CELTA Certificate - Paulina Woźniak

CELTA - British Council Detailed Report

Teaching Practice #5 - Complete lesson plan and materials

TEACHER: Paulina	WEEK: 3	DAY: Tuesday	LENGTH: 45 min
LEVEL OF SS: Upper-Intermediate	DATE: 16/08/2016		TP# 5
TOPIC/THEME: Q&A (Questions and answers)	LESSON FOCUS: Grammar

MAIN AIM: By the end of the lesson students will have understood and used different types of questions to ask each other about personal information. Subsidiary Aims: Students will have also revised grammar tenses.
PERSONAL AIMS To reduce ttt by not echoing students’ answers, not using “You have to”, “I want you to”, etc. To improve set-ups by demonstrating activities and using more ICQs. To be more responsive during drilling by repeating until students get the drilled item right.
CLASS PROFILE: The class consists of  __ students, __ men and __ women, __ Polish and __ Ukrainian. The age range varies from students in their 20s to students in their 50s. This is a new group and I can only predict that some students will be stronger than the others. I expect to have a mixture of different types of learners.
ASSUMPTIONS: In this lesson, I assume students have already encountered all the types of questions we are going to practice but may still need help in some areas, especially with subject / object questions and direct / indirect questions. They will have some general knowledge about English tenses and they have probably seen this type of grammar revision before.
ANTICIPATED PROBLEMS & SOLUTIONS FOR LESSON OVERALL:                      e.g. issues with Classroom management
ANTICIPATED PROBLEMS	SOLUTIONS
Problem 1 Latecomers might miss the introduction.	Solution 1 Put them in pairs/threes with students, let them join the activity you are currently doing.
Problem 2 Freer practice might seem a bit complicated at the beginning.	Solution 2 Use ICQs to make sure students understood all of the instructions.
Problem 3 Students may use Polish instead of English.	Solution 3 Remind students that the purpose of the speaking activities is to practice English, not Polish.
MATERIALS: Photocopies of handouts based on U1 from New English File - Upper-Intermediate, PPT, IWB, digital projector

Stage Name	‚‚”		Procedure	Stage Aim
Engage	T-s-s-s s-s T-s-s-s	3 min	Set-up: Tell students they’re going to watch a short video. They need to guess the topic of the lesson. Students: watch the video and guess the topic of the lesson. OCFB: Check students guesses.	To generate interest in the topic in a fun and quick way
Contextualization	T-s-s-s s-s T-s-s-s	4 min	Set-up: Tell students you want them to brainstorm what different types of questions there are in English. DEMO Students: Brainstorm. OCFB: Check with students on the IWB.	To generate interest in the specific topic of the lesson: question formation
Diagnostic	T-s-s-s s s-s T-s-s-s	5 min	Set-up: Tell students you want to check how much they already know. Tell them that they need to complete the questions give. DEMO the first one on the board. Students: Complete the questions. Pair check OCFB: Elicit the answers from the students, write the answers on the board.	To test student’s knowledge about question formation
Form clarification	T-s-s-s s s-s T-s-s-s	6 min	Set-up: Tell students you want them to have a look at some examples. Tell them that you want them to circle the correct option in order to discover the rules. DEMO the first example/ Students: Circle the correct option. Pair check OCFB: Check answers on the IWB.	To revise, introduce and clarify the terminology used to talk about question
Restricted practice I	T-s-s-s s s-s T-s-s-s	5 min	*This activity may be optional if previous activities take more time Set-up: Tell students they need to make questions without or with auxiliary do / does / did. Students: Students form questions Pair check: OCFB: Display the answers on the IWB	To provide initial accuracy-focused practice
Restricted practice II	T-s-s-s s-s T-s-s-s	5 min	Set-up: Tell students that in this exercise each questions has one word extra or one word missing. Students need to add ONE word or cross out ONE word. DEMO the first one on the board. Tell students this exercise is important because they’re going to use these questions later. Students: Cross out / add one word in each questions. Pair check OCFB: Unfold the handout.	To provide further accuracy-focused practice and to prepare students for the freer practice activity
Pronunciation clarification	T-s-s-s S T-s-s-s	2 min	Set-up: Ask students to repeat some of the questions after you. Be very responsive to students’ mistakes! Students: Repeat the questions after the teacher. No feedback	To highlight the pronunciation of questions – specifically stress and intonation
Freer practice	T-s-s-s s-s T-s-s-s	12 min	Set-up: Tell students they’re going to use the questions from the previous task to ask each other about personal information. Tell them that they’re going to make to circles, the inner one doesn’t move, the outer one moves after asking each other questions. First student A asks student B, they can ask some follow up questions, then student B asks student A, they can also ask some follow up questions. The outer circle moves once the teacher says so. They can only ask one question from the list. Use ICQs to check students understand the rules! Students: Do the activity as described above No feedback	To provide communicative personalised practice of questions
PACS	T-s-s-s	3 min	Set up: Write some errors you collected on board, ask pairs to correct them – set time limit - 1 min. Pairs discuss possible ways to correct the errors seen on the board. Feedback in open class: ask students where the errors are and elicit correct versions form the students,  change what is on the board.	To encourage learners to help students learn from their errors

