CELTA COURSE LESSON PLAN

Teacher
Melisa Vence

Lesson focus

Tutor

Grammar presentation and Practice

Class profile (Build on this as you teach

the class)
A monolingual class of Spanish PI students.
Students seem very interested during
lessons and are not afraid of making
mistakes. Nita, Emilio and Paula are a little
more fluent, whereas Sara, Carmen and Mari
Carmen seem to have more difficulties
speaking fluently and accurately. All of them
need to practise pronunciation as much as
possible and they are not afraid of speaking,
so I dont think grouping in pairs will be
necessary at all stages of the lesson to
enable speaking practice.

Jennifer Davey

Assumptions (Learners existing

knowledge)
After yesterday`s and today`s lesson,
learners seemed to have an idea of the
present continuous tense, but I am not sure
if they could produce meaningful sentences
using it, nor if they know the basic spelling
rules when adding the ing suffix to the verb.
I am not sure if they know that some verbs
are not used in the present continuous
either (stative verbs).

Lesson aims (Main aim and sub aim(s))

Main aim: by the end of the lesson the learners will have practised the use of the present
continuous tense by describing pictures verbally.

Date
02.06.16

Level

Mins

PreInt

30

TP
no.

Materials
One magazine (Corazn).
Markers
Grammar Practice handout with literal and
adapted examples from: Oxenden, C
Latham-Koenig, P Seligson New English File
Pre-Intermediate Student`s Book Oxford p. 8
3 a and b, 126 & 127; Workbook p. 9 No. 3b

Personal aims (Base these on action

points from TP feedback and tutorials)
To feel confident and relaxed during all the
stages of the lesson.
To remember not to give the students the

Sub aim(s): by the end of the lesson the learners will have practised a little some body
parts vocabulary and will have practised two spelling rules for adding the ing suffix.

Anticipated problems (Related to classroom management and/or

skills)
(e.g. low numbers, listening task too challenging, students sit in
same seats ... etc.)

handouts before or when I am giving an

instruction.

Anticipated solutions

That the students begin to ask many or just more questions about
spelling rules.

To tell them that we will talk more about that in future lessons,
since today we only have time to practise how to make sentences.
To have another handout prepared with a written activity to work in
pairs.

That the students are able to produce meaningful sentences quickly

and get bored during the last activity.

Language Analysis according to MFPA (From TP3 onwards)

Whenever you teach language systems (grammar, functional language,
vocabulary or pronunciation) you will have to research into it in order to
be able to teach it well to your students. Additionally, for skills based
lessons, you will have to do some language analysis of the vocabulary you
pre-teach. The sheets below will help you when doing all this (There is
also a separate sheet for short vocabulary items). You can use
reference books to help you!
What verb forms, functions, phrases, pronunciation aspects or other things
will you teach? e.g. present simple for routines, apology exponents, long idiomatic expressions,
lexical chunks, pronunciation of long vowels, adjective order, etc:

What is the context you will use? How will you establish it?

What is/are your sample sentence(s)/phrase(s)/word(s)?

Focus on meaning (not for a pronunciation lesson) The exponent is given in a

context, so use that context. What does the exponent mean in this context? Explain the meaning. How
will the meaning be clarified with students? CCQs? A timeline?

Anticipated problems with meaning:

Solutions:

Focus on form (not for a pronunciation lesson) What do students at this level need to
know about the form? What are the component parts? What are the affirmative, negative and
interrogative forms? Any strange grammatical behaviour? Regular or irregular?

Anticipated problems with form:

Solutions:

Focus on pronunciation Are there any difficult sounds and/or weak forms to highlight? Is there
any assimilation, intrusive consonants or linking? Use phonemic script to illustrate any issues with
sounds. Where is word stress? Where is sentence stress? Anything else that will help the students at this
level? (For phonemic script cut and paste from www.phonemicchart.com)

Anticipated
pronunciation:

problems

with Solutions:

Focus on appropriacy (if necessary) Is the phrase formal, informal or neutral?

Anticipated
appropriacy:

problems

with Solutions:

Lexical Analysis (For one word or two word [e.g. phrasal verbs, compound words, etc.]
vocabulary items for longer phrases use the previous sheet)
Word
(Include the word class in
the context used and
break down the form into
its component parts, if
possible)

Meaning
(Meaning of the word in
the context used)

Pronunciation
(Phonemic script, word
stress, silent letters, etc
[cut and paste from
www.phonemicchart.co
m])

Style (appropriacy)
(Formal, informal or
neutral)

Context
(What will be used to
present the word, i.e. the
kind of text, situation,
type of practice exercise,
etc)

How to elicit/pre-teach
and check meaning of
the word
(i.e. pictures, photos,
synonyms, antonyms,
flashcards, mime, realia,
actual CCQs, etc.)

Anticipated problems with specific lexical items

(Related to meaning, form, pronunciation and appropriacy [if
necessary])

Anticipated solutions

WHITEBOARD/FLIPCHART PLAN
BOARD 1

NOTE: This will not be written in the board when I lead in. I will write this as I am
asking the questions.

Shakira is rid???? a bike?

???? + ???? structure?
This is the ???? tense?

Shakira usually visits Barranquilla or Shakira usually is visiting B?

BOARD 2

1. Hey! You______________________on my foot. (stand)

2. They _______________________ a big mistake. (make) make + ing
3. My brother ________________________in Germany. (study) study+ing

4. In Spain women often

wear/ are wearing hats at weddings.
5. In the picture, Shakira blows/is blowing
a kiss.

BOARD 3
To squat
To wave
To hold
To bend
To blow
To hug
To pose
To get married
To high five
To lay down
To kiss
To play pool
To toast
To sing
To pour
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To smile

Time
(How
long)
6 mins

Stage

Stage aim

(What)

(Why)

Interact
ion

Procedure

Tutors comments

(How)

(How it went)

(Who)
Lead-in

To set a context from which

students can induce the use
of present progressive tense

T-S
S-T

Before opening the magazine,

let`s see if you can guess
what is Shakira doing. I will
give you a clue. Shakira is
wearing no shoes!
I will let them take a quick
guess.
CCQ:
What is Shakira doing? (to
check if they can form a
complete sentence: Shakira is
riding a bike).

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How do you spell riding? (to

check if they know spelling
rules)
So what verbal structure are
we using now? (to be + ing)
And what tense are we using
then? (the present
progressive).
So Shakira usually visits
Barranquilla or Shakira
usually is visiting
Barranquilla? (to check if they
know when to use present
simple or present continuous.
8 mins

Grammar Practice

To review the controlled use of

present progressive

S-T
Instruction: Think for 2 minutes the answers in pairs and
then answer.
Board: 2 /
CCQ
The present progressive is used for things happening now,
at this moment, or in this moment of our lives.
What words do we use with present tense? (usually,
normally, always, often).

14 mins

2 mins

Speaking Practice

Conclusion

To help them produce meaningful

sentences verbally.
To help them remember important
points of the lesson

Board: 3
WC
TS

Instruction: Look at the picture and make a complete

sentence. (present progressive).
Use present progressive for things happening now at this
moment or at this moment of our lives.
Two rules: verbs ending in e, like bike, we drop the e and
add ing. verbs ending in y like play just add ing.

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