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    celta-TP7 - Lessonplan

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    shilpadub
    The document provides feedback on a teaching practice lesson for a trainee teacher. It summarizes the main aim, sub-aim, and personal aims of the lesson. It then provides feedback on the trainee's performance over 4 weeks in areas like lesson planning, use of materials, language skills, and addressing learner needs. The feedback document rates the lesson as above standard.

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    celta-TP7 - Lessonplan

    Uploaded by

    shilpadub
    5K views7 pages
    The document provides feedback on a teaching practice lesson for a trainee teacher. It summarizes the main aim, sub-aim, and personal aims of the lesson. It then provides feedback on the trainee's performance over 4 weeks in areas like lesson planning, use of materials, language skills, and addressing learner needs. The feedback document rates the lesson as above standard.

    Original Description:

    My CELTA TP 7 lesson plan (New Cutting Edge, Pre-Int)

    Original Title

    celta-TP7- lessonplan

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    The document provides feedback on a teaching practice lesson for a trainee teacher. It summarizes the main aim, sub-aim, and personal aims of the lesson. It then provides feedback on the trainee's performance over 4 weeks in areas like lesson planning, use of materials, language skills, and addressing learner needs. The feedback document rates the lesson as above standard.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    5K views7 pages

    celta-TP7 - Lessonplan

    Uploaded by

    shilpadub
    The document provides feedback on a teaching practice lesson for a trainee teacher. It summarizes the main aim, sub-aim, and personal aims of the lesson. It then provides feedback on the trainee's performance over 4 weeks in areas like lesson planning, use of materials, language skills, and addressing learner needs. The feedback document rates the lesson as above standard.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
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    The key takeaways from the lesson plan were comparing characters using adjectives and comparatives like 'a lot', 'much', 'a bit' and 'as...as'.

    The context of the lesson was life as teenagers. The target language was character adjectives and comparatives.

    Some anticipated problems were incorrect use of comparatives and degree words. Solutions included monitoring and error correction.

    Teaching practice feedback NAME: SHREYA KAKKAR TP No: 7 Level: Pre-Int Length: 40 mins No of students:

    Main Aim: To provide less controlled and freer spoken practice of character adjectives and comparatives using a lot, much, a bit, (not) as...as. Sub Aim: To provide controlled and less controlled written practice of the same. Personal Aim: - Timing
    Week 1
    - Classroom management - TTT and language grading - Sensitivity to learner needs - Rapport & assertiveness - Pair/group work - Instructions - Professional appearance of materials - Accurate models of spoken/written English

    Week 2
    - Detailed lesson plans - Selecting/adapting materials - Using ICQs - Pace & Timing -Conveying meaning using a variety of ways -Responding to feedback - Monitoring students -Evidence of language research & analysis

    Week 3
    -Eliciting TL and using CCQs, timelines -anticipating problems with language & skills -Pitching lessons at the right level -Teaching language (mpf) and skills effectively -Correcting errors - Showing awareness of register

    Week 4
    - Selecting and using a range of materials & resources - Creative exploitation of the materials - Designing tasks and activities appropriate for the learners, for the stage of the lesson & the aims of the lesson - Working co-operatively with the team

    LESSON PLAN:

    POSITIVE ASPECTS OF THE LESSON:

    ACTION POINTS FOR THE NEXT LESSON:

    For this stage of the course your lesson today was: Above standard To standard I have read and understood the tutors feedback Trainee signature:

    Not to standard Tutor signature:

    BOARD PLAN

    Materials: Handout, Worksheet for 8 a), Worksheet for 9 (a), Visuals for lead-in

    Skills Analysis
    Reading Sub-skills to be covered in the lesson: Reading for gist Freer spoken practice using comparatives and character adjectives. Turn-taking and Mingle. Controlled and less controlled written practice using comparatives and character adjectives The context: Life as teenagers Anticipated problems with the skills: Ss might use incorrect form of comparatives Ss might not use TL in Ex 9 a) Solutions: Monitor actively. Use on-the-spot error correction and delayed feedback Speaking Writing

