Name: Majd Mustafa TP number: 3

Level: pre-intermediate Date: 18/10/2020 Length:

40 minutes

Lesson Type (tick main focus / foci as appropriate):

Speaking Writing Reading Listening Grammar Vocabulary Pronunciation Functions Tutor’s comments


Main Aim(s) (state from the students’ perspective; include context and, where appropriate, specific language items, sub-skill terminology and how
students will use the language):
By the end of the lesson student should be able to have an understanding of the uses of present perfect, and
will have had controlled practice of the target form.

Subsidiary Aim(s) (as above, be specific in items and sub-skills, etc.):

Evidence:
I will know if my aims have been achieved if the students completed the final speaking activity and gave me
justified feedback on their answers.

Personal Aims
In this lesson, I, as the teacher, will be working on improving: I hope to achieve this by:
Manage the lesson timing Set a clear and a realistic time for every stage.

In this lesson, I, as the teacher, will be experimenting with: Because:

Materials (including source – book, author, publisher, year, page / section numbers). Please submit all handouts with your plan as they are going to be given to the
students and with copyright where required.
Doff, Adrian, Craig Thaine, Herbert Puchta, Jeff Stranks, Peter Lewis-Jones, and Graham Burton. Cambridge
English: Empower, Pre-Intermediate Student's Book. , 2015. Print. Page: pg. 29 ex.2 / PowerPoint /
Handout/.

CELTA Lesson Planning Paperwork for TPs 3-8

Generating Interest, Assumptions and Anticipated Problems
Generating Interest (How I will get the students interested in the context of the lesson):
I will get the students interested in the context of the lesson by ...

Assumptions (i.e., points which are important for the lesson but which I think the students already know or can already do and which I will therefore not be
focusing on in my lesson):
This lesson is based on the assumptions that: This is relevant because and/or this is important at
which point of the lesson:
 

Anticipated Problems and Solutions (i.e., issues with incidental language, procedures, tasks, skills, materials, culture, classroom management,
dynamics, timings, technology, etc., which are not included in my plan but which might arise during this lesson) and solutions to them (i.e. how I will react if
these problems arise).
 Please write anticipated problems with target language on your LA sheet.
 Please indicate anticipated problems which are already incorporated into your plan in the Rationale column of your procedure
page.
Possible Problems Proposed Solutions
 

CELTA Lesson Planning Paperwork for TPs 3-8

LANGUAGE ANALYSIS SHEET – STRUCTURE: GRAMMAR / FUNCTION
Whenever you to start out to teach a structure (grammar or function), you need to research the language and anticipate any potential difficulties for your students. The below categories should help
guide you. Complete it when appropriate and give it to your tutor along with your lesson plan.

Language area:
Present perfect.

Context:
T shows the Ss a picture of a room that was dirty and now it’s clean and tidy.

Target sentence(s) from the lesson (include affirmative, negative and interrogative if relevant):
.
+ He has cleaned the floor.
- He has not cleaned the floor.

What does the structure mean? (Please state in student-friendly language):

The present perfect is used to talk about the present result of an action completed at an unspecified time in the
past.

Describe how you will convey and elicit the language and how you will check students have understood:

I will show the Ss a picture of a room that was dirty and now it’s clean and tidy.
(T: this is my room before I asked my friend to help me clean it, now it’s clean and tidy.)
T asks the Ss about the differences between the two pictures?
I will show the students two sentences to describe what happened in the room using the present perfect tense.
He has fixed the chair.
He has cleaned the floor.
I will present a time line of the present perfect tense to provide more understanding.
I will the students CCQs to clarify the meaning: when did the cleaning happened? In the past.
Is my room clean now? Yes.
Do we know exactly when did he start cleaning? No.
Do we know exactly we did he finish? No.

Any appropriacy considerations?

Anticipated problems and solutions with the target language (Meaning / Appropriacy) :

CELTA Lesson Planning Paperwork for TPs 3-8

Students fail to grasp the meaning and uses of the Refer back to the context and ask concept checking
present perfect. questions (as above).

Analyse features of pronunciation: (e.g., sentence stress, weak forms, contractions, phonemic transcriptions):
He has cleaned the floor.
Contraction : I’ve , you’ve , they’ve , we’ve , he’s , she’s , it’s ,

/aɪv/ /juːv/ /ðeɪv/ /wiːv/ / hɪ:z/ /ʃɪ:z/ /ɪts/

Negative contractions: hasn’t haven’t

/ˈhæz(ə)nt/ /ˈhæv(ə)nt/

Sentence stress :

  
+ He has cleaned the floor.

