lesson plan tp 8

7/18/2019 Lesson Plan TP 8

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CELTA TEACHING PRACTICE LESSON PLAN

Name Level Time Date TP No

Saima Munawar Zahidi Elementary 40 minutes 18 January 2014 8

Overall Aims

This is a language focus lesson where listening is utilised as a means of

introducing language in context

Main Aim

To understand meaning, form and pronunciation of

determiners ‘some’ and ‘any’ with countable and uncountable

nouns.

To develop skill of listening for gist in context of eating

preferences.

To develop skill of listening for detail in context of eating

preferences.

Subsidiary aims

To practice oral fluency skill using ‘some’ and ‘any’ in contextof food preferences.

To use vocabulary received at earlier stage of lesson.

To establish meaning of “I like/ liked...” as general preference

for food.

Personal Aims

To practice the ‘guided discovery’ technique in a grammar

lesson.

To deliver a lesson that keep two-hour class cohesive. Being T2

in a 3-teacher class, I aim to revise and recycle the vocabulary

from T1 and establish Sts’ understanding of the concepts

necessary for T3.

To maintain central position in class during elicitation and

whole-class activities.

Possible student problems

1. Use of some for positive sentences and any for negative and

questions can be confusing for students.

2. Students may pronounce some and any in their strong form.

3. In listening for gist, students may not be able to retain who

was the fussy eater as a kid.

4. Students may take longer than expected in controlled practice

1 and grammar presentation 1 & 2 as we have different Sts in

each TP with different language fluency.

Possible solutions

1. I have divided grammar presentation in two slots. ‘any’ will be

introduced only after students have practiced use of ‘some’ in

an oral activity.

2. I will provide natural model of language and drill chorally and

individually.

3. I will ask students to predict who was the fussy eater, so while

listening they will check and decide actually was a fussy eater.

4. I have planned controlled practice 2 to be flexible with two

alternate plans: a) group work activity and b) whole class

response activity



Time StageS- S

T- SPurpose (Stage Aim) Aids

4

minutes

Warmer

T greets Sts

T displays pictures of fussy eaters on the IWB and asks

orientation questions about it.

‘Why are these ‘kids’ unhappy?”

‘They don’t like the food’

T introduces ‘fussy eater’ and elicits its meaning through

CCQs.

T shows picture of her husband and tells the class that he

is a fussy eater which annoys her a lot.

‘do you like everything.... what’s your favourite food?’

‘burgers, pizza, etc.’

‘oooo.... but it’s unhealthy.... it has too much oil and

makes you fat.’

T↔C To build positive environment

To engage students and take the opportunity

to pre-teach while developing context. (fussy

eater, kids, favourite food and unhealthy)

Lead-in

T shows picture of “Nick and Duncan” and tells the class

that one of the two boys is a fussy eater.

T →C To arouse Sts interest in the listeningDuncan

Nick



4

minutes

Listening for gist

T asks Sts to predict “who was a fussy eater as a child?”

T asks the Sts to listen to the audio to check their prediction and

also note, “why he was a fussy eater as a child?”

ICQ:

Are you writing anything? Only one or two words

Are you listening to each and every word carefully? No, only to getan idea

Sts listen to the recording to check their predictions.

T monitors

Feedback

Sts check in pairs and share their answers in open class feedback.

T provides/confirms correct answers.

T →C

T↔C

S, S, S

S↔S

T↔C

To leads into the activity and let the Sts predict the

content of listening

To provide practice in listening for gist and provide a

context for TL

To check students’ understanding of task

To ensure students are on task


To check and close the stage

5

minutes

Listening for detail

T asks learners “listen to the audio again and to fill in the gaps inwith these paper slips. You will work in pairs” (the target language

will be gapped).

There are two more stickers than gaps

ICQs:

Are you working as pair or groups? Pairs

Are you to every word carefully? Yes

T allows some for Sts to go through the sentences and word cards

Students listen to the recording (twice) and fill in the gaps.T monitors

Feedback

Sts check answers in pairs then through answer key

T elicits some other details not included in gap-fill exercise.

