CELTA

Receptive Skills
Listening Lesson Plan Cover Sheet
Name: Neil McMahon Date 3.8.14 Week 1 2 3 4 Day 1 2 3 4 5

Level: Intermediate TP No. 3

Lesson Type: Reading Time: 9.30-10.10 Length: 20 40 60

Class profile (age/nationalities): Materials/Aids: (remember to copyright materials)

8 Argentines 1 Bolivian 2 Japanese Source: Inside Out Intermediate Student’s Book Page 129, Kay
5 Women 3 Men Ages 30-85 & Jones, Macmillan, 2000

Main Aim(s): By the end of the lesson SS will ...

have practised reading for gist and detail through a text about ageism

Secondary aims: Students will also ...

have practised speaking for fluency in the context of giving advice to women in relationships with younger
men

Assumptions
Ss will be familiar with the topic and will be interested in discussing the issues, which they won’t be
offended by
Teacher/personal aims: Criteria

Get justifications for detailed task answers and deal appropriately with
5h
controversies.

To give student-centred examples for all tasks (except gist) 5f

Manage the pace appropriately (especially lead-in) to ensure they have sufficient
5i
time for an extended follow - up speaking task

To give beneficial feedback on their speaking tasks 5h / 2b

 CELTA
Receptive Skills
Lesson Plan Procedure
Time &
Stage & Procedure
Inter Problems & Solutions
Stage Aim (Teacher/Student Activity)
action
Lead-in to lesson 9:30 Tell ss my friend has just told me they’re dating a woman ten Stage may take too long if they get into
To create interest in 1 mins years older than them. talking about the topic
the topic and to WC
activate background 3 mins Ask ss to discuss the advantages and disadvantages in pairs Set a strict time limit and interrupt them if
knowledge of the Pairs necessary.
topic 3 mins Feedback on content
WC
1 min Feedback on language

Pre-Teach Vocab 2 mins Preteach date, issue: Might confuse date with 15/5/71
To clarify M/P/F of Whole Elicit, CCQ, drill, board with phonemes, word stress and
new vocabulary they class syllables Elicit meaning from peers and ask for
will need to examples of where you might go on a date.
complete listening
tasks Might think issue has three syllables

Elicit two and drill in context

9:38 Tell ss we are going to read an article on the same topic. Difficult to exemplify the gist task without
Gist Task 2 mins reading the whole text
To help ss practise Whole class Ask ss to read text and complete the title
reading for gist and 3 mins Have them predict after they’ve read the
get an overall Individual Pairs discuss by-line
understanding of the 1 min
text Pairs Whole Class Feedback The meaning of some words and phrases in
1 min the reading will be unknown, (sky fell in,
Whole class come out with) and they ask what they
mean, but they aren’t needed for the tasks
 CELTA
Receptive Skills

Tell them to guess and not worry about

them and then check MPF of vocabulary
post-reading if there’s time to deal with it

9:45 Ask ss to read again and answer the questions. The students might get confused by the
Detailed Task 3 mins Do first two questions together. don’t know possibility of the task
To help ss practise Whole class
reading for detail 3 mins Students read and decide true, false or don’t know. Allow them to differ in their opinions as long
and get a detailed Individual Monitor carefully. as they’ve shown sufficient understanding
understanding of the of the text
text 2 mins Pairs check answers.
Pairs Ask checking questions to lead them to the
3 mins Whole class feedback most appropriate answer
Whole class
Follow up speaking 9:56 Explain we’re going to roleplay Agatha discussing her Time may run short if they find text difficult
task 2 mins problem with a friend.
To allow ss to Whole class Change follow-up speaking to one question
personalise and Students A: Agatha – brainstorm problems you want to – what advice would you give Agatha?
extend the topic of 3 mins discuss and questions you have for your friend.
the reading and 2 groups A May have lots of extra time
practice speaking &B Students B: Friend Betty – discuss what advice you would
fluency give Agatha in this situation – should she tell her boyfriend? Students roleplay the conversation between
Why? How? Agatha and Youngster when she admits her
4 mins age to him (see extra task)
Pairs AB Students pair of ABAB and role play conversation
May have a little extra time

Vote for best best friend based on content

feedback. Do more language feedback /
upgrade.
Feedback on content 3 mins Feedback on content – was the advice good?
 CELTA
Receptive Skills
To get feedback on Whole class Others listen – did you give the same advice?
the content of the
speaking 2 mins Feedback on language
Feedback on Whole class (advices, she should to tell)
language
To give positive and
constructive
feedback on
language use from
the free speaking
activity
10:10 finish Students role play conversation between Agatha and
Extra Follow Up lesson Youngster when she tells him how old she is.
speaking task
If time or...
2 mins If time:
2 groups A Agatha’s prep where and when and how to tell him
&B Youngsters prep how to react – what will you say and do?

3 – 5 mins Roleplay conversation. Monitor for language used.

Pairs
2 – 4 mins Feedback on content
Whole class Feedback on language
 CELTA
Receptive Skills
Ageism turned her into a ???

True, false or don’t know?

1. She only dates younger men. 1

2. She has only had problems with her age for the last two years. 2
3. She loves it when people tell her she looks younger than she is.
3
4. Her latest boyfriend is a teenager.
5. She has never told lies before now. 4
6. She has led an up and down life. 5
7. She wishes she had said how old she was at the beginning of the 6
relationship. 7
8. She didn’t like music when she was a teenager. 8
9. Her boyfriend is popular with her friends.
9
10. She’s scared her boyfriend will leave her when he finds out her age.
10

Speaking: Ageist Agatha asks best friend Betty for advice. What would Betty say to her?
Roleplay the conversation.

Source: Inside Out Intermediate Student’s Book Page 129, Kay & Jones, Macmillan, 2000