CELTA LESSON PLAN

Teacher Name Date Level Length TP #

Camille 19/04/2017 Intermediate 45 minutes 2

The aim of this lesson is to help learners practice the previous lesson Memory grammar
Main Aims
points past tense and past progressive tense

Learners will also test their memory and practise their spoken and written skills.
Secondary Aims

In this lesson, I will be working on clear CCQ, clarity of task, participation of all
Personal Aims
learners, pair work and time limit.

Class Profile Materials/Resources

A group of 15-16 intermediate, multilingual, mostly young

adult males primarily from the Middle East and the minority Text about Memory
of four girls. They have different levels but all are
intermediate. Very active class except for few shy ones. 4 different handouts, 3 controlled exercises and 1
free from the book (Cutting Edge Third edition )

Previous Learning/Knowledge - (Assumptions relevant to this lesson and Timetable Fit)

What do you know or assume learners already know about what you are teaching them today
and what lessons have they recently done relevant to this lesson?

Students have covered the past tense and past progressive in the previous lesson therefore it is a follow-up exercise

Measuring Learning - (Achievement of Lesson Aims)

How will you know if learning has been successful or if your lesson aims have been achieved?
The successful completion of the exercises
Learners answer the CCQs accurately

Consolidation of Learning - (Follow Up)

What do you anticipate would be a logical to follow up this lesson with at a later stage?

If time allows me I will introduce a list of vocabularies that learners will have to remember, conjugate and use it in a
sentence.
 GRAMMAR AND FUNCTIONS ANALYSIS

Language Area *Only fill this in if you have a grammar or functional language lesson,
otherwise leave blank.
Identify your language
area by name and your
examples of that
language.

Meaning

What does it mean?

How/when/why do we
use it?

Context

Whats your context?

Where do the examples
come from?

Concept Check

How will you check to

make sure that the
learners understand it?
e.g. CCQs, visuals, cards,
timelines etc

Form

How is it formed?
Whats its structure?

Pronunciation

How does it sound? Name

and show the key
features of phonology
here e.g. stress,
connected speech,
phonemes etc
 ANTICIPATED PROBLEMS AND SOLUTIONS

*Only fill this in if you have completed the grammar/functional language

Meaning analysis above, otherwise leave blank.

Anticipated what
problems learners might
have understanding it
based on your analysis of
meaning above. Provide
solutions.

Form

Anticipated what
problems learners might
have forming it based on
your analysis of form
above. Provide solutions.

Pronunciation

Anticipated what
problems learners might
have pronouncing it
correctly based on your
analysis of pronunciation
above. Provide solutions.
 LEXIS ANALYSIS

Language Area *Only fill this in if you are focusing on some vocabulary/lexis in the
lesson, otherwise leave blank.
Identify your lexical
area by name and
provide EACH
example/item of this
lexis focused on today.

Meaning

What does EACH lexical

item mean?

Context

How will you convey the

meaning of EACH lexical
item? Where do the
lexical items come
from?

Concept Check

How will you check to

make sure that the
learners understand
EACH one? e.g. CCQs,
cards, visuals, timelines
etc

Form

How is it formed?
Whats the structure? OR
What part of speech is
it?

Pronunciation

How does it sound?

Name and show the key
features of phonology
here e.g. stress,
connected speech,
phonemes etc
 ANTICIPATED PROBLEMS AND SOLUTIONS

*Only fill this in if you have completed the lexis analysis above,
Meaning otherwise leave blank.

Anticipated what
problems learners might
have understanding the
lexis based on your
analysis of meaning
above. Provide solutions.

Form

Anticipated what
problems learners might
have forming the lexis
based on your analysis of
form above. Provide
solutions.

Pronunciation

Anticipated what
problems learners might
have pronouncing them
correctly based on your
analysis of pronunciation
above. Provide solutions.
 Skill Area *Only fill this in if you have a skills lesson, otherwise leave blank.

Whats the main skill

area of the lesson? What
are the specific sub-skills
or features focused on?
Link these to the actual
tasks in your lesson.

Definition

Provide a definition of
EACH of those sub-skills
or features here.

Context

What is the context that

will be used to practice
these sub-skills or
features?

Concept Check

If necessary, how will you

check to make sure that
the learners understand
EACH feature OR how to
do/practice EACH sub-
skill?

Anticipated Problems

What problems do you

anticipate learners will
have with EACH task or
with the text itself?

Anticipated Solutions

What are your solutions

for EACH of these
problems?
 PROCEDURE PAGES - delete or copy/paste additional boxes for each stage of the lesson

Dont provide excessive detail. The box size is fixed so simply use the space provided for an idea of the maximum detail
expected.

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)

PROCEDURE: (HOW will learners do this?)

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:
 STAGE NAME STAGE AIM TIME INTERACTION
(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)

PROCEDURE: (HOW will learners do this?)

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

PROCEDURE PAGES - delete or copy/paste additional boxes for each stage of the lesson

Dont provide excessive detail. The box size is fixed so simply use the space provided for an idea of the maximum detail
expected.

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)

PROCEDURE: (HOW will learners do this?)

 4

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)
PROCEDURE: (HOW will learners do this?)

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

PROCEDURE PAGES - delete or copy/paste additional boxes for each stage of the lesson

Dont provide excessive detail. The box size is fixed so simply use the space provided for an idea of the maximum detail
expected.

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)

PROCEDURE: (HOW will learners do this?)

 4

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)
PROCEDURE: (HOW will learners do this?)

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

PROCEDURE PAGES - delete or copy/paste additional boxes for each stage of the lesson

Dont provide excessive detail. The box size is fixed so simply use the space provided for an idea of the maximum detail
expected.

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)

PROCEDURE: (HOW will learners do this?)

 4

Any Anticipated Problems for this stage: Anticipated Solutions to those problems:

STAGE NAME STAGE AIM TIME INTERACTION

(WHAT are you doing?) (WHY are you doing it?) (How long?) (Who?)
PROCEDURE: (HOW will learners do this?)

Any Anticipated Problems for this stage: Anticipated Solutions to those problems: