Lesson Plan 3 Celta

TEACHING PRACTICE LESSON PLAN
NAME: Andy Smart Date:
TP No: 03 LEVEL: E LENGTH OF LESSON: 40 Start Time:
MAIN AIM: By the end of the lesson, the students will have developed their lexis and vocabulary skills having practiced asking questions in the third person
present simple. To complete a fact sheet about four people.
SUB AIMS: By the end of the lesson, the students will have developed oral fluency when talking about people and their jobs
PERSONAL AIMS: to ensure that students get good STT; to ensure questions are elicited before a task.
MATERIALS: Text from New Headway, handouts prepared by the teacher, world map and photos.
Context of lesson: Assumptions: References consulted:
Finding out about people; jobs, their country, age, That they already know some of the vocabulary
what they like doing in their free time and if they are and grammar.
married.
Language Analysis - Grammar/ Vocabulary/ Functions (circle as appropriate) - (This is to be done for all Language lessons)
Analysis of Meaning Anticipated Problems Possible solutions

(Simple statements of meaning) e.g. (CCQs (inc. answers), timelines, clines, visuals etc.)
famous: someone that everybody knows Ss may need more examples to understand Have a ‘back-up’ photo of another famous person
Japan: a country Ss may not be able to find some places on the Allow other Ss to show them if not the teacher
France: a country map
Greece: a country
Argentina: a country
play chess: a game Ss may not be familiar with these sports T use gestures
play rugby: a sport
cinema: a place to watch a film ‘cinema’: Ss may not understand what a film or T use gestures
office: a companies staff work here movie is therefore have difficulty with the word
aeroplane: people fly in a plane
hospital: where sick people go
nurse: someone who works after sick people ‘accountant’: Ss may find it difficult relating this T use gestures and WB
pilot: someone who flies a plane word to the office
accountant: someone who looks after your money
Analysis of Pronunciation Anticipated Problems Possible solutions

( include phonetics for difficult words/ sounds, word stress,
connected speech, sentence stress, intonation)
Underlined stresses
famous: Ss may not pronounce the last letter Drilling and T briefly checking 1-1
Japan: Ss may miss saying the last letter

France: Ss may pronounce the last ‘ce’ sound wrongly
Greece: Ss may pronounce the last ‘ce’ sound wrongly
Argentina: Ss may find the structure too difficult
play chess: Ss may find the first tone difficult

play rugby: Ss may find the first tone difficult
cinema: Ss may find the first tone difficult

office: Ss may find the last tone difficult
aeroplane: Ss may miss saying the last letter
hospital: Ss may miss saying the last letter
nurse: Ss may find the last ‘s’ sound difficult

pilot: Ss may miss saying the last letter
accountant: Ss may miss-pronounce ‘count’
Analysis of Form Anticipated Problems Possible solutions

(e.g.name and break down of tense, part of speech, dependent
prepositions, collocations , verb patterns (+inf/ing)
famous: (adjective) Ss may confuse place names with adjective Gestures and drilling
Japan: (noun)
France: (noun)
Greece: (noun)
Argentina: (noun)
play chess: verb + subject (simple present) Drilling

Ss may use the continuous version
play rugby: verb + subject (simple present)
cinema: (noun) WB demo ‘a’ is before a consonant and ‘an’

Ss may confuse with ‘a cinema’ or ‘an office’
office: (noun) before a vowel
aeroplane: (noun)
hospital: (noun)
nurse: (noun)
pilot: (noun)
accountant: (noun)
money: (noun)
Problems with Tasks and Materials – (This is to be done for all lessons)
Anticipated problems with tasks and materials Possible solutions

Think about: odd numbers of Ss, late arrivals, text length
Though it is a simply structured lesson, there is still a lot to do for a 40 minute Really keep an eye on the time. Material cannot be removed or shortened in
lesson. this lesson plan
Tasks may not be completed within the time limit.
The amount of new vocabulary may effect the STT Again, keep an eye on the time. New vocabulary has been kept to a
minimum.
STAGE NAME & TIME& TUTOR’S

STAGE AIMS INTERACTION PROCEDURAL DETAIL COMMENTS
Lead in T - Ss T will slowly show a photo of Yao Ming (YM).

