CELTA

Lesson Plan
Candidate: Marina Dantas Guimarães
Tutor: Débora Schisler
Level: Elementary
Expected no. of Ss: 1 Length of lesson: 30’ Start time: 8h30
TP no.: 3 Date: 17/04/2020 Finish time: 9h

Before you start planning your lesson, make sure you liaise with your peers in order to have coordinated lessons on the day (4m).

Reading x Grammar
MAIN AIM: Listening Lexis
This is the main focus of your lesson. Tick only one box. Speaking Phonology
Writing Functions
By the end of the lesson the learner will have better developed the ability of reading a text with a famous person’s weekend description for gist and
detailed information.

 To revisit the use of simple present simple on the third person and meaning of
SUBSIDIARY AIM: adverbs of frequency
Specific things that students will learn, revisit, expand on &c. in this lesson.  To learn and review lexis related to leisure activities
 To practice speaking and writing

 Providing a good lead-in and context to the

PERSONAL AIM:
What you personally hope to achieve in this
lesson. This can be a development need from a
previous lesson.
lesson
 Not to echo s. errors
 Giving short and consistent instructions
 Using on-line tools to maximize learning
 Managing time effectively

 Digital flipcharts
MATERIALS:  Zoom
Make a list of everything you need for this lesson so you do not forget anything.
 Printed lesson plan

Use this in reading and listening lessons.
TEXT DESCRIPTION
- Where is text taken from?
- Is it authentic or adapted?
- What is the genre of the text?
- Why is it appropriate for
learners?
SKILLS & STRATEGIES
- What subskills will learners
practice?
- Which exercises will help them
do that?
- In which part of the text will
learners find the answers they
need?
- What strategies will learners
use to underline their answers?
ANALYSIS OF TARGET LANGUAGE FOR RECEPTIVE-SKILL LESSONS
The text is from New Headway Elementary Student’s Book – Fourth Edition, by Liz and John Soars, OUP, 2015, page 27. A
slight vocabulary adaptation has been made to the material.
In this piece, the film actress Shilppa Shetty talks about her perfect weekend. The piece has been adapted to elementary
learners, so all verbs are in the present simple. Most of the vocabulary has either been learnt by the learner in previous
lessons or is relatively easy to infer for being a cognate.
The text will be relevant for the learner because she is into culture and reading about famous people’s lives.
During the lead-in, the learner will be shown some pictures of the artist to try to predict what is her profession, where
she’s from and if she has a lot of money. Next, some vocabulary of the text will be checked/taught.
The first text activity will make the student read the text for its gist, checking if guesses were correct. Then she’ll skim the
text once more to know if Shilpa Shetty likes cooking on weekends. After that, a True/False activity will be set to have the
learner reading for detail, in which she’ll be instructed to highlight the evidence for her answers in the text. She’ll also
have to correct the false sentences, using writing skills and revisiting her knowledge of the use of present simple in the
third person. The lesson ends with a reaction to the text, in which the learner says which of the mentioned activities she
would like to do in her perfect weekend.
Questions and answers:
Lead in + reading for gist 1
1. Where’s Shilpa Shetty from?
India. ( Introduction – line 1)
2. What are Shilpa’s two jobs?
She’s an actress and model. (Introduction – line 1)
3. Does she have a lot of money?
Yes, she does. (The text mentions a lot of expensive things: she has homes in Mumbai and England [Introduction]; She
prefers eating out and, sometimes, if she has time, she goes to a spa hotel for a swim and a massage [last paragraph])
Reading for gist 2
4. Does she like cooking on weekends?
No, she doesn’t. (“We get a takeaway pizza”. (paragraph 1); “We go to a pub for lunch (…)I like cooking Indian food, but
not at weekends” (paragraph 2); “On Sunday we prefer eating out (paragraph 3)”.
Reading for detail 1.: True or False + find the evidence in the text + correct the false ones

A) On Friday evenings Shilppa always watches TV with her husband.

False. Shilppa and her husband usually watch TV, but sometimes friends or family come to play cards. On Fridays, we
usually watch TV, but sometimes friends or family come to play cards. (Par. 1)

B) She likes to eat pizza when she’s watching TV.

False. She likes to eat pizza when she’s playing cards.: “pizza goes best with playing cards”. (Par.1)

C) She gets up after 10 A.M and stays in the bathtub for some time on Saturdays.
True: On Saturdays, I get up late, at about 10h45, and then I have a long bath. (Par.2)

D) On Saturdays, she usually eats pudding at home.

