TP 7 - Lesson Plan

LESSON PLAN AND LANGUAGE ANALYSIS
CELTA
NAME: Vidhulika Bhola TP NUMBER: 7 LENGTH OF LESSON: 45 mins

LEVEL: Upper intermediate DATE: 9th October 2019
CONTEXT: knowing people while travelling in a bus or train
LESSON AIMS
MAIN AIM: By the end of the lesson the students will have developed their skills in reading for gist and specific
information in the context of knowing people while travelling on a bus.
SECONDARY AIM: The students will also have developed their speaking skills in the same context. Also, learning the
target vocabulary- A knee-length dress, A three-piece suit, landscape
PERSONAL AIMS
What are your developmental aims as a teacher? Consider feedback from peers and your tutor from previous feedback
sessions.
 Achieve my lesson aims.
 Do MPF correctly.
ASSUMPTIONS
Write what you think the students already know and which you will therefore not be teaching in your lesson.
 Students will have travelled by bus, train or ship.
ANTICIPATED PROBLEMS SOLUTIONS

Write any problems you anticipate with timing, tasks, Write the solutions you have to these problems. What will you do in
student participation, the topic, student motivation class or in planning to solve your anticipated problems?
and interests, level, etc.
1. The lesson might finish before time. 1. I will ensure that I have extra activities to be done in case the
2. The students might not be able to elicit the lesson gets over early.
word, landscape. 2. I will use a picture, context and example to elicit the
meaning. Also, will give clues in case if they struggle with the
word.
TARGET LANGUAGE
Write your target language here – the key language you will be teaching in your lesson.
1. A knee-length dress
2. A three-piece suit
3. landscape
LANGUAGE ANALYSIS OF MEANING, PRONUNCIATION AND FORM (MPF)
ANALYSIS OF MEANING (M) ANTICIPATED PROBLEMS SOLUTIONS
Write the key concepts (essential Write the problems you anticipate Write the solutions to your anticipated problems
meaning) of your target language. with the meaning from your (e.g. CCQs, timelines). Please include the answers
Remember to use exactly the same analysis. Give specific examples: to your CCQs. This should reflect what you do in
target language as above. the lesson.
1. A Knee-length dress 1. A Knee-length dress 1. A Knee-length dress
Meaning: Something that is knee- Problem 1: some students may Solution 1: students who already know the
length is long enough already know the meaning. meaning can give some examples of using it in
to reach the knee. sentences.
CCQ: Is it ankle length? (NO)
Is it knee-length? (yes)
It’s a knee-length dress.
2. A three-piece suit 2. A three-piece suit 2. A three-piece suit
Meaning: a matching jacket, trousers,
and waistcoat (= Problem 1: some students may not Solution 1: I will ensure I show a picture for more
top without sleeves that is worn over know how does it look like. clarification of the meaning.
a shirt) especially for men.
CCQs- Is it for women? (NO)
Is it a matching jacket, trousers and
waistcoat?(Yes)
It’s a three-piece suit.
3. Landscape 3. Landscape
3. Landscape
Problem 1: some students may not Solution 1: I will ensure I show a picture for more
Meaning:a large area of countryside, know how does it look like. clarification of the meaning and quote some
especially in relation to its examples for the meaning.
appearance.
CCQ’s -Is it a small area?(NO)
Is it a large area of acountryside?
(Yes)
ANALYSIS OF PRONUNCIATION (P) ANTICIPATED PROBLEMS SOLUTIONS

