CELTA

Lesson Plan

Candidate: Marina Antunes dos Santos

Tutor: Bruno Horta Liza
Level: B1 (Intermediate)
Expected no. of Ss: 15 Length of lesson: 45 min Start time: 15:30
TP no.: 1 Date: 23/08 Finish time: 16:15

Before you start planning your lesson, make sure you liaise with your peers in order to have coordinated lessons on the
day (4m).

Reading Grammar
MAIN AIM: Listening X Lexis
This is the main focus of your lesson. Tick only one box. Speaking Phonology
Writing Functions

By the end of the lesson, students will be better able to listen for detail and specific information in the
context of a conversation between a career adviser and a client.

SUBSIDIARY AIM:
Specific things that students will learn, revisit, expand
on in this lesson. Speaking to develop fluency

PERSONAL AIM: Use more ICQs and give clearer instructions.

What you personally hope to achieve in this lesson. This Reduce TTT.
can be a development need from a previous lesson.

Macmillan Intermediate Student Book, Unit 5, page 50,

MATERIALS: audio 5.1.
Make a list of everything you need for this lesson so
you do not forget anything.
Slides containing images from Macmillan Book and
Google.
 ANALYSIS OF TARGET LANGUAGE FOR LANGUAGE LESSONS / OR IF PRE-TEACHING VOCABULARY
Use this in grammar, lexis, phonology and functions lessons.
CHECKING
MEANING & ELICITATION UNDERSTANDING PRONUNCIATION
FORM ANTICIPATED DIFFICULTIES
QUESTIONS
- How will you check - What aspects of pronunciation & SOLUTIONS
- How will your systematise form in
- If this is a word/phrase, include understanding? will you highlight?
your presentation?
the dictionary definition here. What problems would your students
- If this is a grammatical structure, Possibilities: Possibilities: have in relation to:
Consider: - Transcription of marker
include the information from a - CCQs
- Marker sentence (s) sentence(s)
grammar book here. - Timelines a) meaning
- Part (s) of speech - Word and sentence stress
- How will you explain/clarify - Personalised questions b) pronunciation
- Grammatical information - Analysis of connected speech
meaning to students? - Context-checking questions c) form
- Collocations - Analysis of intonation
- Pictures
- &c.
Form
“Local Branch” Use images, definitions and CCQs Difficulty
Add a marker sentence real examples of branches in Context checking questions /ˈloʊ.kəl/ /bræntʃ/ Some Ss don’t know the definition of nouns,
adjectives, etc.
Plural / Singular form the world. Solution
(branch / branches) Analyse stressed syllables. I will give examples if necessary.

Here you just add the Add the CCQs you are going But what about the form “local branch”?
Analysis of word class (noun) meaning of ‘local branch’, to use here. If you are going There’s no need to add what Some, for example, might spell it as brench

adjective + noun collocation something like “a subsidiary to use pictures, add them you are going to do as long due to pronunciation. (this is an issue
related to the form)
or division of a larger here as well. as you indicate details
Collocations. organisation that operates in related to pronunciation Meaning
Difficulty
Any? a specific geographic area. It (such as the stressed Ss might mix “local branch” with

can also imply a specific syllables) in this analysis “franchise”.

Solution
office or branch of a I will tell them that one of the differences is
that a branch has only one owner, whereas
company” a franchise can have another owner.
Pronunciation
Difficulty
They might pronounce “brunch”.
Solution
I will say that brunch is a meal and its
sound is similar to “cup”.
Model and drill correct pronunciation.
Form
“Think on your feet” Dictionary definition, CCQs Analyse linking sounds and Difficulty
examples, sentences and Personalised questions the long i sound of “feet”. They might forget to change the possessive
and say “I think on your feet”.
Grammatical information. images. Word stress (think and feet). Solution
I will show examples with different
possessives.
 Meaning
Changing possessive Add the definition (just Same as above Difficulty
according to the subject of meaning here) Add phonemic transcription, Ss might think about the literal meaning
and relate to feet.
the sentence. stressed words, intonation, Solution
etc. I will show them pictures and examples to
compare.
Add a marker sentence Pronunciation
Idiom Difficulty
Problems with “th” sound / Intonation
base form of the verb think problems.
+ preposition ON + Solution
I will model and drill pronunciation with
possessive adjective + feet the whole class.