False: On Saturdays, she usually eats pudding in a pub. We go to a pub for lunch – I like the puddings (Par.2)

E) She likes watching TV shows about cooking.

True: We like watching cookery programmes. (Par. 2)

F) Shilppa sometimes cooks Indian food.

True: I like cooking Indian food, but not at weekends.

G) On Sundays, she doesn’t like going out.

False. On Sundays, she loves shopping and visiting garden centers. On Sundays, I love shopping and gardening.(…) I love
visiting garden centres. (Par. 3)
H) The actress buys clothes from shopping malls.
False. She buys clothes from small boutiques. I always buy my clothes from small boutiques. (Par. 4).
I) Shilpa’s homes have many flowers.
True. My homes in Mumbai and England are always full of beautiful white lillies (Par.4)
J) Shilpa and Raj go to spa hotels for a massage every Sunday.
False. They sometimes go to spa hotels. (…) sometimes, if we have time, we go to a spa hotel for a swim and a massage.
(Par.4).
 LANGUAGE FEATURES
- Do learners need to be aware of any special language to do the exercises successfully?
- Are you going to pre-teach any language?
PRONUNCIATION
FORM MEANING & ELICITATION CHECKING UNDERSTANDING ANTICIPATED
QUESTIONS - What aspects of
- How will your pronunciation will you DIFFICULTIES &
- How will you check understanding?
systematize form in highlight? SOLUTIONS
your presentation? - If this is a word/phrase, include the
dictionary definition here. Possibilities:
Possibilities: What problems would your
- If this is a grammatical structure, - CCQs
Consider: - Transcription of students have in relation to:
include the information from a - Timelines
- Marker sentence (s) marker sentence(s)
grammar book here. - Personalised questions
- Part (s) of speech - Word and sentence a) meaning
- How will you explain/clarify meaning - Context-checking questions
- Grammatical stress b) pronunciation
to students? - Pictures
information - Analysis of c) form
- &c.
- Collocations connected speech
- Analysis of intonation
my home in the the area outside towns and CCQs /ˈkʌntriˌsaɪd/ - Form
Might write the words separately:
Countryside cities, with farms, fields, and Do you see many cars in the countryside? (NO) stress on the first country. side
trees (Macmillan Dictionary syllable Meaning
There won;’t be any trouble because she
uncountable online) Is São Bernardo in the countryside? (NO) will understand the word via pictures
noun Pronunciation
P.: S. says /kaʊˌtri'saɪd/ mispronouncing
Clarification/teaching: show flip Is Montealto in the countryside? (YES) the first syllable and misplacing the
Possible with countryside picture and Ca stress. S.:Separate the compound in two
words to drill: side – country –
collocations for picture from São Paulo, with countryside.
this level: the caption” beneath it. Try to
go to the elicit “country or countyside”
countryside from the second picture: Is it a
stay in the big city? (NO) Can it be São
countryside Paulo, or New York? (NO) Can it
be Iguape? (YES).

Garden Centre a large store that sells plants, CCQs /ˈɡɑː(r)d(ə)n Form

Garden - flowers, and the tools and ˈsentə(r)/

countable noun equipment that you need for
Centre – looking after a garden
countable noun (Macmillan Dictionary online)
Clarification/teaching: show
picture of garden. Try to elicit
and/or teach the word. Then
show picture of garden centre.
What can you see in a garden?
Meaning
(Flowers/plants/trees) There won;’t be any trouble because she
Can you buy clothes in a garden centre? (NO) will understand the word via pictures
Pronunciation
Can you buy food in a garden centre? (NO) P.: student mispronounces the /n/ sound,
Can you buy flowers in a garden centre? (YES) making it more nasal then it should.
S.: drill individual sound and show mouth
Can you buy plants in a garden centre? (YES) movement
Personalized questions:
Do you have a garden at home?

