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: 3 Length: 60 min Level: Main focus:
Aydin Aghayev 13.06.2020 Intermediate Reading, Skimming and
Detail
Main aim(s): Subsidiary aim(s):
By the end of the lesson the learners will: 1. To practice speaking
Main: 2. To enhance vocabulary
1. Have practiced reading for gist and detailed information. 3. To suggest solutions how to reduce the effects of too
much traffic
Class profile: Assumptions:
A group of intermediate male and female adult learners. There is some SS will find the story gripping. They might analyse the COVID
variation in level and some Ss are quiet while others tend to participate very -19 virus effects in our social life.
actively.

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

COVID – 19 virus WB, handouts, PC

The main aim (practising collocations) will be delivered in the context of

problems of the serious health problems
Personal action points: Tutor’s comments on development in personal action
points:

Personal:
1. To give clear and concise instructions
2. To give plenty of time to student and to reduce TTT
3. To use the board to clarify the answers
4. To monitor ss carefully to take notes of their mistakes with the
intention of feedback.
Anticipated Problems: Solutions:
1. Some students might fail to do the stage of reading for gist in pair 1. Teacher adds 1 or 2 min more to the given time
work. 2. Teacher puts slow students with quicker ones in pairs to
2. Ss might be slow to do the tasks or have limited ideas. speed up the task.
 Language Analysis Pages

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:

admonish decree
/ədˈmɒn.ɪʃ/ /dɪˈkri

to tell someone that they have done something wrong an official statement that something must happen

He admonished the nation: “ You are not protecting others.” The government approved a decree putting the whole country
into 15 - day state of emergency

Item: Item:

lockdown suppress
/ˈlɒk.daʊn/ /səˈpres/

a situation in which people are not allowed to enter or to prevent something from being seen or expressed or
leave a building or area freely because of an emergency from operating

The school has been placed on lockdown this morning while Interventions which suppress the reproduction number save a
authorities declared a pandemic threat lot of lives.
 Time Inter- 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 in the main context.
7 min T-SS Procedure:
Discuss the questions below:
1. What is the vital problem of industrialized countries ?
2. Guess overpopulation can be against to struggling with
such problems.
3. Is the temporary wide spread lockdown in a country
solution of the infectious health issues? 7 min
Name: Pre-teach vocabulary
8 min T-SS Aim: To teach ss context-based vocabulary to encourage them to
have complete understanding of the passage Procedure:
1. Deliver the PTV with MPF
SS-T 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. 8 min
5 min T-SS Name: Reading for gist - Prediction
Aim: To help ss have overall understanding of the passage
Procedure:
1. Put ss in pairs. Ask them to have a quick look at the
passage after reading the questions for the gist. Get them to
discuss why they answered those questions like that.4 min
2. Then, tell them to do cross check with other pairs.
Elicit the answers after the given time. 1 min
 10 min Name: Reading for detail.

Aim: To locate detailed information from the passage. Procedure:

1. Give clear instructions with ICQ’s. Hand out the worksheets.
S-S Get them to complete 6 questions individually. Tell them to
write T for true or F for false in the space given. 7 min

2. Peer correction. Put ss in pairs. Write students’ answers on

SS- the board and check as whole class. 3min
SS-T

12 min S-S Name: Reading for detail. Sentence completion

ss-ss-T Aim: To locate detailed information from the passage. Procedure:

1. Give clear instructions with ICQ’s. Hand out the worksheets.
Get them to complete 6 questions individually by adding the
remaining information from the passage. They may
paraphrase the idea too. 9 min

2. Peer correction. Put ss in pairs. Give feedback as a whole

class 3 min

18 min Name: Freer Practice and Speaking

Aim: To provide ss with an opportunity to discuss the effects and

solutions concerning too much traffic.
Procedure:
S-S 1. Pair work: Ask ss to find 2 negative effects of too much traffic
and suggest the solutions for those issues. 10 min
2. Get them to read out their answers. 5 min
SS- 3. Delayed correction 3 min
SS-T
 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 TRAI