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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
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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
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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 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 check students’ understanding of task
To help Sts get on the task
To ensure students are on task
To allow learners opportunity to speak and teach
peers; students centred feedback
Worksheet
Paper slips
Worksheet
Answerkey
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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.
● ● ↘
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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 check students’ understanding of 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
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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?
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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 check students’ understanding of task
To ensure students are on task and note errors to be
focused during feedback session
To provide error correction and summarise grammar
rules
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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 check students’ understanding of 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
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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
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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/
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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
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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”
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Worksheet 2: Listen and complete the following sentences:
Adapted from “Headway plus special edition – Elementary”
some
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some
some
any
any
lot
lot
all
all
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Worksheet 2 Answer key:
Listen and complete the following sentences:
lot
lot
any
any
some
all
some
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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 milk some vegetables some apples
some chips some cake some bananas
Self produced material
Complete the following sentences with ‘some’ or ‘any.’
some
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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?
Self produced material
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some some some some
some some some some
any any any any
any any any any
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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?
Self produced material
some
some
some
any
any
any
any
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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)
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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)
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I _____________________.
(drank/milk)
I_____________________.
(sold/apples)
I_____________________.
(ate/bananas)
Did you _______________?
(take/photographs)
I didn’t ________________.
(drink/juice)
I _____________________.
(bought/bread)
Self produced material
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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.
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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?
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Worksheet 3: Make some sentences about yourself using the nouns given below:
some juice some fruit some chocolate
some milk some vegetables some apples
some chips some cake some bananas
Self produced material
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Things I want to sell
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to sell
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to sell ___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to sell ___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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Things I want to sell
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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
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___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to buy
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to buy
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to buy
___________________________
Things I want to buy
___________________________
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___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to buy
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Things I want to buy
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
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I liked some______ I liked some______
You drank some milk.
He liked some flowers.
It ate some fruit.
They gave some sweets.
You drank some milk.
He liked some flowers.
It ate some fruit.
They gave some sweets.
I liked some______ I liked some______
You drank some milk.
He liked some flowers.
It ate some fruit.
They gave some sweets.
You drank some milk.
He liked some flowers.
It ate some fruit.
They gave some sweets.
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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?
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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________