  
- He has not cleaned the floor .

Anticipated problems and solutions with the target language (Pronunciation):

Students omit the auxiliary verb have /has Point out that contractions (and weak forms) are
He cleaned the floor. normal in everyday speech and that students will hear
them (and see contractions in written form).

Analyse the form (analysis as it will appear on the whiteboard or worksheet):

Affirmative: he has cleaned the floor
Subject + has/have + past participle

Negative: he has not cleaned the floor

Subject + has/have ’ + not + past participle.

Anticipated problems and solutions with the target language (Form) :

Students will omit the has and say he cleaned. Re-highlight the form on the board.

CELTA Lesson Planning Paperwork for TPs 3-8

Sources used:

CELTA Lesson Planning Paperwork for TPs 3-8

-LANGUAGE ANALYSIS SHEET – VOCABULARY
Whenever you to start out to teach new lexical items, you need to research the language and anticipate any potential difficulties for your students. This can also apply to skills lessons where there is
new vocabulary included (and needs to be pre-taught). The below table should help guide you. Complete it when appropriate and give it to your observer along with your lesson plan.

Lexical item / written record Definition (in student-friendly What context will you use How will you check Any other Form information, Anticipated problems with Solutions to all listed
(spelling, part of speech, language) and appropriacy and how will you convey understanding of Meaning, e.g., collocations? MPFA. problems.
syllables / word stress, (if applicable). and elicit?
elicit? e.g., CCQs?
phonemic transcription).
Example: A game played by 2 or 4 Show a picture of a player / The picture will be enough to play tennis M/A: None. M/A –
  players on a tennis court, game and ask “What sport?” but I could ask: to have a game of tennis P: Ss may stress both P: Draw attention to the
tennis (noun – non-count) e.g., at Wimbledon, using How many players do you tennis player syllables and pronounce the board record and model and
/tenIs/ rackets and balls. need to play? (2/4) tennis court final [i] as a long /i:/ drill chorally / individually.
What else do you need? tennis racket F: Ss may say to ‘play at F: Elicit peer correction or
(rackets, balls, a court, etc.) tennis balls tennis’ or ‘to have a play of give and board the correct
Do you know any tennis etc. tennis’ form.
tournaments/players? (open)

Sources used in researching this analysis:

analysis:

CELTA Lesson Planning Paperwork for TPs 3-8

Procedure and Material Interaction Rationale
Stage No. and Stage Aim S/PW/ (To explain any decisions in your
Time What will happen in the lesson – what the teacher does, what the students do.
Stage Title Why the students are doing the activity
Please state clearly which material is being used in each stage
GW/OC/T/ planning which have affected the
T-Ss approach / activities / procedure /
staging)

3 min 1 presentation To set the context and T tells the students a short story T
generate interest. [My friend Sami has the most exciting experiences,
He has visited the Eiffel tower three times.
He has seen a blue whale.
He has won three golden medals.] I wish I can do the
same!

Tutor’s comments on the execution of the above stage (strengths are underlined and areas to think about are in bold).


10 min 2 Form To clarify the form. T shows the Ss a picture of a room that was dirty and T-Ss
clarification now it’s clean and tidy.
(T: this is my room before I asked my friend to help me
clean it, now it’s clean and tidy.)
T asks the Ss about the differences between the two
pictures?
T asks the Ss to work with a partner. And gives them 1
min.

T now shows the students two sentences to describe

what happened in the room using the present perfect
tense.
He has fixed the chair.
He has cleaned the floor.
T shows the Ss a time line of the present perfect tense
to provide more understanding.
T asks the students CCQs to clarify the meaning: when
did the cleaning happened? In the past.
Is my room clean now? Yes.
Do we know exactly when did he start cleaning? No.
Do we know exactly we did he finish? No.
(T elicits that we use present perfect for events that
happened on the past but still have an effect on us
now with no clear set of time.

T presents to the Ss a slide with three examples of

CELTA Lesson Planning Paperwork for TPs 3-8

present perfect T have an OC about the examples
To explain to Ss that we use the present perfect to
describe past experiences throughout these questions:

Do we consider these events an experience?

