Cambridge CELTA Tutor Assessment of Teaching Practice

Name Main lesson focus Level Date Mins Sts TP No.

Halimah Receptive skills B2 18/11/2022 45 2

(The rest of this page is for the tutors)

Overall Planning comment
Aims:
Procedure:
Language analysis:
Materials:
Overall Lesson comment

Strengths
●

Action points
●

Tutor Support with lesson planning: lots typical none

O----------------X-----------------O

Overall, for this stage of the course, this lesson was: TO STANDARD/NOT TO STANDARD

Signed (tutor):
 Candidates write in this section:
Cambridge CELTA Lesson Plan Cover Sheet

By the end of the lesson, students will have practice reading for
Main Aim
gist and details in the context of starting a new life.
Secondary Aim To practice speaking for fluency in the same context
In this lesson, I will be working on remaining calm and collected even if
Personal Aims problems arise. I will also make sure to ask targeted questions to make sure
the learners understand everything.

Materials
SB page 12

Anticipated Problems Anticipated Solutions

 Sharing the screen  Talk them through the task whilst I try to
 Difficulty understanding the text resolve the issue
 Point out some difficult words/phrases and
break them down to help the learned

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Stage name + aim Timing + Procedure Problems and Tutor comment
interaction solutions

Stage name: [Think [Consider what you will do/say, what you Prob:
about expect students to do/say and how you will
Stage aim: Sol:
whole class, make it happen, including what tools, media,
break out tech need to be adjusted.] Prob:
rooms,
nomination, Sol:
chat box?]
Stage name: 2 minutes Present the text by sharing the screen and ask the Prob: they may not
Lead-in explaining the students to read the title understand the text/title
task I would give them 1 minute to come up with ideas and
Stage aim: 1-2 minutes then tell the students to put the ideas on the chat. Sol: I will highlight
To generate interest skimming specific words in the title
in the topic of the through the for them beforehand to
lesson text limit the difficulty they
1-2 minutes to may face.
write in the
Prob:
chat box
Sol

Stage name: 2 minutes Present the text and ask the students to skim through Prob: they may not
Reading for gist explaining the the first two paragraphs briefly. I would give them 1-2 understand the text
task minutes. Put students in break-out rooms to let them
Stage aim: 1-2 minutes discuss what the text is about for 2 minutes Sol: I will highlight
To orientate students skimming difficult phrases for them
to the overall through the beforehand to limit the
content of the text text difficulty they may face.
and to give them 2 minutes
practice in gist discussing it in Prob: they may not be
reading / listening pairs discussing the text in the
break-out rooms

Sol: I will try to enter the

rooms regularly to
ensure they are
engaging with each
other and if not get them
to start by asking
specific questions

Stage name: Pre- 7-8 minutes List 4-5 words they may find difficult go through each. Prob: I may explain the
teach explaining the I would present them with the dictionary definition, words and they still don’t
words break them down and then other ways these words understand some
Stage aim: 2-3 minutes may be used. I would then ask the students to put a
To pre-teach asking the thumbs up after explaining each word to make sure Sol: find synonums for
students they have understood. I would also ask ‘yes’ or ‘no’ the words or explain
meaning of words
questions questions or ‘this’ or ‘that’ questions them in a different/easier
necessary for the way
about the
task(s) to be set. words.
Prob:

Sol:

Stage name: 2 minutes to Ask them to read the question (4c) and then the text Prob: the may not
Reading for detail read the text again but this time thoroughly and note down the with understand the task
4-5 minutes to the writer’s difficulty and why. They would then make
Stage aim: make the list suggested activities for each writer. After this I would Sol: break down the task
To give students of suggested put them into breakout rooms and they would and explain using
activities check/compare and then we would regroup and I different wording
practice at
reading or 2-3 minutes in would ask each group what their answers are.
the break-out Prob: they may not be
listening for room discussing the text in the
specific break-out rooms
information
Sol: I will try to enter the

1
 rooms regularly to
ensure they are
engaging with each
other and if not get them
to start by asking
specific questions

Stage name; Post- 2 minutes in ask the students to come up with things they would Prob; some ss in the
reading follow-up: the break-out like to try for the next 30 days and put them in break- break out rooms may
rooms out rooms. Regroup and ask them to put it down on not work well together
Stage aim; To 1-2 minutes the chat
check their Sol; always try to rotate
exploit the text
answers the groups so the ss get
for speaking, to work w different
writing or people
language work
and allow Ss to
interact with it in
a personalised
way

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Cambridge CELTA Lesson Plan Grammar/Function Analysis

What is the language point?

Reading

C
What context will you use to elicit the language from the students? Be specific and include the
O context. For situational presentations include the eliciting questions. If you are using a text, include
N how you will organise how students will focus on the language.

C I will use yes or no questions to make sure ss have understood the text and their tasks and
I will allow students who have understood it to re-explain it to ensure they are on the right
E path
P
T
/
M Concept Checking Questions (CCQ’s) or other Technique You’ll Use to Check Meaning

E Find definitions and break them down and use targeted questions to make sure they
understand such as ‘yes’ or ‘no’ questions or ‘this’ or ‘that’ questions.
A
N
I
N
G

Form & Phonology Analysis - how it will look on the board (feel free to add details by hand)
F
O
R
M

&
P
H
O
N
O
L
O
G
Y
ANTICIPATED PROBLEMS & SOLUTIONS

Include any problems that may come up with Meaning, Form and Phonology, and how you
will deal with these.
Ss may not understand or comprehend the information needed or may miss understand it
and mix it up with other meanings or definitions.in this case, I will highlight and breakdown
their mistakes and correct it

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Reference Materials Used:

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 Cambridge CELTA Lesson Plan Lexis (Vocabulary) Analysis

NB: Please ensure that you complete ALL boxes for EACH word- you need to show you can analyse the vocabulary- even if you
don’t intend to teach all aspects
Word/phrase How will meaning be What are your CCQs (or Form and Problems I think sts may have
and Meaning conveyed? other ways) to clarify Pronunciation with the word and solutions
meaning? register (as
needed)
Intermediate The word means the Do you use it to describe /ˌɪntəˈmiːdɪət/ Prob; Reading the full word.
middle, or halfway something in the Sol; cut the word into two, inter
through beginning, middle or end and mediate.

Especially used to single out one

person or thing over all
others. The example I
would use would be ‘ I like
all ice creams but
especially chocolate
flavoured ice cream’
Relatively

Lost touch
How will your Board look, and how will you get the language onto it? Be thorough with this- it will help you!