CELTA Lesson Plan

Teacher Tutor Course Date TP Nr Level Nr of Students Length

Camila Julice Daijo 01/2023 28/04/2023 6 Beginner 3 45 min
Materials Lesson Type
Board; Vocabulary ???
Images;
Word.
This part is incomplete, this has been pointed out to you in your TP5
Main Aim Target sentences/Vocabulary
To develop students’ skills of reading for gist and specific information in the Catches, throwing, hiking
context of an interview of a frisbee competition winner and his dog ✓ → too few items. If this is a vocab lesson. You should be teaching 7-10 items.

Subsidiary Aims Personal Aims

To improve students' writing skills by writing a poem about their preferences To prepare good-staged lessons (be specific, what do you mean by “good”, that’s
This is not related to the text. This is not a follow-up subjective)
What else?

Anticipated Problems with Tasks and Classroom Management Solutions

SS do not “get” the text Not clear. As pointed out before (TP5) you need to be more Let them read twice, and prepare activities to help them understand the context
specific.
We do not have time to do the Writing activity → if they don’t have time to do the Turn it into a Speaking activity instead
writing you’re automatically not achieving your sub-aim.

What else? Make sure you anticipate at least 3-4 problems and solutions.
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
Catches
M - Catching is the act of intercepting or
grabbing something that is moving or
falling, typically with your hands.
F – the third-person singular present
tense form of the verb “catch”
P - /ˈkætʃɪz/
Language analysis
Anticipated problems Solutions (include CCQs, timelines)
Problems with meaning Use visuals and CCQ:
(after visuals)
Students may not fully understand the “The goal keeper catches the ball”
meaning of "catches" too general. This is
Is the ball coming from the air? Yes → look at your definition,
the same of “they don’t understand”.
it does not have to be on air. It could be a ball rolling on the
What exactly? Why?
floor, for instance.
Does he use his hands to do it? Yes
These are not CCQs. They don’t clarify the meaning of “catch”.
The manner how the ball gets to the goal keeper is not
relevant, nor if he uses his hands.
Read the book on CCQs.
Correction on-the-spot ??
 What is this one for? Also, this is how, not the CCQ. What are
the CCQs.

Camila, this has been pointed out in your TP5. Make sure you
Problems with form
read the feedback from your TPs carefully.
Students may not use the third-person
form → this is a problem of present
simple, not the word “catch”

Problems with pronunciation

Isolate problem sounds/words, use different drilling

techniques and/or phonemic symbols.
SS might not pronounce the word as
/ˈkætʃez/

Throw Problems with meaning Use visuals and CCQ:

M - "Throw" is a verb that means to (after visuals and eliciting)

propel something through the air with
“I like throwing the ball to my dog”
force, usually by using your arm or hand
Students may not fully understand the Is "throw" an action you do with your hands? No – yes, it could
meaning of "throw" too general. This is be. In fact, the most common way is by using your hands.
the same of “they don’t understand”.
Do I need force to throw a ball? Yes You can’t use the TL to
What exactly? Why?
clarify the TL.
 Does the ball go a long distance? Yes – not relevant to the
meaning of throw.

F - "Throw" is a regular verb in the

present tense, so its base form is "throw."
The past tense is "threw," and the past
participle is "thrown."
Correction on-the-spot Same as above

P - /θroʊ/

Problems with form

Isolate problem sounds/words, and use different drilling

They might say "he throw" instead of "he
techniques and/or phonemic symbols. Be specific. Which
throws"
sound are you going to isolate? How are you going to clarify
this sound?

Hiking
M - as a noun refers to the activity of
taking long walks in natural environments
for pleasure, exercise, or exploration. It is
a type of outdoor activity that can be
enjoyed individually or as part of a group.
Problems with pronunciation
They may pronounce it as /troʊ/
Problems with meaning
Students are not familiar with the word
Too general. This is applicable to any
word in any lesson.
Use visuals and CCQ
Is the walk short or long? It could be both.
Is it indoor or outdoor? ✓
Is it in the city or in nature? ✓
Answers are missing.
Board incorrect form and elicit correction from students. →
this is delayed error correction, not CCQs.
F - Noun, Uncountable Isolate problem sounds/words, use different drilling
techniques and/or phonemic symbols. Be specific. Which
sound are you going to isolate? How are you going to clarify
Problems with form this sound?

P - /ˈhaɪ.kɪŋ/ Students may use the structure “I like

hike”

Problems with pronunciation

Wrong word stress /haɪ.’kɪŋ/

Lesson Procedure
Stage & Time Aim Interaction Procedure Observation & Suggestions
 ◎ 
Lead-in To get the Ss interested WG Begin by asking them “What do you like doing in 1:48
in the topic and prepare your free time?” “What activities are popular in
5 them for the text your family or group of friends?”. Grade language a bit more. And lower TTT. Lots
Anticipate more of running commentary.
realistic timing,
you took double
of the time you
predicted.
Pre-teach key To enable Ss to have WG
vocabular sufficient vocabulary to
do the tasks you set and
5 to prevent Ss from
blocking key vocabulary
central to the topic
“Teacher, repeat please” → evidence it was
hard to follow.
You have 4 students. Use BORs.
Notice only 2 speak while two are not saying
anything. Instructions need to be clearer too,
you asked Ida to ask Ionete, and Lelia to ask
Layna; turns out only Ida and Ionete are talking.
Show them a picture of someone throwing a 1:57
frisbee. Elicit the word throw/throwing”. Ask CCQs.
Asks the antonym (the opposite) to elicit the word
catch.
Elicit the word hiking by showing them a picture
and ask CCQs.
These procedures are too vague. Which CCQs?
Which pictures? And after? What are you going to
do? Board? Drill?
 Good job eliciting “throwing”, makes sure you
ask a CCQ instead of explaining. Follow ECDB.
Make sure you board after drilling.
“what is the opposite of throw” is hard for this
level. Lelia is thinking of “bringing”, Ida first
thought of “getting”. Layna is asking, can you
say “taking” the ball? (she’s right. Taking could
be the opposite of catching)
CCQs for ‘hiking’ worked a bit better.

