English Lesson Planner | Celta lesson plan

Sheri Ahmadpour

Celta lesson plan - 3 - A2 level

Celta lesson plan - 3
A2 level

Materials

Elementry Student's book

google kliparts

Elementry Student's book

google kliparts

Main Aims

To provide specific information in listening practice using a text about Evenings and weekends in the context of free time activities

Subsidiary Aims

To provide clarification of free time activities, time phrases with on, in, at, every in the context of Evenings and weekends
To provide review of present simple:question form in the context of free time activities
To practice right pronounciation of present simple positive and question form

Procedure (23-44 minutes)

Lead in (1-3 minutes) • To draw studentends attention to the lexis of free time and talking about it using present simple

I will write some questions on the board: what time do you get up everyday? What time do you go to work/school? what time does your work/school finish? I ask the first student the first question and then I will ask them to ask these questions from their partners and write the answers. Then I ask two of the students to speak about their partners daily activities. I will correct their G errors if there are any.

Eliciting (1-3 minutes) • To break through the topic of the context and attract thestudents attention

I will try to elicit the word "Free time" from them by pointing on the time that they are not working. I will drill it few times. Then I will ask these questions: When is your free time? After work, weekends, Holidays What do you do in your free time?

Vocabulary presentation (5-7 minutes) • To elicit the lexis based on the context of spending free time during evening and weekends

I will show them a slide show with different activities and ask them to name the activity and write it on the WB. Then I will give explain them how to match the activity with the thumbnails from SB. I will give the HOs and ask them to work in pairs. Meanwhile I will write the answers on the WB. After they checked the right answer I will model and drill with them and focus on pronunciation and stress. While modeling I will focus on right proposition for each activity. On WB: go for a drink / go to the cinema, go to concert, go shopping stay in / stay at home eat out/ go out to eat

Feedback and error correction 1 (1-3 minutes) • To focus on the right grammer (present simple) and use of the right proposition for verbs based on the context

I will write these CCQ on WB Are these sentences correct? 1- Do you go to shopping with your friends? 2- My brother eats in home every night. 3- She go to cinema with her daughters on weekends. 4- He visit his family every Sunday and they go eat out. I will ask them to correct them.

Pre listening warm up (1-3 minutes) • To divert students attention to the specific information which is asked in the task

I will put the photo's of Robert on the board and ask them CCQs: Where is he? He is in a party. Is he alone? No he is with a woman. What does he do? He drinks wine with his friends Do you think they are friends? Yes/ No I will give them the HOs and ask them to gist read them. I will explain that Robert asks these questions from the girl and we need to fill the gaps while listen to those.

Listening activity (5-7 minutes) • To drive the specific information asked in the task while practicing the skill

I will play the L once and ask them to fill the gaps. I will ask them to check the answers with their partners then I will ask them to read the answers.

P error correction (1-3 minutes) • To practice the right P of the G and V used in the L

I will ask them to pay attention to the pronunciation of "Do you" and I will play the L part by part and drill the right pronunciation and correct the P errors.

Pre listening activity 2 (1-3 minutes) • To draw students attention to more detailed information while doing the task through the skill.

I will give them the HOs and ask them to gist read the sentences for 30 seconds I will give them a clear instruction of how to find out the true or false sentences. They have to search for some detail information based on the L.

Listening activity 2 (7-12 minutes) • To improve students L skill by asking them to find detail information

I will play the L one time and observe the class if they are in to task. Then I ask them to check the answers with their partners. I will play the L for the second time and ask them to check for the answers they could not find in the first round. I will check the answers with them. If necessary I will play the L for the third time.