Lesson Plan (PPP). CELTA

Stage Name

Stage Aims

Procedure

Materials

Interaction

Pattern

Time

Comments

Stage 1. Lead in.

To generate interest in the topic of the lesson

- have projector ready to project

- Project the question

Do you like to risk?

Work in pairs, get feedback.

Projection of the question

S-S

T-S

2-4

Stage 2. Building Context

To narrow the context to a more specific area and continue to generate interest while establishing a clear and specific context for the language to arise out of

- Set a question before watching a short video:

Is it worth taking such a risk? Why?

- demonstrate a video about Ellen MacArthur’s Breaking the world’s record

- Have the students discuss the questions in pairs

- have a quick feedback in the class

Projection of the video

S-S

T-S

5-6

Stage 3. Presentation

To clarify meaning so learners understand it. To clarify the pronunciation so learners know how to say it. To clarify form so that learners know how to contract it.

- ex. 8, p. 66 - elicit the underlined verb phrases describing the situations and using the synonyms:

1. Ellen MacArthur was a famous sailor and a rich enough woman. She could live a happy life but she put everything at stake and sailed solo around the world. ( She risked everything and sailed solo around the world).

CCQs: Did she understand the danger? (yes)

Did she still do something dangerous? (yes)

Could she lose everything? (yes)

Could she even die? (yes)

Did she stay at home? (no)

- Speak about the form of this regular verb ‘risk’ and the fact that it coincides with the form of a noun and drill it

2. In 2005 Ellen sailed solo around the world and finished it even 33 hours sooner than Francis Joyon who was the best in it before she started. So, she exceeded the existing result and became the best. ( She broke the existing record by 33 hours).

CCQs:

Was there the best sailor before her? (yes)

Did she sail better? (yes)

Did she become the best in the world? (yes)

Did she break something material? (no)

- Speak about the form of the verb ‘break’ and drill the phrase

3. In her voyage she couldn’t take a shower. She didn’t have a toilet but she agreed to this discomfort. (But she put up with this discomfort)

CCQs:

Did she try to remove the discomfort? (no)

Did she take it as it was? (yes)

Did she feel sorry for herself? (no)

- Drill the phrase

4. She was never afraid of difficulties. The danger never seemed to bother her either; she just coped with the risks. (The danger never seemed to bother her either; she just dealt with the risks)

CCQs:

Did she care about the danger? (no)

Did she cope with the risks? (yes)

- Speak about the form of the verb ‘dealt’ and drill the phrase

5. She had a rule which helped her. According to it, you need to be able to pay direct attention to the job completely. (You need to be able to focus on the job completely)

CCQs:

Do you need to concentrate on the job only? (yes)

Do you need to pay attention to something else? (no)

- Speak about the form of this regular verb ‘focus’ and the fact that it coincides with the form of a noun and drill the phrase.

6. Concentration on the job helped her to bear tough experiences. (She endured tough experiences herself)

Was her experience hard? (yes)

Did she suffer from it? (yes)

Did she survive? (yes)

Did she give up? (no)

- Speak about the form of the verb ‘endure’ and drill it

7. Elle said that she had troubles out on the water. (She faced challenges out on the water)

CCQs:

Did she have a tough time? (yes)

Did everything run smoothly? (no)

- Speak about the form of this regular verb ‘face’ and the fact that it coincides with the form of a noun and drill the phrase.

8. Ellen set up a charity fund which takes young people sailing to help them recover from cancer and other serious illnesses. They struggle with something harder than many of us could ever imagine. (They battle against something harder than many of us could ever imagine)

CCQs:

Do they fight against something awful? (yes)

- Speak about the form of this regular verb ‘battle’ and the fact that it coincides with the form of a noun and drill the phrase.

9. While sailing, Ellen realised that our planet is in trouble and decided to try and save the environment. (She decided to put her efforts into saving the environment)

CCQs:

Did she decide to try to save the environment? (yes)

Did she decide to do something serious for it? (yes)

- Drill the phrase

10. So she set up “Team Ellen” to support a more sustainable future. (She set up “Team Ellen” to campaign for a more sustainable future)

CCQs:

Did she create a company to establish a more stable and eco-friendly future? (yes)

Did she want to provide a sustainable future for herself? (no)

She set up “Team Ellen” to campaign for a more sustainable future

Projection of the questions

T-Ss

10-14

Stage 4. Practice

To provide controlled oral/written practice and focused on using the target language accurately

- give instructions and pass out paper (HO1) with exercise 9a (choose the correct words in italics)

- demonstrate the slide with the target verb phrases on the board

- circle the correct answer

- students check answers with each other

- have a class feedback

Answer keys:

1. Faces 2) put 3) campaign 4) puts 5) battle 6) broke 7) deal 8) endure 9) risk 10) focusing

Projection of the target verb phrases

HO1

S-S

T-S

2-4

Stage 5. Production 1

To provide freer oral practice and focus on using the target language more fluently

- pass out paper (HO2) with exercise 9b (choose 6 questions and answer them with a partner)

- have the same questions on the screen

- students speak to each other

- have a quick feedback in the class

Projection of the questions

HO2

S-S

T-S

10-12

Stage 5. Production 2

To provide freer oral practice and focus on using the target language more fluently

- spin the wheel with target verb phrases

- ask students to make up a sentence with a random verb phrase and paircheck

- have a quick feedback in the class

Projection of the wheel with target verb phrases

S-S

T-S

3-5

Stage 5. Production 3

To provide freer oral practice and focus on using the target language more fluently

- have the students speak about a risky situation they were in. Make them use at least 4 target verb phrases

- have a quick feedback in the class

Projection of the task and target verb phrases

S-S

T-S

3-5