CELTA | 2023

Teaching practice: LP, FB, LA and materials.

(First page for tutor comments only)

Teacher Tutor Date TP # Lesson duration

Mariam Alice 15.08.2023 5
Main aim Sub aim Level Student # 45 minutes
Reading Speaking B1 4

Strengths on the lesson plan and LA
✔ Clear aims (4a)
✔ Overall, there is some clarity in your
procedure (4e)
✔ The lesson is logically staged (4b)
✔ You included your materials in the LP
(4c/4d)
Action points on the lesson plan and LA
⮚ Keep adding information to your class
profile and the cover page in general – what
you have there is insufficient.
⮚ You need to anticipate possible problems
and come up with solutions – there are
many more things that may not work, as we
saw at the very beginning of the lesson
when the TV wouldn’t work (4j/4k)
⮚ LA. Your CCQs and anticipated problems
and solutions are missing – make sure you
fully analyse language for the remaining TPs
(4i/4j/4k)
⮚ Your gist task is missing. Don’t forget to
indicate which HOs were made by you
(4c/4d)

Strengths in teaching
✔ Rapport. You started well by asking the ss their names and giving yours, and generally made
sure everyone was involved. It’s also good that you were sitting down a lot and were at the
eye level with the ss (1d)
✔ Context. A good start to the lesson – you had a s-centred lead-in that introduced the topic
well (5c)
✔ Pre-teaching/clarification. It was a good idea to start with a matching task so that you could
reduce your profile. Many of your CCQs were useful (but not graded enough), and you
followed the right order when clarifying the language (drilling and eliciting the form) (2e/5c)
✔ Reading for SI. The task wasn’t set up very clearly but it worked in the end. You encouraged
the ss to read fast, gave them a chance to compare answers before using AKs for feedback
(3a/5h)
✔ Follow-up. The task was topically connected to the text, although not in terms of content. You
gave the ss a communicative purpose – to see which rules are the same – and there was some
preparation time that helped (3b)
✔ Managing interactions. Good job managing the ss’ pair work (5b)
✔ Pace. You managed your pace to do everything you had planned to do (5i)
✔ Feedback and error correction. Well done for including a separate corrective slot, it focused
on useful things. You used AKs as an effective way of giving FB in the lesson – but make sure
you monitor more closely to be 100% sure this way of FB can be used (5h/2b)
CELTA | 2023

Teaching practice: LP, FB, LA and materials.

Action points in teaching

⮚ TTT/Instructions. Instructions are a bit wordy – try to shorten them and make them clearer.
You tend to echo the ss’ answers – try to refrain from this – and you repeat your instructions
twice. When giving instructions, make sure that you clearly set the task first and only then
allow the ss to look at the HO, not the other way around (2a/5f)
⮚ Pre-teaching/clarification. ‘Illegal’ wasn’t modelled and drilled correctly (əˈliːɡəl). If you
decided to use a matching task to check what the ss know, make sure you monitor closely and
only focus on the words the ss struggled with – this would have helped you save time.
‘Ashtray’ was a blocking word that you needed to pre-teach – you didn’t provide the correct
answer at first but them corrected yourself (2e/2d/5c)
⮚ Reading for gist. There was no task – you need to have a specific question the ss need to
answer. Asking them to read and say what the text is about is not that (3a)
⮚ Monitoring. You could notice more things during monitoring – e.g. which words need more
clarification during the pre-teaching stage (5j)
⮚ Materials/Board work. Please, use markers that can be clearly seen – opt for black for the
majority of your writing. Make sure your text is better quality – retype it (5e)
⮚ Follow-up. Try to closer link the task to the content of the text, the ss need a chance to share
their reactions to the text before they work with something more loosely linked to it (3b)

Overall
You had a nice start with the new group with a relatively effective lesson, Mariam. You made
sure to use the ss’ names and to engage them in each stage of the lesson. Your first reading task
was missing since asking ss to rid for the main idea isn’t a proper gist task – definitely
something for you to read more about and try to understand better – but the second reading
task worked. You found a way to extend the topic to personalise it, which brought the real
world into the lesson, but at the same time don’t forget to give the ss a chance to share their
reactions to the content of the text first. Keep working on your lesson planning in general and
some classroom management skills.

Previous action points addressed Action points to prioritise in the next TP

✔ Groupings – effectively done.
✔ Communicative purpose was there
(but not in the lesson plan).
✔ Better managed pace.
⮚ Language clarification and a proper LA.
⮚ More detailed lesson plan.
⮚ Instructions and TTT.
⮚ Proper skills work with a clear understanding
of how ss can practise different subskills.

Overall at this stage of the course Tutor signature

To Standard Alice Rashkovych

 CELTA | 2023

Teaching practice: LP, FB, LA and materials.

