TEACHING PRACTICE

Teacher: Don Nelson Date: 14 June 2014 Lesson No. TP8 No of SS: 4-6

Trainer: Ricardo Lesson

level: Beginner

Lesson length: 60 minutes

FEEDBACK & ASSESSMENT (For TUTOR use only)

Planning: (unit 4 of assessment criteria) Lesson plan detail and adherence to submission requirements _______

Accuracy of language and lesson plan clarity ________

Lesson aims, concept, theme and appropriate aims _______

Materials & resources selection, adaptation, presentation and use _______

Anticipated problems and solutions (classroom management & tasks) _______

Target Language Analysis (M, P,F) _______

Anticipated problems and solutions (Target Language) _______

Task design, staging, interactions, timing _______

Stage aims (focus, terminology and appropriacy) _______

Overall for THIS lesson _______

Comments on Planning:

Priorities:

Lesson delivery (teaching – Units 1, 2 3 & 5 of the assessment criteria) Manner, presence and rapport _______

Response to learners´needs & correction _______

Teacher Voice, grading, clarify and accuracy of language _______

Language Presentation, clarification (M, P, F) _______

Skills development, input and output staging (LF/LP, While/Post) _______

Appropriate balance between skills and systems (main aim vs sub aims) _______

Appropriate interaction patterns for a learner-centred classroom _______

Learner engagement at task, focus & pace _______

Activity set up, instructions, classroom & task management, staging _______

Reporting back & feedback _______

Overall for THIS lesson _______

Comments on teaching:

Priorities:

Grade in CELTA 5 for THIS lesson at THIS STAGE of the course (N,S, S+): _____________________

Signed: _____________ Date___________

TEACHING PRACTICE

LESSON PLAN

1. Lesson context & Aims

CONTEXT:

What is the theme of context of your lesson? (e.g. at the restaurant, travelling to Europe, planning

holidays, etc)

Asking for and giving directions.

LEARNING OUTCOMES:

Circle A or B AND the language System/Skill - My lesson´s main aim is: Language (L): Grammar

My lesson´s secondary aim is: Speaking

Complete this following box and prompt:

(These should be your aims in terms of what you want the students to achieve)

Main aims: By the end of the lesson, the students will …….

… have practiced skills using the imperative form for giving and asking directions.

Sub-aims:

… have practiced speaking during the production stage through a related role-play activity.

… have practiced writing through a directions related activity.

… have reviewed vocab as relates to giving and asking directions.

CHECK LIST - have you …..

ensured your main aim is related to your target language (Language Focus) or skills focus (receptive ٱ

skills)

?phrased your aims from the learners' point of view ٱ

?listed your aims according to importance ٱ

For TUTOR use only- Comments (optional)

___________

Assessment of this

section:

(4a)

Section 2:

PERSONAL OBJECTIVES (limit this to two or three points that you want to focus on in this lesson

TIP: look at your Summary of Feedback Form from your previous TPs and focus on what the tutor advised you

to improve.

Objectives:

1. To continue the reduction of my TTT.

2. To utilize my context throughout the lesson

while engaging students in relevant tasks to build

their skill level and confidence.

3. To make and take time for error feedback.

Strategies (How are you planning to achieve these

objective?)

1. I will write and follow a thorough script and

practice at least 4 times before teaching.

2. I will prepare relevant activities that increase in

challenge until students are more able to produce

the TL in the production stage.

3. I will plan for it, monitor and do it.

ASSUMPTIONS (What you assume the students to know, be familiar with, have experienced or have been

taught) Write AT LEAT 4 Assumptions, feel free to write more! (e.g. sub-skills, language systems,

learner training, themes and topics, etc).

1. I assume my learners know and understand the majority of vocab as relates to giving directions.

However, some vocab may be new and I will be ready through an activity to refresh and/or show the

meaning of unfamiliar vocab.

2. That the learners will have experienced either giving or asking for directions and will be interested in

learning skills and see a need for future use of asking for and giving directions in English.