We get a a meal that you buy in a
takeaway pizza restaurant but eat at home, or a
shop that sells this type of meal
Countable noun (Macmillan Dictionary online)
Frequent Elicitation/teaching: show flip
collocations: with several pictures of typical
Takeaway burger takeaway food (yakisoba, pizza,
Takeaway meal small packed lunches. In one of
Takeaway food the pictures someone is getting
Chinese the pizza in a restaurant. Do the
takeaway CCQs and teach the word.
Walking barefoot without any shoes or socks on
Adverb/ (Macmillan Dictionary online)
adjective
Eliciting/teaching: show picture
of barefoot feet. Ask: “Are they
wearing shoes?” (NO). So they
are… (BAREFOOT)
White lillies a large flower in the shape of a
Plural noun bell that is often white but can
be many other colours
Eliciting/teaching: show a
picture of several different
lillies and try to elicit what they
are. The student will probably
come up with “flower”. Try to
elicit the name (the student will
probably say it in Portuguese).
Teach and drill.
Add rows here if necessary.
Do you like working in the garden?
Do you like going to garden centres?
CCQs: Form
P.: S. says “pizza takwaway”.
Do you eat these foods in a restaurant? (NO) /ˈteɪkəˌweɪ/ - S.:recasting
stress on the Meaning
There won;’t be any trouble because she
Do you eat them at home? (YES) second syllable will understand the word via pictures
Can you buy takeaway pizza on Ifood? (YES) Pronunciation
P.: s. pronounces /ˈteɪkiəˌweɪ/
S.: on the flip, “cut” the “e” to show it is
Can you buy takeaway pizza at Pizzahut? *(YES) silent
Personalized question:
Where do you usually buy takeaway pizza?
CCQs: /ˈbeə(r)ˌfʊt/ - Form
Might write the word separately:
If you’re barefoot, are you wearing shoes? (NO) stress on the first Bare foot
syllable
When you’re barefoot, are you wearing flipflops? Meaning
There won;’t be any trouble because she
(NO) /ˈbeə(r)ˌfʊt/ will understand the word via pictures
Pronunciation
P.: S. misplaces the stress on the second
When you’re barefoot, does your feet touch the syllable
ground? (YES) S.: mark the stress visually and drill
Personalized question:
Where can you walk barefoot?
Do you like to be barefoot at home?
Teacher points to white lilly: What colour is this? /ˈlɪli/ Form
P: S. may say “lilly white”
(White) S.: Recast
So what is it? (A white lilly) Meaning
There won;’t be any trouble because she
will understand the word via pictures
Pronunciation
 PROCEDURES ANTICIPATED PROBLEMS
STAGE & 1. Describe the activity in detail. & SOLUTIONS
2. Script your instructions and ICQs.  Consider classroom management, TUTOR’S COMMENTS
PURPOSE 3. Say how you will take/provide feedback to students, and how you procedures, learners, topic of
will correct them. lesson and materials.
Lead-in After saying good morning, little small talk (weather) and 3-5’ P.: S. has no idea of where 8:30-8:31
To raise the checking equipment, T. Shares flipchart file on pg. 1 with the woman is from. 1 min
student’s interest in pictures of Shilpa Shetty. S.: give hint: look at her
the topic and get clothes. (it’s ok if she You greeted your student
the brain into This is Shilpa Shetty. doesn’t get it). ask: “is she asked how the weather was.
English-speaking T. Uncovers and reads the first question. Student answers Brazilian? Is she American? Then you showed pictures of
mode orally. Shilpa Shetty ask asked her
P.: S. says only “I don’t who she was. You
T. does the same uncovering each of the three questions. know’.
S.: reinforce it’s only your
Teacher doesn’t react positively or negatively to the opinion.
answers because they’ll be on the text. Any answer can be
accepted.
Pre-teach Countryside 4-5’’ P.: student doesn’t say 8:31-8:40
vocabulary T. Shows flipchart with the two pictures and circles the “city”. 9 min
To prevent picture with the city. S.: say “São Paulo is a...”
unknown words and “New York is a…” This is SP
from blocking Elicitation: SP is a ……( st completes)
student’s What city is this? (São Paulo) P.: S. says /kaʊˌtri'saɪd/ Is this a big city?
understanding of Is it a big city? (YES) mispronouncing the first Is it possible that it is SP
the text syllable and misplacing the
*And in this picture, is this a big city? (NO) stress. Como é que fala bairro?
Can it be São Paulo, or New York? (NO) S.:Separate the compound
Can it be Iguape or Laranjal Paulista? (YES). in two words to drill: side – Maybe we should consider
What type of place is this? (COUNTRYSIDE) country – countryside. working with classroom lgg.

CCQs: Is it the centre of the city?

Do you see many cars in the countryside? (NO) Suburbio- suburb.

