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CELTA Online Unit 18 Task 3.1 - Procedure

The document outlines a structured procedure for a CELTA online lesson focused on childhood memories, consisting of seven stages that include discussions, listening exercises, and writing activities. Each stage is designed to develop students' understanding and use of narrative verb forms such as past simple, past continuous, and past perfect. The lesson culminates in students sharing their own childhood stories, with feedback and corrections provided by the teacher.

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6 views

CELTA Online Unit 18 Task 3.1 - Procedure

The document outlines a structured procedure for a CELTA online lesson focused on childhood memories, consisting of seven stages that include discussions, listening exercises, and writing activities. Each stage is designed to develop students' understanding and use of narrative verb forms such as past simple, past continuous, and past perfect. The lesson culminates in students sharing their own childhood stories, with feedback and corrections provided by the teacher.

Uploaded by

fallahtabars89
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CELTA Online Unit 18 Task 3.

1: Procedure

Commentary

Stage 1

 Teacher puts discussion questions on the board about memories of childhood.


 Students discuss the questions in pairs.
 Open class feedback. Teacher asks one or two students to share their ideas with the class.

Stage 2

 Students listen to the story of a childhood memory.


 Before they do, the teacher sets the task: Was it a happy memory?
 Teacher plays the recording.
 Pairs check their answers.
 Teacher monitors to see if students need to listen again.
 Recording is played again if necessary.
 Teacher elicits the correct answers.
 Teacher asks if students liked the story and why.

Stage 3

 Students listen to the story again.


 Before they do, the teacher asks the students to note down examples of the following verb
forms they hear while listening: the past simple, past continuous and past perfect.
 Teacher plays the recording.
 Pairs check their answers.
 Teacher monitors to see if students need to listen again.
 Recording is played again as necessary.
 Teacher elicits the correct answers.

Stage 4

 Teacher tells students to complete the guided discovery handout about the narrative verb forms
(the past simple, past continuous and past perfect) in the story.
 Pairs do the exercises on the handout concerning the meaning and form of the verb forms in
pairs.
 Teacher monitors and helps as necessary.
 Teacher conducts open class feedback, eliciting the answers onto the board.
 Teacher asks concept checking questions to check understanding of meaning.
 Teacher elicits the form of the different structures onto the board.
 The teacher wipes the board and tells students to turn their handouts over. Teacher then
models and drills example sentences of the verb forms chorally and individually. Teacher
corrects when necessary.
 Afterwards, the teacher re-elicits the sentences that were drilled onto the board, eliciting
sentence stress and weak forms, and marking these on the board.

Stage 5

 The teacher tells students that they are going to complete a written story about childhood by
completing the spaces with the correct verb form.
 Students do the exercise individually.
 Teacher monitors and helps as necessary.
 Pairs check together.
 Teacher elicits the answers onto the board.

Stage 6

 The teacher tells students that they are going to tell their own stories from childhood.
 Students prepare their stories by thinking about the ideas, and then the language they need to
tell the story.
 The teacher monitors and helps students as necessary.
 Students tell each other their stories in groups.
 The teacher monitors unobtrusively. Teacher helps students as necessary and notes down some
of the things students are saying.

Stage 7

 The teacher asks students to share one or two of their stories.


 The teacher writes examples of good language which students produced and language which
needs further work on the board.
 Pairs discuss the language, discussing how to correct or reformulate the language which needs
more work.
 The teacher praises students for the good language and elicits corrections and reformulations
for the rest.

To understand the logic of this order it is necessary to think about the rationale behind each stage i.e.
why the teacher and students are doing what they are doing (these are the stage aims) and how these
contribute to the main aim.

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