CELT
Name: Olga Pertsevaia Date:
LESSON PLAN – TP 6
1st June
A
Level: Elementary TP No. 6
Lesson Type:* Listening Time: Length: 40 mins
Class profile (age/nationalities):
mostly Spanish speakers, mixed age
Materials/Aids: (remember to copyright materials) --
Realia, PPT; Padlet; Course
book: Sarah Cunningham, Peter Moor, Araminta Crace. SB_Сutting Edge 3rd edition
Elementary p. 56,57, ex.1; 2a,b
Main Aim(s): Listening: by the end of the lesson students will have practiced listening for gist and detailed on the topic of places to eat.
Secondary aims: Speaking: by the end of the lesson students will have practiced talking and providing argumentation (appropriate for the level) on
the topic of places to eat.
(Note: think about what aims are realistically achievable in your lesson)
Assumptions:
- Some students might find listening challenging; this can significantly affect their participation and engagement during the lesson.
- The students might have some prior knowledge of the context to help them understand the content of the lesson’s materials.
- Some of students may face pronunciation issues due to the influence of their native language.
- The students are motivated and might show active participation and attentiveness during group discussions. They might assist peers struggling
during the group work.
Anticipated problems / solutions
(for language lessons these must cover M,F,P as well as tasks & timing)
Problem Solution
1. Problem: 1. Solution:
Inefficient listening strategies, such as Practice with students listening for general understanding and for specific information. Encourage
trying to understand each word them to grasp the overall meaning rather than focusing on each word during the first stage.
individually.
2. Problem: 2. Solution:
Misunderstanding of listening due to Pre-teach difficult vocabulary significantly preventing understanding of the listening text / be ready to
lack of vocabulary or unfamiliar answer questions:
concepts:
2.1. Problem: 2.1 Solution:
Mispronunciation of some words: Model pronunciation, drill chorally/individually, elicit/indicate word stress, use fingers if necessary:
* For grammar & function lessons please submit the separate Function & Grammar Analysis sheet/language analysis of MFP. For vocabulary, please submit the Vocabulary
Analysis Sheet.
, CELT
Special - /ˈspeʃ.əl/
Restaurant - /ˈres.tər.ɒnt/
Expensive - /ɪkˈspen.sɪv/
A
Delicious - /dɪˈlɪʃ.əs/ - synonyms Tasty, Yummy (informal, childish).
2.2. Problem: 2.2 Solution:
Ss might confuse meaning of some Check for understanding by asking the students questions, elicit synonyms. If necessary, guide the
words used in the activities: students to discover the meaning through hints or prompts. Show pictures.
1. Expensive completely different in Spanish, but possibly Ss’ll cover with Yovanka
Meaning: Something that costs a lot of money
Other ways to say: high price; you need to spend a lot of money
Antonym: cheap
CCQs:
1. Is "expensive" an adjective or a verb? (Adjective)
2. Do we use 'expensive' to describe things or people? (things and service)
3. Does an expensive thing usually have a high price or low price? (high price) use gestures
4. If food costs a lot at a restaurant, is it expensive or cheap? (expensive)
- Elicit from students: Can you tell me something that you think is expensive?
Examples: diamond ring, sport car, a flat in Dubai
- Elicit from students: Can you name food that is often expensive?
Examples: Lobster or Steak
Do you think expensive things are always good?
Synonyms: costly, fancy,
Form:
Adjective: expensive
Comparative form: more expensive
Superlative form: most expensive
Adverb: expensively
'inexpensive' means not expensive (opposite)
Pronunciation: /ɪkˈspen.sɪv/
Word stress: The primary stress falls on the second syllable, "-pen-."
* For grammar & function lessons please submit the separate Function & Grammar Analysis sheet/language analysis of MFP. For vocabulary, please submit the Vocabulary
Analysis Sheet.
Name: Olga Pertsevaia Date:
LESSON PLAN – TP 6
1st June
A
Level: Elementary TP No. 6
Lesson Type:* Listening Time: Length: 40 mins
Class profile (age/nationalities):
mostly Spanish speakers, mixed age
Materials/Aids: (remember to copyright materials) --
Realia, PPT; Padlet; Course
book: Sarah Cunningham, Peter Moor, Araminta Crace. SB_Сutting Edge 3rd edition
Elementary p. 56,57, ex.1; 2a,b
Main Aim(s): Listening: by the end of the lesson students will have practiced listening for gist and detailed on the topic of places to eat.
Secondary aims: Speaking: by the end of the lesson students will have practiced talking and providing argumentation (appropriate for the level) on
the topic of places to eat.
(Note: think about what aims are realistically achievable in your lesson)
Assumptions:
- Some students might find listening challenging; this can significantly affect their participation and engagement during the lesson.
- The students might have some prior knowledge of the context to help them understand the content of the lesson’s materials.
- Some of students may face pronunciation issues due to the influence of their native language.
- The students are motivated and might show active participation and attentiveness during group discussions. They might assist peers struggling
during the group work.
Anticipated problems / solutions
(for language lessons these must cover M,F,P as well as tasks & timing)
Problem Solution
1. Problem: 1. Solution:
Inefficient listening strategies, such as Practice with students listening for general understanding and for specific information. Encourage
trying to understand each word them to grasp the overall meaning rather than focusing on each word during the first stage.
individually.
2. Problem: 2. Solution:
Misunderstanding of listening due to Pre-teach difficult vocabulary significantly preventing understanding of the listening text / be ready to
lack of vocabulary or unfamiliar answer questions:
concepts:
2.1. Problem: 2.1 Solution:
Mispronunciation of some words: Model pronunciation, drill chorally/individually, elicit/indicate word stress, use fingers if necessary:
* For grammar & function lessons please submit the separate Function & Grammar Analysis sheet/language analysis of MFP. For vocabulary, please submit the Vocabulary
Analysis Sheet.
, CELT
Special - /ˈspeʃ.əl/
Restaurant - /ˈres.tər.ɒnt/
Expensive - /ɪkˈspen.sɪv/
A
Delicious - /dɪˈlɪʃ.əs/ - synonyms Tasty, Yummy (informal, childish).
2.2. Problem: 2.2 Solution:
Ss might confuse meaning of some Check for understanding by asking the students questions, elicit synonyms. If necessary, guide the
words used in the activities: students to discover the meaning through hints or prompts. Show pictures.
1. Expensive completely different in Spanish, but possibly Ss’ll cover with Yovanka
Meaning: Something that costs a lot of money
Other ways to say: high price; you need to spend a lot of money
Antonym: cheap
CCQs:
1. Is "expensive" an adjective or a verb? (Adjective)
2. Do we use 'expensive' to describe things or people? (things and service)
3. Does an expensive thing usually have a high price or low price? (high price) use gestures
4. If food costs a lot at a restaurant, is it expensive or cheap? (expensive)
- Elicit from students: Can you tell me something that you think is expensive?
Examples: diamond ring, sport car, a flat in Dubai
- Elicit from students: Can you name food that is often expensive?
Examples: Lobster or Steak
Do you think expensive things are always good?
Synonyms: costly, fancy,
Form:
Adjective: expensive
Comparative form: more expensive
Superlative form: most expensive
Adverb: expensively
'inexpensive' means not expensive (opposite)
Pronunciation: /ɪkˈspen.sɪv/
Word stress: The primary stress falls on the second syllable, "-pen-."
* For grammar & function lessons please submit the separate Function & Grammar Analysis sheet/language analysis of MFP. For vocabulary, please submit the Vocabulary
Analysis Sheet.
