CELTA Lesson Plan

Teacher Tutor Course Date TP Nr Level Nr of Students Length

Camila Julice 01/2023 12/05/2023 8 Beginner 2 45 min
Materials Lesson Type
Board with grammar exercises on There is / There are (Speak your mind 1, Grammar ✓
MacMillan, p. 51)

Image (adapted) from Live worksheet

Main Aim Target sentences/Vocabulary
By the end of this class, students will be better able to understand and use the There is a coffee shop near my house
structure of there is/there are in the context of places in a neighborhood✓ There are bus stops near my house

Subsidiary Aims Personal Aims

To practice writing by writing places in their neighborhood✓ Asking CCQ for meaning and pronunciation✓

Anticipated Problems with Tasks and Classroom Management Solutions

Students are struggling to do the exercises✓ I prepared some extra activities just in case
What else?
Language Focus (MPF)
Language analysis of Meaning, Pronunciation and Form (MPF). Include how you will convey and check meaning, any check questions, illustrate meaning/form/pronunciation, board plan,
presentation and practice of pronunciation features of the language you plan to teach and state what you anticipate will be difficult for students and how you plan to deal with it.
Analysis - MFP
There is a coffee shop near my house
M - The structure "there is" is used to
describe the existence of something or
someone in a specific location.
F - " Affirmative: There + is + subject
Example: There is a park near my house.
Negative: There + is not + subject (short form:
there isn't)
Example: There isn't a movie theater in my
neighborhood.
Interrogative: Is + there + subject + ?
Example: Is there a grocery store nearby?
P - /ðer ‘ɪz/
There are bus stops near my house
Language analysis
Anticipated problems Solutions (include CCQs, timelines)
Problems with meaning
Students may not understand the meaning of There is a coffee shop near my house
"there is" and when to use it correctly.
Does the coffee shop exist? Yes
Problems with form Is it one coffee shop or more? One
Students may have difficulty forming the How do we pronounce "there" in "there is"?
correct structure of "there is", especially in What sound does "th" make in "there"?
negative and interrogative forms.
Do we stress the verb or the subject in "there is"?
Problems with pronunciation
Students may struggle with the correct
pronunciation of "there is", especially with
the "ð" sound in "there"
Problems with meaning There are bus stops near my house
 Do the bus stops exist? Yes

M - The structure "there are" is used to
describe the existence of plural objects or
people in a specific location.
F - Affirmative: There + are + subject plural
Example: There are two parks in my
neighborhood.
Negative: There + are not + subject plural
(short form: there aren't)
Example: There aren't any good restaurants
in my area.
Interrogative: Are + there + subject plural + ?
Example: Are there any shops nearby?
Students may not understand the meaning of Is it one bus stop or more? More
"there are" and when to use it correctly.
How do we pronounce "there" in "there are"?
Problems with form
What sound does "th" make in "there"?
Students may have difficulty forming the
Do we stress the verb or the subject in "there is"?
correct structure of "there are", especially in
negative and interrogative forms.
Problems with pronunciation
Students may struggle with the correct
pronunciation of "there are", especially with
the "th" sound in "there".

P - /ðer ‘ɑr/

Lesson Procedure
Stage & Time Aim Interaction Procedure Observation & Suggestions
 ◎ 
Lead-in To generate interest in WC/T Ask SS where they are from 1:43
the theme/context of
5 Ask SS to close their eyes and imagine their Lead-in is a bit challenging, but interesting.
target language
neighborhood Good job.
Tell them to think of different types of places they
You boarded their contribuitons:
can find in the area, such as parks, schools,
restaurants, supermarkets, etc.
 Ask SS to share with the class some of the places
they thought of, and write them on the board as
they are mentioned.

Good job!

Test To ascertain what S/WC SS take the words to create sentences about their 1:49
language the Ss know neighborhood
You did eliciting and don’t know You asked Ss to make sentences using their
SS do the activity individually. contributions from the last stage.
(situational)
That was a great idea, but you ended up giving
10 Model the first two with them
them the TL, if this is a TEST stage, you should
After, correction as a whole class have organized their contributions as a fill in
the blanks, and most importantly: let them try
to complete the sentences on their own, it’s a
TEST stage!!

You are doing all the sentences, one-by-one

with them. This is situational.
 1:51
You asked Ss to write the other sentences.
Instructions are not clear, do they have to use
the previous contributions or can they create
more?

AS YOU HAVE ALREADY SHOWN THEM THE TL,

this is already the “controlled practice” for a
situational lesson.
Grade language: ‘have you finished?”
1:55
You started to elicit Ss’ answers.
Ss created new options. And you asked them:
“but we don’t have square here? Ah ok, you’re
creative” → notice that in fact, your
instructions were not clear.

