TP7 CELTA
A2 level
Description
Materials
Main Aims

By the end of the lesson students will have practiced and reviewed reading for gist and details in the context of personal letters
Subsidiary Aims

By the end of the lesson students will have practiced and reviewed some limited vocabulary related to the reading task

By the end of the lesson students will have practiced speaking for fluency in the context of staying in touch
Procedure (3041 minutes)
T greet students T writes on the WB ( staying in touch ) T asks students in pairs to guess the meaning of this phrase T elicits/guide/give the meaning using CCQ and tells the students our lesson will talk about this
T writes on the WB / Uses OHP 1 Catch a train 2 Commute 3 Colleagues T asks students in pairs/ groups try to guess they meaning of these words T elicit/guide the meaning of words on the WB using CCQ if needed  This part is optional T Uses the OHP to put the letter from face2face preintermediate workbook p64 for the students to see T asks students some question about the letter 1 Who wrote it? Rich 2 To whom? Mark 3 Is it an email or a letter? a letter  T tells students Rich and Mark are friends/colleges but rich traveled to Switzerland for a new job Now Rich wrote a letter to Mark telling him about his new job
T puts on the OHP the list of topics T chests out HO 1 Ex.1 and asks students which topics Rich talks about ? Are going to read slowly or quickly ? quickly T tells students you have 1 or 2 minutes to find the answers T gives an example if their were any confusion T asks students to check in pairs T will check answers on WB But if students had difficulties or some sort of confusion, T will elicit answers on the OHP and if it possible the teacher will point out from where did we get these answers Answers a,d,e,g
T Uses OHP to put this question on the WB T asks students to go to Ex.2 on their HO 1 ( Are these sentences true or false ) T tells students you have 3 or 4 minutes SS work alone and then check in pairs T check answers by asking students randomly and writing the answers on the WB
T asks students ( how many false sentences did we have in Ex.3 ( 4 false sentences ) T asks which sentences ( 3, 4, 5, 8) T asks students to work in pairs and correct the false sentences T check answer on the OHP
T writes on the WB ( Staying in touch ) How do people stay in touch these days? or in Turkey T elicit ideas from students T chest out the survey and asks students to answers the questions T uses ICQ T will pass HO 2 T gives student one/two minutes T asks one of the strong students ( Whatâ€™s the best ways to stay in touch? Why? ) Student answers and gives a reason. T asks students to work in pairs and discus these questions T monitors to correct errors individually or to write cards with the mistakes and put them under their chairs to check after they discussed in pairs and before they check with other pairs to find the mistakes and correct them. This entirely depends on the time. T will act on the spot in this matter. T asks students to work with another pair. Teacher can repeat the same process of error correction. This entirely depends on the time. At this point students build up confidence and will be more conformable speaking to more wider audience T opens a class discussion for students to practice speaking for fluency
T asks students we are going to play a game called ( running dictation ) T puts students in groups of three or pairs T asks students to get one piace of paper or the teacher can provide them with one T asks students to chose one person to write T point out how to play the give by giving an example with one of the groups T gives names to the groups T point out where are the letters they need to read T start the game after a minute teacher will ask students to swap places with another partner from the group If there is some time left T will ask students to swap papers with the other groups and go and correct if there is any mistakes or the teacher will collect them and decide whose the winner of this game