CELTA Lesson Plan

Name: MARIA DOLORES MICELLI Date: 20/01/2020

TOMASELLA
Lesson focus: Present Perfect + for/since, and Level: INTERMEDIATE
Present Perfect Continuous
TP No. 2 No. of students: Time: 45’
Comments on the lesson plan:

Good points in this lesson:

You need to address:

Overall comment:

Overall, for this stage of the course, this lesson was: TO STANDARD / NOT TO STANDARD

SIGNED BY TUTOR ________________________________ SIGNED BY TRAINEE ________________________________

Main Lesson Aim (By the end of the lesson students will be able to review, use, develop, learn, practise… in the context of………….)

By the end of the lesson students will be able to learn and use the Present Perfect tense (Simple and Continuous) and for/since in the context
of life experiences.

Subsidiary Lesson Aim (By the end of the lesson students will be able to review, use, develop, learn, practise… in the context of………….)

By the end of the lesson students will be able to practise speaking and using the T/L in the context of life experiences.

Personal Aims (Teaching skills YOU want to improve on in this lesson; consider feedback from your previous observed lessons)

To build a good rapport with the students.

To make appropriate use of time.
To improve the use of CCQs.
To improve my TTT.

Assumptions (What your students already know about the language, an activity, or the topic that will help them in this lesson)

I assume the students are interested in talking about life experiences, what they have and have not done.

Class Profile (Who are the students; consider their first language(s), ages, interests, language level(s), motivation, etc.)

The students are young adults from France, Mozambique and neighbouring cities who need to improve their level of English for job and
educational reasons.

Materials (Write what materials you are using, page numbers etc. Reference all your handouts here and attach a copy of each to your lesson
plan)

Survey (done by me, M. Dolores Micelli Tomasella).

Adapted from English File Intermediate, Student’s Book, Oxford University Press, 2005, page 135 (Practice: Correct the mistakes.) and page
19 (Production: Look at the circles and write some notes. After that, they discuss with a classmate.)
Target Language Analysis Sheet for a Systems lesson (Grammar / Vocabulary)
Analyse the Target Language of I will check students’ Show your analysis of form Show your analysis of pron.
your lesson here: understanding of meaning here here
Include examples from your using: I will clarify and highlight the I will drill the following words
lesson and context following form on the board: and highlight pronunciation:

Concept checking questions/

Model sentences:
I’ve had six dogs.
I’ve been learning English.
 We use the Present Perfect
tense for an action that
started in the past and is
still true now. (Timeline)
 We use the Present Perfect
Simple + non-action verbs
(eg. like, have, know, etc.).
 We use the Present Perfect
Continuous with action
verbs (eg. learn, work, go,
etc.)
 We use for + a period of
time (eg. for 10 years).
 We use since + a point in
time (eg. since 1990).
timelines etc. (Include these Present Perfect Simple Pronunciation of contractions:
here and remember to include the
expected answers from students Affirmative sentences: I´ve / aɪv/
to CCQs) S + have/has + Past Participle
She’s /ʃiːz/
Did the action start in the past? (Y) Negative sentences:
Is it finished? (N) S + haven´t / hasn´t + Past
Do I still have 6 dogs? (Y)
Participle
Did the action start in the past? (Y)
Is it finished? (N) Questions:
Am I still learning English? (Y) Have/Has + S + Past Participle?
Is it followed by a specific moment in
time? (N)
Present Perfect Continuous
Is it followed by a length or period? (Y)
Affirmative:
Is it followed by a year or a specific S + have/has + been + Ving
date? (Y)
Is it followed by a specific point in time?
(Y) Negative:
Is it followed by a period of time? (N) S + haven´t/hasn´t + been +
Ving
Question:
Have/Has + S + been + Ving?
For / since
Are placed at the end of the
sentence
Analyse the Pre-taught
Language of your lesson here:
I will check students’ I will clarify and highlight the I will drill the following words
understanding of meaning following form on the board: and highlight pronunciation:
using: (show your analysis of pron.
here)
Concept checking questions.
(Include these here and
remember to include the
expected answers from students
to CCQs)
Target Language Analysis Sheet for a Productive Skills lesson (Speaking / Writing)
Analyse the Target Language of I will check students’ I will clarify and highlight the I will drill the following words
your lesson here: understanding of meaning following form on the board: and highlight pronunciation:
using concept checking (show your analysis of pron.
questions, timelines, pictures, here)
etc:

Appropriacy.
Anticipated problems and solutions
Anticipated problems with meaning of target language (What Solutions (What will you do to help the students?)
could the students misuse/misunderstand?)

Remark the fact that you use non-action verbs with Present Perfect
Students might confuse or misuse the simple and continuous Simple and action verbs with Present Perfect Continuous.
aspects of the present perfect tense.

Anticipated problems with form of target language (What could Solutions (What will you do to help the students?)
students leave out, add, change, etc?)

Students may forget to place the correct form of the verbs after Highlight the use of the past participle form after have/has in the
have/has. simple tense, and the use of been + Ving in the continuous.

Anticipated problems with pronunciation of target language Solutions (What will you do to help the students?)
(Which sounds could be difficult for students to pronounce? What
might they pronounce incorrectly?)

Instead of /aɪv/ students might say /aɪ həv/ in I’ve. Model and drill correct pronunciation (chorally and individually), and
Instead of / ʃiːz / students might say / ʃi həz/ in She’s. use phonetic script to help students with difficult phonemes as
necessary.

Other anticipated problems (Problems with materials, learners Solutions (What will you do to help the students?)
and classroom management.)

Students may be disruptive while during pair work or O/C. Speak politely and invite them to listen to one another.
Markers may not work. Check it before the lesson and look for new ones if necessary.
Procedure (Please include all stages, and enough detail for the reader to understand exactly what the teacher and students do)
Stage Aim Focus Time Procedure Observer’s Comments

Lead in To set the context of T-S 6’ T introduces a survey called “Find someone who…”. Each
the lesson. student gets a different topic in a sheet of paper and he
S-S-S must find how many people have done what his topic
requires.
Students work individually asking the questions but moving
around the classrooms to ask their classmates.
T asks ICQs. After they have the answers, they report their
findings to the whole class.

Present To present and T-S 15-17’ T writes on the board the two model sentences. T asks
ation clarify the meaning, S-T CCQs to help students understand the meaning of the
form, pronunciation Present Perfect Simple and the Present Perfect
of the T/L. Continuous.
T then asks the students to identify the form of the verbs
used. T asks them to turn the sentences into the negative
and interrogative form.
T asks the students how they can explain WHEN the
actions started. T highlights the difference between
FOR/SINCE by using CCQs.
T drills the sentences to highlight the use of contractions.
Practice
To check that Sts S 10’ T explains they are going to work individually for 7 minutes
have understood the S-S and they must correct the mistakes in 10 sentences.
meaning, form and S-T T checks understanding by using ICQs.
pronunciation of the Then, T asks them to discuss their answers in pairs.
T/L. O/C feedback.

Producti To allow Sts the T explains they’re going to work individually. Students must
on opportunity to use S-S-S 12-14’ write some notes near each circle regarding the topics
the T/L in a more given. They have 3’. T asks ICQs.
authentic context. S-T T tells them to work with a partner and ask and answer
questions based on their notes. One questions must be,
“How long have you…?” they have 8’. T asks ICQs.
O/C feedback.
Self Evaluation Name: ____________________ TP No: ______
This document is designed to help you structure your post-observation thoughts. Please complete the sections below in as much detail as
possible following your observed lesson.

Did you achieve your main aims (linguistic and skills)? How was this evident through the different
stages of your lesson?

What were the strengths of the lesson? Justify your comments.

What features of the lesson would you change or do differently? Why?

What are your action points for your next lesson? How will you ensure these are achieved?