Are we talking about a specific time?

T elicits that we use present perfect to describe past

experience throughout our lives for which the time is
not set or stated.

T clarify that we only use present perfect to talk about

the experience itself not the details.
T uses slide 11 as an example. T discuss the slide OC.

T presents all forms of the present perfect.

T gives the student an example of the three forms
T asks the students can you tell me which one is:
positive form,negative form and which one is question?

Tutor’s comments:


10 min 3. Controlled To provide controlled written At first teacher show two examples: T – Ss By showing the students
written practice of the present Did you help a stranger yesterday? these two example Ss will
practice of perfect in affirmative, Have you ever helped a stranger? notice the time words in the
target form. negative and question forms. T gives the Ss 2 min to find the difference between the Ss sentences, and that will
two sentences. help them to do exercise 2a
T has an OC discussion and gives the Ss feedback correctly.
about the answers. OC

Now T moves to exercise 2a. Ss

T tells the student to complete the sentences with
verbs from the box. S-S
T asks the Ss to check their answers in pairs.
T gives feedback on the answers

CELTA Lesson Planning Paperwork for TPs 3-8

.

Tutor’s comments:


10 min 4 Controlled To provide controlled written T now moves to exercise 2b. T

written practice on which time T asks the students individually to decide which S
practice. phrases we use with present sentences are present perfect and which are past
perfect and past simple. simple. T-Ss
T gives feedback on the answers.

T presents the next slide and gives students 2 min to S

think of more time phrases we use with present perfect
and past simple. ( exercise 2c). T-Ss
T gives feedback on the answers.
Tutor’s comments:


5 min 5. controlled To provide controlled written T now moves to exercise 2e.

written practice on the difference T gives the Ss 4 min to complete the sentences.
practice. between present perfect and
past simple.
Tutor’s comments:


5 min 6. Follow-on To provide oral practice of Students listen to the recording to check their S-S
speaking. the target. Answers. In pairs, they ask and answer the questions.
T-S
T gives the Ss feedback.
Tutor’s comments:


Tutor’s comments:


CELTA Lesson Planning Paperwork for TPs 3-8

8
Tutor’s comments:


CELTA Lesson Planning Paperwork for TPs 3-8

CELTA Lesson Planning
Checklist of areas to include in different lesson types
Check you have included the following areas; if you haven’t, make sure you know why and can justify it

Reading / Listening Speaking Writing Vocabulary Grammar

A lead-in to generate A model dialogue or A model text (at some Clear context for a Clear context for a
interest in the topic of some other stimulus for point in the lesson) focus on meaning focus on meaning
the text speaking (natural usage) (natural usage)
Means of dealing with A focus on useful A focus on the genre Appropriate conveying Appropriate conveying
unfamiliar vocabulary language to help in the and its typical features and eliciting followed and eliciting followed
(especially if essential discussion by useful checking by useful checking
for the tasks) (e.g., CCQs) (CCQs, timelines, etc.)
Some prediction to Planning time A focus on useful Focus on appropriacy Coverage of relevant
activate background (preparation of ideas) features or language (register, formality, pronunciation features
knowledge exemplified by the text style, use, etc.) where including at sentence
required. level (through drilling
and highlighting).
A sequence of tasks A clear task (a goal to Planning / preparation Coverage of relevant A written record of the
which develop the work towards) which is time to help learners pronunciation features form on either the
target sub-skills as set before they start generate ideas and (e.g., through drilling) board or a handout
stated in your aims speaking plan (in pairs / groups) (which the students are
involved in working out)
A useful feedback Time for the students A clear reason to write Focus on form Form manipulation
process appropriate to engage in the (purpose) and (spelling, parts of practice (where
for the tasks set conversation and allow someone to write to speech, irregular students only work with
(including pair- for the teacher to (audience) plurals, dependent the target form)
checking and monitor and take notes prepositions, etc.)
justification)
A response-to-the- Feedback on the A reason for students A written record (board Form discrimination
text task content of the task to read each other’s or handout) including practice (where
(students to teacher) work with follow-on part of speech, students work with the
content feedback syllables and stress, target form and other
phonemic transcription similar forms)
A language follow-on Feedback on the Teacher feedback on Controlled and Use of the target form
(if required) language used language use and task communicative use of in meaningful
(teacher to students) completion the items communication

CELTA Lesson Planning Paperwork for TPs 3-8