Add rows here if necessary.

ANTICIPATED
PROCEDURES PROBLEMS &

STAGE
STAGE AIMS 1. Describe the activity in detail.
2. Script your instructions and ICQs.
👨‍🎓👩‍🎓+ ⌛ SOLUTIONS
Consider classroom
management,
TUTOR’S COMMENTS
3. Say how you will take/provide feedback to students, and how you will correct procedures, learners,
them. topic of lesson and
materials.

Lead-in To introduce the Slide 1 - Whole group activity: T - Ss 2’ Ss might get 0:00 - 3:40
topic to Ss. and Ask Ss: “What jobs do you see (in the picture)?” confused
generate interest Show Ss the answers: (Teacher, Restaurant Manager, Engineer, about Good lead-in!
Police Officer). Restaurant
(2’) Manager, it is
Ask Ss: “Would you like to have these jobs? Why?” Just not a very
Try to make them say some keywords like: add the common job.
work hard / busy times / look presentable total
time for
(time: 5’) This is not the purpose of your lead-in. The way you worded that this Solution?
this goes in these procedures, it seems like it is. stage
in the 5th
column Is it 4
or 5
 minutes
?
Slide 2 - Whole group activity: T - Ss 3’ Ss might not 3:40 - 7:30
- Ask them: “Who needs organisational skills? Why?” know what
- “Is that related to being organised?” (3’) “work under Students really
pressure” is. engaged. Well done!

Solution?

Set To introduce the Slide 3 - Whole group activity: T - Ss 2’ Ss might get 7:30 - 9:20
context topic of the Ask Ss: “What can you see in this image?” (add expected confused and
lesson to learners answers) not be able to Excellent use of graded
and ensure the say “career language
context is To guide them, ask some questions: adviser”.
clarified “Does the man want a new job?” Yes
“Is that a job interview or a consultation?” Consultation Solution?
(time: 7’) “Is the woman giving advice to him?” Yes (2’)
“What kind of job does the woman do?” Career adviser

Pre-teach To introduce the Whole group activity: T - Ss Some Ss don’t 9:20 - 19:10
vocab target language Local branch know the
(this is a skills Meaning: 2,5’ definition of Introduce vocabulary in
lesson, so there’s Slide 4 - Read the definition to Ss. (no reading - Ask CCQs nouns, MPF fashion
no TL) in a instead - check comments below) adjectives,
meaningful way/ Slide 5 - Read the examples to Ss. ( etc. no reading of
To drill the Slide 6 - Show Ss the images with companies that have branches. (I will give definitions
pronunciation/ To Slide 7 - Ask them the CCQs on the slide. 1’ examples if no metalangugage
clarify form and Pronunciation: necessary). (noun, adjective, etc)
structure. Slide 8 - Drill pronunciation with them. 1’
Form: Ss might mix Good to have choral
To clarify the Slide 9 - Explain form: singular/plural and what a noun is (if “local repetition, but not as
meaning of key necessary). branch” with they see the written
language “franchise”. from. You also need to
students will find Introducing items in MPF 2’ (Branch has add the phonemic
in the listening Meaning first (through images, asking CCQs - not showing them only one transcription.
text on the screen) owner,
 Pronunciation (choral repetition, individual repetition, show whereas a You prepared very
phonemic transcription) 1,5’ franchise can good CCQs, but you
Form: show the word on the screen have another don’t show them, you
1,5’ one). ask them. This way you
(time: No definitions on the screen, no reading of definitions or reduce your TTT and
15.5’) examples. (8.5) Solution? increase students’
participation.

