TP6 CELTA Lesson Plan
Upper Intermediate level
By the end of the lesson, students will have had practice using functional language in the context of explaining and dealing with problems in a restaurant setting, and practiced this in a controlled exercise.
By the end of the lesson, students will have practiced new functional language in a freer activity.
Procedure (45 minutes)
T gives link to jamboard for lesson. T displays questions related to restaurants. 1.Where is your favourite place to go out to eat? 2. How often do you go? Who do you usually go with? 3. What is the worst place you have eaten in? Why? 4. What things can go wrong when you go to a restaurant? T demos answer. Learners work in pairs in breakout rooms and discuss questions. T conducts OCFB.
T displays gap fill task. Students listen to audio 10.6 and fill in gaps of conversations individually. T plays audio again and reveals written answers. Students check own work against answers.
T conducts OCFB and covers MFP for new target language. Students work in pairs in breakout rooms to think of definitions for phrases. Students have 3 mins. Students are then displayed with meanings of phrases and can compare own meanings with displayed meanings. Students complete matching activity in pairs in breakout rooms to decide on correct form for phrases. T demos first one. Students have 2 minutes to complete task. OCFB to reveal correct answers. T displays new target language in example sentences. T models sentence pronunciation and drills chorally and if necessary individually. T discusses in open class; sentence stress, intonation and linkage of phrases, eliciting from students as much as possible. Students complete appropriacy task, matching phrases to correct context. Students are shown answers in OCFB.
Students are displayed with a list of phrases/expressions that could be used when dealing with a problem in a restaurant. They are provided with a box of responses to the expressions. Students work in pairs in BOR and choose the most appropriate response to the expressed problem. Students have 4 minutes to work on this. T demos first one. OCFB to check answers.
Students are presented with 4 scenarios. In pairs in breakout rooms, students will practice roleplaying the scenarios and practicing the new language. They will take turns so both have a turn in each role for each scenario.
T conducts OCFB following up on the productive speaking task. T writes on the screen samples of learners’ production (including grammar and pronunciation) and sets a task in pairs for learners to identify the correct and incorrect sentences and correct the latter ones. Positive feedback on good language.