Celta Lesson Plan Speaking and Writitng in Past Continuous

|Name |Date |Lesson no. |Start time |Length |
| |30-11-11 |3 |14:00 |40 minutes |
|Melissa Sanchez | | | | |
|Class (level, nationalities, comments) | |
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|Pre-intermediate | |
|Turkish, Syrian, Mexican, Chinese. | |

|Lesson aims |Assumptions (about what the students already know/can do) |
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|Skills: Speaking (fluency practice of Past simple and Continuous) and Writing (a narrative) |The Ss may be able to use the Past simple and continuous when speaking and writing. |
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|Anticipated problems with tasks and materials |Planned solutions |
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|The Ss might find the new vocabulary difficult. |I will ask other Ss to help their peers by describing the word or using it in a sentence. Also, I will |
| |prepare pictures of some difficult or new vocabulary to show them to reinforce the meaning. |
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|The Ss may not understand the tasks. |I will ask them to explain the task in their own words. |
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|My personal aims for this lesson are to … |Teaching materials |
|Use simple instructions to explain the tasks and monitor the activities correctly. | |
| |Photocopies, pictures. |
|and not to … | |
|Spend too much time writing on the board. | |
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|Time |Stage name & interaction |Procedure |Tutor’s comments |
|How long will each |e.g. lead-in, listening for gist |What do you plan to do and why? What will Ss do? | |
|stage take? |… |Please use 2 pages (or more) for Procedure | |
| |T>Ss, S>S etc | | |
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|15:20 |Building a context |Use the pictures from previous teachers to elicit some vocabulary to create the context.| |
| |T-Ss | | |
| | |Explain to the Ss that they need to put some pictures in order to create a story. | |
| | |Mention that the labels (a-i) in the pictures do not give the correct order. | |
| | |Write on the board: The jogger’s wallet. | |
|15:23 |Pre teach new vocabulary |Ask them to think any vocabulary they think they need to tell the story. If necessary | |
| | |ask them the meaning of: to go jogging, to bump into, to knock somebody to the ground, | |
| |T-Ss |to sprint. | |
| | |Write the new vocabulary on the board eliciting and highlighting stress. Drilling. | |
| | |Put the Ss in pairs (or groups). | |
| | |Check for understanding with Qs: | |
| | |Can you follow the labels to create the story? | |
| | |Hand out a jumbled set of pictures to each pair (or group). | |
|15:30 |Ss-T |Ask some Ss to come to the board to write the order of their story. | |
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| | |Ask each pair to tell you their version of the story. | |
| |Ss-T | | |
| | |Ask the Ss to guess what the jogger is doing in each picture. | |
| | |Read the story so they can check if they had the correct order. | |
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|15:35 | |Ask them to tell each other the story. Monitor the conversations. Take notes of any | |
| | |mistakes. Give feedback. | |
|15:55 |Freer spoken practice | | |
| |Ss-Ss | | |
| | |Tell the Ss they will write the story adding more details. | |
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| |T-Ss |Each pair (or group) will write a sentence of the story and pass it to the next pair to | |
| | |check and write the next part of the story. | |
| |Freer written practice |Collect the story and explain you will mark it and give it back next class. | |
| |Ss-Ss | | |
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