LESSON PLAN - To be filled in by the trainee

Teacher Date TP #
Mariam Baker 14th August 2023 5

Level Length Student #

Intermediate 45 minutes 5
Main Aims
By the end of the lesson, the ss will have developed their ability to read for gist and specific information
with particular reference to an article on illegal things in New York. ✓
Subsidiary Aims
By the end of the lesson, the ss will also have developed their oral fluency with specific reference to
discussing the illegal things in countries they are planning to travel to. ✓
Class Profile | What do you know about the students?
Number of ss that normally attend: 4 usually more but you will change this as you get to know them better.
L1 and other languages: Turkish and Arabic ✓
How long have they been learning English? 1-3 years are you sure?
Why are they here? (motivation): Academic purposes all of them?
Educational background of the group: They all finished secondary school what else?
Interests: Writing, boxing, and playing the piano
Activities they enjoy in class: pair work and group activities What else? There are many more things that they respond well to.
Stronger students (What makes them stronger?): ?

Weaker students (What makes them weaker?): ?

Assumptions | What can you assume about the class? What do the ss already know that will make the lesson work?

The ss are already familiar with some terms such as ‘main idea’, so they will be ready for the lesson. so
they will be able to complete one of the tasks in the lesson. What else?

Timetable fit:
The lesson(s) before yours today was (were): -
The lesson(s) after yours will be: Grammar and…?
How are these lessons linked? How will the students benefit from the previous lesson in your lesson /your
lesson in the next one? ?
Personal Aims | Take these from the action points to How I plan to achieve them in this lesson:
prioritize from your previous feedback.
Based on the previous feedback I received, in this
lesson, I’ll be more careful about:
Example: I need to reduce my TTT. Example: I have scripted my instructions
● Pacing Anything else? ● Extra speaking activity ✓
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Stage Name Stage Aim Procedure Materi Interactio Tim Anticipated Problem
The name of Why are you What will the teacher do? als n e | What could go
the stage. doing this Describe in sufficient detail that Which Pattern Min wrong? Think of
stage? another teacher could teach this HOs S-S, T- s topics, materials,
lesson. will Ss etc. per activities, ss number,
you use stag equipment.
in this e. Solution | How will
stage? you solve it?
Lead in To generate T asks Ss if they have travelled T-S Anticipated problem:
interest in the before. PPP1
topic and set
the scene for
the lesson. Solution:
3-5
To help Ss to T asks Ss to look at the two S-S min
anticipate questions on the screen and s
context of discuss the questions in pairs. Ss-Ss 10.0
reading. This 3
will probably go T asks Ss to share their answers in
to the the whole class. (ECDW) Did you
prediction mean WCFB?
stage.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Pre-Teach To unblock Hando Anticipated problem:

The task not
Vocabulary (some) key T shows Ss handout 1 and asks ut 1 visibly accessible in print.
vocabulary them to Match the underlined S-S Why not check this in
needed to help items in the sentences with their advance and make sure the
Ss complete the definitions. HO is of good quality? This
task. The teacher asks the pairs to share 5-7 is one of the criteria you
min have.
answers in the whole class.
board S-S s
The teacher shows the correct 10.0
9 Solution:
answers on the board and asks Ss I'll leave the exercise on
to check their answers. You then the
decided to go over each item and board. Do you mean on a
slide?
re-clarify them all.

Prediction To activate The teacher asks the students to Picture S-S Anticipated problem:
schemata and look at the two pictures on the s
prepare 2-3
board with the title of the reading
students for min
text and tells them to predict and Board
the text. s
discuss in pairs what the text may Solution:
10.1
be about. This was done as the
8
whole class.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Reading To get a The teacher gives students the text Hando T-S Anticipated problem:
for gist global (handout 2) and tells them that ut 2
(Skimming understanding they have about 3 mins to read the
) of the text text quickly and see what it is
about, then compare if they have Solution:
the similar answers as the main
idea they got after scamming the
text. This is not a gist task. Why not S-S 5-7
ask them to read and check their min
predictions? s
(In this step, the teacher tells the 10.1
student why they will read the text 9
quickly before giving the students
the text)

The teacher runs feedback and

sees how many students guessed
correctly, if any.
T-S
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Reading For students The teacher unfolds the handout, Hando Anticipated problem:
for specific to find specific to show Ss the next activity, and ut
informatio information tells them to read the text again T-S
n within the text. and circle the things that are illegal
(Scanning) in New York in the activity. Solution:

The teacher asks the pairs to share

5-7
answers in the whole class.
10.2
You need to either ask ss to share S-S
5
answers and everyone else to
confirm/correct or go for the AK if
you see the answers are generally Board
correct from monitoring.
The teacher shows the correct Ss-Ss
answers on the board and asks Ss
to check their answers.
Follow-up Pieces T-Ss Anticipated problem:
To give T assigns the letter A and B for of
students a students, and asks them to work in paper S-S 10-
chance to pairs as (A with B). Each pair pick a 13
practise other piece of paper that has a country. Board Solution:
10.3
skills based on T tells Ss the following: 3
their Imagine you’re traveling to this
understanding country, use the computers outside
of the text.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Which skills? the classroom to look up for the

Be specific. illegal things in the country you’re
going to.

