CELTA

Lesson planning
Lesson Plan Cover Sheet
Name: Ana Padilla Date 5.10.13

Level: Pre-Intermediate TP No. 4

Lesson Type: Function Time: 11- 11.45 Length: 45

Class profile: 2-3 Ages 25- Materials/Aids: Straightforward Pre-Intermediate, Unit

60 3D, p. 33
Argentines

Main Aim: By the end of the lesson SS will be better able to give directions.

E.g. Go straight on.

Take the first street on the right.

Secondary aims: Students will also have practiced for listening for gist and
detail through a listening about which directions are best.

Assumptions ss know how to use prepositions of place. Also they should already know
how to ask for directions from Oliver’s class in TP3, so they shouldn’t have any problems.

Anticipated problems / solutions

Problems Solutions

Tasks
- Ss might not have gone to Oliver’s class so - Write on the board a few examples.
they won’t know how to ask for directions. - Draw a quick diagram on the board.
- Two weeks will have gone by so the ss that - Allow myself to be blindfolded first and
did go won’t remember how to ask for get the ss to give me directions. Also tell
directions. them it’s a game and real practice.
- Ss might have problems with prepositions
of place: they might want to say “in front of”
instead of “opposite” because of L1
interference.
- Ss might find it difficult working with the
map (e.g. turning left or right), because they
would be looking at it and they should have
to position themselves on it.
- Ss might be reluctant to be blindfolded

Timing
- There might be only two ss, so I might have - Have an extra task just in case
extra time left, as the tasks will get done in a
shorter time.

Meaning - CCQs
- Ss might find “go straight on” difficult. - Make ss do it
They might literally think that they have to
follow the road in a straight line, instead of
following the road without turning. So if the
road curves they might think they’ve taken
the wrong direction.
 CELTA
Lesson planning
Pronunciation - Drill chorally and individually and write
- Ss put stress on the wrong syllable phonemes on the board
- Ss don’t use weaker forms
- Ss don’t link words
- Ss find it hard to pronounce certain words

Form - Board forms clearly and demonstrate

- Ss might want to conjugate the verb. E.g.: differences
You go on.
- Ss don’t use verb. They will just say “Left”,
“right” or “over the bridge”.

Teacher/personal aims:
Criteria
Analyse and clarify language 4i 2e

Clear instructions 5f

Using the board effectively 5e

* For grammar & function lessons please submit the separate Function & Grammar Analysis Sheet with
your language analysis of MFP. For vocabulary, please submit the Vocabulary Analysis Sheet.