NAME Adela WEEK 4 DAY 4 LENGTH 40

LEVEL Pre-intermediate DATE 4.02.2017 TP #2

TOPIC/THEME: Art and Music LESSON FOCUS: Vocabulary and Speaking

AIMS:
Main: To use the music related vocabulary to communicate about music.

Subsidiary:

PERSONAL AIMS:
To link activities throughout the lesson.
To smile more.
To involve students equally at all stages.

CLASS PROFILE:
This is a group that has recently come together, with 9 adult students whose ages range from 20 to early forties,
with jobs / studies in different domains. Their English level is around the intermediate level, allowing them to
express themselves in a limited way. Their grammatical knowledge is quite basic but they are very keen on
improving their English language skills, with special emphasis on their speaking skills, together with expanding
their vocabulary on a wide range of topics. They strive towards fluency and accuracy and they are very
determined and motivated to fully participate in the course.

ASSUMPTIONS:
The students will know some of the vocabulary included in this lesson.

ANTICIPATED PROBLEMS AND SOLUTIONS

Problems:
A. The students might not figure out what the missing word is in the text exercise.
B. The students might not manage to unscramble the words.

Solutions:
A. I will ask all the students first. Maybe one of them has the correct answer. If not, I will make some
suggestions on the board, out of which they can choose.
B. If none of the students manages to unscramble the word, Ill provide the first letter.

SOURCES OF MATERIALS:
Clandfield, L., 2010, Global Pre-Intermediate Coursebook, Macmillan

CELTA TP LESSON PLAN

Teacher Training Department
 to PROCEDURE AIMS COMMENTS
Lead-in The Ss are presented with the topic of the lesson,
namely music. The T projects the 2 pictures and
3 min tells the Ss to work in pairs and tell each other To create interest in the
which music they prefer from the 2 genres topic and to relate to Ss
T-Ss depicted. They have only 1 minute for this, then experiences.
Ss-Ss they report back to the class and we see which type
of music has more fans.
Situation The target words are now around the pictures. The
3 min Ss are instructed to take a minute and try to match To introduce the TL in the
the words with objects or people from the pictures. context of pictures.
T-Ss, Ss-Ss, Then, the T asks different Ss Where can you see
Ss-T a..?

Clarification The T asks CCQs to make sure they understand To clarify meaning, form
the words. They Ss are also required to make and pronunciation of TL.
4 min sentences or give other examples. For example:
Can you make a sentence with conductor, So what
T-Ss; Ss-Ss; instrument does a guitarist play?, Can you give me
Ss-T another example similar to drummer?.
The T will board the unknown words and also
write extra information, like their part of speech.
Situation The T presents the Ss with a CD player and asks
2 min the Ss about the different buttons. To introduce the TL in the
context of a real object.
T-Ss, Ss-Ss; To clarify meaning of the
TL.
Clarification They have to unscramble the words from the board To clarify form and
one by one. This is a competition. The first to put pronunciation.
4 min up her hand and say the correct word wins a point.
Drilling is also part of this stage. I will ask: What
Ss-Ss, T-Ss, sound do you hear both in play and rewind? (/
Ss-T /) , How is this different from / i/ from rewind?
(its shorter).
Challenging The Ss are given a handout with exercise 3 already To extend the Ss
the Ss solved and with only a gap. They are instructed to vocabulary.
read it and find one word to fill in the gap. Then
4 min they have 1 min to underline all the actions telling
them how to operate the device. Then the T
T-Ss, Ss-T projects the answers on the board for them to
check.
Clarification The Ss are required to solve the crossword with the To clarify meaning and
help of the definitions and the text. They work in form.
NAME TP PAGE:

Teacher Training Department

 CELTA TP BOARD PLAN

NAME: TP #

Use this page to decide what you will put on the board, where you will put it (maximising use of the space) and how you will put it up (use of colours, boxes, etc.)

Stage of the lesson

Unknown
words that
might come
up during the
lesson.

This space is used for slides.

Teacher Training Department