CELTA Lesson Plan 9 Name: Michael Raikhlin Date: 21.03.2013

Week: 9 Day: Tuesday Time: 1pm TP No.: 9 Level: Upper Intermediate Length of lesson: 60 min No. of hours taught (inc. this lesson): 6

Lesson type: Skills

Lesson aims:Main:

To help students develop the skill of reading for gist and then for detail (route directions in this case)

Subsidiary:

To give students practice in fluent speaking on the topic of directions and descriptions of historic placesTo help build rapport

Board Plan: Please use this space to show how you are going to use your board. Please also attach all smart board slides.

Personal aims: (refer to previous feedback on your lesson)

To ensure tasks are clearly setTo create interest and engage when introducing the topicSet time limits for reading activitiesPre-teach vocabulary after reading for gistKeep TTT downCCQ, ICQ before students engage into task

Anticipated Learner Difficulties: (Think about difficulties with main lesson aims)

1. This is an authentic text with difficult vocabulary

2. Different levels within the group

3. Difficulties with describing the route on a map

Solutions: (Match a solution to each difficulty)

Pre-teach vocabulary at the right moment, CCQ

Use differentiation technics; divide class into two groups and set them two different tasks according to their ability.Provide students with clear detailed map of the area, ideally A3 format; monitor and remind students of the phrases in the text, if needed

Assumed Learner Knowledge:

Students are expected to be familiar with being asked to read for gist/detail.

Materials/Aids to be used

http://www.londonforfree.net/walks/ripper/ripper.php

Tuesday, 12.03.2013 ‘Ripper Walk’

Form of Target Language - Vocabulary or Structure (part of speech, name of tense, analysis of form of an example sentence)

Meaning/function (in the context that you are teaching it)

Concept Check Questions with answers

Pronunciation – phonemic script transcription, word or sentence stress, weak forms, intonation. (Highlight any potential problems)

renowned , adjectiveFamous or well-known Is Shakespeare a renowned writer?

(Yes) Name a renowned sportsperson from your country. (Answers vary)

/rɪˈnaʊnd/Stress on the second syllable

(public) gatherings , noun, countable, plural form

Parties or meetings when many people get together as a group.

If we all go as a class to a pub tonight, is it a gathering? (Yes) If you meet with your family at Christmas, is it a gathering? (Yes)

/ˈpʌblɪ ˈgæðərɪŋ/Two words are linked together ‘k’ is not pronounced

a slum, noun, countablea poor and crowded area of a city where the buildings are in a very bad condition

Are slums beautiful, safe places or ugly, dangerous places? (Ugly, dangerous places) Do people living in slums like it there, or do they want to get rich so they can leave? (They want to get rich so they can leave)

/slʌm/

Decaying, participle adjective, formed from the present participle of the verb ‘to decay’

to gradually become bad or weak or be destroyed, often because of natural causes like bacteria or age

If I leave fruit in a bowl for 6 months, will it decay? (Yes) If I never clean my teeth, will they decay? (Yes)

/dɪˈkeɪŋ/Stress on the second syllable

sewage, noun, uncountablewaste water and waste from toilets Is the water that goes out of the

house through the toilet ‘sewage’? (Yes) Is the water that comes from the taps sewage? (No)

/ˈsuːɪdʒ /

apron , noun countablea piece of clothing you wear when cooking to keep your clothes clean

Why do you wear an apron in the kitchen, to keep your clothes clean or to look cool? (To keep your clothes clean) Do chefs and butchers wear aprons? (Yes)

/ˈeɪprən/Stress on the first syllable

pleadings , noun, plural (law)arguments used by lawyers when they are defending or accusing someone in a court of law

Do defence lawyers use pleadings to try and get their client free? (Yes) Do prosecution lawyers use pleadings to try and put criminals in jail? (Yes)

/ˈpliːdɪŋz/Stress on the first syllable

Timber-framed, verb, transitive, past participle form

an edge to the building is formed from the wood in an attractive way

If there are wooden sidings on the edges of the house is it a timber-framed building? (Yes) Is timber wood or stone? (wood)

/ˈtɪmbə freɪmd/‘r’ is not pronunced, ‘timber’ is stressed in this pair.

cast, verb, transitive to make an object by pouring hot metal into a container of a particular shape

If you want to make a bell out of metal, do you have to cast it? (Yes) If you want to make a table out of wood, do you have to cast it? (No)

/kɑːst/

Gateway, noun countable an opening in a fence or outside wall that is closed with a gate

Is a gateway something people used to walk through to get into a city? (Yes) Is a gateway like a door or is it the space where you would put a gate? (The space where you would put a gate)

/ˈgeɪtweɪ/Stress on the first syllable

slash , verb, transitive to cut something by making a quick, long cut with something very sharp

Did Jack the Ripper slash people with a knife? (Probably) Can you slash someone with a spoon? (No)

/slæʃ/

Approximately, adverb close to a particular number or time although not exactly that number or time

If you say that you normally return home at approximately 7pm, does it mean that you never home earlier than that? (No) If a meeting was set at approximately 3pm, is it OK to come at 3.10? (Yes)

/əˈprɒksɪmətli/two schwa sounds, stress on the second syllable

shabby , adjective looking untidy and in bad condition Does a homeless person wear shabby clothes? (Yes) If all my clothes are new and clean, are they shabby? (No)

/ˈʃæbi/Stress on the first syllable

Deerstalker, noun countable a soft hat with two peaks (= flat curved parts that stick out), one at the back and one at the front, and coverings for the ears, which are usually worn turned up

