English Lesson Planner | CELTA TP8

Lisa Markowski

CELTA TP8 - Life Changes - Beginners level

CELTA TP8 - Life Changes
Beginners level

Description

This is a listening focused lesson. As a gist task,students will have 4 photos of people, and they need to match the names (in the recordings) to the people in the photos. Before they listen to the recording, students will predict where the 4 people are studying (online/university). This will help them to choose who is who. On the second listening, students will check their predictions about where the 4 people study English. For the detailed listening, students will fill out a table of what and where the 4 people plan to do/go. The TL of the second and third lessons is 'BE going to', and this listening will introduce the TL in context, but will not focus on it (either the form or time expressions used in the recording). I will use 'S plan to V1' when speaking where possible, and ask students in the post-listening to think of things they plan to do on the weekend and practice collocations.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed information listening practice using a text about future plans in the context of life changes.

Subsidiary Aims

Vocabulary - To provide review of verb noun collocations in the context of life changes.
Speaking - To provide a little fluency speaking practice (using verb-noun collocations) in a conversation in the context of future plans.

Procedure (44-55 minutes)

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

Ask: Where are you studying English? (at ITI) Say: Is this a private language school? (yes) Say: Talk in pairs and answer this question. Where do people study English? (university, high school, on line, language schools) w/c fb: Ask Ss for some ideas of places.

Pre-Listening (6-7 minutes) • To prepare students for the text and make it accessible

Showing powerpoint of 4 pictures. Say: Look at these pictures. Talk in pairs. Where do you think they study English? Pair discussion for 2 minutes. wc fb: Write their ideas on the board but don't correct anything. Tell Ss we will check later when we listen to the recordings.

While-Listening #1 (5-6 minutes) • To provide students with less challenging gist and specific information listening task.

Students will listen once to the recording, and match the pictures to the descriptions. Ss will NOT check their predictions on the first listening (but can use them to help). Showing the h/o of 4 pictures: Say: Listen to the recording and decide which picture is Sabrina (drill the name), which one is Carmen (drill the name if necessary), Luca (drill the name), and Wing Yu (drill). Ask if each name is a female or a male name. Make sure they know this before playing the recording. ICQ: Will you match the names with the pictures? (yes) ICQ: Will you check your predictions (where they study)? (no) ICQ: Will you only try to match the names to the pictures? (yes)

While-Listening #2 (8-10 minutes) • To provide students with less challenging specific information listening tasks to check predictions.

Showing the h/o (matching exercise): Say: Listen to the recording and decide who is studying in each of these places (pointing at h/o). After the listening I will get students to check their answers in pairs. Then I'll ask for their answers. If they are correct, I will continue to the next task. If they are incorrect I will play it again. w/c fb: once the answers are correct, as a whole class, we'll compare the answers with the student's predictions.

While-Listening #3 (14-16 minutes) • To provide students with more challenging detailed listening tasks

Showing h/o (table): Say: Look at this table. One column is where they want to go, the second column is what they will do there (work, holiday). I'll play the recording again. Listen for the answers. I will play the whole recording again. Ask students to check their answers in pairs. Then I'll ask for the answers from various students. If they are all correct, I'll move to the next task. If they are incorrect, I'll replay the recording.

Post-Listening #1 (4-6 minutes) • To provide with an opportunity to check verb-noun collocations used in the listening.

Students will be given some noun phrases and they need to choose which verb they can be matched with. Ss will have 2 minutes to work in groups of 2 to figure it out, then as a whole class (one or two noun phrases per student), they can attach bigger versions of the same noun phrases to the verbs that are on the walls. Showing the h/o (verb-noun collocations) Say: working in pairs, write which verb goes with each phrase (pointing) ICQ: Will you write the verbs? (yes) ICQ: Will you work alone? (no, in pairs) After 2 minutes give one or two noun phrases to each student and ask them to put them on the wall next to the verbs. If I don't have enough time, I will get all the Ss to get up and attach the noun phrases to the verbs on the wall, and get some discussion and peer checking happening. (The initial activity will be skipped).

Post-Listening #2 (5-7 minutes) • To give students freer speaking practice about plans.

Ask students to tell each other where or what their plans are. To board: What do you plan to do (after the course)? I plan to... w/c fb: ask two Ss what their plans are. Only correct speaking if collocations are incorrect. Otherwise, it's just a free-speaking activity aiming at fluency.