Cambridge CELTA lesson plan

teacher An Pham observer Christopher Hart

date 17/02/2022 time (min) 45 TP number TP3

level pre-intermediate lesson focus Vocabulary – feelings

timetable fit

previous lesson: grammar – past simple

this lesson: vocabulary – feelings
next lesson: grammar – articles

personal aims (for the teacher)

I need to minimize interventions. yes

I need to use alternatives to spoken instructions/explanations yes
I need to use exercises to check/teach lexis rather than directly explain MFPA yes
Teacher talk and explanations still an issue. Script your interventions and minimize them (2a, 5f, 5g) improved
Continue to explore alternatives to spoken instructions/explanations (2a,5f) yes
Explore match up (ss-ss) as an efficient way to focus on checking lexis …(4c, 5b, 5c) yes
and save your T interventions for only the mpf features that ss get wrong (2e, 5c) OK (still room for less of you and more of ss-ss)

lesson aims (for the students)

Main aims: 
By the end of the lesson, students will have a better understanding of different forms of the verb “to feel” (e.g., feel angry, feel like a cheese pizza, feel somehow about someone/something, etc.) yes in the context of an article about a boy who
gets jealous in his relationship. Students will also have practiced using that language talking about their feelings about memorable memory. yes
Sub aims: 
1. To enable students to expand their lexis about feelings. yes
2. To enable students to practise scanning reading. yes
3. To enable students to improve oral fluency in using the target language. Yes

assumed knowledge

1. Basic lexis about feelings (angry, sad, scared, excited, etc.) ok

2. Students are familiar with past simple. ok

teaching materials

1. Cunningham, S., Peter, M. and Carr, J. C. (2005). New Cutting Edge: Pre-intermediate Student’s Book with Mini-dictionary. 2nd edition. Pearson Longman, p20
2. A reading text adapted from The Independent on Sunday, 12 October 1997.
3. Pre-prepared visuals
4. Other handouts (comprehension Qs) – teacher’s own

anticipated problems: tasks/ materials/ learners solutions

1.Some of the students might be late, which will result in problems with lesson stages 1. I choose the lead-in, which does not require Ss to discuss in BORs as I used to so that late-comers can keep up with the lesson. ok
and grouping 2. Ss will be given preparation time to brainstorm and note down what they are going to say. yes

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2.Ss may find difficulty finding ideas to speak in freer practice.
3.Ss may not use the target language in freer practice.
4.The checking-lexis task may take longer than I expected, and I will not have enough
time to focus on the main aim.
5.Ss may confuse phonetics, as Pablo did.
phonemic transcription
6.Focus on meaning and focus on form stage may take less time than I expected, and I
will finish the lesson early.
7.The freer practice task takes a minimum of three minutes to set up and may therefore
mean students don’t get much time to complete it if there are less than ten minutes left in
the lesson..
3. I will provide useful language so that Ss can remember what they have learned as they start experimenting with the target language. yes
4. I set the match-up exercise to check Ss’ lexis instead of directly explaining MFPA. I will only focus on items Ss get trouble with. ok
5. I will only use phonetics with sounds Ss find difficult rather than write the phonetics for the whole word since writing phonetics for a long word
(e.g., memorabilia) may confuse Ss. Yes. Better still, model and drill the sounds and the words
6. I will give them more time for OCFB in the freer practice task and more time for delayed correction (correct more mistakes or change the
interaction patterns.) OK
7. If students are doing well with the language and don’t need as much controlled practice, I will cut down on the questions so there is more time to
do the freer practice.ok If they need to finish the controlled practice and I’m left with only 7 or 8 minutes for the freer practice, I will join their discus-
sion in BORs to check and correct if they cannot correct each other to save time in OCFB ok. Immediate correction in controlled practice is fine be-
cause it will help achieve the stage aim – focusing on accuracy.yes
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 language analysis: lexis

language item, form & meaning how meaning will be initially conveyed analysis of phonology
how meaning will be subsequently checked

