CELTA Lesson Plan

Name: MARIA DOLORES MICELLI Date: 04/02/2020

TOMASELLA
Lesson focus: GRAMMAR – PRESENT Level: ELEMENTARY
CONTINUOUS
TP No. 7 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 continuous tense in the context of festivals.

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 use and practise the present continuous tense in the context of talking about what people are
doing in a festival.

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

To be able to do a guided discovery lesson.

To help the students understand the meaning and form of the present continuous tense.
To use CCQs and ICQs correctly.
To check the lesson timing appropriately.
To do delayed correction, if necessary.

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 know the forms of the verb “be” and have some knowledge about festivals and activities that people can do while being
celebrating something.

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

The students are young adults from the Democratic Republic of Congo, Mozambique and other neighbouring countries 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 New Total English Elementary, Student’s Book, Pearson, 2011, page 80-81, 131 and 134.
Target Language Analysis Sheet for a Systems lesson (Grammar / Vocabulary)
Analyse the Target Language I will check students’
of your lesson here: understanding of meaning using:
Include examples from your
lesson and context
Model sentences.
1. The dancers are wearing
colourful costumes.
2. Whitney is cooking Caribbean
food.
 We use the present
continuous tense to talk
about activities that are
happening now.
Show your analysis of form
here
I will clarify and highlight
the following form on the
board:
Concept checking questions/
timelines etc. (Include these here
and remember to include the
expected answers from students to
CCQs)
Are the dancers in the festival now?
(Y)
Is the reporter in the festival now? (Y)
Can the reporter see the dancers
now? (Y)
Did the reporter see the dancers
yesterday? (N)
Is she in the festival now? (Y)
Is the action in progress now? (Y)
Did the action happen in the past? (N)
Does the action happen in the future?
(N)
Does she cook Caribbean food every
day? (Maybe)
Affirmative
Subject + auxiliary verb be
(am/is/are) + main verb + ing
Negative
Subject + auxiliary verb be in
the negative form (‘m not/
isn’t/aren’t) + main verb + ing
Question
Auxiliary verb be (am/is/are) +
subject + main verb + ing?
Answers
Yes, subject + auxiliary verb
be (am/is/are).
No, subject + auxiliary verb be
in the negative form (‘m not/
isn’t/aren’t).
Show your analysis of pron.
here
I will drill the following
words and highlight
pronunciation:
1. / ˈænə z ˈhævɪŋ ə gʊd
taɪm/
2. /ðə ˈdɑːnsəz ə ˈweərɪŋ
ˈkʌləfʊl ˈkɒstjuːmz/
3. /ˈwɪtni z ˈkʊkɪŋ ˌkærɪˈbiːən
fuːd/
4. /ˈʤʌstɪn z ˈsɪtɪŋ ɪn ðə taʊn
skweə/
5. /ðə gɪˈtɑːrɪsts ər ɔːl ˈpleɪɪŋ
təˈgɛðə/
6. /ðə spɛkˈteɪtəz ɑːnt ʤəst
ˈlɪsnɪŋ tə ˈmjuːzɪk/
7. /pæm z rɪˈpɔːtɪŋ frəm ˈfɪnlənd/
8. /mika ˈɪznt ˈkjuːɪŋ fə ðə
ˈθɪətə/
Pre-taught Language Analysis Sheet for a Receptive Skills lesson (Reading / Listening)
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?)

Students could misuse the present continuous and think that present Use a timeline to show that the present continuous means “in process
simple and present continuous are the same (because their mother right now”.
tongue, French, resembles present simple). For example, “They play
the guitar now” instead of “They are playing the guitar now.”

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 might use the incorrect form of the verb “be” and say “I  Emphasize agreement: I am, he/she/it is, you/we/they are.
is dancing”, “He are sitting” instead of “I am dancing” and “he is
sitting”.

 Students might leave out the auxiliary verb “be” or the main verb  Use finger error correction and highlight the importance of using the
plus -ing when building the sentences. For example, “I dancing” auxiliary verb “be” and the main verb plus -ing in all the sentences
or “He’s sit”. (affirmative, negative and questions).

 Students might just use intonation to turn a sentence into the  Remark the change in word order for questions.
interrogative form, “You are singing?”

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?)

Students might find difficulties when producing the nasal phoneme /ŋ/ Model and drill correct pronunciation (chorally and individually) and use
in the -ing ending of the main verbs (e.g. they might say /hævɪng/ phonetic script to help students with difficult phonemes as necessary
instead of /hævɪŋ/) and may forget to use weak forms in contractions and highlight sentence stress.
(e.g. they might say /ɑː ˈweərɪŋ/ instead of /ə ˈweərɪŋ/).
Students might not know where to place the sentence stress.
Other anticipated problems (Problems with materials, learners Solutions (What will you do to help the students?)
and classroom management.)

 Students might not want to work with a specific partner.  Nominate who is going to work with whom considering their
preferences.

 The final role-play will be adapted, and 3 students will work

 There might be an odd number of students.
together, being 2 students A and one student B.

 Ask the students to change partners or invite them to act out

 The production activity might take less time than expected.
their role plays.
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 T-S 5’ T shows students the pictures of the three festivals
of the lesson. S-S mentioned the previous class (Mariachi, Carnival and
S-T Helsinki). She tells them to discuss in pairs about what
they remember. Where do they take place? What do
people do there? ICQs

Presentati To allow students S 11’ Students, in pairs, match 8 sentences with 3 pictures. O/C
on using the opportunity to S-S feedback.
guided discover the MFP S-T T asks the students to read individually the 8 sentences
discovery of T/L in the T-S and complete the grammar box.
approach
context of listening Students discuss answers in pairs. O/C feedback.
text and for the T to
clarify the MFP of
the T/L.

Presentati
T 8’ T clarifies the T/L dealing with MFP.
on - T writes 3 sentences on the board (aff, neg., and question)
clarificatio and elicits form. CCQs. Timeline. Highlights that all the
n elements of the sentence are important.
Students drill chorally and individually (just some of them
so as not to get them bored).

Practice To check that S

students have S-S 11’ T explains they will work individually. Students complete 9
understood the S-T sentences using the correct form of the present continuous
MFP of the T/L. tense. ICQs. Pair check. O/C feedback.

To allow the T-S T tells students they’re going to do a role play. Student A
Productio
n
students the S-S 10’ needs to find student B in a festival. Student A calls
opportunity to use S-T student B. They must answer the question “What are
the T/L in a more T-S people doing where you are?” ICQs.
authentic context. Pair work. O/C feedback. Delayed correction, if necessary.
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?