International House

Cambridge CELTA
LESSON OUTLINE (for TP2)

Name: Date: Lesson No. Lesson Level: Number of

Melvin Garmendia 01/20/2022 2 Length: Upper- Learners:
45 minutes intermediate/ 8 approx.
Advanced
Learning Outcomes (i.e. What do you want the students to achieve?)
To provide listening practice for gist and specific information in the context of informal negotiation

Sub-aims: Learners will have also discovered the MFP of new lexical items.

Learners will have also practised their fluency for speaking in the post-task discussion
Resources / Materials
Book:

Bartram, Mike & Pickering, Kate. 2015. Navigate C1. Oxford. Page 72

Google Jamboard: Link to the lesson

https://jamboard.google.com/d/1DP8hBb3LfKd-
Bbyfwc3jkxqE5xz685PLjR_nyapHmIY/edit?usp=sharing

Google Forms: Pre-teach vocab

https://docs.google.com/forms/d/e/1FAIpQLSeCZtDph9IjzPof6u0bv7AE0ZoB3XykzbRnOx
rmR9PG4Z6O7g/viewform?usp=sf_link

Link to the recording:

https://drive.google.com/file/d/1gW1_YMPgZkMKloZctw7UIlMhoBvknZ8c/view?
usp=sharing
bit.ly/3Aa3HK5 (Shortened link)

Google Forms:
Link to listening task one: Listening for specific information (Wh-questions)
https://docs.google.com/forms/d/e/1FAIpQLSdJY2wEdClM2SWckFBcEWWmlEsQUriBJm
k-buZWDOzlDpROAA/viewform?usp=sf_link

Link to listening task two: Listening for detail (Gap-fill)

https://docs.google.com/forms/d/e/1FAIpQLSe2zG1hQQ2KcAO18Df1Urshjhisx8el7FTLbl
mb5KJfbaN-0A/viewform?usp=sf_link

Stage Time Procedure

 - T- teacher displays images of people negotiating
Setting context - Learners work in pairs in breakout rooms and say what
(Lead-in) each group of people is doing
To engage learners - T writes learners’ ideas on the board and conducts OCFB.
and activate their
5 min
previous knowledge of
topic area
Pre-Teach - T gives link to the Google form
Vocabulary - T conducts OCFB and for each word he covers MPF.
To cover MPF of key Example:
vocabulary to aid -Chaos
completion of the CCQs: Does it mean order?
tasks Pronunciation: /ˈkeɪɒs/
Form: Noun
-Rather
CCQs: Does it mean to prefer?
Pronunciation: /ˈrɑːðə(r)/
5- min
Form: verb
-Reckon
CCQs: Does it mean to calculate a number?
Pronunciation: /ˈrekən/
Form: verb
-Pound
CCQs: Is it a type of currency?
Pronunciation: /paʊnd/
Form: noun

- Instructions: Listen to the recording and choose two

scenarios.
- Instructions: Listen quickly and check. You only have 3
Listening for gist
minutes.
To provide an initial
5 min - ICQs: Are we listening for much detail or just the main
familiarity with the text
idea? (Main idea)
- Learners listen and answer individually.
- Check answers in pairs (1 min)
- T conducts OCFB (1 min)
Listening for - Instructions: Listen the recording and answer the five
Specific information questions individually. (2 min)
5 min
To get more -Group/pair checking through breakout rooms (2 min)
information of the text -OCFB- (1 min)
- Instructions: Listen to the recording and fill in the gaps.
Listening for detail - ICQs: Are we going to read or listen?
To get a detailed - Learners listen to the recording and fill in the gaps
5 min
understanding of the individually (2 min)
text - Check answers in pairs (2 min)
- T conducts OCFB (1 min)
Post / Follow up - Instructions: We are going to share our opinions about the
Task 15 min two scenarios from the recording.
To allow students to - T demos
 - T scaffolds the task by eliciting some useful language that
can be used to complete the task.
respond to text in a
- T demos the task with one learner.
communicative task
- Learners work in pairs and discuss.
- Learners switch pairs as many times as possible as time
allows.
Feedback - T conducts OCFB following up on the productive stage.
To provide learners - T writes on the screen samples of learners’ production and
with feedback on the 5 min sets a task in pairs for learners to identify the correct and
completion of the task incorrect sentences and correct the latter ones.
and language - T conducts OCFB

Lead-in:

1. What are the people in each photo doing?

2. Discuss your answers with a partner.

Pre-teach Vocab:

-So, here are the house rules. We need to agree to them, otherwise it'll be
(chaos).
A complete lack of order
-I'd (rather) we didn't start making too many special rules for individual
people.
Prefer
-We reckon about five hundred (pounds).
To calculate an amount, a number, etc.
-We (reckon) about five hundred pounds.
The unit of money in the UK

Listening for gist

1.Out of the four scenarios, only two of them have to do with the recording.
Choose two.
2. Share your ideas in pairs.

Listening for specific information

Part One

1. What is house rule number four?

All house members must clean the kitchen at least twice a week.
2. Why doesn’t the man agree to house rule number four?
Because probably he won’t be using the kitchen very much
3. What would the man rather do instead of cleaning the kitchen?
He would rather do more of the cleaning of the house.

Part Two

4. What is wrong with Mr. Jones’ car?

There’s nothing seriously wrong with it, but there’s quite a lot of small things that
need doing.
5. Why is Mr. Jones not happy about what the mechanic is telling him?
Because the mechanic is charging Mr. Jones a lot more than he’d expected.

Listening for detail – Fill in the gaps

 1. Okay. So, here are the house rules. We all have to agree to them,
(otherwise), there will be chaos.

2. (Supposing) you let me off the kitchen cleaning, I could do more of

the cleaning of the rest of the house.

3. Can you give me (an idea) of how much you think it's going to cost?

4. What if we were to (bring) it down a bit?

5. How about 400? If we did the (more important) things, and left the
smaller things for another time?

Post-task productive skills

Conversation One (House rules)

What would you do if you need a member of your family to take out the garbage
and they don't want to?

Conversation Two (Mechanic and customer)

Do you think the mechanic was charging the man too much? What would you do
in the place of the owner of the car?

Discuss your answers with a partner. You have two minutes!