feelings lexis: feelings lexis: the meanings are conveyed/checked via a match-up exercise. 1. /səˈpraɪzd/ 
1. surprised (adj) CCQ/Non-verbal response 2. /ˌdɪsəˈpɔɪntɪd/ 
feeling or showing surprise because something has happened - My dog can sing. Everyone is surprised.  4. /ɪmˈpeɪʃnt/ 
that you do not expect. - When you are surprised at something, do you expect it to happen? No OK 5. /ɪmˈbærəst/ 
2. disappointed (adj) - How do you react when you are surprised?  6. /ˈnɜːvəs/ 
unhappy because someone or something was not as good as CCQs 7. /rɪˈlækst/
you hoped or expected, or because something did not happen - When you are disappointed, are you happy or unhappy? Unhappy. ok
stress
4. impatient (adj) - Why?
1. I feel tired_of(/əv/) her questions. 
easily annoyed by someone’s mistakes or because you have to - Have things happened as good as you expected? No
2. She felt good_about him.
wait: Too complicated
3. I feel like_a cheese pizza
5. embarrassed CCQs
shy, uncomfortable or ashamed, especially in a social situation - If you are an impatient person, are you willing to wait? No
6. nervous - Do you want the situation to change immediately? Yes
If someone is nervous, they are frightened or worried about - If you are an impatient person, are you easily frustrated with others when they make mistakes?
something that might happen and shows this in their behavior. Yes
7. relaxed - Who is likely to be impatient: a customer, a teacher, a psychologist? – a customer: they usually
feeling happy and comfortable because nothing is worrying you want to be served faster. Grading issues here
to feel Synonym
1. - Do you feel comfortable when you are embarrassed? No
Meaning: - What is the other word for embarrassed? a___(ashamed) (Ss have learned this word)
refer to people (how someone feels) and things (things cause CCQ/Synonym/Antonym
the feelings)  - Do you worry about things that happened in the past or things that may happen in the future when
Marker sentence: you are nervous? Things may happen in the future. complicated
I feel tired of her questions.  - What is the other word for nervous? – worried 
My clothes felt wet.  - What is the opposite of “nervous?” – relaxed 
Form: CCQs/Antonym
feel + adj  - Do you think about work or things you haven’t done when you are relaxed? No complicated
2. - Do you feel comfortable? Yes 
Meaning - What is the opposite of relaxed?  (You can find the word in the table) – anxious
have an opinion or think 1+2+3
Marker sentence: - Ss explore the meaning and form themselves through a reading text. 
- She keeps asking how I feel about him.  - T check understanding and form by referring back to the task lead-in, asking Ss to check how

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- She felt good about him.  many uses they have got right. 
Form: KEY: none of them are correct. They may be correct if Ss use different forms of the verb “feel.” 
feel (correct tense) + (adj) + about + n/pronoun  - T goes through the form once more time with the whole class. ok
3. 1.
Meaning ***T check the meaning of feel when referring to things (things cause the feelings)
to want something or to want to do something.  Context:
Marker sentence: The man said the room felt cold.
- I feel like running away when she talks about him.  Write in the table: the man or the room ok
- I felt like a cheese pizza to help me forget everything.tonight coldness give receive
Form: 2. How do you feel about our lessons?  (yes! Meaningful)
feel + like + n/-ing form  3. What do you feel like eating or drinking after the lesson?ok
Appropriacy: Appropriacy CCQs:
quite informal 1. Is it formal or informal? – informal
2. If you invite your boss to have lunch with you, is it ok to say: “Do you feel like having lunch with me?” – No

