CELTA Lesson Plan

Name: MARIA DOLORES MICELLI Date: 16/01/2020

TOMASELLA
Lesson focus: MONEY VERBS Level: INTERMEDIATE
TP No. 1 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 money verbs in the context of ways of spending and keeping money.

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 money.

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 ensure the students are fully engaged in the lesson.

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 money, how to get it, keep it and use it.

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)

Adapted from English File Intermediate, Student’s Book, Oxford University Press, 2005, page 154.
Target Language Analysis Sheet for a Systems lesson (Grammar / Vocabulary)
Analyse the Target Language of I will check students’
your lesson here: understanding of meaning
Include examples from your using:
lesson and context
Be worth
When something has a particular
value, we say that it is worth $$$
Cost
When we talk about the price of
something, we can also say that the
product costs $$$
Charge
When you want to buy a product, the
seller charges you $$$
Borrow
I need to buy my lunch but I forgot
my wallet, can I borrow some
money from you?
Lend
OK, I borrow some money from
you so you lend some money to
me.
Owe
You lend me some money and I
have to give it back to you
because I owe you some money.
Can't afford
I want to buy a burger but I don’t
have enough money so I can’t
afford the burger.
Earn
Show your analysis of form Show your analysis of pron.
here here
I will clarify and highlight the I will drill the following words
following form on the board: and highlight pronunciation:
Concept checking questions/
timelines etc. (Include these Be + worth /bi wɜːθ/
here and remember to include the
expected answers from students
to CCQs)
/kɒst/
You need a dictionary and you can use it
at the library for free. Is it worth buying
one? (N)
Is a Maserati worth a lot of money? (Y)
When I say “I paid 7 rands for a phone /ʧɑːʤ/
card”, is 7 rands the cost of it? (Y)
Does a mansion cost a lot of money? (Y)
When you buy sth, does the salesperson
Borrow + sth + FROM + sb /ˈbɒrəʊ /
charge for it? (Y)
Is parking charged near the school? (N) Lend + sth + TO + sb
Do you have to give the money back
when you borrow it? (Y)
/lɛnd/
Can you borrow money from a bank? (Y)
Do you give somebody money as a
present? (N)
Does he person that asks for the money /əʊ /
have to give it back? (Y)
Owe + sb + sth
Do you need to return the money to Owe + sth + TO + sb
somebody? (Y)
Can you keep the money for you? (N)
Do you have enough money to buy sth?
Can / can’t + afford + sth /kɑːnt əˈfɔːd/
(N)
Do you need more money to buy sth?
(Y)
Is it the money you receive for a job you
do? (Y) /Ɜ ːn/
When you receive money as a
payment for a work that you do.
Inherit
To receive money, a house, etc.
from someone after they have
died.
Invest
When you put money into a
business, for example, to get more
money after a while.
Save
I don’t spend all my money, I keep
some to use it in the future.
Waste
I spend all my money in
unnecessary things.
Is it the money you receive from your
parents as a gift? (N)
/ɪnˈhɛrɪt/
Is it the money you get from a dead
person? (Y)
Is it the money you receive from a
person you see every day? (N)
Is it the money you spend at a
supermarket? (N) /Ɪnˈvɛst/
Is it the money you spend doing
business to get extra money? (Y)
Do you spend all the money you have?
(N) /seɪv/
Do you put some money aside for the
future? (Y)
Do you spend your money in /weɪst/
unnecessary things? (Y)
Do you spend the money in useful
things? (N)
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?)

Students might confuse or misuse: Remark the fact that:

 BE WORTH and COST  We use be worth for an abstract or subjective value while cost
 COST and CHARGE expresses a monetary value.
 BORROW and LEND.  A product costs an amount of money A seller charges you an
amount of money
 You “borrow something from somebody” and you “lend
something to somebody”.
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 verb BE before Highlight the use of this auxiliary verb before worth.
worth.

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 /θ/ students might say /d/ in worth. Model and drill correct pronunciation (chorally and individually), and
Instead of /ʧ/ students might say /ʃ / in charge. use phonetic script to help students with difficult phonemes as
Instead of /v/ students might say /f/ in save. necessary.

Other anticipated problems (Problems with materials, learners Solutions (What will you do to help the students?)
and classroom management.)
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 5’ T shows Sts a picture to elicit the word money and stick it
the lesson. on the board. Then, T asks students to discuss in pairs
S-S these two questions: How important is money to you? Can
you buy happiness?
T asks 2 or 3 Sts to share their ideas.

Present To present and T-S 20’ T explains they are going to talk about money verbs. Then,
ation clarify the meaning, S-T T elicits the T/L using definitions.
form, pronunciation T concept checks each vocabulary item, drills the new
of the T/L. word, highlights possible problematic phonemes on the
board.
T remarks the use of the verb BE before worth; in the
same way, T helps Sts realize between the different use of
borrow and lend, and the affirmative and negative form of
afford.
Practice
To check that Sts S 10-12’ Sts work on their own and complete the sentences with the
have understood the S-S verbs given.
meaning, form and S-T T monitors and assists individual Sts if necessary.
pronunciation of the Allow Sts to pair check.
T/L. Feedback O/C.
T clarifies meaning, form and pronunciation if necessary.

Producti
on To allow Sts the S-S-S 8-10’ T tells students they are going to work in groups of 3. they
opportunity to use are going to be journalists and one of them will take notes.
the T/L in a more S-T They have to prepare 4 suggestions for people, the topic is
authentic context. “How should people look after money?”
T uses ICQ to check understanding.
T monitors for errors.
Feedback O/C.
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?