    Language Research & Analysis


    My target language: (vocabulary, grammar, function) Vocabulary: Character adjectives Shy, bright, noisy, stubborn, helpful, moody, patient, lazy, honest, selfish, mature, polite, aggressive, ambitious, organised, considerate, easy-going, tall etc. Grammar: Making comparisons using a lot, much, a bit, (not) as...as Meaning/use of the TL: Character adjectives are used to describe personality, appearance etc. Comparatives are mostly used with than. For eg: Olivias a bit taller than me. Comparatives can be modified using intensifiers such as a lot, a bit, much, (not) as...as etc. A lot and much are used to denote a big difference while a bit is used to denote a small difference. How will I introduce the TL? The context? The approach? Text-based approach and Situational approach in the context of life as teenagers. My assumptions of students knowledge Ss familiar with character adjectives. Ss familiar with form and meaning of comparatives Problems with meaning Ss might get confused in the degree of difference denoted by a lot, much, a bit, (not) as...as As...as shows that something is the same or equal. Not as...as shows that something isn't the same or equal

    CCQs, timelines, clines, etc. -Does a lot denote a big difference? Y -Does much denote a big difference? Y -Does a bit denote a small difference? Y -If I say Toms as intelligent as Harry, does that mean they are the same? Y Sounds, Stress, Intonation, Connected speech -Weak forms of as, a and than

    -Ss might say / -Ss might say / -Ss might say /

    Problems with pronunciation / instead of / / / or / / instead of / / /l t/ instead of / / /l t/

    Problems with form Analysis of form -Ss might omit articles in a lot and a bit. One syllable adjectives generally form the comparative by adding er -Ss might use more with comparatives where adding er is Two syllable adjectives which end in -y usually form the comparative by required and vice versa. For eg: more noisy instead of adding er noisier Two syllable adjectives ending in -ed, -ing, -ful, or -less always form the -Ss might use the comparative degree with as...as. For eg: as comparative with more happier as me. Adjectives which have three or more syllables always form the comparative with more

    a lot + comparative a bit + comparative much + comparative as + positive degree of comparison + as Problems with practice activities -Ss might take long to write sentences in Ex 8 a) leaving less time for freer spoken practice. -Ss might use incorrect form of comparatives and a lot, much, a bit, (not) as...as Solutions -Adapt Ex 8 a) to include 4 sentences instead of 6. -Monitor during activities. On-the-spot error correction and delayed feedback

    Stage Lead-in

    Aim To set the context, create ss interest

    Time & Interaction 2 T-Ss

    Procedure Personalise. Tell ss about how you are different now from when you were a teenager. Use visuals. Im a bit taller now. I was a lot moodier then than I am now. I was not as calm then as I am now. Im also much more ambitious now than when I was a teenager. Ask CCQs to check understanding of a bit, lot, (not) as...as.

    Tutor Comment

    Set gist reading task

    Give ss a chance to internalise the text and a reason for reading

    1 T-Ss

    Signpost. Focus on photo. Tell ss they are going to read about a different family. Instruct ss to read individually, attempt the gap-fill exercise and identify who is easier to live with, Carol or Beth. Ss attempt Ex 7 individually

    Ss read for gist

    Ss practice skill in reading for general understanding

    4 S

    Pair-check and monitor

    Give ss a chance to compare answers in a student centred way

    2 S-S

    Ss compare answers in pairs

    Stage Feedback-confirm answers

    Aim Confirm general understanding

    Time & Interaction 1 T-Ss

    Procedure Display answer key on flipchart

    Tutor Comment

    Set task for less controlled written practice

    Give ss a reason to write

    1 T-Ss

    Signpost worksheet. Refer to lead-in. Instruct ss to write four sentences to compare themselves and their best friend using a lot, a bit, much and (not) as...as, and the adjectives from 1. Distribute worksheets

    Less controlled written practice

    Ss practice comparatives and a lot, a bit, much and (not) as...as

    4 S

    Ss use worksheet to write sentences individually. Monitor and help ss who face problems.

    Set task for less controlled spoken practice

    Give ss a chance to make comparisons using TL

    1 T-Ss

    Instruct ss to mingle and share comparisons with others. ICQs.

    Less controlled spoken practice

    Ss develop oral fluency in using TL

    7 Ss-Ss

    Ss mingle and use TL. Monitor.

    Stage Feedback

    Aim Error correction

    Time & Interaction 2 T-Ss

    Procedure Delayed error correction on whiteboard.

    Tutor Comment

    Set task for freer spoken practice

    Give ss a chance to use TL.

    3 T-Ss

    Signpost worksheet. Instruct ss to write two adjectives each in each of the columns. ICQs. Distribute worksheets. Ss write words. Ss write sentences using TL if time allows.

    Freer spoken practice

    To provide freer practice of TL

    10 Ss-Ss

    Re-group using character adjectives. Ss take turns in groups to make comparisons between their life now and when they were teenagers. Ss refer to answers in their worksheets.

    Feedback

    Error correction

    2 T-Ss

    WCFB. Delayed error correction on whiteboard.

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