Gist Task To practice reading for S/PW/WG Ask them to read the text and match the interview 2:02
-set initial task overall understanding with the correct headline.
“let me show you what you have to do… I will
-students do
initial task Headlines: show you in the chat… but before I do that, I’m
going to show you…” → lots of running
-open class Chris and his girlfriend love frisbee! commentary.
feedback A beautiful Sunday in the park!
These are New frisbee champions! Instructions are very wordy.
procedures??
Check as a whole group.
We mentioned in our past TP feedback that
5 some Ss cannot open files through chat. Make
sure you have the activity on a slide and that
you anticipate this problem.
Ida could not open the file, nor Lelia. You only
checked with Layna.

Avoid “let me know when you finish” → you

must set the timing, mainly because it’s GIST.
Task is needs to be more effective, Camila:
 1) You can answer by reading the sub-
heading, no need to answer the whole
text
2) The text is mostly about the dog, not
the championship, so none of the
“titles” are actually appropriate.
Ida is saying she “doesn’t understand” ,
naturally, she couldn’t open the file, she’s lost.
Lelia too.
Only Layna tried to do it, and

We talked about this before: avoid asking Ss to

read aloud. You’re asking Ss to read the text
aloud.

Specific task To practice Ask them to answer the questions 2:15

-set a specific reading/listening for
You didn’t allow Ss time to screen shot the task.
task specific information "What sport does Otto love to play?",
-students do a You still didn’t get that Ss can’t open the link via
specific task "What outdoor activity does Otto like?", chat, they mentioned it many times.
-check answers
in pairs "What TV shows does Otto like to watch?", 2:20
-open class
You started to check with WG. You didn’t give
feedback "What is Chris's opinion of golf?",
These are Ss a chance to check in pairs first.
procedures?? "What does Otto hate?"
We talked about this. These are all scanning
10 questions, except for number 4. Avoid scanning
and focus on reading comprehension.
Careful with mistakes you are boarding
SS read the text again (language awareness) :

SS check their answers in pairs

 Teacher corrects the exercises as a WC
Follow up activity To exploit the topic of Show them an example of pictures and a poem of
the text for a productive things I like, ask them to write a poem with their
10 skill (i.e. speaking or favorite things and read it to the whole class.
writing)
How is this related to the text? A follow-
up is a reaction to the text.
Alternatively, if we do not able time to do the
writing activity, I’ll turn it into a speaking activity by
asking questions “What’s your favorite __?”
Avoid asking Ss to read aloud.
Notice the two first answers are the same, also,
hiking is not a sport, so the first one is actually
not correct.
2:25
You have 5 minutes left. Don’t start a task that
you have anticipated it will take much more
time.
Instructions are not clear. Where should they
write?? How are you going to correct? You
need to plan your stages more carefully and
mindfully.
Not clear how this is a “poem”. For Ss to read a
“poem” you need to clarify the genre. Ss wrote
statements.
 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
KEY ACHIEVEMENTS AREAS TO WORK ON
LESSON PLANNING:
(4i, 4j) anticipating problems and solutions
(4i) complete and more accurate language analysis
(4l) setting type of lesson, material being used
(4e) description of procedure in detail
(3a) more accurate and relevant tasks for gist, specific
info and follow-up.
(4h) assigning more realistic timing to your stages
TEACHING:
(4a) setting main aim
(2a) grading language and lowering TTT (mainly running
(4b) appropriate stages (altough you stated it
commentary)
was a vocab lesson instead of reading)
(5i) pace – you tend to do a lot of side conversation,
(5g) some eliciting
getting side-tracked
(2e, 5b) clarifying language more effectively
(3a, 1a) asking Ss to read the text aloud, line by line
(5f) giving instructions and checking instructions
(5h) pair checking at least once (usually after specific
info)
(1a) ignoring Ss could not open the text via link
(2d) personal accuracy and appropriateness – providing
correct answers.
(5j) time management
OVERALL COMMENTS
Camila, a good part of your planning needs to be more complete, clearer, and a more accurate. Most of this
has been pointed out to you in your TP5. Make sure you read your report carefully and work on these.
Also, you need to better understand why we have each lesson stage. Your follow-up, for instance, is not
aligned with the purpose of a post-reading stage; your task for gist can be answered without really reading
the whole text, but just the subheading. Your task for specific info focuses on scanning, not reading
comprehension, we talked about this before, make sure you do more research or ask questions in order to
better understand the concepts behind lesson planning.
Make sure you listen carefully to the students and notice their needs and difficulties. They told you more
than once they could not open the document via link. This has a lot to do with anticipating problems and
solutions more effectively too.
Unfortunately today, there was no evidence you could help Ss develop reading skills.
 Teaching Skills & Professionalism 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

1:15