See below: Use the verb in brackets ( ) to make the correct past simple verb for the gap. We then ask them to quickly check their answer with a partner, before checking the answer as a class. Lesson Frameworks. We are hoping that as a result of the Teach, students will now be better able to do the second Test. 1. Where the text says something like ‘Most doctors in this hospital work far more than the 45 hours a week their contract details as minimum’, the students would have to decide whether a statement such as Doctors have to work more than 45 hours a week is true or false. Aim: for students to develop their ability to construct a text, organising and expressing their ideas with relevant language. Let’s imagine that the writing task we want students to complete is a review of a product – perhaps a mobile phone. What particular language structure/s do you think it could be used to contextualise? CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 8 Mar 2012 TP No: 4 / Stage 1 Level: Upper Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. There are seven general lesson types based on the four language skills (reading, listening, speaking, and writing) and three system frameworks (Present-Practice-Produce (PPP), Test-Teach-Test (TTT), and Text-based) that can interchangeably be used for the three main language systems: vocabulary, grammar, and functions.. Follow-up activity – do a speaking/writing activity based on the text. Abstract This is a 40 minute speaking and listening lesson plan. When scanning for specific info, we are often looking for things such as names, places, amounts and costs. With the news article, what we often do is start to read, perhaps the first paragraph or so, quite quickly, to see if it provides the kind of thing we wanted, and then decide whether to keep reading. reading, speaking, etc). We are hoping to improve students’ ability to get their point across using whatever language they want / need. Developing speaking skills in learners — Bhupinder Singh 19. Take a minute or two to think about the following questions; some answers will come immediately below – we will come back to others later in this section. Rather than telling students what they should do, we keep the lesson more active and student centred by using tasks that get them to focus on these things. Again – it some cases it might be helpful for students to do this in pairs or groups – writing is not only the process of holding and manipulating the pen. Our hostel is in the centre, which is great. The first thing to avoid on your first teaching practice, or in TP1 is: … We also want to avoid playing the recording over and over again. In the grammar lesson, (a language lesson), we are hoping to improve students’ spoken communication using a particular grammatical structure. As we read the text, we can begin to get an idea of what the language in it is doing – what its purpose is grammatically. Here then, the teacher would clarify the meaning of the language (always meaning first) for the students, and the pronunciation and form. We also need to motivate students. Or we might decide, in some cases, that the form can be handled by way of a handout. Main Aim By the end of the lesson the students will be speaking more fluently and accurately Subsidiary Aim By the end of the lesson … (optional, depending on suitability of text). In doing the Test stage, students should have revealed any weakness or problems with the MPF of the language. There’s a bus that leaves every twenty minutes. While with receptive skills, the stages discussed in the previous section tend to be more consistently followed, with productive skills there is often more flexibility, depending on what kind of speaking or writing we are expecting students to produce. The speed is not under control of the receiver – when reading we can determine the speed at which we take in the information. So firstly, we want to interest students in the topic of the text (not in the topic of the grammar). What is our reason for reading each text? So, with TTT we need a combination of preparation, prediction and flexibility. In this way, we will have lead them to examine the layout and they should be able to apply it to their own writing. Going back to the two texts we mentioned earlier, let’s think about what examples of this reason to read might be. If we had read the news article on the bus, we might tell someone about it when we got to work, or express our opinion on the matter in a conversation. Neither of the texts and their contents are likely to come as a really big surprise to us – therefore we are able to read more effectively and efficiently. If students have to complete a discussion and come to a decision, it may be useful for them to have some focus on language for agreeing and disagreeing at some point in the lesson. In other words, with our help, students create the situation in which the language is used. You are going to love it here – see you on Friday! ESL listening lesson plan. With listening tasks, it is even more important that the teacher monitors both completion of the task and the pair checking stages. It’s important here to give students a clear task. It____ (be) really easy to get from the airport to the centre of the city, so I don’t think you’ll have any problems. Do you think the life of a doctor is a busy one? Written in October 2010 while instructor was studying for his Certificate in English Language Teaching to Adults (CELTA… With an internet review, we would upload it to the website so that other people can read it and possibly comment. Now imagine that you are applying for a job and need to write a covering letter to accompany your CV. Read More. In other words, we want to show students the language in exactly the kind of situation they will encounter it in real life. 2. Main Aim By the end of the lesson the students will be speaking more fluently and accurately Subsidiary Aim By the end of the lesson the students will be Students need the same opportunities. However, one of the dangers of this approach is that it can be rather dry and decontexualised – so we are going to show how one can be included, and how we can strive to maintain some context when using this approach. Since we have ensured that we have put the language into a suitable context, we don’t want the language, but that context, to be the first thing we get students to focus on – in this case holidays. The CELTA course at the British Council is a highly practical course which will help you develop confidence in the classroom. The context (in this case the text about a holiday), should have gone some way to helping communicate the meaning of the language (past simple) already. This does of course mean that as teachers we need to be well enough prepared to be flexible, and be very aware of the potential problems an area of language may cause our students, so that we are ready and able to help them. With our menu, for example, we may have a particular dish in mind and we want to scan the menu quickly to find out if it’s there, and how much it costs. Up until now, the students have spent time looking at the context but have not zoomed in on the main aim of the lesson – the language used in it. As with any task, we need to follow the task cycle with each listening task. In our doctor’s day text, this might take the form of a group discussion, where students decide if they would like to do this job and why / why not. See if you can identify the similarities