Cambridge ESOL-CELTA LESSON PLAN FEEDBACK

Name: Azra Ilyas Week: 1

Level: Elementary Day: 17/7/2018
No. of sts: 18 TP: 1 2 3 4 5 6 7 8
Minutes: 40
LESSON AIMS
Lesson Focus: Skills Reading, and Vocabulary

OVERALL COMMENTS
Not To Standard To Standard Above Standard

Lesson Plan:
Aims: By the end of the lesson the SS will have developed the subskills of reading for gist
and detail.

You did not provide your observer with any copied lesson preparation notes or materials.
Please make sure you do so next lesson.

Overview
You began confidently and introduced yourself. You have understood in principle many of
the basic techniques and methods of the EFL classroom, and over the next few TPs I am
confident you will start to bring these together in a more cohesive manner.
You need to think again about the structure of a reading lesson, and the function of the
while-reading tasks. You also lost your way at the pre-teach of vocabulary stage. This was
not a Language Focus lesson, but it was a lesson with a short stage to pre-teach any
blocking vocabulary within the text. There was no need to create a separate exercise on
compound nouns.

Summary of Strengths
 1a. awareness of SS needs and interests.
 1b. awareness of learning styles and cultural factors.
 1d. rapport

Summary of points to consider

 Lesson structure – why are the stages of a skills lesson for?
 5f. instructions - make instructions clear and succinct. Write them in the plan.
 5h. providing feedback, peer share.

Refer to the Stage 1 Course Criteria in the Candidate Handbook.

These criteria should be met by around the first stage of the course, TP 1-2

Awareness of self and students

TTT and graded language
Setting up activities (using demos, giving concise instructions, using ICQs, clearly
assigning pairs/groups)
Eliciting
Inclusion of feedback stages
Use of whiteboard
STRENGTHS
Topic 1 - Learners and the Learning Context.
1a. awareness of SS needs and interests - it is obvious that you have understood that
the lesson should appeal to learners.

1b. awareness of learning styles and cultural factors - you designed a kinaesthetic
activity to appeal to those learners.

1c. acknowledging learners’ backgrounds - you were sensitive to the learners’ culture.
Your experience of teaching shoes here.

1d. rapport – your rapport with Ss is good.

Topic 5 – Developing Teaching Skills and Professionalism

5e. use of materials and resources – you had prepared some slides to support your
lesson.

AREAS FOR DEVELOPMENT

Topic 2 - Language Analysis and Awareness
2a. adjusting own language, grading, echoing – Your Teacher Talk Time was too high.
Think again about how to redesign your activities so that the busy ones in the class could
be the SS, speaking together, working out answers for themselves.
Be careful with your own language: do we say wolunteer? You must model accurate
language.

Topic 5 – Developing Teaching Skills and Professionalism

5b. whole class/group/individual activities - How could the pre-teach vocabulary stage
be done in a way that did not involve the teacher’s voice at all?

5e. use of materials and resources – you had redesign the activities from the course
book, but to be honest the ones in the book would have been perfectly fine.
Be careful with the board. Don’t write on top of the desk top images. What can you do to
preserve a blank page on the screen?

5f. instructions – remember ‘Task Before Text’ – give the task before you handout the
materials.
Give your instructions to the whole class at once. Stand in the instruction zone. Be careful
not only to address the table nearest the computer. This has become your magnet table
already.
Use the SlideShow tab of Powerpoint so that only the slide you are using can be seen, and
not the rest of the ones to follow.
What was the reason for the confusion with the first love/hate task?

ICQs - use ICQs after very clear instructions to check that SS are clear about what they
are doing.

5h. providing feedback, peer share –

Do we ever ask SS just to read a text? Why not? What is the purpose of a task to do while
reading (such as a gist task or a detailed reading task)?
Why do we not do these tasks after reading the text?

Once an exercise has been completed, SS need to have chance to hear the correct
answers. We do this first by them comparing their answers, and then finally, the teacher
can use a key (e.g. on a slide, not using her voice), to clarify the final answer.

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