Is Tokio in the countryside? (NO) Do you think it is possible that

Is Iguape in the countryside? (YES) this picture is from X or Y
Interior.
Personalized Question: Repeat: Countryside
Name a person in the family who lives in the countryside. CCQs
Where does he/she live? You ask where stress is. And
highlight stress.
Ask POS.
T. drills the world until S. pronounces it satisfactorily. T.
uncovers word and asks about the stress, underlining it on You elicit garden
the word. T. asks what type of word it is (noun). You try to elicit

Garden Centre Repeat – understand.

T. shows flipchart with picture of garden and asks what it Repeat : Garden centre
is (A GARDEN). CCQs
P.: student mispronounces Stress checked
CCQs the /n/ sound, making it POS wasn’t checked
Can you buy clothes in a garden centre? (NO) more nasal then it should.
Can you buy food in a garden centre? (NO) S.: drill individual sound You continued eliciting,
Can you buy flowers in a garden centre? (YES) and show mouth movement drilling, checking with CCQs,
Can you buy plants in a garden centre? (YES) and working with stress and
POS. Good job.
Personalized questions:
Do you have a garden at home? Excelent ECDB rythym
Do you like working in the garden?
Do you like going to garden centres? P.: S. says they are
“delivery” food. Reduce the number of words
S.: mimes with fingers: so you have more time for
T. uncovers garden centre picture and asks Where can you similar reading.
buy things for the garden? If the student doesn’t know, T.
drills the phrase until s. gives satisfactory pronunciation. P.: S. says “pizza
T. uncovers word and asks about the stress, underlining it. takwaway”.
T. asks what type of word it is (noun). S.:recasting
Meaning
Takeaway
T. Shows flipchart with the takeaway pizza picture. P.: s. pronounces /ˈteɪkiə
ˌweɪ/
Elicitation questions: S.: on the flip, “cut” the
What food is this? (PIZZA) “e” to show it is silent
Do you eat this pizza in the restaurant? (NO)
Do you eat them at home? (YES)
Whats this? (circling pizza) (TAKEAWAY PIZZA)

CCQs:
Do you eat these foods in a restaurant? (NO)

Do you eat them at home? (YES)

Can you buy takeaway pizza on Ifood? (YES)

Can you buy takeaway pizza at Pizzahut? *(YES)

Personalized question:
Where do you usually buy takeaway pizza?

T. drills the world until S. pronounces it satisfactorily.

Substitution drill: takeaway food/ takeaway pizza/
takeaway sushi

T. uncovers word and asks about the stress and underlines

it. T. asks what type of word it is (ADVERB OR ADJECTIVE).

Barefoot
T. shows flipchart with kid walking barefoot on the grass
and asks:
What’s this kid doing? (WALKING)
Is he wearing shoes? (NO)
So he is… (BAREFOOT) P.: S. misplaces the stress
on the second syllable
CCQs.: S.: mark the stress visually
When you’re barefoot, are you wearing flipflops? (NO) and drill
/ˈbeə(r)ˌfʊt/
When you’re barefoot, does your feet touch the ground?
(YES)

Personalized question:
Where can you walk barefoot?
Are you barefoot at the moment?

T. drills the word until s. gives satisfactory pronunciation.

T. uncovers word and asks about the stress and underlines
it. T. asks what type of word it is (adjective/adverb).

Lilly
T. Shows pictures of Lillies and asks: What are these?
(FLOWERS/LILLIES) What is the name of this flower?
(LILLY)
 T. drills the word until s. gives satisfactory pronunciation.
T. uncovers word and asks about the stress. T. uncovers
blocks showing stress. T. asks what type of word it is and
if it’s singular or plural (NOUN/PLURAL).
rReading for gist T. Shows slide with text and the 3 lead-in questions. 3-5’ P.: Ss says “It doesn’t talk 8:40-8:44
For student to read Instruction: about the money” 4 min
the text quickly and Read the questions and see if your answers in the chat are S.: does she do expensive
get a general correct. You have 2 minutes. things? (miming) (YES) You asked if she remembered
understanding of it, Does she have a good what she had predicted about
developing this skill S. reads the text and answers questions orally. T. uncovers salary (YES) Shilpa.
answers on flipchart. Instructions were short and.
clear.
T. says one more question and uncovers 4th gist question
and gives hint: think about her job and the things she Task- Careful, she can answer
does. the 2 questions just reading
summary at the beginning.
S. answers it orally and T. corrects it right away.