T →C

T↔C

SS

SS↔SS

T↔C

to provide practice in listening for detail

To setup the task

To support kinaesthetic learning and add necessary

challenge for the Sts and keep them interested till

the end of audio


To help Sts get on the task


To allow learners opportunity to speak and teach

peers; students centred feedback

Worksheet

Paper slips

Worksheet

Answerkey



5

minutes

Grammar Presentation in context 1

T ask students, “what did Duncan like when he was a kid”

The marker sentence, “I liked some fruit” will be displayed

on IWB.

T will show a half filled sweets box and water bottle to

establish the meaning of ‘some’.

T says, ‘some sweets’ and ‘some water’.

CCQs

Are there many sweet/ a lot of water? No

Is there only one sweet? NO

Sts will receive a handout of four sentences containing the

target language.

T asks some grammar noticing questions:

‘Can we use some with both countable and uncountable

nouns?’ Yes

Does it come before noun or after noun? Before noun

T elicits and completes the grammar table on the IWB and

distributes the grammar table for sts the record.

T provides an oral model of the target language and shows

stress through finger highlighting and highlighting on the

board.

T↔C

T↔C

SS

T↔C

T↔C

T↔C

T↔S

T↔GG

To present and highlight target language in

context.

To provide some natural examples of language

using realia

To clarify the meaning of language using a

learner-cantered task

To clarify the form of language using a learner-

cantered task

To clarify the pronunciation of language

Subject Verb some object

I

We

You

They

He

She

It

boughtsome

_____

flowers.

milk.

I bought some flowers.

● ● ↘



5

minutes

Controlled practice 1

T displays Tic-tac-toe game with TL and food vocabulary

from T1 on the IWB.

T gives the instructions, ‘Now you w ill play this game in

pairs. You will make a sentence with the words written in

the box to put a cross or ‘O’(students in this class call

‘nought’ as ‘O’). Let’s see who wins!

T models an example on IWB

ICQ

Are writing sentences? Speaking only

T distributes worksheets

T monitors while Sts work in pairs

Feedback:

T announces winners’ names in class.T provides corrections to the errors in delayed correction

slot.

T →C

T↔C

S↔S

T↔C

To setup a communicative task to practice

target language and recycle vocabulary taught

by T1 in a different context

To provide demonstration of the task


To ensure students are on task and note errors

to be focused during feedback session

To give feedback on oral errors sensitivelywithout pointing which pair made the mistake

s om e j ui ce s om e f ru it s om e ch oc ol at e

some milk some vegetables some apples

s om e c hi ps s om e c ak e s om e b an an as



5

minutes

Grammar presentation in context 2

T asks, “was there anything that Duncan didn’t like?”

T displays the marker sentences on the IWB.

T shows an empty sweet box and a water box.

“I don’t have any sweets.”

“I don’t have any water.”

T distributes the handouts with more example

sentences.

T asks grammar noticing questions:

What is same in all the sentences? Any

What type of sentences are these? Questions and

saying no

Is any before or after the nouns?

Can we use it with the countable and uncountable

nouns?

T elicits missing information onto grammar tables for

negative and interrogative sentences, and distributes

grammar table for record.

T presents a natural model and drills chorally and

individually. Sentence stress is displayed through finger

highlighting and highlighting on the board.

I didn’t buy any milk.● ● ● ↘

Did you buy any milk?

● ● ↗

T↔C

S, S, S

T↔C

T↔C

T↔C

T↔GG

T↔S

To present and highlight target language in

context.

To provide some natural examples of language

using realia

To clarify the meaning of language using a learner-

cantered task

To clarify the form of language using a learner-

cantered task

To clarify the pronunciation of language

IWB display:

I didn’t like any green vegetables.

Did you like any vegetables at all?

Handouts

Grammar tables:

Subject didn’t Verb any object

I

We

You

They

He

She

It

didn’t buy anyflowers.

milk.

Did Subject Verb any object

Did

I

we

you

they

he

she

it

buy anyflowers?

milk?



5

minutes

Controlled practice 2

T gives instruction, ‘look at these sentences on the wall.

Let’s see if you complete these sentences with these

words. You will work in groups.”

ICQs

Where are group A sentences? Sts points towards their

designated wall

T monitors while Sts work in group

Feedback

Sts check their answers with a worksheet

T elicits grammar summary we use some with positive

sentences

And any with negative sentences and questions.

Note: the above activity can replaced by whole class

response onto IWB if enough time is not available for the following activity.

