Teacher Training Department

CELTA Week14_;Day14
Date _18/ 04/ 2016

LESSON PLAN & FEEDBACK SHEET Stages 1, 2 & 3

(Plans are not assessed in Stage 1)
Name: _Vanessa Mira_ Tutor: _Paula de Nagy Level: Pre-Intermediate Length: 30 min.
Today, the topic of my lesson is
My main aims are

No Ss: _8/9__

Lesson No.7

QUESTION FORMS
Reading for gist and specific details
Clarification and restricted use of connectors addition, cause & effect

My subsidiary aims are:

Speaking and listening to each other

Assumptions Im assuming students already know the following:

The connectors

Personal Aims In this lesson, I want to develop my ability to

Help sts come up with accurate examples

Reduce TTT (teacher talking time)
Reduce my echoing

Timetable fit : Previous lesson

The lesson after mine.

The previous lesson is on speaking and listening to each other.

Restricted use of language for making comparisons

Speaking and listening to each other.

Use of connectors: addition, cause and effect.

2
Materials I have used ACKNOWLEDGE SOURCES

Coursebook: Rogers, Mickey; Taylore-Knowles, Joanne; Taylore-Knowles, Steve; Wisniewska, Ingrid . 2010. Open Mind Upper
Intermediate.Macmillan, UK.
Workbook: Osborn, Anna. 2015. Open Mind Upper Intermediate. Oxford, UK.
Handouts
Commentary - Why I think this lesson will work with these students

The class is very interactive and they enjoy participating and speaking, so these activities should be suitable for them. They are very receptive to
being in contact with different people and ways of teaching, as well as to new themes.
ANTICIPATION OF PROBLEMS AND IDENTIFICATION OF SOLUTIONS: GENERAL SECTION
Problems and solutions with classroom management (learners; timing; tasks; etc.)
Problem 1 The students might not consider the text to be very good, in Solution 1 Once the group is settled, I would attract their attention to
terms of theme.
the board and project a photo, to see if I can get them more interested
in the text.
Problem 2 The vocabulary might be a bit time consuming.
Solution 2 Ill try to plan this part very well so too much time is not
spent here.
Problem 3 Try to be aware of learners needs
Solutions 3 Not all sts may understand the grammar so, Ill try and
teach the connectors and provide as many examples as possible.
Problems and solutions with language skills (reading; writing; listening; speaking)
Problem 1 I
Problem 2

Solution 1
Solution 2
Please feel free to add more problems and solutions

3
LANGUAGE ANALYSIS SECTION

4
What is the language (area)?

What is the
meaning?
What is the form?
What aspects of
pron are most
important?

Example for a tense

Language area +
meaning
Present Continuous for
definite arrangements

Form
verb to be in the present +
verb-ing

Example for lexis

Language area
a) to play a record
/rek:d/
b) to record a CD
/rek :d/

a)

Meaning / form

a round object which

produces music
(noun)
b) to make a copy of
music electronically
( trans. Verb)
For lexis, please list all the
words/phrases you intend to
teach

Vocabulary/Lexis
Word
Expression
current

Form
Phonology

campaigner

noun

adjective
(krnt)

(kmpen(r))
pimple

noun
(pmp()l)

ashamed

Adjective
(emd)

Definition
Up-to-date
now
the person that
tries to make a
social change

Illustration of meaning
synonyms

definition

A small red lump on

your face

picture

a person gets like

this when
humiliated

synonym

Ways of Checking
Meaning
Which is the current
Portuguese president?
Can you tell me what you
call a person that tries to
achieve something
socially or politically?
Teenagers usually have
this on their faces
If you feel guilt or
remorse, how do you
feel?

And only if students ask (or I feel theres a need to explain):

whether

conjunction

(w)

Which one of
the two

example

We did not know

whether that was
beef or crocodile!

5
Context What context will

you establish to help

introduce the language?
E.g. a situation; through
pictures; a personal
anecdote; in the book, etc..

A text about a theory that says that people are more connected to each other than they think.
Social Networks.

ANTICIPATION OF PROBLEMS AND IDENTIFICATION OF SOLUTIONS: LANGUAGE

Examples with meaning e.g. How is it said in the first language? Why might students be confused?
Problem 1 In L1 the word ordinary has a completely different meaning. In L1 the
word ordinrio has the meaning of vulgar.

Solution 1. I will try and give them the definition of this word and elicit examples.

Examples with form e.g. What follows the word or expression? What do students need to know to make their own sentences?

Problems and solutions with language systems meaning

Problem 1The meaning of some connectors may not be known to
some sts.
Problem
Problems and solutions with language systems form,

Solution 1. So, to overcome this problem I will project the list of

connectors on board. I will show which connectors have a similar
meaning.
Solution 2

6
Problem 1 When I ask sts to see what connectors have a similar
meaning. Some may have doubts with: as a result and as a
consequence.
Problem 2 many sts do not know that after some of the connectors a
comma is necessary, when they come at the beginning of a sentence.
Problem 3 For sts some form changes might be strange, like when of
is used. E.g.: I didnt study. As a result, I failed my exams./ As a result
of not studying, I failed my exams.
Problem 4 Formal and informal use of connectors.

Solution 1 I will highlight that they are the same but, result can refer to
any effect and consequence often refers to a negative effect.
Solution 2 I will elicit which ones take a comma (Also, Moreover,
Besides that, Furthermore, As a result, As a consequence, Therefore).
Solution 3 With connectors of cause and effect the form changes when
of is used. I will give examples.

