Hello, I would like to share the lesson I prepared for CELTA assignment 3 (authentic material lesson). I used it succesfully in a small elementary class of 8 adults. I didn't have the time to let the students role-play their dialogues at the end, but I wasted some time earlier, I think this lesson can be done in 60 minutes.
Preparation: You will need a pair of earplugs for each student, a laptop and a projector.
The class: Elementary. Students should be able to form positives, negatives and questions in present simple, and to ask for / give / spell names and addresses.
Small class: 6 – 10 students.
Time: 60 minutes.
Materials Used: “Sound Name” sketch from “A bit of Fry & Laurie”, season 01, episode 02, BBC2 1989 (
transcript) and 2 handouts:
gapfill exercise and
example dialogue.
Aims: To give students practice at listening for gist and for specific information. To give students fluency practice at asking questions and at retelling what they have heard / seen. To give students less controlled spoken practice / rehash of asking for / giving / spelling names and addresses in a form of a role-play. To raise students confidence with authentic texts.
NEW LANGUAGE:
Structural: No new structures introduced.
Lexical:
Verbs:
to drop, to (tap)dance, to slap, to punch, to hit.
Nouns:
a nipple, a lighter, a bit, a (cricket) bat.
Adjectives:
unusual.
Phrases:
hold on a second, how do you spell, it's as it sounds.
PROCEDURE:
Lead-in
Elicit a few body parts (finger, head, eye, leg), incorporate
a nipple as seamlessly as possible, write it up, drill.
Show the first still: a policeman writing something, a man in front of him. Ask the students to describe the picture. What do you think happens next?
Listening 1
Divide the class into two groups, they sit in two rows facing each other: one group sits their back to the screen, another group faces the screen.
Explain that one group will watch the film with earplugs in, and another will only listen. They will make notes, so they can later remember what they heard / saw and retell it to other students.
Distribute the ear-buds. First half of the film (name) is screened.
Group-work 1
Students sit in two separate groups. In their groups, students discuss what the story of the film could be and prepare questions for another group.
Class-work 1
To drop, a lighter introduced.
Students get together. Free speaking activity: they ask each other questions and try to recap the sketch together.
Listening 2
Same as 1, but swap the groups.
Second half of the film (address) is screened.
Group-work 2
Class-work 2
To (tap)dance, to slap, to punch, to hit, a (cricket) bat introduced.
Delayed correction (Of group-work and class-work 1 and 2)
Gapfill
Students watch the full video and fill the gaps individually. Paircheck, feedback.
Follow-up activity
Elicit
hold on a second, a bit unusual, how do you spell, it's as it sounds.
In pairs, students prepare short dialogues. They can, but don't have to, use the example sentences from the handout. Encourage them to joke. Then students role-play their dialogues.
. Thank you for your sharing with us your teaching experience.