3. Why? (too friendly/not polite) 

anticipated problems and solutions form and meaning Pronunciation

Too much background detail here

P: Ss may use an adverb after a non-action verb (feel). P: /ɪ/ and / ɪ:/ correspond to Spanish /i/, so students may
S: Ss write the form themselves to understand the form better. If they still make mistakes during freer confuse feel and fill. 
practice, T will write examples on the board: T elicits from the examples that we use adj after "feel" when S: T writes the phonetics for feel, gives a natural oral model
talking about feelings. yes!, and then drills . Nominate students whose first
P: Ss may confuse –ed and –ing forms of adjectives.  language is Spanish to
S: T writes the error on the board; let Ss try to correct themselves first.  Then, T may use CCQs to check drill. (e.g. Anthony, Elimy O, etc.)
understanding.  Elimy is Portuguese speaker?
Ex: John feels relaxed. P: /ə/ finds a nearish equivalent in Turkish ı, which is
The room feels relaxing. ok however higher and tenser. Under the influence of spelling,

relaxation give receive Turkish speakers often give unstressed vowels their

the room John stressed value: /ˌdɪsaˈpɔɪntɪd/ for disappointed. ok

extra example: S: T writes the phonetics for the words, gives a natural oral

We were all ________. The lesson was boring. (bored) model, and then drills.  Nominate students whose first

She was excited. The news was ___________( exciting) language is Turkish to

 -ed form usually describes how someone feels. drill. (e.g. Elif) 

 -ing form describes the person or thing that causes feeling. P: English /ə/ and /ɜː/ have no similarity to Spanish vowels.

Ss may interpret that –ed form is used when the subject is people/animals and –ing form is used when the /ə/ is normally replaced by the strong pronunciation of the

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subject is things. ok written vowel. /ɜː/ is replaced by /i/ or /e/. Ss might
P: Ss may write the form with feel (infinitive), hence feeling it hard to recognize "feel" in other tenses. pronounce /nevos/ for nervous. 
S: T gives examples to elicit Ss, including the bracket (correct tense) when writing form. ok S: T writes the phonetics for the words, gives a natural oral
P: Ss may not know how to write the structures because they do not know the different names of word model, and then drills. Pay more attention to Spanish
classes, subject, object, etc. This is maybe because they usually use the term in L1. Or maybe the names of speakers. 
the parts are not so important when learning most compounds P: Sorpresa and nerviosa are Spanish words for surprise
S: T does a demonstration; T can elicit other terms during the demonstration. (e.g., tired – What kind of word and nervous. They all have their “r’ sound pronounced
is it? noun, adj, verb?) because Spanish /r/ is flapped and is normally pronounced

Good you have researched your TL in your ss’ languages in all position, this carries over into English. Ss may
pronounce /r/
in these words. 
S: T writes the phonetics for the words, gives a natural oral
model, and then drills. 
P: Ss may not using correct intonation and stress and so
sound different from their feelings.
S: T mimes appropriate feelings when talking. (E.g. T
lowers her voice, shows a sad face when saying she is
sad) ok

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lesson content

stage name stage aim timing & interaction procedure Tutor’s Comments
pattern

6.29 To get Ss interest in the topic 1m 1. T shows pictures of people expressing different feelings and asks Ss to guess the topic of
Lead-in to the lesson T–S the lesson.

6.30 To set the context for the lesson 
Lead-in to the TL To activate Ss schemata to decide
which vocabulary needs clarifying.
 S–S
To familiarize Ss with lexis would
appear in the reading text in the
next stage. 
To give Ss lexis they may use in
freer practice. 
5-7m 1. T shows a table of different words. T asks Ss what they are going to do. [response..] 
S–T 2. Ss do the task. (Appendix 1) 
S 3. Ss check their answers in BORs.X T monitors.
4. OCFB
S–T T nominates Ss to check answers. T uses CC in LA to check meaning and pronunciation if
T–S necessary. 
S–S -st not accurate for relaxed
S–T Your models and drills helpful
5. T elicit one of the uses of “feel” (referring to people’s emotions). T shows the checkbox on
the board. T asks Ss to guess what are the other uses of “feel” (Appendix 2)  = CC for ‘feel’
6. Ss discuss in groups.
7. T writes Ss’ guesses on the board. T delays feedback until Ss have discovered the TL
themselves.