To create interest T asks the Ss if they know anything about him.
and introduce the S-S In pairs. Talk about what questions can you ask
Ss to the topic about Yao Ming?
T leads with an example question: “What is his
job?”
“Is he a teacher?” This is a trick question as now he
is a student.
ICQ: Are we listening? Are we writing?
T will put the photo of YM on the white board with
magnets.
Student feedback: Teacher asks the Ss to feedback
with their ideas. Ss also try and answer some of the
questions.
T will write the questions on the board with the photo.
CCQ: Elicit “free-time’
5 2 minutes:
Pre-teach T-S T to use the questions of YM on the board.
Grammar Ss close their eyes. T Gesture.
To provide the tools T remove some key words from the sentences.
enabling Ss to Ss to come up and add the words to the questions.
complete tasks T will show Ss a small handout with some questions
in the third person present simple.
S “Here are some sentences. Like YM’s questions”

Gesture to the WB “read then write the missing
words. Work alone” Gesture for Ss working in 1’s
ICQ: Are we speaking? Are we eating?
S complete the questions
Pre-teach various “123 Stop”

lexis S-S Pair Check: T to check each others answers for 1-2
This will be used in minutes
the following task “123 Stop”
T-S T asks individual students the answers. “Well done!”
10
T-S Instructions T holds up and shows Ss pictures and
the vocabulary that should go with them. Explain they
should match the vocabulary to the pictures and talk
about it with their partners.
Give Example: “Does a teacher fly a plane?”
Gesture for pairs.
ICQ: Are you reading? Are you listening?
Pictures will be of a cinema, rugby, chess, hospital,
pilot, and an accountant. Matching vocabulary will be
‘play chess’, ‘play rugby’, ‘cinema’, ‘nurse’, ‘pilot’,
‘accountant’, ‘office’,’ aeroplane’, ‘hospital’.
S–S Pairs: Students to match up the words to the

pictures. 5 minutes
While they are doing this T to put the pictures on the
WB with magnets. T also writes the names of the
four countries.
“123 Stop”
T Gesture I want you to come up and put the words
to the pictures. T shows them. “OK GO!”
T–S Drill-work using the pictures on the WB for the

pronunciation and form. Underline key sounds
‘play chess’
‘play rugby’
‘cinema’
‘nurse’
‘pilot’
‘accountant’
‘office’
‘aeroplane’
10 ‘hospital’.
T can also drill individual Ss (1 minute)
Speaking and T–S Map of the world will be already on the wall.
writing task T asks individual Ss to find Japan, France, Greece
To practice asking and Argentina. Quick Drill (2 minutes)
questions in the third
person present simple
T holds up the worksheets A and B.
Towns: for the sake of time T will very quickly elicit
these ”China – Beijing, England – London” holds up
the worksheet, “France – Paris”
Explain “one student is A” (gesture) “and the other is

B. Ask questions to your partner and write” gesture
on one of the worksheets. “Use your questions on
this worksheet” T holds up small exercise from
earlier.
ICQ: Are you working in pairs? Are you speaking?
Are you listening? Are you writing?
S–S Pairs.
“123 Stop”
5 T asks one or two quick questions to individual
students as an answer check
Follow- on task T-S T returns the word ‘famous’ already on the WB

To further develop “Yao Ming: famous. T explains gestures Think of
oral fluency in the one famous person.
third person present T holds up paper headed “My Famous Person”
simple. “Write about them on the paper. Use your questions
to help you (hold up the questions from earlier).
“You must keep it a secret from your partner”
gestures “They can’t see” gestures for secret.
T-S “123 Stop”

T – Demonstrate the idea of the guessing game
Hold up a picture of Lin Chi Ling backwards so the
Ss can’t see who it is. It will have a question mark on
the back. T says “Who is this? Ask me questions. Is it
a man? No” gesture to continue.
T use the back of Yao Ming’s photo to write on as an
example.
Give them numbers 12345
T tells the Ss they must also find out their partners
famous person, gesture e.g.” who is Tom’s person?
S’s stand up and find their partners.
S–S S guess their partners famous person, asking

questions in the third person present perfect.
10 T – “Well Done!”

Lesson Plan 3 Celta

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TEACHING PRACTICE LESSON PLAN

NAME: Andy Smart Date:

TP No: 03 LEVEL: E LENGTH OF LESSON: 40 Start Time:

Context of lesson: Assumptions: References consulted:

Analysis of Meaning Anticipated Problems Possible solutions

Analysis of Pronunciation Anticipated Problems Possible solutions

Japan: Ss may miss saying the last letter

play chess: Ss may find the first tone difficult

cinema: Ss may find the first tone difficult

nurse: Ss may find the last ‘s’ sound difficult

Analysis of Form Anticipated Problems Possible solutions

play chess: verb + subject (simple present) Drilling

cinema: (noun) WB demo ‘a’ is before a consonant and ‘an’

Anticipated problems with tasks and materials Possible solutions

STAGE NAME & TIME& TUTOR’S

Lead in T - Ss T will slowly show a photo of Yao Ming (YM).

S “Here are some sentences. Like YM’s questions”

Pre-teach various “123 Stop”

S–S Pairs: Students to match up the words to the

T–S Drill-work using the pictures on the WB for the

Explain “one student is A” (gesture) “and the other is

Follow- on task T-S T returns the word ‘famous’ already on the WB

T-S “123 Stop”

S–S S guess their partners famous person, asking

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