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Kiruba TP 1 LP

The lesson plan aims to develop students' listening and speaking skills through an activity where students listen to an audio about people's experiences on vacation and share their own experiences. The teacher anticipates that the audio may not play and the vocabulary may be new to students. Solutions include reading the script aloud and encouraging students to look up unknown words. The target language is vocabulary related to different types of terrain.

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Kirubakaran Amalraj
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86 views4 pages

Kiruba TP 1 LP

The lesson plan aims to develop students' listening and speaking skills through an activity where students listen to an audio about people's experiences on vacation and share their own experiences. The teacher anticipates that the audio may not play and the vocabulary may be new to students. Solutions include reading the script aloud and encouraging students to look up unknown words. The target language is vocabulary related to different types of terrain.

Uploaded by

Kirubakaran Amalraj
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN AND LANGUAGE ANALYSIS

CELTA 2023

NAME: Kirubakaran Amalraj TP NUMBER: Number of Ss:1 LENGTH OF LESSON: 40 mins

LEVEL: Upper intermediate DATE: 18-01-2022

Class Profile: The students who are English learners of undergraduate level.

CONTEXT: Group of people who narrate their experience while on vacation

LESSON AIMS

MAIN AIM: Listening

SECONDARY AIM: Speaking

PERSONAL AIMS
What are your developmental aims as a teacher? Consider feedback from peers and your tutor from previous
feedback sessions.

Creating a rapport with the students

ASSUMPTIONS
Write what you think the students already know or can do before the lesson and which you will therefore not
be focusing on. Use bullet points to list these.
 They will know what going on a trip is.
 They will be familiar with the 3 types of terrain

ANTICIPATED PROBLEMS SOLUTIONS


Write any problems you anticipate with timing, tasks, Write the solutions you have to these problems.
student participation, the topic, student motivation What will you do in class or in planning to solve your
and interests, level, etc. anticipated problems?

1. The audio may not play. 1. The script can be read out loud by the teacher
2. The strength of the class may be small 2. Make smaller groups
3. The vocabulary may be new to the students 3. Encourage them to look it up

TARGET LANGUAGE and APPROACH


Write your target language here – the key language you will be teaching in your lesson.
 If you are teaching grammar, you will need to write your marker sentences highlighting the TL in bold here.
 If you are teaching vocabulary, or you are teaching a receptive skills lesson and are pre-teaching vocabulary, you will
need to write the actual vocabulary here and include how you convey meaning (e.g., by using visuals &/or a context
with questions to elicit).
 If you are teaching functional language, you will need to write the functional exponents here, with responses if
applicable.
 What approach are you using to teach the above language items? Mention this clearly here.

LANGUAGE ANALYSIS OF MEANING, PRONUNCIATION AND FORM (MPF)


ANALYSIS OF MEANING (CONCEPT) ANTICIPATED PROBLEMS SOLUTIONS
Write the key concepts (essential Write the problems you anticipate Write the solutions to your anticipated
meaning) of your target language. with the meaning from your analysis. problems (e.g., CCQs, timelines). Please
Remember to use exactly the same Give specific examples: include the answers to your CCQs. This
target language as above. should reflect what you do in the lesson
itself.

CCQs –

Timelines-

ANALYSIS OF PRONUNCIATION ANTICIPATED PROBLEMS SOLUTIONS


Write any important phonological Write the problems you anticipate Write the solutions to your anticipated
features of the language. (e.g. word with phonology from your analysis. problems (e.g., elicit from SS, model,
stress, sentence stress, weak forms, Give specific examples: drill and correct as necessary).
difficult phonemes, connected speech, The student may mispronounce
linking) Use certain words
http://www.e-lang.co.uk/mackichan/cal
l/pron/type.html for phonemics (Lucida
Sans Unicode font)

ANALYSIS OF FORM ANTICIPATED PROBLEMS SOLUTIONS


Write the grammatical form of Write the problems you anticipate Write the solutions to your anticipated
grammar, the word form of lexis, or the with the form from your analysis. Be problems (e.g., elicit from SS and
form of the functional exponents here. specific. highlight on board).

BOARD PLAN
Write here what you will write on the board/ppt slides during the lesson
(e.g., marker sentences; a list of pre-taught vocabulary items).

Playing the audio

MATERIALS
List all materials, handouts and resources to be used. Add the complete source to all handouts used.
Supply a copy of handouts to the tutor with your plan.
Soars John and Liz, New Headway Upper- intermediate, oxford, 2014.
STAGE STAGE AIM FOCU PROCEDURE (How) TUTOR’S COMMENTS
NAME (Why) TIME S/ What T does, what ss do, what is the activity,
(What) (How Intera what is the outcome, how this stage ends
long) ction
(Who
)
e.g.,
S-S
Setting the To gain the 5 T- Instructions
context attention of the minutes Ss- Individual task
students and aid
in understanding
the topic

Make the 10 T- Instructions and monitoring


Gist students minutes Ss-T Ss- Listening
Listening listen to the
audio

Listening to
specific info 7 Students will listen to specific informant from
minutes the audio.

Whole class
feed back 5 Ask if the students have doubts
minutes

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