CAMBRIDGE ESOL CELTA LESSON PLAN

Name: Zia Sherrell Lesson Focus: Main Aim By the end of the lesson students will Be better able to talk about future plans and decisions using will, going to and the present continuous Have increased their understanding of the different uses of the future forms Subsidiary Aim Ss will have increased their listening skills Grammar Date: 30/05/12 TP No: 8 Lesson length: 60 minutes Level: Upper-Intermediate

Personal Aims To provide stronger affirmation of correct responses To increase nomination and corrections

Assumptions (What you think the students will know about the topic, the grammar, the skill) Ss will have had prior experience of using will, going to and the present continuous Ss will be reasonably familiar with the grammar rules used with will, going to and the present continuous

Anticipated Problems and solutions (for the students, not you) Problem Solution 1 There will be a variety of level of English Attempt to pair ss that may have a more limited English ability with more confident ability within the ss and therefore more time learners. Additionally, adopt a flexible approach and cut activity short if required in and assistance may be required to complete order to review answers. the activities planned for this lesson. 2 Ss my not be interested in topic of ice hockey Personalise with lead in focused around all types of sports and consider that ss may not have heard of ice hockey

Ss may not realise that going to often sounds like gonna

If this is an issue in the listening text, highlight.

Materials: Power point presentation (PPP) Hand out (HO) work sheet (from Cutting Edge, Cunningham and Moor page 112/113) White board (WB) Language Analysis and vocabulary Meaning, form and phonology (dashes show syllables, capital shows stress) I have already arranged to take Sam, it is my intention to take him

Im

/ am t tek sam /

gO-ing to take Sam

CCQs Did I already arrange to take Sam? Is it my intention to take Sam? Did I decide whilst speaking to take Sam?

We are hAv-ing lunch at my Mums this SAt-ur-day

/ wi: r hv lnt t maj mms s st de / CCQs Did I arrange this in the past? Is it a definite arrangement? Did I decide this whilst speaking?

I have made a definite arrangement to do this

It-ll be one of the bIgg-est games of the sEa-son

/tl bi: wn v bgst gemz v sizn/ CCQs Is it in the past or future? Is it my opinion? Is there any evidence?

I predict this to be the case

Procedure: What are you and the students going to do? Would another teacher be able to teach from this? Stage focus Interaction Time Stage aim Procedure Introduction t-ss 0-1 To introduce Hello everyone, my name is Zia (write name on WB) and today I will be teaching you myself and put for 60 minutes, and we will be practicing our grammar. ss at ease Warmer t-ss 1-5 To generate Show PPP1 of sports. What is shown in all of these pictures? Elicit answer sports. If ss-ss interest and no answer, ask Are they games? Do they keep you fit? Are they competitions? personalise In your pairs (nominate pairs display HO1) discuss what each of these sports are. Do you play these sports in your country? Do you have different sports in your country? You have 4 minutes. (CCQ) Are you talking to me or your partner? What are you discussing? Distribute handout Feedback ss-t 5-7 To feedback Ok, back together, (nominate pairs) can you tell us what number 1 is please? Write answers on WB. Praise. Continue for all sports. Ensure ss understand the ice hockey sport picture. Show PPP2 Look at this picture. In your pairs decide what you think Richard is doing. You have 1 minute. (CCQ) What are you deciding? Ok, back together, (nominate pairs) what do you think he is doing? Praise.

Lead in to task Feedback Gist task Feedback Detail task and grammar focus

ss-ss ss-t t-ss ss-t ss-t ss-ss

7-8 8-9 9-13 13-15 15-21

To establish context To feedback

To read for gist (display HO 2, nominate pairs) Read this. Where you correct? For now, dont worry about the underlined words. (CCQ) What are you finding out? You have 4 minutes To feedback Ok, back together, (nominate) what is he doing? Were you correct? Praise.

To practice the (display HO 2 again, nominate pairs) In pairs look at this again. Look at the numbers. correct verb Cross out the wrong verb form. For some numbers, both choices might be correct. forms There are 10 numbers. (display HO3) This information will help you Lets do the first one together Do crossing out on OHT. Meaning, form, phonology, model, choral drill, individual drill.

(CCQ) How many numbers are there? What are we crossing out? Can both choices be correct? You have 6 minutes Feedback Listening task Feedback Grammar analysis task Feedback Grammar task ss-t ss-ss ss-t ss-ss ss-t ss-ss 21-30 30-34 34-38 38-45 45-50 50-54 To feedback To check answers To feedback To ensure understanding of grammar To feedback To ensure understanding of grammar To feedback To enable ss to use the language reviewed To feedback Ok, back together, what do we have for number 2 (nominate)? Continue with rest. Do crossing out on OHT. Meaning, form, phonology, model, choral drill, individual drill. Now we are going to listen to Richards conversation. Find out if your answers are correct. (CCQ) Why are we listening? Ok, back together. (Distribute the stick on answers) Was number 2 correct? (nominate) Who has the correct reason for why it was right? Get ss to stick correct reason for answer next to answer on OHT. Continue with rest. (display HO4) In pairs, answer these 5 questions. (CCQ) How many questions are there? You have 5 minutes Ok, back together, what do we have for number 1 (nominate)? Continue with rest. (display HO 5, nominate pairs) In pairs, answer these questions. Use going to or will in the spaces here and going to or the present continuous here (CCQ) What can you choose here? You have 4 minutes Ok, back together, what do we have for number 1 (nominate)? Continue with rest. In your pairs, discuss something you are planning to do, this week or this year Are you talking about something you did in the past or in the future? You have 3 minutes Ok, back together, what did we find (nominate)?

Feedback ss-t 54-55 The following are time dependent Freer ss-ss 55-58 practice Feedback ss-t 58-60