CELTA | 2023

Teaching practice: LP, FB, LA and materials.

(First page for tutor comments only)

Teacher Tutor Date TP # Lesson duration

Main aim Sub aim Level Student # 45 minutes

Strengths on the lesson plan and LA Action points on the lesson plan and LA

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Strengths in teaching

Action points in teaching

Overall

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

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Teaching practice: LP, FB, LA and materials.

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Overall at this stage of the course Tutor signature

….. Standard

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

L1 and other languages: Turkish and Arabic

How long have they been learning English? 1-3 years

Why are they here? (motivation): Academic purposes

 CELTA | 2023

Teaching practice: LP, FB, LA and materials.

Educational background of the group: They all finished secondary school

Interests: Writing, boxing, and playing the piano

Activities they enjoy in class: pair work and group activities

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.

Timetable fit:

The lesson(s) before yours today was (were): -

The lesson(s) after yours will be: Grammar

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 ● Extra speaking activity

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Teaching practice: LP, FB, LA and materials.

Stage Name Stage Aim Procedure Materia Interactio Tim Anticipated Problem
The name of What will the teacher do? Describe ls n e | What could go
Why are you
the stage. in sufficient detail that another Min wrong? Think of
doing this Which Pattern
teacher could teach this lesson. s topics, materials,
stage? HOs S-S, T-
per activities, ss number,
will you Ss etc.
stag equipment.
use in
e.
this Solution | How will
stage? you solve it?
Lead in To generate T asks Ss if they have travelled T-S 3-5 Anticipated problem:
interest in the before. mins
PPP1
topic and set
the scene for
the lesson.

Solution:
To help Ss to
anticipate T asks Ss to look at the two
context of S-S
questions on the screen and
reading. discuss the questions in pairs.
Ss-Ss
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Teaching practice: LP, FB, LA and materials.

T asks Ss to share their answers in

the whole class. (ECDW)

Pre-Teach To unblock Handou Anticipated problem:

The task not
Vocabulary (some) key t1
T shows Ss handout 1 and asks visibly accessible in print.
vocabulary
them to Match the underlined
needed to help S-S
items in the sentences with their
Ss complete the
definitions.
task. 5-7
Solution:
The teacher asks the pairs to share I'll leave the exercise on
mins the
answers in the whole class. board.

The teacher shows the correct board

S-S
answers on the board and asks Ss
to check their answers.
Prediction To activate The teacher asks the students to Picture S-S Anticipated problem:
schemata and look at the two pictures on the s 2-3
prepare board with the title of the reading mins
students for text and tells them to predict and
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Teaching practice: LP, FB, LA and materials.

the text. discuss in pairs what the text may Board

be about.
Solution:

Reading for To get a global The teacher gives students the text Handou T-S 5-7 Anticipated problem:
gist understanding (handout 2) and tells them that t2 mins
(Skimming) of the text they have about 3 mins to read the
text quickly and see what it is
about, then compare if they have
the similar answers as the main
idea they got after scamming the Solution:
text.
(In this step, the teacher tells the
student why they will read the text
S-S
quickly before giving the students
the text)

The teacher runs feedback and

sees how many students guessed
correctly, if any.
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Teaching practice: LP, FB, LA and materials.
Reading for For students
specific to find specific
information information
within the text.
(Scanning)
T-S
The teacher unfolds the handout, Handou 5-7 Anticipated problem:
to show Ss the next activity, and t
tells them to read the text again
and circle the things that are illegal T-S
in New York in the activity.
Solution:
The teacher asks the pairs to share
answers in the whole class.
The teacher shows the correct
answers on the board and asks Ss S-S
to check their answers.
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Teaching practice: LP, FB, LA and materials.

Board

Ss-Ss

Follow-up Pieces 10- Anticipated problem:

of 13
To give T assigns the letter A and B for
students a paper
students, and asks them to work in
S-S
chance to pairs as (A with B). Each pair pick a
practise other piece of paper that has a country.
skills based on Board
T tells Ss the following: Solution:
their Imagine you’re traveling to this
understanding country, use the computers outside
of the text. the classroom to look up for the
illegal things in the country you’re
going to.
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Teaching practice: LP, FB, LA and materials.

The teacher asks the (As) to make

a group and the (Bs) to make
another group to share what they
got. Meanwhile, the teacher writes
some note for the feedback. Ss-Ss

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 figure out the
praise) on any any. mistakes
language 2-3
min
component of Solution: T elicit the
the lesson mistakes
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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.

CELTA | 2023

Teaching practice: LP, FB, LA and materials.

CELTA | 2023

Teaching practice: LP, FB, LA and materials.

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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?
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Teaching practice: LP, FB, LA and materials.

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

I.Meaning

II.Form

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

Lexis Analysis (only complete when relevant)

Item Form Pronunciation Meaning Eliciting Checking Meaning Anticipated problems and
solutions with MFP
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
(as used in context) countability, script and show Include the pictures or specific in order to check the meaning?
transitivity, stress, connected (as used in context in your questions etc. (Include answers)
collocations, speech. lesson)
etc.

adj /ɪˈliːɡəl/ not allowed by law. Matching example ● CCQ1: ● Problem with meaning:
sentences that have the
illegal
items with the definition ● CCQ2: ● Solution:

● CCQ3:

● Problem with form:

● CCQ4:

● Solution:

● Problem with pronunciation:

● Solution:

verb /bæn/ to officially say that Matching example ● CCQ1: ● Problem with meaning:
someone sentences that have the
ban
items with the definition
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Teaching practice: LP, FB, LA and materials.

must not do ● CCQ2: ● Solution:

something
● CCQ3:

● Problem with form:

● CCQ4:

● Solution:

● Problem with pronunciation:

● Solution:

verb /əˈrest/ If the police arrest Matching example ● CCQ1: ● Problem with meaning:
someone, sentences that have the
arrest
items with the definition ● CCQ2: ● Solution:
they take them away
to ask
● CCQ3:
them about a crime ● Problem with form:
that they ● CCQ4:

● Solution:
might have
committed.

● Problem with pronunciation:

● Solution:
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Teaching practice: LP, FB, LA and materials.

phrase to do Matching example ● CCQ1: ● Problem with meaning:

something sentences that have the
break the law
items with the definition ● CCQ2: ● Solution:
illegal
● CCQ3:

● Problem with form:

● CCQ4:

● Solution:

● Problem with pronunciation:

● Solution:

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

● Solution:
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Teaching practice: LP, FB, LA and materials.

● Problem with pronunciation:

● Solution:

❖ Add rows when you have more words to analyse.