3. The learners will be able to understand and complete the activities, in part, because I have scaffolded

them enough.

4. The learners will be familiar and comfortable with the format used in our lessons; ie, individual work,

pair work and OCFB activities.

ANTICIPATED PROBLEMS AND SOLUTIONS (Classroom Management & Tasks) – you should

write at least 3 problems & solutions, but feel free to write more!

Problem 1: The learners may think ‘you’ (subject) must be included in an imperative sentence.

Solution 1: On WB I will write ‘you’ in parenthesis in MS and state ‘you’ is implied.

Problem 2: The learners may not be clear that an imperative sentence may be used in highly different

speech contexts whereby body/facial expressions, tone (yelling) may occur.

Solution 2: Show image of Marine Corps drill instructor giving a “command”.

Problem 3: If I am the first teacher, and (some) learners come late…

Solution 3: I will not penalize the on-time learners by focusing on the late-comers. However, when a

new activity begins, I will be cognizant of the late-comer(s) and provide appropriate assistance/help if

possible.

For TUTOR use only - Comments (optional)

__________

Assessment of

this section:

(4j, 4k, 4n)

Section 3:

TARGET LANGUAGE ANALYSIS SHEET

Checking Meaning, Pronunciation and Form

Here write your marker sentence(s)and show exactly how you will check the form, meaning and

pronunciation features of the target language

Complete this sheet for all grammar/functions lessons that you teach.

Language area and use: What is the grammatical structure you intend to teach and how

is it/are they used? For example; modals of deduction, present continuous for future use

To teach imperatives as used in giving and asking directions.

Target language: provide an example sentence (that you will use in the class) Marker Sentences (the possible sentences you will have on the WB to CLARIFY your target

language)

Turn left.

Go straight.

Go across the bridge.

Go past the house.

Focus on meaning: How will you CONVEY AND CHECK the meaning of the target language and its

uses. (Please include all timelines, concept questions etc. that you intend to use.) You should start by

thinking of a situation or context that will help you convey the meaning and bring the language to life.

If someone tells you to turn left, must you do it? (no)

Is this a command or advice? (advice)

If a mother tells her child “Go to bed”, is that a command? (yes)

-----------------------------------------------------------------

Does the meaning depend on the context? (yes)

(See LP for balance of script)

Focus of form: What is the breakdown of the form—as it will appear on WB/Handout v adv.

(You) Turn left.

(You) Go straight.

------------------------

v prep. art. n

(You) Go across the bridge.

(You) Go past the house.

Focus on pronunciation: Include any relevant word/sentence stress, contractions, intonation, weak forms, etc.

with phonemic transcript of key words.

Turn left.

/tɜrn/ /lɛft/

Go straight.

/goʊ/ /streɪt/

Go across the bridge.

/goʊ/ /əˈkrɒs/ /brɪdʒ/

Go past the house.

/goʊ/ /pæst/ / haʊs/

Introducing Language: Which way of introducing language will you use?

Ask Ss to discuss a time when they needed directions to go somewhere.

Pictures on WB of individuals asking for directions/pointing.

Source or Grammar Reference used to prepare for this lesson:

Write title, author, year, publisher and page number here of the grammar reference you used to analyse your Target language. THIS IS ALSO ASSESSED. Swan, Michael, 2005 (Third Edition), Practical English Usage, OUP (#268 – imperatives) Redston, Chris, 2009, face2face, CUP (sections 6A and 7C)

Tutor: Sources acknowledged: Yes No N/A

Potential Problems of Meaning: ( write the potential problems learners might have with

Meaning- write at least 2 potential problems AND their solutions)

Problem: Ss may not understand that the imperative form can be used as advice,

commands or instructions.

Solution: Have images that clearly show differences between meaning of TL.

Problem: Use of the word ‘past’ in my timeline and as part of a MS may confuse Ss.

Solution: Point out ‘past’ in both the timeline and MS. Elicit from Ss that a word

can have different meanings depending on context.

