Thomas Thomas

lower int level


This is lesson 5 in my TEFL course. Speaking. It will be 45 min total and follow the structure required for class. Lead, content prep, language prep, speaking, and feedback. the main aim of the lesson is to provide practice, so that is the most important segment of the lesson. Aims: To provide speaking fluency practice in the context of making guesses


Main Aims

  • To provide fluency speaking practice in a To provide speaking fluency practice in the context of making guesses in the context of contrasting animl and human characteristics

Subsidiary Aims

  • Vocabulary sub aim:To provide practice, clarification and review of functional lexical exponents related to guessing


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

T- greets students, introduces a lesson on guessing T instructs students to listen to intro audio and complete activity 6a 3 min ccq for instructions, start the task -S listen to the audio while completing task individually S-T elicit answers for 6a from students

Language Preparation (6-8 minutes) • to provide a quick structured activity that focuses students on target Lexus and its usage

T instructs students to work in pairs and answer 6b in breakout rooms with a 3 min timeframe In the main room, the teacher shows answers and CCq's as needed 2 min timeframe ( focus on meaning) T-s Quickly clarify the pronunciation of could and might, emphasizing silent letters

Content Preparation (5-7 minutes) • to provide a simple structured task that encourages students to develop ideas about contextual usage of target Lexus while speaking.

* this stage may be omitted for time constraints as needed, or if student comprehension is such that going straight to the main speaking task is warranted -Students instructed to work in pairs in breakout rooms to answer exercise 9.3 pg 145 book text with a 3 min time frame in the main group, teacher reveals answers and conducts CCQ of activity as needed

Speaking Task (20-22 minutes) • To provide an opportunity to practice productive skills in speaking, specifically targeting usage of lesson Lexus

Students instructed to work in pairs in breakout rooms to complete exercise 10a pg 93 what is the picture what is the animal why is the picture special? students told 5-10 min time frame ( depending on need and number of students ) after the initial task students will be repaired and asked to speak with a new partner about animals, with a total of 3 rotations of 5 min each if, the number of students and their timing allows. Last 2 to 4 min to cover official answers from the book in the main group.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

T corrects common mistakes from 9a pg 93 T-S DEC as needed based on student work final CCQ of common errors

Target Language Analysis • required for all lesson planz

IH MEXICO - CELTA TARGET LANGUAGE ANALYSIS SHEET ** TARGET ITEM MFP for ‘could’ and 'might' Meaning: could: verb past of can1. used to indicate possibility. "they could be right" used in making polite requests. "could I use the phone?" might1 /mīt/ Learn to pronounce verb 1. past of may1. 2. used tentatively to ask permission or to express a polite request. "might I just ask one question Means to check to understand: CCQ's on Lexus as per lesson plan is could a certainty? no Is could used to ask permission? no It is used to indicate possibility Is might a certainty? no Problems with meaning: can and may are often confused and used interchangeably by English speakers though technically different in meaning, students will be understood if they use either term Form ( part of speech) might is the simple past of may might modal verb (MAY) past simple of the verb may, used especially when reporting what someone has said, thought, asked, etc.: I brought him some sandwiches because I thought he might be hungry. Very politely the little boy asked if he might have another piece of cake (= he said "May I have another piece of cake, please?"). could is simple past of can Could: form Affirmative (+) form Could comes first in the verb phrase (after the subject and before another verb): We could have lunch early. Could cannot be used with another modal verb: We could drive to France Not: We could might drive to France. or We might could drive to France. Negative (−) form The negative form of could is couldn’t. We don’t use don’t/doesn’t/didn’t with could: He couldn’t lift that. It’s too heavy. Not: He didn’t could lift that … We can use the full form could not in formal contexts or when we want to emphasise something: Fabio was frightened. He could not move his arm. It was stuck. Question (?) form The subject and could change position to form questions. We don’t use do/does/did: Could I pay by credit card? Not: Do I could pay by credit card? We use could and couldn’t in question tags: I could come back tomorrow, couldn’t I? Problems with form: proper conjugation, and use of article could be an issue for students Solution CCQ for understanding and remedeation, followed by choral drilling Pronunciation could /ko͝od,kəd/ might /mīt/ Potential problems with pronunciation students attempt to pronounce every letter ignoring the shaw sound in contextual usage Solution: CCQ for understanding and remediation, followed by choral practice

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