Did Sherlock Holmes wear a deerstalker? (Yes) Is it a hat or a jacket? (A hat)

/ˈdɪəˌstɔː.kər/‘r’ is silent, ‘l’ is silent, two schwa sounds

Frequently, adverb often If the trains run every 5 minutes, would you say that they run frequently? (Yes) If you stayed in London only once but for over a year, would you say that you visited London frequently? (No)

/ˈfriːkwəntli/Stress on the first syllable, intrusive /w/ sound

Stage/

Time

Purpose Procedure Inter-action

Warm-up task/ task for grouping students 3-5 min

Warm-up activity 10 min

To introduce the topic/get SS into 2 ability groups

To set the scene, to evoke interest, to activate vocabulary

Tell students they are going to stand up, walk around and find their new partner. Board two halves of a sentence: 23rd August 1305 Scottish rebel William Wallace (a.k.a. Braveheart)…-… was hanged in Smithfield. (if necessary do a brief mime with tie to illustrate ‘hanged’)

Tell SS you will give them one half and they must stand up, walk around and read their halves to everyone until they find the student with the other half. (First half – student A; second half – student B). They must then sit down with them.

ICQ: - Are you going to talk to everyone or just one student? (Everyone until I find the person with one correct half) - How will you find the student with the correct half? (I will read my sentence to him/her) - When you’ve found the student who has your other half will you take it or sit down with him? (I’ll sit down with him)

Hand out halves (discretely first half to stronger SS, second half to weaker SS). SS mingle until they find their partner, monitor and help students with tricky vocabulary, make sure they’ve found the right partner.

Once they have done this tell them to stay in their pairs, go round the class and have SS read their sentences.

Elicit the information about Jack the Ripper. ICQ: Where and when he lived, why he is famous, etc.

Organise pairs. Say, now you are going to discuss this story in pairs, tell your partner what you know about Jack the Ripper.

Ask some students what they have learned from each other.

Ask students if they know what ‘historical walk’ is. If some of them have previously done such walks ask them to share their experience. If not personalise it by briefly giving your own example.

Divide class into 2 groups to sit separately at a distance from one another. Use principle stronger students in one group (A), weaker students in another (B).

They will have already been divided through use of the sentence half task, so it should be easy to put them into two groups without them noticing the thinking behind it, which would be demotivating for the weaker students.

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Individual work 5-7 min

Pair-work 2-3 min

Pre-teaching vocabulary 7-10 min

Individual- group work 10-12 min

Pair work (10-15)

To provide reading for

gist practice.

To clarify the meaning, to provide a model of accurate pronunciation

To provide reading for detail practice

To promote student-centred learning

To provide fluency speaking practice on the topic of directions, descriptions of historic places

Say, now you are going to read an article about Jack the Ripper and tell your partner (from the sentence half task) what you have found most surprising, you have only 4 minutes to ‘skim’ it.

ICQ: - When you are skimming do you need to understand every word or just understand the general idea/answer a specific question? (understand the general idea/answer a specific question) - How long do you have to read it? (4 minutes) - So will you read every word or just read it quickly to understand the general idea? (read it quickly to understand the general idea)

Board a word and its definition. Tell students, ‘I am going to give you some words and some definitions and I’d like you to work in pairs to match them.

ICQ: Are you going to match the words with other words or words with their meaning? (Words with their meaning)

Give students cut-up pieces of paper with new words and their definitions to match.

CCQ them. See target language sheet

Elicit stress then drill correct pronunciation. Use variety of technics to indicate stress, e.g. fingers

Tell students to read their texts once again, look for directions and mark them on a map of London. Say, each of you have 5 famous historic spots to mark and link together on your map. Project a map of the area, elicit from a stronger student (with a good sense of direction) where his/her first historic spot is and ask him to come to the board and point it on the map.

Hold up the map.

ICQ: ‘Are you going to write the route of the walk on this or the route and also 5 historic spots? (The route and 5 historic spots)

Give them detailed maps of the area.

Organise pairs: every student from group A is given a partner from group B, or two a paired with one if there is an odd number of students.

Say, now you need to tell each other your routes. The person who is listening is marking their partner’s route on his map.

ICQ: Are you going to discuss your routes together or listen to each other and mark the missing part on your map? (listen to each other and mark the missing part on your map)

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Set up home-task (5 min

To provide further practice in the target language

When you get to one of the murder you need to tell the story of this murder and why this spot is famous.

ICQ: - Are you going to just mark the route, or are you going to mark the route and tell your partner what happened at the historic spots? (Mark the route and tell your partner what happened at the historic spots) - When you talk about what happened in one place are you just going to read from the text or are you going to tell the story in your own words? (Tell the story in your own words)

Monitor and note down any errors in grammar or pronunciation. If time allows, briefly board them at the end and elicit corrections, drill correct pronunciation

Try to elicit what would be the next logical step to do. Try to get students to say that they want to do the walk. Set up the tasks, consider differentiation.

Task for group A: Go on the walk and write a description of what you see and how you feel. Write about how you think it must have changed and what life might have been like for the people who lived in London in Jack the Ripper's time.

Task for group B: Go on the walk with a notepad and pen and write down extra description of the areas mentioned on the tour and useful information for tourists taking the tour in future

Give students handouts with tasks clearly set. Say, you may e-

mail me ( raikhlin@sir.edu )your written homework and I’ll reply with a detailed feedback.

T-SSS