Problem: Learners may struggle with the prepositions ‘across’ and ‘past’.

Solution: I will WB examples, use pantomime and elicit the words from the learners.

Potential Problems of Form: ( write the potential problems learners might have with Form-

write at least 2 potential problems AND their solutions)

Problem: Learners might think a subject ‘you’ is required in an imperative sentence.

Solution: On WB I will write ‘you’ in parenthesis in MS and state ‘you’ is implied.

Problem: With the imperative form, learners may not be clear that the form can convey

different meanings depending on context/situation, tone of voice, etc.

Solution: Through CCQs and visual images, elicit understanding from the learners

about the different ways an imperative sentence can be used in an appropriate manner.

Potential Problems of Pronunciation: ( write the potential problems learners might have with

Form- write at least 2 potential problems AND their solutions)

Problem: Learners may be uncertain of the stress and pronunciation of ‘across’.

Solution: Through IPA, I will model ‘natural speech’ by demonstrating the first

syllable as an ‘uh’ sound, and stress the second syllable. Choral and individual drill.

Problem: The beginner learners may not know how to stress the MSs.

Solution: Model the MSs and use choral drill and individual drill.

For TUTOR use only - Comments (optional)

__________

Assessment of

this section:

(4i, 4j, 4k, 4l,)

Section 4:

Resources and Materials

Write title, author, year, publisher and page number here and on all your copies/handouts THIS IS ALSO ASSESSED. Redston, Chris, 2009, face2face, CUP (sections 6A and 7C) Images from Google images.

Board Plan: At each stage of the lesson the board will look like this (feel free to use another page if you are planning to have different WB layouts during your class).

Tutor: Sources acknowledged: Yes No N/A

For TUTOR use only - Comments (optional)

__________

Assessment of

this section:

(4c, 4d)

STAGE AND OBJECTIVE

Note the objective of each stage TIME INT´R PROCEDURE

TEACHER AND STUDENT ACTIVITY TUTOR’S COMMENTS

Lead-in

(Setting the context)

Eliciting the marker sentences

(to engage the Ss with the

context)

3 min

1 min

4 min

T

PW

OCFB

T

OCFB

Good afternoon!

In pairs, discuss a time when you needed

directions to go somewhere.

Take 3 minutes.

ICQs:

What are you doing? (Discuss…)

For how long? (3 minutes)

WB 3 traffic signs

Choose 1 or 2 Ss to share their experience.

Excellent!

(Tap left turn sign)

From this sign, can we make a 2 word sentence?

Elicit MS - “Turn left” - WB sentence

If necessary, WB T_ _ _ l _ _ _

Repeat for “Go straight”

Excellent!

Draw bridge. WB sentence.

Gesture person walking across bridge.

Elicit ‘Go across’ (the bridge)

Check for Meaning

Elicit Form

5 min

3 min

T

OCFB

Draw house.

Gesture person walking past house.

Elicit ‘Go past’ (the house). WB sentence.

(Tap ‘Turn left’ MS)

If you ask for directions and someone tells

you to turn left, must you do it? (no)

Is this a command or suggestion?

(suggestion)

If a mother tells her child “Go to bed”, is that

a command? (yes)

Show Marine drill instructor

Is that a command – or suggestion?

(command)

Must the soldier obey? (Yes!)

If a recipe says “Add salt” is that an

instruction or a command? (instruction)

Does the meaning depend on the context?

(yes)

Excellent.

These sentences are called ‘imperatives’.

WB ‘imperatives’.

We use them to give suggestions or commands

or instructions.

WB - suggestions / commands / instructions

Draw dashed red line between verb/adverb/prep.

Pronunciation

Review vocab for activities

(scaffolding)

Demo activity

4 min

5 min

T

Ind.

What do we call these words? (verbs)

What do we call these words? (adv)

These words? (prepositions/article/nouns)

Draw timeline.

When you ask directions, is it in the past, future

or present? (present)

Excellent.

Listen (tap ear)

Turn left.

Choral drill each MS.