The teacher asks the (As) to make

a group and the (Bs) to make Ss-Ss
another group to share what they
got and do what with this
information? What’s the Ss-T
communicative purpose?.
Meanwhile, the teacher writes
some note for the feedback.

Feedback To give delayed T writes some sentences on the board S-S Anticipated
and error feedback (error board and asks Ss to discuss them problem:Ss couldn’t
correction correction & in pairs and correct the mistakes if T-S 2-3 figure out the
praise) on any any. min mistakes
language 10.4
4
component of
the lesson Solution: T elicit the
mistakes
CELTA | 2023
Teaching practice: LP, FB, LA and materials.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Materials | What materials do you plan to use? Include ALL of them here.
This may be several pages. You can copy –paste from the word document you
have made the HO in, include pictures, and scanned copies of the pages of the
book (only the ones relevant to your lesson. Remember to source all HOs.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

I’m not sure North Korea is a good holiday destination.

CELTA | 2023
Teaching practice: LP, FB, LA and materials.
CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Teacher made – a dictionary didn’t make this HO.

 CELTA | 2023
Teaching practice: LP, FB, LA and materials.

LANGUAGE ANALYSIS (TP3-TP8)

(Complete Grammar/FL analysis template if you are teaching grammar or functional language in your lesson (e.g. your main aim is
Grammar, FL, or you cover these as useful language; Complete Lexis analysis (see next page) if your main aim is vocabulary, or if you are
teaching vocabulary at some point of your lesson)

Grammar/ FL analysis template (only complete when relevant)

Grammar/ functional language - Main aim: What’s your Target Language?

Context: In what context will you present the TL?

Marker sentence(s): This is the example sentence that contains your TL.

Meaning: What does the target language mean in this context?

Checking understanding: How will you check meaning? CCQ, clines, Timelines etc.?
Include the CCQs (with answers) here:
1-
2-

Form: Show the form of the structure

Phonology: Use the phonemic script and show stress, connected speech etc. What should the ss notice?

Anticipated problems and solutions: make these specific. How might the students struggle with the
item? Exemplify.

I.Meaning

II.Form

III.Pronunciation
 CELTA | 2023
Teaching practice: LP, FB, LA and materials.

Lexis Analysis (only complete when relevant)

Item Form Pronunciation Meaning Eliciting Checking Meaning Anticipated problems and
The word or phrase Part of speech, Use the phonemic Definition of term How will you elicit the item? What CCQs (If needed) will you use solutions with MFP
(as used in context) countability, script and show (as used in context in your Include the pictures or specific in order to check the meaning?
transitivity, stress, connected lesson) questions etc. (Include answers)
collocations, speech.
etc.

Adj /ɪˈliːɡəl/ not allowed by law. ✓ Matching example ● CCQ1: ? ● Problem with meaning: ?
illegal gradable? sentences that have the ● CCQ2: ● Solution:
● CCQ3:
items with the definition ● CCQ4: ● Problem with form:
● Solution:

● Problem with pronunciation:

● Solution:

Verb /bæn/ to officially say that Matching example ● CCQ1: ● Problem with meaning:
● CCQ2: ● Solution:
ban transitive? someone sentences that have the
● CCQ3:
must not do items with the definition ● CCQ4: ● Problem with form:
something ✓ ● Solution:

● Problem with pronunciation:

● Solution:

verb /əˈrest/ If the police arrest Matching example ● CCQ1: ● Problem with meaning:
arrest someone, sentences that have the ● CCQ2: ● Solution:
● CCQ3:
they take them away items with the definition ● CCQ4: ● Problem with form:
to ask ● Solution:
them about a crime
that they ● Problem with pronunciation:
● Solution:
might have
 CELTA | 2023
Teaching practice: LP, FB, LA and materials.

committed. ✓

Phrase What to do Matching example ● CCQ1: ● Problem with meaning:

break the law do you sentences that have the ● CCQ2: ● Solution:
something ● CCQ3:
mean? A items with the definition
illegal ✓ ● CCQ4: ● Problem with form:
collocation? ● Solution:

● Problem with pronunciation:

● Solution:

fine Noun /faɪn/ an amount of Matching example ● CCQ1: ● Problem with meaning:
countable? sentences that have the ● CCQ2: ● Solution:
money that you ● CCQ3:
items with the definition
must pay for ● CCQ4: ● Problem with form:
● Solution:
breaking a law
or rule ✓ ● Problem with pronunciation:
● Solution:

❖ Add rows when you have more words to analyse.