Write any important phonological Write the problems you anticipate Write the solutions to your anticipated problems
features of the language. (e.g. word with phonology from your analysis. (e.g. elicit from SS, model, drill and correct as
stress, sentence stress, weak forms, Give specific examples: necessary).
difficult phonemes, connected speech,
linking) Use http://www.e-
lang.co.uk/mackichan/call/pron/type.ht
ml for phonemics (Lucida Sans Unicode
font)
1. A Knee-length dress 1. A Knee-length dress 1. A Knee-length dress
/ˈniː.leŋθ/ /dres/
Problem 1: students may not know Solution 1: I will ensure that I share the correct
how to pronounce K is silent in pronunciation and correct it during drilling, if
 the word is pronounced as Knee. needed.
/ˈniː.leŋθ/ /dres/.
 the stress is at the first syllable. Problem 2: students may not know Solution 2: I will pronounce it twice before
how to pronounce ‘ngth’ in length. drilling.
1. A three-piece suit 2. A three-piece suit 2. A three-piece suit
/ˌθriː.piːs ˈsuːt/
Solution 1: I will ensure that I show them the
 the word is pronounced as Problem 1: students may not know right syllable stress especially while drilling.
/ˌθriː.piːs ˈsuːt/. which syllable to stress upon
 The stress is on the last syllable.
3. Landscape
2. Landscape 3. Landscape
/ˈlænd.skeɪp/ Solution: I will ensure I stress on the first syllable
Problem 1: students may not know and show it during drilling.
which syllable to stress upon.
 the word is pronounced as
/ˈlænd.skeɪp/ .
 The stress is on the first
syllable.
ANALYSIS OF FORM (F) ANTICIPATED PROBLEMS SOLUTIONS
Write the grammatical form of grammar, Write the problems you anticipate Write the solutions to your anticipated problems
the word form of lexis, or the form after with the form from your analysis. (e.g. elicit from SS and highlight on board).
functional exponents here. Be specific.
1. A Knee-length dress (noun) 1. A Knee-length dress 1. A Knee-length dress
 the word is pronounced as

Problem 1: students may not know Solution 1: I will ensure my board work is neat
/ˈniː.leŋθ/ /dres/. and error free to know the correct spelling.
the correct spelling of knee and
 the stress is at the first length.
syllable
1. A three-piece suit (noun) Problem 1: some students may
/ˌθriː.piːs ˈsuːt/ be confused if it’s a adjective or Solution 1: I will ensure I clarify the part of
a noun as the word three is also speech by explaining how does the complete
 the word is pronounced as there. term become a noun.
/ˌθriː.piːs ˈsuːt/.
 The stress is on the last syllable.
3. Landscape
2. Landscape(noun) 3. Landscape
Problem 1: some students may
 the word is pronounced as not know its correct spelling due to Solution 1: I will ensure I share write the correct
/e/ sound in the end. spelling during the form and clarify it.
/ˈlænd.skeɪp/ .
 The stress is on the first
syllable.
BOARD PLAN
Write here what you will write on the board during the lesson
(e.g. marker sentences; a list of pre-taught vocabulary items).
1. A Knee-length dress (noun)

/ˈniː.leŋθ/ /dres/.
2. A three-piece suit (noun)

/ˌθriː.piːs ˈsuːt/
3. Landscape(noun)
/ˈlænd.skeɪp/
MATERIALS Supply a copy of handouts to the tutor with your plan.

List all materials, handouts and resources to be used. Add the source to all handouts used
1. Page 94,95 of English Result Upper-intermediate student’s book Mark Hancock and Annie Ms Donald, Oxford.

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LESSON PLAN AND LANGUAGE ANALYSIS

NAME: Vidhulika Bhola TP NUMBER: 7 LENGTH OF LESSON: 45 mins

 Students will have travelled by bus, train or ship.

ANTICIPATED PROBLEMS SOLUTIONS

1. A Knee-length dress 1. A Knee-length dress 1. A Knee-length dress

2. A three-piece suit 2. A three-piece suit 2. A three-piece suit

ANALYSIS OF PRONUNCIATION (P) ANTICIPATED PROBLEMS SOLUTIONS

1. A Knee-length dress 1. A Knee-length dress 1. A Knee-length dress

1. A Knee-length dress (noun) 1. A Knee-length dress 1. A Knee-length dress

 the word is pronounced as

1. A Knee-length dress (noun)

2. A three-piece suit (noun)

MATERIALS Supply a copy of handouts to the tutor with your plan.

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