Name: Irina TP number: 1

Level: pre-interm Date: August 10, 2021 Length: 45 mins.

Lesson Type (tick (V) main focus / foci as appropriate):

Speaking Writing Reading Listening Grammar Vocabulary Pronunciati Functions
on
V V (V) (V)

Main Aim(s) (state from the students’ perspective; include context and, where appropriate, specific language
items, sub-skill terminology and how students will use the language):
By the end of the lesson the students will have been introduced to and had controlled oral practice of using
adverbs of frequency when they describe habits and routines.

To raise students’ awareness of linking words ending with consonants with the next words that begin with
vowels. By the end of the lesson the students will recognise linked words better.

Subsidiary Aim(s) (as above, be specific in items and sub-skills, etc.):

To revise using question forms to ask about habits and routines.

Assumptions (i.e. points which are important for the lesson but which I think the students already know or can
already do and which I will therefore not be focusing on in my lesson):
This lesson is based on the assumptions that: This is relevant because and/or this is important at
which point of the lesson:

 The ss are familiar with the structure of the  During the activity ss will discover the place of
present simple. adverbs of frequency in the sentence.
 The ss are not ready to recognise linking while  The idea of linking will be introduced
listening the recording.  Through examples and demonstration, the
 Students may have difficulties with the word teacher will help them put the words into order
order in questions. before the practice.

Personal Aims
In this lesson, I, as the teacher, will be working on I hope to achieve this by:
improving:
I will try to focus on clear instructions and ICQs. Giving short instructions with the graded language.
Clarify understanding, asking students.
Monitor the time Controlling the time, set time limits.

In this lesson, I, as the teacher, will be experimenting Because:

with:
I have always found it difficult and confusing to drill
Teaching pronunciations skills pronunciation with the students

Materials (including source – book, author, publisher, year, page / section numbers; indicate self-made
materials).
Roadmap A2+, Lindsay Warwick, Damian Williams, Pearson Education Limited, 2019, pages 8-9/ grammar
section, ex. 4,5,6,

CELTA LP Sheet 1: Cover Sheet

 LANGUAGE ANALYSIS SHEET – STRUCTURE / FUNCTION
Whenever you to start out to teach a structure (grammar or function), you need to research the language and
anticipate any potential difficulties for your students. The below categories should help guide you. Complete it
when appropriate and give it to your tutor along with your lesson plan.

Language area (e.g. verb forms in the narrative)

Context:

Target sentence(s) from the lesson (include affirmative, negative and interrogative if relevant):
Successful people are often good listeners.
They always look for new and exciting experience.
Successful people don’t often do different things at the same time.

What does the structure mean? (Please state in student-friendly language):

Put the adverb of frequency after the verb TO BE/ before the main verb in the sentence / after don’t /

Describe how you will convey and elicit the language:

?

Concept Checking question:

Any appropriacy considerations?

Anticipated problems and solutions with the target language (Meaning):

Possible Problem Proposed Solution
 
Put the adverbs of frequency into wrong places Give simple examples.

Analyse features of pronunciation: (weak forms, contractions, phonemic transcriptions):

Linking words with adv of freq.

Anticipated problems and solutions with the target language (Pronunciation) :

Possible Problem Proposed Solution
 
Pronunciation words separately Controlled practice

Analyse the form (analysis as it will appear on the whiteboard or worksheet):

?

Anticipated problems and solutions with the target language (Form) :

Possible Problem Proposed Solution
 

Sources used: Roadmap A2+, Lindsay Warwick, Damian Williams, Pearson Education Limited, 2019, pages 8-9/
grammar section, ex. 4,5,6,

CELTA LA Sheet 2a: Structure/Function

 Time Stage No./Title Stage Aim Interaction Materials
Anticipated problems and
Why the students are doing Procedure S/PW/GW/OC/ Please state
solutions
the activity What will happen in the lesson – what the teacher does (and T/T-Ss clearly which
State possible problems with
says), what the students do. material is
tasks, learners and classroom
being used at
management (not language)
each stage
1. Warmer To establish rapport, get Introduce yourself, check the ss names, ask Ss the OC none
2 to know students. name the person next to him/her.

2. Lead-in To introduce the topic Remind that we speak about habits, ask what popular OC none
2 habits they can remember. Elicit the vocabulary
they’ve just learnt.

3. Listening Listening for specific T asks Ss to look at the parts of the sentences from OC Sentences Ss may miss some
information. the podcast. Ss listen to podcast and choose the right from the information. Peers
5 Recognising adverbs of alternatives. coursebook support.
frequency in a context Ss work in pairs and compare answers PW ex. 4a, p8
T asks somebody to read the right answers for OC (handouts
everybody 1)

4. Vocabulary To extend Ss knowledge T organises the Ss to work in pairs. PW Cards with Confusing between often
from the about adverbs of T gives the Ss cards with adv of freq., T instructs to adv of and usually. Explain that
listening frequency organize them in the order from the least frequent to frequency, often is more frequent
3 the most frequent. based on
T nominates one of the ss do the same on the board. OC ex.4b, p8
Check together. (Handouts
Give feedback. 2)
5. Grammar To explain the rules of T instructs Ss to do the task individually. S Grammar Confusion between using
presentation using adverbs of T asks Ss to check the results in pairs. PW box, ex.5a, with ‘to be’ and meaning
4 frequency when they Check altogether. OC p9 verbs.
describe habits and (Handouts Give examples:
routines 3) I’m always happy (I’m
inseparable). I never buy
flowers.
CELTA LP Sheet 4: Procedure
 6. Listening Recognising connection T draws Ss attention to the phrases. s Ex 5b, p9 Ss do not hear anything
between words, Ss listens to the phrases and recognise linking. (Handouts unusual. T writes the
omitting ‘t’ and ‘d’. 4) sentence on the board
4 ‘He doesn’t often…’ Asks
if the students hear the
sound ‘t’ here.
5 7. Pronunciation Controlled oral practice T gives the example. Writes the sentence on the T-Ss Ex 5c, p9 Ss may be confused with
with linking. board. Read the sentence in several stages starting (Handouts the repetition drilling
with the last word, adding word by word until we get 4) task.
the whole sentence. Students repeat after her. Encourage Ss with own
Then do the same with all the sentences. T-Ss example.
T nominates individual students to pronounce one of
the sentences. (flexi, if we have time)
4 8. Checking To provide written form T instructs Ss to put the ad of Freq into the right T-ss Ex 6a, p9
grammar of the right word order places in the sentences. Ss do it individually, then S (Handouts
check in pairs. 5)

3 9. Pre-speaking To give awareness T reminds the idea of questions in the present simple T-ss Ss may have problems
task about using question and introduce ‘how often’ as a mean to ask about the with word order in
forms for asking about frequency of habits or routines. questions. Give the
habits T and ss model for asking such questions pattern.
8 10. Speaking To provide practice T gives Ss the list of phrases, Ss work in pairs and ask PW Cards with Ss may have problems
asking and answering each other questions ‘How often ….’ phrases with word order in
questions. Based on questions, put adv of
T asks ss what they learnt about their partners. T-ss ex. 6b, p9 freq. into wrong places.
(Handouts Monitor mistakes.
6),students’
questions.
5 11. Feedback To provide ss with T put some samples of the collected phrases on the T-ss Collected
language feedback board and runs a feedback eliciting the correct from
answers from ss’ speaking (make it shorter if we do monitored
not have time) mistakes
ADD MORE ROWS IF NECESSARY
PLEASE DELETE ALL THE EMPTY ROWS.
CELTA LP Sheet 4: Procedure