T →C

T↔C

GG

GG

T↔C

to practice target language and recycle vocabulary

taught by T1 in a different context


To ensure students are on task and note errors to be

focused during feedback session

To provide error correction and summarise grammar

rules



7

minutes

Freer Practice

T gives instructions, “were you a fussy eater as a kid?”

“Now you will select 3 pictures of things that you liked

and didn’t like as a kid.”

“Tell your partner/friend about them.”

T tells the class foods items liked and disliked as achild

ICQs

Are you writing or talking? Talking

About? Food I liked and didn’t like

T monitors while Sts work in pairs

Feedback

T gives feedback on content and elicits some favourite

food items.T gives feedback on usage and pronunciation of TL.

T↔C

SS

T↔C

To setup a communicative task to practice

target language. To recycle vocabulary

taught by T1 in a different context and

establish meaning of “I like ....” which will

be used in T3 lesson slot.

To provide demonstration of the task


To ensure students are on task and note

errors to be focused during feedback

session

To give feedback on oral errors sensitively

without pointing which pair made themistake

Symbol Classroom Interactions

T →C Teacher works with whole class

T↔C Teacher and whole class interaction

T ↔SS Teacher works with students individually/ class work

S, S, S Students work on their ownS↔S Students work in pairs

GG Students work in groups

T↔GG Teacher works with groups

Based on Harmer “The Practice of English Language Teaching”: p 374



Language Analysis

Item Form Pronunciation Meaning and use in context Checking meaning

Fussy eater Collocation

(adjective + noun)/ˈfʌsɪ ˈiːtə/ Someone who eats only a

few things.

Many children are fussy

eater.

Does he eat all vegetables

and fruit?

Does he like only few things?

Favourite food Collocation

(adjective + noun)/ˈfeɪvərɪt fuːd/

Food that you like a lot

Fish and chips is my

favourite food.

Kid (an informal word) noun /kɪd/ A child

My kids are fussy eaters.

Are they very young?

Unhealthy food Collocation

(adjective + noun)/ʌnˈhelθɪ fuːd/

A food that has a lot of fat,

sugar and calories.

Eating unhealthy food can

make you fat.

Does it have a lot of oil or

sugar?

Do you become fat if you eat

unhealthy food every day?

Grammar

Name of structure Use of some and any (determiners) with countable and uncountable nouns

Grammatical form Positive Statements

Subject Verb Determiner object

I

We

You

They

buy

bought

someflowers.

milk.

HeShe

It

buys

bought



Negative Statements

Subject Auxiliary verb Verb Determiner object

I

We

You

They

don’t

didn’t

buy anyflowers.

milk.He

SheIt

doesn’t didn’t

Interrogative sentences

Auxiliary verb Subject Verb Determiner object

Do

Did

I

we

you

theybuy any

flowers?

milk?

DoesDid

heshe

it

Pronunciation and stress He buys some milk.● ●↘

/hiː ˈbaɪz səm mɪlk/

He doesn't buy any milk.● ● ●↘

/hiː dʌznt baɪ ˈenɪ mɪlk/

Does he buy any milk?● ●↗

/dʌz hiː baɪ ˈenɪ mɪlk/

I bought some flowers.● ● ↘

/aɪ bɔːt səm ˈflaʊəz/

I didn't buy any flowers.● ● ● ↘

/aɪ dɪdnt baɪ ˈenɪ ˈflaʊəz/

Did I buy any flowers?● ●↗

/dɪd aɪ baɪ ˈenɪ ˈflaʊəz/



Meaning We use some or any when it is not important to say exactly how many or how much we are talking of.

Checking understanding Are we saying how much it is? Or how many they are? No

Is it more than one? Yes (countable nouns)

Can we use some/any with both countable and uncountable noun? Yes



Worksheet 1: Listen and answer the questions below.

1. Who was a fussy eater?

_________________________________________________________

_________________________________________________________

2. Why was he a fussy eater?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Adapted from “Headway plus special edition – Elementary”



Worksheet 2: Listen and complete the following sentences:

Adapted from “Headway plus special edition – Elementary”

some



some

some

any

any

lot

lot

all

all



Worksheet 2 Answer key:

Listen and complete the following sentences:

lot

lot

any

any

some

all

some



Worksheet 3: Make some sentences about yourself using verbs and nouns given below:

liked bought ate gave made

washed hated cooked wanted sold

some juice some fruit some chocolate


some chips some cake some bananas

Self produced material

Complete the following sentences with ‘some’ or ‘any.’

some



Example: We made ___________ sandwiches. 1. Did you fry ____________ chips?

