New lesson plan: Copy of Celta Lesson Plan 1

Omar Sattar

Copy of Celta Lesson Plan 1 - Pre-Intermediate level

Copy of Celta Lesson Plan 1
Pre-Intermediate level

Description

In this lesson students will practice their reading and listening skills in the context of building networks. First, they will brainstorm about their social environment and its elements (family, friends, co-workers etc.) After that they will scan a text and answer some questions. Following the reading task, they will do two listening tasks. They will listen to a recording and first answer some questions and then decide whether the given statements are True or False. If there is enough time, there will be a class discussion as a flexi stage.

Materials

Students Book & Class CD

Students Book & Class CD

Main Aims

To practice listening skills through listening for specific information and reading skills through scanning in the context of building networks.

Subsidiary Aims

To learn lexis related to context.

Procedure (30-45 minutes)

Warmer/Lead-in (2-3 minutes) • To set lesson context & activate schemata and engage students

Ss will be asked 'What kind of people are you friends with on Facebook?' Ss brainstorm. T elicits answers from the Ss and writes them on board.(Presumed answers: Family, co-workers, friends etc.) (T adds the word 'acquaintance' to the brainstorming sheme and explains its meaning by giving an example.) T shows the brainstorming scheme on the board and asks 'What is this? A social _______?' (Presumed answer: Network) T tells the Ss that they will talk about networks in this lesson.

Pre-Reading (2-3 minutes) • To prepare students for the text and make it accessible

T tells the Ss to have a look at their books (pg. 4) and tells them that these people also build a network. They are acquaintances and friends. Then T asks:'How many countries do these people come from?' T elicits answers from the Ss (Answer: 4-Germany, India, Scotland and USA).

While-Reading (8-10 minutes) • To provide students with less challenging gist and specific information reading task.

T asks one of the Ss to read the first part of the text aloud and asks if anyone knows about the subject 'Six Degrees of Separation'. If not, T first asks Ss to guess and if it doesn't help he/she explains the concept in a brief way. T also goes through the unknown vocabulary (separation, chain). T divides the Ss into pairs and make the Ss answer the questions after reading the rest of the text. T elicits answers from pairs asking CCQ after each answer.

Pre-Listening (5-10 minutes) • To provide students with less challenging gist and specific information reading task.

T tells the Ss that now they will listen to three of these people talking to each other. Ss are expected to work in pairs and say who is talking and which person they are talking about. T elicits answers from the Ss. (Christine is talking about Prema. Gudrin is talking about Samer. Rob is talking about Chuck.) T asks CCQs for clarification.

While-Listening (10-15 minutes) • To provide students with gist and specific information listening tasks

T tells the Ss that they will listen to the same recording again and decide whether the statements on pg.6 are True or False. T asks the Ss to have a look at the sentences before they listen to the recording. T plays the recording and Ss do the task. T asks the Ss to compare answers with their groups. T elicits answers from the class.

Post-Reading & Listening (3-4 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T asks the Ss 'Do you think the six degrees of separation theory is true? Are you connected to anyone famous?' Ss discuss their answers as a class.