in staging as we look at this lesson type. He obtained his Cambridge CELTA Certificate in 2006 and his Cambridge DELTA Diploma in 2009. We’re here! Below, we will discuss typical stages for reading lessons. A unique combination of theory and practice gives teachers the essential knowledge and hands-on teaching experience to teach English competently in various contexts. These elements are part of the writing process. Teaching speaking — Basheer Ahmed Hamood Mufleh 15. Essentially, the second Test is very controlled practice, similar to the kind of activity we gave students in the initial test. This song is one of my favorite ESL listening and speaking lessons for when we’re studying conditionals ... the lesson planning, not to worry, many TEFL teachers are until they get a bit of practice, or take a course like the CELTA. For these reasons, the download links are available below: CELTA lesson plans … Yesterday we______ (walk) all over the place. Aim: for students to practise and develop their ability to skim a text, reading quickly for overall understanding. At beginning of this course, I thought it was enjoyable, because I was learning new teaching techniques. That is, set the task clearly before students complete it, let them do it, ensure they have time for pair/group checking and then conduct feedback. If on the other hand, form proves problematic, we might decide to spend time at the board eliciting and highlighting the form. ESL Reading Lesson Plan Template. For example, they would match the paragraph containing pros with the heading, things the writer likes about the phone. reading, speaking, etc). For example, if there is a strong accent we may warn students of this, and ensure we give them plenty of opportunity for pair checking before conducting feedback. For the menu it is most likely to be something like to decide whether we want to eat there, to see if they have a particular dish we like, or to decide what to order. For example, we might note that students could complete the gap filling exercise well with the regular (ed ending) past simple verbs, but had trouble with the irregular verbs. Putting it into Practice… …contains 30 complete lesson plans and materials for reading, speaking and writing skills lessons. Again, this corresponds with a top-down way of processing information – looking at the big picture first. Rather than telling them just to go around and read, we might tell them to go around, read, and decide from the reviews which phone they would most like to buy. Use visuals where possible to create interest and engagement. Abstract This is a 40 minute writing practice lesson plan. Is it likely that you’ll sit down, immediately put pen to paper and write the assignment from start to finish? For example, to see what kind of cuisine the restaurant has. It is possible for students to do these stages collaboratively if the text lends itself to that. CAMBRIDGE ESOL CELTA LESSON PLAN Name: Clive Elsmore Date: 19 Apr 2012 TP No: 6 / Stage 6 Level: Pre Intermediate Lesson Focus: Grammar, Reading, Writing, Speaking, Listening, Vocabulary. In this example, we could ask students to read quickly (less than one minute) and answer the following questions. If, during the Test and in the Teach stage not too many problems or difficulties were revealed, then the teacher need not spend too long. Each is described in detail below. With a text such as the menu – this may not always be necessary, but we might look at this text in a very quick way first in some circumstances. Aim: to remove any unknown words or phrases that will prevent overall understanding of the text / completion of the tasks. ... After speaking with a partner or two, they would work with a partner to write a report to share with the class, then listen/read a gapped text about my parents (to notice the gap). In more traditional methodologies, when teaching language, particularly grammar, a teacher might present students with several unrelated examples of this language and then go on to ‘explain’ or tell students about it. Now we come to a slightly different approach. Facebook Comments Alexander MakariosAlexander has been an English language teacher for 14 years, during which he has taught in a variety of teaching contexts. Hundreds of PDF lesson plans. It’s also worth noting that just because it’s a writing lesson, it doesn’t mean we can’t incorporate a good amount of interaction and student talking time – we can! It_____ (cost) about 8 euros. If we have been successful and after this stage we could move on to something more fluency based (freer practice). Ensure there is enough time to give meaningful feedback and if possible, a chance for students to apply this feedback. Your teaching practice will consist of a 9 x 40 min slots. We tend to do this naturally when reading in our own language. During the CELTA we had a good few input sessions on how to plan lessons. Aim: for students to practise organising ideas in a logical manner appropriate to text type. As with reading, listening is a receptive skill – we take in information when we listen. When we have finished writing something in real-life, the chances are we are going to go through it, and at the very least check we have spelled things correctly, punctuated correctly and made sure that our ideas make sense. This is sometimes called a gist question. It aims to develop spoken fluency in the context of Auckland tourism. For example, if the text were a bus timetable – we don’t need to skim it to get a general idea of what it is about! CELTA Assignment 4-Lessons from the Classroom 1. Welcome to ESL Printables, the website where English Language teachers exchange resources: worksheets, lesson plans, activities, etc. We will again imagine that the target language is the past simple. Students would be instructed to fill the gaps individually. Before we get students to complete this gist or initial reading task, we may decide to teach a few words from the text. Before the course A month is a very short time to learn something, but I really learnt a lot from this course. Taking in – or receiving. We will be looking at the following lesson shapes: One way we can allow students to see the language in context is for the context to be a text. In other circumstances, with the covering letter, our purpose is to try and get an interview, and the audience is our potential employer. This is a key part of a Celta lesson plan template! Now that thoughts are organised and planned, students can start to write. This is usually some kind of controlled practice. It’s the qualification most often requested by employers; three out of four English language teaching jobs require a CELTA qualification*. In a speaking lesson (a speaking skills lesson), there is less emphasis on using a particular structure or group of words, and more emphasis on developing fluency with all language or the language which the student has chosen to use. It would be useful for students to look at a model text so they know how to set out the letter. ESL Speaking Lesson Plan Template. In modern EFL, we want to contextualise the language. Students have now practised various reading sub-skills and should have a much better understanding of the text. Would you then hand in this first version? Students would scan to find the part of the text which mentions hours of work, but then have to read more carefully and understand more deeply in order to answer the question. 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