LANGUAGE ANALYSIS :                           GRAMMAR     /    FUNCTIONAL  LG
Meaning Form Pron	We use direct questions when we talk to people we know well, people who are +/-our age. We use indirect questions when we want to sound more polite and formal.                                                                                                                                                                              (Wh-word +) Aux + subject + verb + ? (Wh-word +) Aux + not + subject + verb + ? (Wh-word +) Aux + subject + verb + preposition? Could you tell me / Do you know + (wh-word +) subject +(aux) + verb + ? Could you tell me / Do you know + if / whether + subject +(aux) + verb + ?    Raising intonation, joined speech. Sentence stress, for example: 1.       Can you drive? Why are you crying? 2.       Where do you live? Did you go out last night? 3.       Why didn’t you like the film? Isn’t this a beautiful place? 4.       What are they talking about? Where is she from? 5.       Who lives in this house? How many people came to the party? 6.       Could you tell me where this bus goes? Do you know if he’s coming? a.       Can you tell me where it is? b.       Do you know where he lives? c.       Can you tell me whether / if he’s at home?
WRITTEN RECORD: What written record will students get of key features of M,F,P  of the language you are teaching? Handouts with GD and activities.

ANTICIPATED PROBLEMS & SOLUTIONS                     GRAMMAR      /      LEXIS     /      FUNCTIONAL LG
Meaning:
Problem 1 Students might be confuse about the use of direct indirect questions	Solution 1 Ask students CCQs – Is it a rather formal or informal question? Is it ratter polite or impolite? Would you ask your friend like this? Would you ask your boss like this?
Form
Problem 1 Students may confuse subject / object questions.    Problem 2 Students may use do / does/ did, etc. or questions word order in indirect questions	Solutions Ask form checking questions: Are we asking about a subject or an object? Can we ask: Who did paint Mona Lisa? (no) Ask students can we say: Can you tell me where do you live? Can you tell me what is your name?
Pronunciation
Problem 1 Students might struggle with joined speech, and sentence stress and intonation.	Solution 1 Highlight the pronunciation, especially the intonation and sentence stress during the drilling activity.

All of the materials are available here

CELTA Written Assignment: Language Related Tasks Assignment

Analysis of a structure: If I’d known, I’d have baked the cake! (Type 3/3rd/Past Conditional) [Level: Upper-Intermediate]
A.      MEANING ANALYSIS	We use this conditional “to express reproach and regret”. “We sometimes use the Type 3 conditional to make excuses.” Reference: Parrot p. 276; Unit 19 Conditional sentences
B.      MEANING ILLUSTRATION	I’d tell students the following story: Mary’s at home reading a book. Suddenly, somebody knocks on the door. She opens the door and sees her friend Laura. Laura: Hello Mary, I was just passing by your house and I thought I’d pay you a visit. Mary: Oh, please come in. If I’d known, I’d have baked a cake! I’d show students the picture to help them visualise the context.
C.       MEANING CHECK	·         Did Mary know Laura would visit her? (no) ·         Did she bake a cake? (no) ·         Are we speculating about now or past? (past) ·         Is it a real situation or hypothetical? (hypothetical)
D.      FORM ANALYSIS	If clause Conditional clause If + Past Perfect (had + 3rd form), If I had known, If I’d known, would + have + 3rd form I’d (=I would) have baked a cake!
E.      PRONUNCIATION ANALYSIS	The arrows show sentence intonation:           ↗                              ↘ If I’d known, I’d have baked a cake! Words in bold show sentence stress. Note: “have” is usually pronounced as /əv/ in this conditional, Contraction: I’d (I had) I’d (I would)

