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Procedure - Lesson Plan TP 7

This 45-minute lesson plan aims to prepare upper-intermediate students to read about and discuss two paintings: The Bayswater Omnibus and Frida Kahlo's Self-Portrait with Thorn Necklace and Hummingbird. The plan includes a pre-reading activity to build context, two reading stages to understand details and symbolism, and a freer speaking activity where students discuss which painting they prefer and why. If time permits, the teacher provides linguistic feedback on language used during discussion.

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81 views3 pages

Procedure - Lesson Plan TP 7

This 45-minute lesson plan aims to prepare upper-intermediate students to read about and discuss two paintings: The Bayswater Omnibus and Frida Kahlo's Self-Portrait with Thorn Necklace and Hummingbird. The plan includes a pre-reading activity to build context, two reading stages to understand details and symbolism, and a freer speaking activity where students discuss which painting they prefer and why. If time permits, the teacher provides linguistic feedback on language used during discussion.

Uploaded by

vid
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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CELTA 5 Lesson plan Teacher: Vidhulika Bhola Level: Upper-Intermediate

Source: English Result Upper-Intermediate student’s book, Mark Hancock and Annie McDonald,
Oxford, page 94,95
Length of lesson: 45 minutes

Stage name Stage aim (Why) Time Focus Procedure (How) Tutor’s comments
(What) (How (Who)
long)
Pre- reading to prepare students 5 mins T-S Teacher to show a picture and
for the reading so build context for A knee-length
that they succeed. dress. Elicit the meaning, ask
CCQ’s, drill sentence- It’s a knee-
length dress. Ask CCQ’s.
2.A three- piece suit- T to build
context, show picture. Elicit the
meaning, ask CCQ’s. drill- It’s a
three-piece suit. Ask CCQ’s.
3. Landscape- meaning with
picture and context. Elicit the
meaning, ask CCQs. Drill-
The landscape was covered in ice.
Ask CCQs.
5 mins T-S Set the task: Look at the
Bayswater Omnibus opposite and
answer the questions with a
partner. Do you think the people
know each other? How do you
know? Do people on buses or
trains chat to each other more in
your country? If not, what do they
do?
S-S How do you feel about the
painting? What do you like/not
like about it? Discuss in pairs and
T-S answer. Feedback orally.
Reading 1 Reading for gist 10-15 T-SS Set the task:
mins Read the bus. It describes a
picture by Frida Kahlo which is
similar to The Bayswater Omnibus.
Find the differences.
Example: there are no smoking
factory chimneys in Joy’s painting.
Feedback- project the differences.
Answer the questions according to
Reading 2 Reading for specific the text. How is Frida Kahlo’s
information painting- 1. symbolic of the
landscape in Mexico?
2. representative of society in
Mexico?
3. connected to the life of the
painter? Feedback-orally

Freer speaking to provide fluency 15 mins T-S T to set the task and the outcome:
practice. Look at Kahlo’s painting.
Is it as you imagined? Which
S-S painting do you prefer? Tell a
partner.
T to give some time to students to
prepare for the speaking.
T-S
Speaking outcome: Whose
reasons did you find the most
appropriate for their preference of
a picture.

Linguistic to provide feedback T-SS Write a few sentences on the


feedback on successful board of good language heard and
(IF TIME) language used in the some feedback to eb worked
freer activity. upon.

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