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CELTA TP 9 Lesson Planning Procedure Sheet

This document outlines the stages and procedures for a guided discovery lesson. It includes the following stages: 1) A lead-in activity to create interest using a matching game between senses, body parts, and phrases. 2) A presentation stage where students inductively elicit 3 forms and meanings of a grammar point through examples and drills. 3) A practice stage where students consolidate their understanding through a controlled gap-fill exercise and a second freer exercise if completed quickly. 4) A production stage where students speak in pairs to describe and guess using the target language through a picture activity. 5) Feedback and round-off to comment on student language use and assign homework.

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Meriel Rhodes
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2K views2 pages

CELTA TP 9 Lesson Planning Procedure Sheet

This document outlines the stages and procedures for a guided discovery lesson. It includes the following stages: 1) A lead-in activity to create interest using a matching game between senses, body parts, and phrases. 2) A presentation stage where students inductively elicit 3 forms and meanings of a grammar point through examples and drills. 3) A practice stage where students consolidate their understanding through a controlled gap-fill exercise and a second freer exercise if completed quickly. 4) A production stage where students speak in pairs to describe and guess using the target language through a picture activity. 5) Feedback and round-off to comment on student language use and assign homework.

Uploaded by

Meriel Rhodes
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Meriel Rhodes / TP9/ Guided Discovery - Lesson Procedure Stage Aim Time Interaction Procedure

Lead in

Create interest (and allow for latecomers)

TS SS ST TS-ST

On WB - Table of senses / body parts / phrases Sit, introduce the matching game and elicit the first connection and draw lines on board. Give H/O (Game 1) 2 minutes in pairs match them all. Ask for volunteers to go to the board and draw up answers. Mini FB: were they all correct? Verify Ss know: busy, businessman, ghost, scared, clown, circus On WB Pizza picture & example sentences / Follow with slide of 4 pictures Sit, introduce Game 2, split the class into 2 groups. The first group with all 3 correct sentences for each picture wins a prize (hold up prize). Hand package to both teams Go! Prize to winning team / but praise both teams On WB The 4 groups of 3 sentences.

Present

Inductive approach to elicit the 3 forms & meanings & deal with pron.

20

TS

SS

ST TS ST

M: Discuss / confirm meaning with CCQs F: Draw out the similarities & form for each and write it up on the board using pizza example. P: Model and drill pronunciation linking of the words: looks_like, looks_as_if

Practice

Students will build confidence through controlled practice using the TL. And consolidate understanding of meaning & form.

15 min

T SS

On WB The gapfill exercise Explain the exercise clearly. Show that the first one has been completed already (HO Ex. 1) Give H/O Students practice use of the new language (individual exercise). Check in pairs FB: Which ones did you get wrong? Discuss why and refer back to the form on the board. Have a second (freer) exercise ready in case they manage to do this quickly and successfully. (separate HO)

TS-ST

Produce

Speaking students actively use the TL in free practice.

15 min

TS SS ST

Introduce activity Pre check & clarify key vocab. Pair work describing / guessing using TL. Tick off the ones you worked on. (HO Ex. 2) FB: Random nomination. Which ones did you pick to describe? Did you find it difficult? Summarise the language covered in the lesson comment on good use of language picked up from monitoring the students during FP. Homework - Draw attention to the form / meaning info on back of HO if they want to practice the language more. Ask them how useful they think this will be to them close.

Feedback & Round-off

To close the loop

3-5

TS ST

Tutor comment on plan

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