Reading for detail T. Shows slide with the text and the questions. 10- P.: student says (in L1) she 8:44-9:01
To develop 15 doesn’t like writing on the 7 min
student’s skill of Instructions: Read the sentence. Read the text and see if computer.
getting specific it’s true or false. Put the number of the sentence on the S.: Allow her to write Instructions where ok.
pieces of chat and write, true or false. If it’s false, write the answers on notebook first You gave Student the control
information from a sentence again to make it correct. and then do only the for her to highlight the
text. corrections on the chat. answers. Super nice.
Let’s do the first one together. You did the first one with her.
P.: Student doesn’t You asked her to correct the
T. Models the first question reading it out loud. T. asks S. understand what “full of sentence.
if it’s true or false (FALSE) and asks student to find the lilies” means.
evidence in the text and highlights it. S.: exemplify saying Then Student worked on her
Ilhabela is full of own using chat.
ICQ: Do you write or say the answer? (WRITE) on the mosquitoes (and miming
notebook or in the chat? (IN THE CHAT). Don’t forget the with hand gesture) You tell her she has to correct
number. S. Writes the answer (FALSE). Can you transform the evidence , and not the
the sentence in a correct one? Student writes the correct sentence when it is false. This
sentence. could have been an ICQ

T. Shows answer for the first one and tells student to do You managed time by
the other ones by herself. diminishing statements. This
was done nicely on screen. It
After the learner finishes, T. asks her to read the answers didn’t give student a feeling
 outloud and gives feedback uncovering the answers. She that she wasn’t able to do
corrects pronunciation whenever necessary. everything had it been on
paper.
Ths could have been an
anticipated problem.

You took feedback and

projected the correct
answers.

Reaction to text T. changes to second flipchart and asks student to list a 5-7’’ P.: There are less than 5 9:01-9:02
To have the student summary of the activities Shilpa likes doing (playing cards, min available for this stage
interact with what having a bath, watching cookery programs, etc) and writes S.: close flipchart and asks You ask St what she likes
she read in a them on the flipchart. student to describe her doing on weekends.
personal way perfect weekend only, not
T. then asks student to talk about which ones she likes or recalling the actress’
doesn’t like doing. activities

T. asks student to describe her perfect weekend.

Feedback T. writes on flipchart any samples of incorrect language 2’’ P.: likely mistakes: “she No time.
To provide delayed that weren’t corrected previously and has student likes go to the shopping”
correction of correcting them. S.: board it and compare
mistakes shopping mall X to go
T. Thanks the s. for her participation and wishes her a shopping (which one is an
good day. action? (go shopping)
which one is a place?
(Shopping mall)

Add rows here if necessary.

 CELTA
TP Feedback Report
Candidate: Marina Dantas Guimarães
Tutor: Débora Schisler
Date: 17/04/2020 TP No.: 3 Focus: Reading No. of Ss: ONE
STRENGTHS SUGGESTIONS FOR IMPROVEMENT
 Planning & Resources
(4c) Your selection , adaptation and design of ( 4j & k) Complete all your anticipated problems and
materials was fine solutions for lgg; consider more for lesson plan.
(4d) the appearance and accuracy of your materials
were fine.
(4e) You described procedures thoroughly
(4i) Analysis of target language was accurate.

 Language Analysis & Awareness

(2c) The transition between stages was smooth.
(2e) Excellent ECDB rhythm.
(2a) Language was graded.

 Learners & Teacher  Language Skills  Teaching Skills  Professionalism

( 3a) Good work with the subskills of gist and detail. (4h) Work on timing so you can do feedback and delayed
(5g) Good use of elicitation and CCQs. correction at the end. Ex: reduce number of words you
(1d) You built rapport and st was engaged. You gave St pre-teach.
the possibility of interaction on screen. (5f) Try using ICQs.
(5e) You made good use of materials and resources.
( 5f) Instructions were short and clear. You did the
first item with her.
(5i) Good wait time and pace for individual lesson,

OVERALL COMMENTS & ACTION POINTS TO FOCUS ON

Marina this was a very good reading lesson. You reached your lesson aims. Congrats. In terms of planning work on
filling in all your anticipated problems and solutions in the lgg analysis sheet. In terms of delivery consider how kuch
you do so as to time tasks appropriately and be able to reach the end of your plan. Also try using ICQs.

ASSESSMENT FOR THIS STAGE OF THE COURSE*

NOT TO STANDARD TO STANDARD
Overall Grade X
* The assessment of this lesson does not represent a final assessment or grade.