PRE CELTA Lesson Plan Front Page (See the overview sheet given out in the input session

on planning for advice and help on completing

this.)
Teacher’s name: Date: Lesson No: 1 Length: 45 min Level: Main focus:
Aydin Aghayev 06.06.2020 Pre - Intermediate Vocabulary, Phrases

Main aim(s): Subsidiary aim(s):

By the end of the lesson the learners will: 1. To practice speaking in pairs and making interrogative
Main: questions.
1. feel more confident using the common and specific phrases on topic 2. To report what their peers said about technology and
games.
Secondary: practice speaking.

Class profile: Assumptions:

A group of intermediate, male and female adult learners. There is some Ss will be actively involved in the lesson and will enjoy it. Ss will
variation in level and some Ss are quiet while others tend to participate very be able to describe their favourite games whereas some might
actively. need pre-teach vocabulary in order to feel more confident.

Context (the situation will you use): Materials & resources:

WB, handouts, flashcards, projector.
The main aim (topic-related phrases) will be delivered in the context of
Computer games.
Personal action points: Tutor’s comments on development in personal action
points:

Personal:
1. To use the board to clarify their mistakes.
2. To provide instructions before the tasks
3. To distribute handouts and flashcards to deliver the lesson more
effectively.
4. To monitor ss carefully to take notes of their mistakes with the
intention of feedback.

Anticipated Problems: Solutions:

1. Some students might confuse the phrases while matching the cards. 1. Teacher clarifies collocations before the activity.
2. Ss might fail to manage time in group or pair work. 2. Teacher alerts ss some before time finishes.
For LB lessons (One column per marker sentence. You may need to use more sheets)
1) Your Marker Sentence(s): 1) Your Marker Sentence(s):

2) Concept & Concept Checking: 2) Concept & Concept Checking:

3) Phonology of the MS within your context: 3) Phonology of the MS within your context:

4) Form: 4) Form:

5) Any specific problems with this piece of language & solutions: 5) Any specific problems with this piece of language & solutions:
For any lexical items:
1) List the items you plan to teach. 2) Concept (What the vocab means in the context & why/when it is used.) 3) Show any appropriate
phonological features (at least stress) 4) Show any appropriate grammatical features (e.g. irregular verbs, uncountable, etc) 5) Any potential
problems and solutions (Use one box per lexical item. You may need to use more than one sheet.)
Item: Item:
Accepting suggestion
1.That sounds like a great idea
ðæt saʊndz laɪk ə greɪt aɪˈdɪə 

2. What a good idea

wɒt ə gʊd aɪˈdɪə

3.That`s a really good plan

ðæts ə ˈrɪəli gʊd plæn 

Item: Item:
Declining a suggestion
1. I`m not sure about that
aɪm nɒt ʃʊər əˈbaʊt ðæt 

2. I am not very keen on that idea

aɪ æm nɒt ˈvɛri kiːn ɒn ðæt aɪˈdɪə 

3. I `d rather not
aɪ d ˈrɑːðə nɒt 

Item: Item:
Expressing no preference
1. I don`t mind
aɪ dəʊnt maɪnd 

2.Either suggestion is fine by me

ˈaɪðə səˈʤɛsʧən ɪz faɪn baɪ miː 

3. They`re both good ideas

ðeə bəʊθ gʊd aɪˈdɪəz 
 Time Inter- Procedure: Tutor’s Comments (Do not write here.)
action
Name: Lead-in
Aim: Establish a general idea before moving to the main
aim. To build up interest related to the context in ss.
5-7 min T-SS Procedure:
1. Show the pictures
2. Put them in pairs and ask them to discuss their
favourite games
5min

Name: Pre-teach vocabulary

10 min T-SS Aim: To teach ss context-based vocabulary to encourage
them to speak about …..
Procedure:
SS-T 1. Deliver the PTV with MPF /MFP
2. Create the meaning in clear and concise situations.
3. Elicit the answers from the ss.
4. Model each word to be sure of correct pronunciation
and drill.
5. Check the meaning with the questions before writing
on the board to be sure of accurate form and writing.
10 min
2 min SS-SS Name: Matching
Aim: To match the words with definitions.
Procedure:
1. Put ss in pairs and Hand out the flash cards.
3-4 min
2. Check and give feedback as whole class. 2 min
4 min S-S Name: Gap-filling
Aim: To practice pre-taught vocabulary.
Procedure:
1. Fill in the gaps with words in the box below. 5min
2. Get them to check their answers with peers-Peer
correction
3. Feedback open class 4 min

T-SS

21 min Name: Freer practice - Fluency based

Aim: To get them to follow new vocabulary and answer the

questions.
S Procedure:
1. Tell them to work in pair. Hand out the worksheets. 8
min
2. Pair work: Hand out pictures and ask them to discuss
SS-SS- the differences of holiday destinations . Ask them to
T take notes. 6 min
3. Work in pairs: Role Play: Tourist and Tourist
Information Center
4. FEEDBACK - DELAYED CORRECTION
 Whiteboard Plan
NB: if you analyse the phonology and form here, do not repeat it in the language analysis section. Simply, put a comment saying ‘See WB
plan’. However, you need to have the analysis somewhere in the plan. If you are using PowerPoint, please provide a copy of the slides.
Teacher Lesson Focus Level Date Mins Ss TP no.

The following areas are going well at this stage of the course:

Planning for teaching:

Keep working on:

Overall comment:
.

Overall, for this stage of the course, this lesson was: ABOVE STD; TO STANDARD; NOT TO
STANDARD

SIGNED BY TUTOR SIGNED BY TRAINEE

1. This is a photo of my friend, Tamari.
2. Tamari is 23 years old, she's Georgian and she's from Tbilisi. She studies management at university also Tamari works in a restaurant, she's HR in a
restaurant.
3. she has got quite long, brown, wavy hair and brown eyes, she's not very tall. Tamari is generous, funny and very smart person.
4. She loves classical music and she likes reading books, also travelling when she has free time, she likes walks in the evening and also ride a bicycle. she
hates when people used and lies her.
5. I like her because she can always listen and understand me rightly.