CELTA@BC Tripoli

TEACHING PRACTICE LESSON PLAN

NAME:Ahmed Mukhtar Zain_________DATE:____30/01/2013___No. of students expected: _ _16_____________ DURATION:_____40 mins___________T.P. NUMBER:_________6____ Level:_______Elementary __________
Type of lesson (please circle one or more category as appropriate)
GRAMMAR VOCABULARY PRONUNCIATION FUNCTION(s) SPEAKING LISTENING READING WRITING OTHER (Please specify e.g. revision/testing etc.)

Main Aims: By the end of the lesson the learners will be able to practice the previously given Past simple Tense + using ago

Subsidiary aims: By the end of the lesson the learners will also be able to use the given TL in speaking and writing.

Materials (please include attributions) IWB Handouts Assumptions: Ss to be familiar with the given TL, and be able to produce TL.

Anticipated procedural problems: IWB not working Properly IWB activity to be a bit difficult for the Ss

Possible solutions: Checking IWB before session. Example give before the activity start

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My personal aims: (NB refer to last lesson action points) Clear Instructions (ICQs) Less TTT high STT Language Grading

Language Analysis
(In the rare event of a skills lesson with absolutely no target language envisaged, please explain this below) 1. Meaning

2. Pronunciation Listen to : | lsnt |

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3. Form

subject + main verb past The structure for negative sentences in the past simple tense is: subject + auxiliary verb + not + main verb did base The structure for question sentences in the past simple tense is: auxiliary verb + subject + main verb did base

Anticipated language difficulties

Possible solutions

Ss to have fossilized pronunciation problem with the TL Ss to make mistakes with the question form (QuASIetc).

(Drilling) (Correction on feedback)

STAGE

STAGE AIM

PROCEDURE

TIMING

INTERACTION

TUTORS COMMENTS

CELTA CRITERIA

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Lead In/Elicitng

Fst to be revise the given TL + Eliciting the Verbs given in the starter.

T. Discuss different actions done in an everyday life. T. Projects Pictures on th IWB to elicit the Target Language(TL). T. gives example about the given activity . T. Asks Ss to drag and drop the verbs with the right nouns. T. Gives Instructions about the next activity . (ICQs) Individual Work in pairs T. Elicits ago + Asks Ss what year was it one hundred years ago? T. Asks Ss to generate questions about the give TL.(Using the previous handouts) (ICQs) (T. gives examples + answers on the white

1 min 2 mins

T-s T-s S-s

(Activity)

FST use the given TL + Fst engage and grow interest. Fst to practice on the give TL.

30 sec 6 mins

T-s S-s T-s T-s S S-s T-s

Controlled practice

1 min 3 mins 2 mins 2 mins

Further Controlled Practice

Fst generate questions + Answers using TL.

2 mins

T-S

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board ) Work in pairs Feedback Fst to practice using the target language in speaking. FSt to generate questions using an answers (Sentences). T. asks students to give sentences about what people did /didnt do? T. asks Ss to make questions using the given sentences. T. Gives Summary of Todays Lesson + Sentences Used.

5 mins 4mins

S-s T-S S

Controlled Practice.

5 mins

T-s S T-s

30 sec

STAGE

STAGE AIM

PROCEDURE

TIMING

INTERACTION

TUTORS COMMENTS

CELTA CRITERIA

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CELTA@BC Tripoli

STAGE

STAGE AIM

PROCEDURE

TIMING

INTERACTION

TUTORS COMMENTS

CELTA CRITERIA

Please add extra sheets if necessary

CELTA@BC Tripoli

Please add extra sheets if necessary

CELTA@BC Tripoli

Criteria checklist (from 2007 CELTA Syllabus)

4a 4b 4c 4d 4e 4f 4g 4h 4i 4j 4k 4l 4m 4n 1a 1b 1c 1d 2a 2b 2c 2d 2e 2f 2g 3a 3b 3c 5a 5b 5c 5d 5e 5f 5g 5h 5i 5j 5k 5l 5m 5n Identifying and stating appropriate aims/outcomes for individual lessons Ordering activities so that they achieve lesson aims/outcomes Selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson Presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements Describing the procedure of the lesson in sufficient detail Including interaction patterns appropriate for the materials and activities used in the lesson Ensuring balance, variety and a communicative focus in materials, tasks and activities Allocating appropriate timing for different stages in the lessons Analysing language with attention to form, meaning and phonology and using correct terminology Anticipating potential difficulties with language, materials and learners Suggesting solutions to anticipated problems Using terminology that relates to language skills and sub-skills correctly Working constructively with colleagues in the planning of teaching practice sessions Reflecting on and evaluating their plans in light of the learning process and suggesting improvements for future plans Teaching a class with an awareness of the needs and interests of the learner group Teaching a class with an awareness of learning styles and cultural factors that may affect learning Acknowledging, where necessary, learners backgrounds and previous learning experiences Establishing good rapport with learners and ensuring they are fully involved in learning activities Adjusting your own use of language in the classroom according to the learner group and the context Identifying errors and sensitively correcting learners oral and written language Providing clear contexts and a communicative focus for language Providing accurate and appropriate models of oral and written language in the classroom Focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including phonology) for learners to an appropriate degree of depth Showing awareness of differences in register Providing appropriate practice of language items Helping learners to understand reading & listening texts Helping learners to develop oral fluency Helping learners to develop writing skills Arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind safety regulations of the institution Setting up whole class and/or group activities appropriate to the lesson type Selecting appropriate teaching techniques in relation to the content of the lesson Managing the learning process in such a way that lesson aims are achieved Making use of materials, resources and technical aids in such a way that they enhance learning Using appropriate means to make instructions for tasks and activities clear to learners Using a range of questions effectively for the purpose of elicitation and checking of understanding Providing learners with appropriate feedback on tasks and activities Maintaining an appropriate learning pace in relation to materials, tasks and activities Monitoring learners appropriately in relation to the task or activity Beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to the learners Maintaining accurate and up to date records in your portfolio Noting your own strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher educators Participating in and responding to feedback

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Aims achieved? No Action points: Partially Fully

Overall summary: 1. Planning & preparation

2. Delivery

Assessment: (for this stage of the course) Not to standard Trainers signature: To standard Above standard

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