Analysis of a functional language: Would you mind if I opened the window? [Level: Upper-Intermediate]
A.      MEANING ANALYSIS	Would you mind . . . ? is often used to ask people to do things or to ask for permission.” Reference: Swan p.331; Section 342 It’s more formal and polite than using “Can I open the window?” and shows social distance between the speakers. Reference: https://www.teachingenglish.org.uk/article/analysing-language
B.      MEANING ILLUSTRATION	I’d show a picture of two flatmates talking to each other. I’d display the dialogue in speech bubbles with the target language contextualised. Mark: It’s really hot in this room. Would you mind if I opened the window? Tom: Not at all!
C.       MEANING CHECK	·         Does Mark want to open the window? (yes) ·         Is Mark asking for Tom’s permission? (yes) ·         Is the conversation rather formal or informal? (formal) ·         Is it a polite or casual way of asking for a permission? (polite) ·         Are Mark and Tom very close friends? (no) Checking response: ·         Does Tom allow Mark to open the window? (yes)
D.      FORM ANALYSIS	Functional chunk Past Simple Would you mind if I opened the window? changed the channel? stayed here?
E.      PRONUNCIATION ANALYSIS	The arrows show sentence intonation:                     ↗                                       ↗ Would you MIND if I Opened the WINdow? Words in bold show sentence stress and capitals show the main stress.

Analysis of a lexical item: I insist on it! (phrasal verb)[Level: Upper-Intermediate]
A.      MEANING ANALYSIS	to demand something and refuse to be persuaded to accept anything else Reference: Oxford Learner’s dictionaries http://www.oxfordlearnersdictionaries.com/definition/english/insist-on?q=insist+on
B.      MEANING ILLUSTRATION	I’d show the picture and role play the following dialogue with one of the students: Paul: It’s getting late. I should go home now. Margaret: No, no. Please stay and have dinner with us. Paul: Oh, I don’t know I didn’t plan on dinner. Margaret: It would make us really happy. Paul: Mhm, I’m not sure. Margaret: I insist on it! Paul: OK then. I’ll stay.
C.       MEANING CHECK	·         Did Margaret really want Paul to stay and have dinner with them? (yes) ·         Did Margaret ask Paul to stay and have dinner with them or did she demand it? (demanded) ·         Was Margaret willing to accept a “no” to her invitation? (no) ·         If somebody insists on something, do you have a choice?
D.      FORM ANALYSIS	insist on something OR insist on verb+ing Insist is a regular verb. It can be followed by on or upon (more formal and less common). It’s a type B phrasal verb. “These phrasal verbs take a direct object (they are transitive) but you cannot separate the two parts of the verb.” Reference: http://www.bbc.co.uk/worldservice/learningenglish/flatmates/episode33/languagepoint.shtml
E.      PRONUNCIATION ANALYSIS	I INsist on it! Words in bold show sentence stress and capitals show the main stress. Note: It’s an exclamatory sentence. The intonation at the beginning of the sentence is higher than in an affirmative sentence and it falls. The stressed syllable is pronounced more loudly and has stronger stress.

Analysis of a lexical item: I’m sick and tired of it! (idiom)[Level: Upper-Intermediate]
A.      MEANING ANALYSIS	to be sick and tired of sth (informal) to have experienced too much of someone or something with the result that you are annoyed Reference: Cambridge Dictionary http://dictionary.cambridge.org/dictionary/english/sick-and-tired-of-someone-something?q=sick+%28and+tired%29+of+someone%2Fsomething
B.      MEANING ILLUSTRATION	I’d tell the students about my (imaginary) friend Anna, who’s lived in a big city for a long time and who hates it. I’d show this picture:
C.       MEANING CHECK	·         Is Anna happy about living in a big city? (no) ·         Is she annoyed? (yes) ·         Has she had enough of living in the city? (yes) ·         Does she want to continue living in the city? (no) ·         Is Anna sick? (no) ·         Is she tired? (no) ·         Is this a formal phrase? (no)
D.      FORM ANALYSIS	subj. + be + sick and tired of + object  OR subj. + be + sick and tired of + verb+ing Sick and tired is a fixed expression and we cannot change the order of the adjectives, e.g. I’m tired and sick. The only part of this idiom that changes it the verb be.
E.      PRONUNCIATION ANALYSIS	I’m SICK and TIRed of it! Words in bold show sentence stress and capitals show the main stress. Note: It’s an exclamatory sentence. The intonation at the beginning of the sentence is higher than in an affirmative sentence and it falls. The stressed syllable is pronounced more loudly and has stronger stress. Note 2: “and” is pronounced very weakly here. We hear just /ən/.