CELTA LESSON PLAN
Stage / Time
(What you are doing.)
Aim
(Why you are doing it.)
Lesson Procedure
(How you are doing it – including target language, instructions, concept questions, answers to tasks etc., where appropriate.)
Interaction / Resources
(e.g. s, s-s, ss-ss, t-ss, etc. and what you are using.)
Tutor Comments
Lead-in/
5
Get them to think in the context
Show them a picture, have them describe the picture to one, another... what’s happening here?
T-Ss (instruct)
S-S (pair share)
S-TSs(feedback)
Test 1/
3
Find out what the students don’t already know.
When describing a picture...
What phrases do we use when we are describing locations? (Test 1)
T-Ss(instruction)
S(test) 2 minutes
S-S(check answers)
Teach 1/
4
Help students to use the proper propositions when describing pictures.
Phrase for propositions
On the right/left, (collocation)
At the top/bottom
In the center, background/foreground
Feedback
CCQ: hand gestures,
Point to things in the picture and have students give the correct prepositions
the crowds are in the background
the bicycle is in the foreground
T-Ss(feedback)
Elicit phrases from students
CCQs
Pronunciation
Board
T-Ss(instruction)
Test 2/
3
Find out what the students don’t already know.
What phrases do you use when we are speculating or uncertain about something?
(Test 2)
T-Ss(instruction)
S(test) 2 minutes
S-S(check answers)
1 minute
Teach 2/
5
Teach learners different types of phrases they can use to indicate uncertainty
perhaps, maybe
(perhaps/maybe+...)
might be, may be, could be
seems to be, appears to be
looks like, looks/seems as if
(Subject + uncertain phrase+...)
T-Ss(feedback)
Elicit form from students
CCQs
Pronunciation
Board (form)
T-Ss(instruction)
Task 1/
8
Practice describing pictures in pairs
Divide the students into pairs.
Give student A a paper with 6 pictures on it. Then student B picks a random picture from the pile and then...