Lesson plan Name: Fatima Aliyeva TP no.: 8 Date: 25.07.

2024
Length: 45 Class size 8 Level: B2
min
Main aim: By the end of the lesson the learners will have practiced writing in the context of film reviews, focusing on the structure and appropriate
language.
Secondary aim(s): By the end of the lesson the students will have practiced reading for gist for general understanding; developed students’ spoken
fluency in the context films and cinema

Materials & equipment required (Include the source of materials – this must also be shown on your handouts.)
Handouts, self-designed PowerPoint presentations, markers, a whiteboard.
Handout materials are self-designed and adapted from Eales, F., & Oakes, S. (2015) Speakout Upper-intermediate Students’ Book. Pearson
Education Limited. p. 118

Assumptions about the learners

What do they find interesting that you will use? What do they find easy or difficult that you have prepared for? What language will they need that they already
know? What have they done recently that you will build on in this lesson?
I assume the lesson will be interesting and engaging for the students since they are all keen on watching movies. It is a good topic for them to
discuss.
They will be able to produce a piece of writing, a film review, based on the model which will be provided for them.
Professional development goals Professional development strategies
Refer to previous TP feedback & self-evaluation How have you planned to address these in your lesson? Say where you have written
these things in your language analysis or lesson procedure.
to have a communicative purpose for each oral task
to be careful with timing and pace to mention exact time limits; to be careful in between the stages, so the transition is
smooth and the lesson is easier to follow for the students.

Language Analysis
Context of your lesson:
Language item New Meaning, form and pronunciation Anticipated errors and solutions
Identify the target language item language Describe the language and how you will clarify it. Include any further Include errors of meaning, form and
and give the example you will use or examples, CCQs or questions for eliciting further information. Mention pronunciation. Refer to CCQs and lesson
as a model (this could be an revision? any contrasting language here and include an analysis of all stages as appropriate.
eliciting question). contrasting items.

overwhelmingly new Meaning: very greatly or very largely:: Meaning: the word is usually confused
so intense or extensive that it is difficult to handle or deal with with the word depressed among
(https://dictionary.cambridge.org/dictionary/english/ Azerbaijani speakers.
overwhelming )
Conveying the meaning: Solution:
text: to ask CCQs:
When I first looked at the CELTA 5 file, the rules written there Was I hopeless? (no)
seemed overwhelmingly confusing. I wasn’t sure where to
start, but with the help of my team, we managed to sort
through it and focus on the most important parts.
CCQs;
Were they easy to understand at first?(yes)
Were they very confusing? (yes)
Form: They might use it as an
adjective
Form: Solution:
Adverb, derivative highlight the form on the board. Drill a
sentence
Pronunciation: Pronunciation: they might pronounce
/ˌoʊ.vərˈwɛl.mɪŋ.li/ it as /ˌɑː.vərˈwɛl.mɪŋ.li/
Solution: drill the word chorally, then
individually to make sure that the first
o is pronounced correctly.
poignantly new Meaning: in a way that evokes a keen sense of sadness or Meaning:
regret. It can be confused with the word
( confusing
https://dictionary.cambridge.org/dictionary/english/poignantl
y) Solution:
Ask CCQs:
Conveying the meaning: Was the experience emotionally
The film's final scene was poignantly moving, leaving many impactful? (Yes)
viewers in tears as it beautifully captured the characters' Was it just a little confusing? (No)
emotions.

CCQs: Form: They might use it as an

Are the emotions very strong? (yes) adjective
Does it evoke a strong sense of sadness or regret? (yes) Solution:
Form: adverb, derivative highlight the form

Pronunciation: Pronunciation: they might pronounce

/ˈpɔɪ.njənt.li/ it as /ˈpɔɪg.nənt.li/
Solution: drill the word chorally, then
individually to make sure that the first
o is pronounced correctly.

Procedure
Stage & aim Timing & Student activity Teacher activity Possible problems & solutions
What is this interaction What will the students be Instructions, monitoring and feedback. You can also What could go wrong with this
stage for? e.g. 5m/pairs doing? describe CCQs & clarification here, but you must activity? If it does, what will you do?
include these in your language analysis. Consider timing issues here.

