CELTALessonPlan 1
CELTALessonPlan 1
CELTALessonPlan 1
Main Aims
● Introducing “to be going to” question forms and practicing grammar skills in the context of future plans and arrangements
Subsidiary Aims
Background
Class Profile
The class consists of 16 learners, mostly women. It’s a monolingual class with students from Turkey. The level of this group is beginner.
Students possess vast knowledge and experience, most of them studied English before and have bits of knowledge. They are interested in a
range of topics and prefer pair and group work. They have different levels of motivation and the majority of them are visual and kinesthetic
learners. There are two main problems in this group:
-students are constantly late. It ruins the concentration of other students and a teacher should include latecomers to the process in the
middle of the task;
-a mixed level of the group. Some students have never studied English before and struggle to understand the tasks, some possess vast
passive vocabulary and can speak, but have no grammar knowledge.
Assumptions I assume that by the end of the lesson Ss will be able to form a question with to be going to. Moreover, they will revise the vocabulary from
the previous lessons. I believe the lesson will be interesting because it involves Ss personal experience (their plans for holidays)
Personal Aims
Timetable Fit
The lesson is scheduled on Friday 17/08/2018 from 11.30 to 12.15. This is the second lesson in the session. During the first lesson the students learned
about “to be going to” in the context of future plans. In this lesson I will teach the question forms with the construction “to be going to” and revise the
vocabulary from the previous lessons.
● Problem #1: During the vocabulary revision stage, some Ss may still struggle with the meaning of the phrases.
o Solution: Elicit the meaning from Ss. Clarify the meaning, giving the examples connected with the context future plans and
arrangements.
● Problem #2: The listening can be difficult due to the pace and accent.
o Solution: Listen to the audio 2 times. Ask Ss to check the answers with their partner.
● Problem #3: Ss can be confused with the WO in the questions.
o Solution: Clarify the WO by breaking up the form. Elicit from Ss the word order. Monitor and correct mistakes during the lesson.
Materials
● slide show
● recording 14.4
● HO with ex. 1-2 p106, ex 1 p.107
Interaction
Stage Procedure Materials Time Comments
Pattern
Stage 1 -to set up a context present a picture of Eddie -picture of T-WC 7
-to set up the -elicit his name and what is he doing Eddie PW
context, -show the word plans on the board
-to involve Ss into -elicit his possible plans
-slide 1
the conversation -ask Ss to discuss with their partner -recording 14.4
-listening for gist -write them on the board
FB listen to the recording 14.4 to learn about his plans
Stage 2 -mention to the Ss that Eddie has lots of plans -HO adapted GW 7
-vocabulary -present the vocabulary matching activity on the wall from ex. 1 p
revision -ask Ss to stand up and match the verbs with the phrases
-FB groups change the places and check the answers
107 New
- give the correct answers to Ss Headway
-divide the class into teachers and Ss Beginner
-S1 says “travel” S2 says “travel by train”
-monitor the class and do delayed correction if necessary
Where is he going?
-Ask Ss to speak about Eddie’s plans using the text and the questions
Extra task ask your partner about his or her plans using these
questions.