CELTA COURSE LESSON PLAN

Teacher
Melisa Vence

Lesson focus

Tutor

Reading and Speaking

Class profile (Build on this as you teach

the class)
Today I discovered many new things about
the learners (9). Carmen speaks much more
fluently than I thought. She was just a little
reticent to speak in front of the whole class.
Emilio is a kinaesthetic learner and he
probably has the highest level of the group.
He ends his activities before the others and
seems to be bored when this happens.
Today he was very serious throughout the
lesson, except when there was a game
activity. His mood immediately changed and
he seemed much more excited and
engaged. There are three new learners in
the class. Cristina is quiet and a little
introvert, but accurate when speaking.
Esperanza is less accurate but I need to
further observe her. Sara is the party girl
of the class, and although she has one of
the lowest speaking levels, she is not afraid
of speaking in front of the whole class and
she learns very fast. She seems to pick up
pronunciation faster than Mari Carmen,
Carmen and even Nita, who is much more

Jennifer Davey

Assumptions (Learners existing

knowledge)
I assume that there could be some blocking
vocabulary words such as devil, coins, and
to look after.
I am not sure whether at their level, they
can associate the word devil with something
different to evil. I am not sure if they can
relate devil with clever humour, wit or sex
appeal. On the other hand, Andalucia is a
very catholic region of Spain and I am not
sure about their views or beliefs about the
devil, or if they could find interesting the
words Devil`s Dictionary without knowing
other metaphorical meanings.
I am not sure if they can make up a short
story in a reasonable amount of time.

Date
03.06.16

Level

Mins

Pre
Int.

30

TP
no.

Materials
Markers
Grammar Practice handout from: Oxenden,
C Latham-Koenig, P Seligson New English
File Pre-Intermediate Student`s Book Oxford
p. 10 No. 1 and Workbook p. 11 No. 4
Game for pair activity

accurate. Sonia is the other new learner. I

need more time to get to know her but I
noticed that she is closer to Paula and Emilio
in accuracy and fluency. I read something
she wrote today and I suspect that she has
an auditory learning style. One of her
weaknesses when writing is the use of the
infinitive form.

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

Main aim: by the end of the lesson the learners will have practised the gist reading sub
skill by quickly reading a short text about a different kind of dictionary .

Sub aim(s): by the end of the lesson the learners will have practised their speaking skills
by inventing a story from a group of images.

Anticipated problems (Related to classroom management and/or

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

Personal aims (Base these on action

points from TP feedback and tutorials)
1. To raise interest in the topic so that
students enjoy talking about what
they have read.
2. To feel confident and relaxed during
all stages of the lesson. To trust
myself.
3. To end on time.
4. To sharpen or improve my use of
lead-ins.

Anticipated solutions

Today there were 9 learners. Two of them are not coming tomorrow,
and another one was not sure if she would come. The number is
uncertain.

Adapt the game activity to an uncertain number of participants.

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?

To look after
Students need to know that there is an s in 3 rd person singular in present tense or
ing suffix in present continuous tense.
The verb is regular.

Anticipated problems with form:

Solutions:

Yes. For some reason some of them seem To practice the use of some prepositional
to use better the verbs in the past or verbs in questions and affirmative or
present than the infinitive. They could get negative sentences.
confused with the order of words in
affirmative sentences and especially in
questions.

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)

To look after

Anticipated
pronunciation:

problems

with Solutions:

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

5

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.)

To look after

To cure or take
care

oo

neutral

Short text for

gist reading

Picture/image

Images

mime
Ask for
synonym

A person who
looks after
people teeth`s

xxx
devil
devil`s
dictionary
coin

witful and
cynical

money

informal

xxx

informal

mime
Ask for

synonym

Anticipated problems with specific lexical items

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

Anticipated solutions

WHITEBOARD/FLIPCHART PLAN
BOARD 1

_______________________is a person who puts metal in your mouth and takes coins out of
your pocket.

BOARD 2

Drawings of coins and to look after

10

BOARD 3
devil
coins
to look after
11

Time
(How
long)

5 mins

Stage

Stage aim

(What)

(Why)

Interact
ion

Procedure

Tutors comments

(How)

(How it went)

(Who)

Lead in

To raise interest in the

subject

TS

12

Showing some
pictures that show
different aspects of the
devil, all of them good
or interesting ones, so
that they can see the
funny or interesting
side of this dictionary.
Association of the devil
with words like
original, fun,
cleverness, wit, sex
appeal, clever humour.
I will ask them to see
the picture is pairs and
comment, and then to
give me a word
suggested by the
picture. I will ask
someone to write them
in the board.
Or showing a video
about a very famous
Panamanian tradition

1 min
2 min
5 mins

Setting the task

(chek in pairs)
Pre-teach

To practise gist
reading.

SS

To elicit the
items, to
practice
pronunciation.

TS

called Diablicos
Sucios. In our culture
they represent
tradition, ability to
dance, happiness and
they use castenets.
They read a text and look for a word to fill in a
gap.
Checking in pairs.
Drawing quickly in the board images (look after,
coin) to check if they know the meaning of these
words.
Drilling
Writing the word once they have mentioned it to
show the correct stress.
They read the text to answer three questions.

1 min

5 mins

Setting reading
task again
Check answers
in pairs
reading activity

9 mins

speaking activity

2 mins

To practise gist
reading.

SS

To practise
reading
To practise
speaking

SS
SS

They have to choose little folded papers from a

box device and make up a story (in groups of 2
or 3) using these images. Then they have to tell
the story to the other groups and we have to
guess if the story is false or true. Some images
relate to Granada and el Alhambra, so the game
might activate previous experiences, words,
memories of their real life.

13

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