Lead-in 5m Ss look at the photo of a T displays two photos on the screen and asks Problem: Students may be
to generate T-Ss cinema and the students to find the connection between those reluctant to talk
interest in the SS- SS screenshot of a film two pictures. Solution: Set a communicative
context of SS-T review on IMDB’s Instructions: Look at the photos and discuss with a purpose for them
writing website with the word partner the possible connection between them.
“review” deleted. They
Give at least one possibility.
try to guess the word
Students share their opinions after the pair
review. They also try to
discussion and T asks for justifications.
find the connection
between those two
pictures.
 Reading 1 1 min for Students will read the T distributes the film review written for “ Midnight Problem: Students may want to
for gist on the gist text quickly. in Paris” a model text for the students to read take some time to read in detail
basis of a 1 min for very quickly to answer the following questions: to fully comprehend the text.
model text discussion Students will answer the Solution: Mention the exact time
T-Ss question. Why was this review of "Midnight in Paris" written? limit.
To orientate Ss-T
a) To criticize the film's historical inaccuracies
students to a SS
model text
 b) To provide an analysis of the film's technical
aspects

c) To recommend the film for its charm, wit, and

engaging story

d) To compare the performances of different

actors in the film.

Instructions: Read the text in a minute and find out

why the text has been written.
Teacher elicits students’ answers and asks for
justifications.

Reading for 1 min for Students will read the Teacher asks students to match the paragraphs Problem: Students may want to
the second gist text for gist. with the words given in the box. take some time to dig into
gist based on 1 min for Instructions: Read the text in a minute and write details because the text can
the model discussion the topic of each paragraph. Use the topics in the seem big to read in a minute
text box to help. and they can have hesitations
To orientate T-Ss Teacher elicits students’ answers and asks for
whether they are doing the task
students to a Ss-T justifications.
correctly or not.
model text

Solution: Mention the time limit

again before the task. During
the pair-check stage they will
have time to look at the text
and their answers for
justifications if they have
different answers with a partner.
Focus on 7m Students will discuss the Teacher displays the screenshot of upcoming Problem: Students may be
sub-skills T-Ss questions. movies at an open-air cinema. By creating a unfamiliar with the movies
To focus on S-S hypothetical situation, T announces: displayed
layout and S-T “Now, imagine that you have recently been Solution: create other posters of
register Students will check the there and want to write a review for their website the movies which they must
answers with their and give a rating.” have watched e.g. titanic.
partners. “Which movie have you watched?” “Did you like
it? (why yes/why not) discuss in pairs and take
notes for your further writing.
Students are given a folded template for writing
their emails on one part, another part is for their
plans and notes about the upcoming event.
T instructs: Don’t unfold the paper for now.
T monitors, takes notes.

Writing 10 m Students write their Teacher encourages the students to start their Problem: Students may struggle
T-SS reviews for a reviews based on their notes by paying attention to remember the exact layout
To give hypothetical situation. to the layout and choosing the appropriate and vocabulary for writing a film
students register and vocabulary items. review.
practice at Solution:Recommend them to
writing Teacher monitors and takes notes. use their notes and look through
the model text.

Content 5 min Students will send their Teacher collects the written pieces and takes Problem: Students might be
feedback reviews to their pictures of them. Then, sends the pictures to the confused whose review to read,
WhatsApp groups. They WhatsApp group and asks the students: or it might take a lot of time to
To provide will read the reviews and Now, by looking through all the reviews you will read all the reviews
content later discuss which discuss if your partner used the structure and Solution: assign a pair for each
feedback to movies they would like to adverb + past participle phrases from the of them, so it will be less time
writing watch or have decided previous exercise consuming.
not to watch based on Teacher also walks around to look through the
the reviews. written pieces and takes notes.
4o mini T asks for justifications.

SS share their opinions.

Error 5m Students will tell what is Teacher writes common mistakes on the board Problem: Time can be limited
correction T-S wrong with the that have been noted while monitoring. for discussing what they think is
S sentences. wrong with their partners.
To review SS-SS Errors will be corrected on the board.
and clarify SS-T Solution: Let them tell their
errors in the answers individually.
examples
from the
written tasks