Individual drill each MS.

Excellent!

Lighthouse Activity #1 (Match pictures/words)

Match the words with the pictures.

Demo – lighthouse

I have done the first one.

What’s the word phrase? (shopping center)

What’s the correct number? (7)

Excellent.

Work individually.

Take 3 minutes.

Controlled practice

Demo activity

5 min

PW

OCFB

T

OCFB

ICQs:

What will you do? (Match…)

Individually? (Yes)

How long? (3 minutes)

WB for answers - A through H

Compare answers with your partner.

Answers on WB

Lighthouse Activity #2 (Find the Directions)

This handout has a map and 5 directions.

There are 4 locations - point

Match the correct directions to each location.

We’ll do the first example together.

Hand out.

Look at the first location – letter A. What is it?

(the bank)

What number is the correct answer? (1)

Where do we start? (The Railway Station)

In the answer, what is the first direction? (turn

right)

The next direction? (go straight).

How far? (end of the street)

(Complete directions.)

Less controlled practice

8 min

Ind.

PW

OCFB

T

Excellent!

Work individually.

Take 3 minutes.

ICQs:

What do you do? (match locations…)

How do you work? (individually)

How long? (3 minutes)

WB for answers - A through D

Compare answers with your partner.

Answers on WB

Excellent work!

Lighthouse Activity #3 (Write the Directions)

Next you’ll practice writing directions.

This is the same map but I’ve added 3 new

places:

The Pharmacy, the Bicycle shop and the Grocery

store.

You will write directions to each location.

But first, this is a handout to help you do the

activity.

Demo activity.

OCFB

Lighthouse - substitution table

Use this to help write your directions.

Hand out substitution table

Choose words from any column to help write a

sentence.

For example, you can write (point) ‘Go across

the bridge’.

Or (point) ‘Walk straight to the end of the

street’.

Other examples are at the bottom.

Some columns say ‘important words’.

These two columns are not important words.

Why? (Elicit from Ss)

Can we have communication without those

words?

Lighthouse Activity #3 (Write the Directions)

Hand out “Write the Directions” task

Let’s do an example together.

You are at the Railway Station.

A tourist asks you directions to the Monument.

(point to monument)

What is your first direction?

Next?

Production

(to provide the Ss with the

opportunity to personalize the

use of the TL in a freer way)

Activity #4 – role play

Demo activity

20 min

Ind.

PW

OCFB

T

OCFB

Elicit each direction – WB each step.

Excellent!

Work individually.

Take 5 minutes.

ICQs:

How do you work? (Individually)

For how long? (5 minutes)

Excellent.

Compare directions with your partner. You may

have different directions. That’s okay. But the

directions must be correct!

Here is an answer sheet to compare.

Choose stronger Ss to read their directions; have

class follow on map.

Excellent work!

Lighthouse Worksheets A & B

I have 2 worksheets - A and B

They are the same map.

But each map has different locations.

For example,

Worksheet A - what is the first location for

PW

directions? (Theater)

Who has directions to the theater? (partner)

What do you do? (ask partner for directions to

theater)

Excellent.

Take turns with your partner asking directions.

Mark each location on your map.

Don’t forget – you can use this for help

(Lighthouse substitution table)

For example, ______ ask ______ directions to

the theater.

(Class) Where do we start? (Railway Station)

What is the first direction? (turn left)

The next? (go 2 blocks)

The next? (turn right)

Complete directions.

________, what do you do? (mark theater on

map)

ICQs:

Do you show your partner your map? (no)

Do you take turns asking for directions? (yes)

Do you mark each location on your map? (yes)

Monitor - Error correction - WB sentences

Now compare maps with your partner.

2 min

OCFB

Do your locations match with your partner?

Review EC

Was this activity helpful?

What did you find challenging?

Thank you!

STAGE AND OBJECTIVE

Note the objective of each stage TIME INT´R PROCEDURE

TEACHER AND STUDENT ACTIVITY TUTOR’S COMMENTS