2. I bought __________ apples.

3. I didn’t like _________ cheese.

4. I went out to get __________ milk.

5. They didn’t have ________ crisps in the shop.

6. Do we need __________ juice?




some some some some

some some some some

any any any any

any any any any



Answer Key: Complete the following sentences with ‘some’ or ‘any.’

Example: We made ___________ sandwiches.

1. Did you fry ____________ chips?

2. I bought __________ apples.

3. I didn’t like _________ cheese.

4. I went out to get __________ milk.

5. They didn’t have ________ crisps in the shop.

6. Do we need __________ juice?


some

some

some

any

any

any

any



Did you _______________?

(wash/apples)

Did you _______________?

(eat/chocolate)

Did you _______________?

(bake/cake)

I didn’t ________________.

(read/books)

I didn’t ________________.

(hate/vegetables)

I didn’t ________________.

(buy/chips)

I _____________________.

(drank/milk)

I_____________________.

(sold/apples)

I_____________________.

(ate/bananas)



Did you _______________?

(take/photographs)

I didn’t ________________.

(drink/juice)

I _____________________.

(bought/bread)

Did you _______________?

(wash/apples)

Did you _______________?

(eat/chocolate)

Did you _______________?

(bake/cake)

I didn’t ________________.

(read/books)

I didn’t ________________.

(hate/vegetables)

I didn’t ________________.

(buy/chips)



I _____________________.

(drank/milk)

I_____________________.

(sold/apples)

I_____________________.

(ate/bananas)

Did you _______________?

(take/photographs)

I didn’t ________________.

(drink/juice)

I _____________________.

(bought/bread)




I liked some______ There’s some_______ There are some ______

You liked some milk.

He liked some flowers.It liked some fruit.

They liked some sweets.

There’s some milk.

There’s some water. There’s some chocolate.

There’s some fruit.

There are some flowers.

There are some sweets.There are some oranges.

There are some chips.



I didn’t like any______ There isn’t any_______ There aren’t any ______

I didn’t like any milk.He didn’t like any flowers.

It didn’t like any fruit.

You didn’t like any sweets.

There isn’t any milk.There isn’t any water.

There isn’t any chocolate.

There isn’t any fruit.

There aren’t any flowers.There aren’t any sweets.

There aren’t any oranges.

There aren’t any chips.

Did you like any______ Is there any_______ Are there any ______

Did it like any milk?

Did she like any flowers?

Did he like any fruit?

Did they like any sweets?

Is there any milk?

Is there any water?

Is there any chocolate?

Is there any fruit?

Are there any flowers?

Are there any sweets?

Are there any oranges?

Are there any chips?



Worksheet 3: Make some sentences about yourself using the nouns given below:

some juice some fruit some chocolate


some chips some cake some bananas




Things I want to sell

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Things I want to sell ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Things I want to sell ___________________________

___________________________

___________________________

___________________________

___________________________

___________________________




___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Things I want to buy Things I want to buy



___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Things I want to buy

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________


___________________________



___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________


___________________________

___________________________

___________________________

___________________________

___________________________

___________________________



I liked some______ I liked some______

You drank some milk.

He liked some flowers.

It ate some fruit.

They gave some sweets.



It ate some fruit.


I liked some______ I liked some______



It ate some fruit.




It ate some fruit.




I didn’t like any______ V

I don’t like any milk.

He didn’t buy any flowers.

It doesn’t eat any fruit.

You didn’t have any sweets.

Does she like any milk?

Did you give any flowers?

Does he buy eat fruit?

Did they get any sweets?

I didn’t like any______ Did you like any______

I don’t like any milk.

He didn’t buy any flowers.

It doesn’t eat any fruit.

You didn’t have any sweets.

Does she like any milk?

Did you give any flowers?

Does he buy eat fruit?

Did they get any sweets?



Worksheet 4: Paste pictures of food that you liked or didn’t like when you were a child.

I liked some_______ I didn’t like any________

lesson plan tp 8

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