6.38 To clarify meaning so that Ss know 4 – 6m 1. T shows the reading task to Ss with an example of the task. T asks Ss what they are going This is a long text. You should approach it as a
Language focus - how to use the TL S–T to do: list out sentences with “feel” in the text. reading skills (gist read + detailed read) before
focus on meaning To guide Ss to analyse the S You try to elicit…you give instructions … OK asking ss to analyse the language it contains.

6.43 meaning themselves. Nice! S–S 2. Ss do the task in 1m. (Appendix 3)  Some not too clear about instructions here…
Guided discovery S–T 3. Ss check their answers in BORs. X Peer checking is a good thing to do. Why do
6.46 S–S 4. OCFB you skip it?

6.48 S-T T shows the answers on the screen, asking how many sentences Ss have found.  Does he want to run away …? Not helpful
5. T shows the diagram, T does an demonstration:
person – I feel tired of her questions. instructions T asks Ss what they are going to do….
Instructions . (Appendix 4)
ICQs:
- What do you need to write in the circle? Meanings or examples?

- What do you need to write next to the circle? – Examples

Ss work silently … (which is ok)

6. Ss discuss X in BORs. T monitors

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 7. T nominates Ss to check their answers. T checks meaning, appropriacy (and
pronunciation if necessary) as stated in LA.
Mix of effective and confusing CCQs here

6.52 To clarify form so that Ss know how 4-6m You try to elicit task …then prompt … Give more examples in this task. Three ideally
Focus on form to construct the TL T–S 1. T writes a marker sentence on the board.  for each pattern
6.54 To guide Ss to analyse the form S-S feel - a person: Reinstate ss-ss checking
Guided discovery themselves.  S-T I feel tired of her questions.
T does a demonstration with the form. 
T presents the task, asking Ss to write the structures. (Appendix 5) 
2. Ss discuss X. T monitors. You intervene to help them … more of you than them here…

3. Feedback. T shows the answer key.

You elicit further examples form ss. Good

7.01 To provide controlled oral practice
Controlled practice foused on using the language
accurately. 
5 – 7m You don’t always hear/understand what the ss
T–S 1. T shows the exercise. (Appendix 6). T asks Ss what are they going to do.  are saying/asking you
S 2. Ss do the task alone. OK but you talk about putting them BORs. Again no peer work This task is appropriately challenging (which is
S–S 3. Ss check answer in BORs. T monitors. X another reason to use peer
S–T 4. OCFB. T nominates Ss to check answers.  checking before spoken FB)

7.10 To provide less controlled and 5-7m 1. T shows the task to Ss. (Appendix 7). T asks Ss what they are going to do.  Good, you provide useful phrases to scaffold
Less controlled personalized oral practice focused T–S ICQS: the task
practice on using the language accurately. S–S Are you going to share your own answers? Yes Peer check here would have been helpful
7.15 STOP  S-T + short instructions Time nearly out
2.Ss do the task.  T monitors.
3. T nominates Ss to report their partners’ answers.

Freer practice To provide freer oral practice and 8 – 10m 1. T sets the task for Ss.
use the TL communicatively. S–T 2. Ss prepare their answers in 3m.
S 3. T share their answers in BORs. T monitors.
S–S 4. OCFB: T nominates Ss to share their answers.
s-T

Language feedback To help learners notice gaps or 1-2 m Board the incorrect utterances and elicit responses from Ss.
(Optional) differences in the English they T-S
heard/used and a corrext example

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Appendix 1

Appendix 2 – teacher owned

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Appendix 3 – adapted from The Independent on Sunday, 12 October 1997

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Appendix 4 - adapted from NCE pre-int p20

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Appendix 5 - teacher owned

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Appendix 6 - adapted from NCE pre-int p20
Match a sentence from A with a sentence from B

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Appendix 7 - teacher owned

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Appendix 8 - teacher owned

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