Problem 4 I will highlight that some of the connectors have a more

formal use than others. For this I will project these on the board.
Problem 5 Sts might find it difficult to know which connectors are of Problem 5 The connectors of addition can be: - Coordinate
addition and which are cause and effect.
Conjunctions (and, nor) and these show continuation of an idea
between two clauses. OR
- Correlative
Conjunctions (not onlybut also, bothand) work in pairs to connect
two parallel phrases or clauses. OR
- Transition words:
moreover, furthermore, finally, in addition (to), besides.
The Connectors of cause and effect can be: - Coordinate (so, for) OR
- Transition words:
(therefore, consequently, thus, as a result (of) , for this reason) OR
- Subordinate
Conjunctions: make one clause dependent on, or subordinate to, the
other (since, because, ifthen, in order to).
Problems and solutions with language systems phonology and appropriacy
Problem 1
Problem 2

Solution 1
Solution 2

7
Please feel free to add more problems and solutions you decide how many you need for your language area

If youre using the board, what will it look like?

Vocabulary
(definitions/ pics)

Date
Aims
Projection
Errors
PROCEDURE SECTION

Stage (What?)
Lead in

Warmer speaking

Reading for gist

Aim (Why?)
To create interest in
the topic of the
lesson and the text
To give the learners
knowledge of any
lexis which could
potentially block their
understanding of the
text on a first reading

To give learners an
opportunity to read
the text for global
comprehension

Mats
Board/
projection

Time
+- 2/3
min

Inter.
T
St-T-st
T

+- 2/
3 min
Board/
projection

T-Sts-T
T

T
handouts

+- 5
min

T
St-st

Procedure (How?)
1. Instructions: Is this picture manipulated/ edited? If so,
why do you say that? In pairs discuss this, please.
2. Check instructions: So what do you have to do?
3. I will project a photo on the board to be discussed by sts.
4. Brief group feedback
1. There isnt much vocabulary that needs to be seen before the
text.
2. Instructions: You may or may not remember these words. So,
please match them to their definitions, synonyms or pictures.
3. Pre-teach the following words: current, campaigner, pimples
and ashamed.
4. The sts try to match the words to definitions and pictures I
project.
1. Instructions: Read the text quickly to see which opinion
you most agree with. Please discuss this in pairs then.
2. Check instructions: Are you going to work alone or in
pairs?

8
St-T-st
In pairs sts work with
each other on
grammar practise

Projection/ +- 2/3
h/outs
min

st-st
St-T-st
St-st
St-T-st

Form - connectors

Function -

To give learners an
understanding of the
connectors rules

Board
projector
h/ outs

+- 9/
10
min

St-T-st

3. Pair feedback
4. Group feedback
1. I will then ask sts to discuss the words that are in bold in the
text. They have to try and see which have similar meaning.
If the sts have doubts I will refer to the problem I wrote in the
form section.
2. Pair feedback
4. Brief group feedback
The answers will be projected on the board.
Answers: Moreover, besides that, furthermore and in addition are
similar. Because of, so, due to, as a result and as a consequence
are similar.
5. Instructions: Now, which one of these go in which side of
the table? Work with you partner. You have 2 minutes.
6. Check instructions: How long have you got?
7. When sts do the pair feedback I will project the answers.
Answers: connectors of addition: moreover, besides that,
furthermore; in addition to.
Connectors of cause and effect: because of; so, due to,
as a result, as a consequence.
8. Instructions: From the connectors we have seen, which take
commas? In pairs dicuss this, please.
9. Class feedback
The class will have the answers projected on the board.
(Also, Moreover, Besides that, Furthermore, As a result, As a
consequence, Therefore). This will be projected.
1. Instructions: I want you to do the next exercise. Choose
the correct option in italics. Please, do this in pairs.
2. Check instructions: So what do you have to do?
3. Class feedback.
The answers will be projected on the board.

9
connectors

St-st

Use of connectors
To give learners an
opportunity to
practise the
connectors

Board
projector
h/ outs

+- 4
min

Answers: 1. Addition; 2. Cause and effect.

4. Instructions: In pairs, sts see which connectors are used
in a more formal situation.
5. Check instructions: Are you going to work alone or in
pairs?
6. I will project the answers on the board
The answer is: moreover, furthermore, in addition to, as a
consequence, therefore.
1. Instructions: Please look at the whats right box. Is the
first or second sentence incorrect? Discuss with your
partners. Please just take 2 minutes.
2. Check instructions: How long have you got?
3. Peer-check - students compare their answers to check and
build confidence
4. Answer: the first sentence is incorrect since because is
followed by a noun phrase and so of is necessary.
5. For sts to understand the practise exercise well, I will do the
first one with them.
This will be projected on the board.
6. Instructions: Now, do the next exercises, then compare
with your partners.
7. Peer check
8. Group feedback
While I get the sts to answer, I will project answers too.
Answers: 1 Because of the fact that they cannot live up to the
ideal they see in images, many people get depressed. (example)
2 As a result of not being able to live up to the ideal
they see in images, many people get depressed.
3 Models are made to appear more beautiful and,
besides that, they are often made to appear thinner.
4 Models are made to appear more beautiful and,

10
furthermore, they are often made to appear thinner.