work alone/2 minutes/HO
To concept check further 2. T gives instruction for Ex 3b: Add one more activity to each list/alone/1 minute
HO4 Ss, T-S 3-5
and prepare students for 3. T monitors and gives individual FB if necessary
free practice 3. T transits to the next activity
(Note: I used this activity to make a base for the freer practice)
Interaction
Pattern
Free Practice 1. T forms 3 groups: Take your HOs from Ex 3 with you
To provide students with 2. T gives instructions for Ex 4: Discuss and agree on 3 activities which you all agree are a
free practice of the target waste of time/You can use your ideas from Ex 3/Give a reason why/Use vocabulary for
language expressing opinions (last lesson) and 'it's + adjective' sentences we learnt today/Write
GW, WC,
down your answers/5 minutes/HO HO4 8 - 10
T-S
3. T collects the HOs and sticks them on the walls
4. T asks Ss to come and read them/'What do you have in common?'
5. T gives late FB
6. T wishes everyone a good day!
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Name: Fazi • 03 Aug 2020 • CELTA TP2 LANGUAGE

Please see the following page for the lesson procedure

Created with English Lesson Planner © www.englishlessonplanner.com

Exposure/Clarification 1. The context will have already been established by now

Controlled Practice #2 1. T forms 3 groups

Created with English Lesson Planner © www.englishlessonplanner.com

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