Teach To clarify meaning, form WC/T Provide clarification on meaning, form and 1:58
and pronunciation of pronunciation while correcting the exercise,
You didn’t clarify target language, focusing You asked : can you put this in the negative?
selecting problems they had or might have in the
and check MPF, more on problem areas
next activity
only listed Ss’ which arise from the first
answers. You test Ask CCQs on MFP
need to TEACH
the TL.
10
 Notice that you did not clarify meaning first.
Also, careful with your English: “is there other
possibilities?” → you’re making slips using the
A1 TL.
Notice you did not clarify pronunciation.
Noitce you did not elicit the “formula” for form
(there + is = singular; etc…)

Test To provide the Ss with WC/T SS do the “correct and rewrite the sentences” 2:00
controlled practice of the activity individually.
10 target language in order You did one pronunciation clarification in this
to encourage accuracy Then, we correct as a whole group stage, make sure you do it in the previous stage

Careful with your English: you are pronouncing

and teaching /ɑːr.ent/ the correct is /ɑːrnt/
(one syllable, not two).
You are telling Ionete: “I also have a pleasre to
know you too” → this is innacurate.

Freer Practice To provide the Ss with PW SS take the words from the first exercise and ask 2:08
freer practice of the questions to each other: Is there a supermarket in
5 Good that you had a plan B, you have lots of
target language in a your neighborhood?
more authentic context time.
and promote fluency Consider though asking her to write on the
Alternatively, if we have more time:
chat, or google doc, or jamboard, somewhere
Rewrite a paragraph of Roberta’s text about their
own neighborhood.
Feedback on MFP if we have time
where you can see her writing in order to be
able to provide feedback.
You asked the S to read the text.
Remember we have talked about this before
more than once? It’s very ineffective for the
student and really hard to follow.
If it’s a writing, have the S type their answers
somewhere.
You provided some feedback.
You finished the lesson 10 minutes earlier!
That’s why it was important to give her time to
actually type her answer. This would have
filled your 10 minutes and would have been a
“real” writing lesson.
 ASSESSMENT CRITERIA
Planning & Resources
(4a) Main and subsidiary aims
(4b) Appropriate stages
(4c) Selection and design of materials
(4d) Appearance of materials and copyright requirements
(4e) Description of procedures in detail
(4f) Variety and appropriateness of interaction patterns
(4g) Variety of activities and tasks & Stir and still
(4h) Timing
(4i) Analysis of target language
(4j) Anticipated problems
(4k) Suggested solutions
(4l) Use of terminology
Learners & Teacher
(1a) Needs awareness & Challenge
(1b) Learning preferences & Cultural awareness
(1c) Background awareness
(1d) Rapport, Body language & Learners’ involvement
Language Analysis & Awareness
(2a) Grading language & TTT
(2b) Error Correction
(2c) Contextualisation & Transition between stages
(2d) Personal accuracy and appropriateness
(2e) Language clarification (MPF, ECDB)
(2f) Register
(2g) Practice of Language & Personalisation
Language Skills
(3a) Development of receptive skills
(3b) Development of speaking and writing skills
Teaching Skills & Professionalism
KEY ACHIEVEMENTS AREAS TO WORK ON
(4b) appropriate stages
(4a) setting aims (2e) language clarification MPF
(5b) elicitiation (5g) checking understanding of MPF
(2g) providing some practices (2d) personal accuracy and appropriateness
(4j, 4k) having a ITA activity (writing) (Teacher Language Awareness)
(5e) use of the reasources, boardwork (3b) developing writing skills
(5j, 5k) managing time better, not finishing class
10 min early
OVERALL COMMENTS
Camila, although you were not supposed to repeat the same lesson type you taught in your TP7
(grammar) this lesson was overall helpful to students.
Make sure you understand what language clarification is, and how to do it. Again, you skipped this
whole stage (the MPF, the CCQs). On the other hand, you elicited some answers effectively and helped
them distinguish plural from singular. During feedback, you thought you had done the language
clarification “later”, however, that was mostly controlled practice error correction; try to do the language
clarification in the language clarification stage, and following the suggested order of the different
methods.
You planned to use Test-Teach-Test and delivered situational. Remember that if you “hint”, “elicit”,
“exexmplify”, or “explain” the TL before the first Test, it’s no longer a TEST. Make sure you continue
studying the order of stages, and understand the logic of each method.
Good job personalizing the lesson, and having a clear real-life context.
ASSESSMENT
V(5a) Organizing the classroom
(5b) Setting up activities & Demonstration of tasks At this stage of the course
(5c) Variety of teaching techniques
(5d) Achievement of aims & Student-centredness
Grade – Lesson Not to Standard To Standard Above Standard
(5e) Use of materials and resources, Board work & Technical aids
(5f) Instructions and checking instructions
(5g) Elicitation and checking of understanding Amount of help None Minimum Some A lot
(5h) Feedback on tasks and activities & Pair-checking given x
(5i) Pace
(5j) Monitoring and Time management
(5k) Beginning and finishing on time