CAMBRIDGE ESOL CELTA

LESSON PLAN

Name: Joanna Panayi TP No. 7 No of students: For this stage of the course the lesson was:
Date: 19/8/13 To standard Not to standard

Level: Length of the lesson: Lesson type: Speaking for fluency Tutor:
Elementary 45’
Objectives: by the end of the lesson the students will practice speaking skills for fluency by practising functional language for making arrangments.

Assumed knowledge: The Ss are familiar with using correct grammar when doing suggestions (e.g. Do you fancy + ing, Shall we +infinitve)

Anticipated problems: Solutions (For Vocabulary and Grammar Lessons use the L A sheet)
Lack of grammar knowledge when using suggestions Give a quick grammatical rule when using suggestions
Understanding instructions Use ICQs efficiently

Materials (remember to reference copyrighted materials both here AND on the handouts you give to students).

http://www.onestopenglish.com/community/lesson-share/pdf-content/speaking/making-arrangements-lesson-plan/552432.article

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LESSON PLAN

Language item Context Definition/ Form Meaning / Use Timeline/ Cline

For vocabulary include How will the Remember to keep this simple & How will you check the How will you clarify the meaning?
part of speech & context be graded at or below the students’ meaning? Write your CCQs and Draw any timelines, clines as
phonemic transcript & established? level the answers appropriate
word stress Pictures,
For grammar name the mime, etc.
item

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LESSON PLAN

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LESSON PLAN

Name: Page No.

Tutor’s comments Stage names & aims Lesson procedure Timing /

Interaction
Lead in to engage Ss T tells the class about her plans for the weekend. Writes on
in discussion on the board ‘Plans for the weekend’ and asks Ss to discuss
future plans to their plans in pairs.
generate interest

Presentation Activity 1: Ss read a conversation in the handout. The

Controlled exercise T elicits answers to the questions ‘Where and when are
to elicit TL they meeting?’ and writes the answer on the board.

Activity 2: Underline the suggestions in the text

T writes them on the board
T gives Ss some more example sentences for the
phrases by asking them. For example:
• Shall we go for a coffee?
• Let’s meet at the corner.
• How about meeting at the corner?
• Do you fancy a coffee?

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LESSON PLAN

Restricted Practice
Put Ss in pairs and designate each student as either A or B.
Controlled practice Give each student A a copy of Activity sheet 1A and each
for practice speaking student B a copy of Activity sheet 1B.
skills using the TL
Students have to use their strip to make their half of the
conversation using the language they learnt on the
worksheet. Tell all the students to look at the example strip
at the top of the page. Perform the dialogue with a strong
student. In the example, the students will be able to see both
strips. Lead the example conversation by taking the role of
student A.

Ask the Ss to recall the conversation and the T writes it on

the board. Underline the phrases of suggestion.
Elicit other ways of responding positively, e.g. great, good
idea.

In pairs Ss should perform the two conversations on the

sheet.

Freer Practice Get all the Ss in the centre of the class. They should suggest
Controlled/free meeting places and times to every other student and write
speaking practice to the responses on the handout.
get the ss repeating

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LESSON PLAN

the TL many times

to get used to it

Productive Task

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