Think on your feet You’re spending too

Meaning: much time on this
Slide 10 - Read the definition to Ss. stage, which is only for
Slide 11 - Read the examples to Ss. 2 vocabulary items.
Slide 12 - Ask them the CCQs on the slide. Your lesson is on
Pronunciation: listening, so that must
Slide 13 - Drill pronunciation with them (linking sounds) be the focus of the
Form: lesson. These are just
Slide 14 - Changing possessives according to the subject. two items to help
Slide 15 - Analysing different verb tenses. students when they
listen to the passage.

Task 1 To work on the Students listen (to… ) and answer the questions: T - Ss 5’ The audio is 19:10 - 32:50
(Initial skills of listening Teacher: “Listen to a conversation between Michael and Fiona (a quite long, Ss
Task) for specific career adviser). Answer the questions, choose a, b or c.” can get ICQs asked - well
information. ICQs: Can you choose more than one option? No. confused if done!
they got the
Then, they go to breakout rooms in pairs and discuss their S-S 2’ correct
answers. answer or not. Visit breakout rooms to
T: “Now, in pairs, check your answers with your partner. You have monitor students’
two minutes.” Solution?
ICQ: “What do you have to do?” Check answers.
“How many minutes do you have?” 2 minutes. Some Ss wait Feedback on task -
T: “You can use this link to see the exercise” - Send them the link for others to well done!
to the handout. give answers
T - Ss 1’ and don’t
(time: Ss get back to main room and we check the answers as a whole really
23.5’) group: participate.
T: “What is the answer for number 1?” (add answer) (8’)
Wait for Ss to answer and reveal the answer on the slide. Solution?
Do the same with number 2.
Task 2 To work on the T: “Read the following sentences.” T-Ss 1’ There are 32:50 - 44:00
(Detailed skills of listening T: “Listen again. Are the sentences true (T) or false (F)?” S 5’ many
Task) for detailed ICQ: “Are you working individually or in pairs?” Individually. sentences to Excellent to give them
information. Play the audio. analyse, some time to read the
sentences
T: “In pairs, check your answers with your partner. You have two S-S 2’ Solution
minutes!” maybe they ICQs asked -good job!
ICQ: “How many minutes do you have?” Two. will have to
T: “You can also see this exercise on the link" - Show them page 2 listen to the
on the handout. audio again.
Put them in pairs to check answers (in breakout rooms) and (I have to
monitor. make sure
time
Ss get back to main room and check the answers as a whole T - Ss 2’ management
group: or is efficient).
(time: 33’ T: “Have you got all the answers?” * 7’
- 38’) If yes:
T: “What is the answer for number 1?” (10’ to
Wait for Ss to answer and reveal the answer on the slide. 15’)
Do the same with number 2, 3, 4, 5 and 6.
If not: play the audio again. (* this will be done or not based on
what they answer)
Follow-up To help develop T: “Look at the pictures and discuss with your partner: S-S 2’ If Ss didn’t 44:00 - 45:00
Task learners’ oral Which job do you think Fiona will recommend for Michael? Why?” understand
fluency. by “You have two minutes”. the audio As you were pressed
talking about the ICQ: “Will you listen to the audio again or just talk to your completely, for time, this stage was
topic of the partner?” Just talk they might a bit rushed.
lesson. “How many minutes do you have?” Two. not have an
Show them page 3 on the handout. opinion about
Ss go to breakout rooms. this question.
T-Ss 2’
 Ss get back to main room and check the answers as a whole (Make sure I
group: put a strong
(time: 38’ T: “Did you get to a conclusion? What is the best job for Michael? Ss with a
- 43’) Why? ” weak one so
(5’) they can help
Show the answer, but don’t play audio 5.2 each other).
Extra questions (if I have time): “Can you tell me what skills does
he have to be a good Restaurant Manager?”
Error To clarify doubts. T: “Guys, have a look at some sentences and help me correct T - Ss 2’ If I don’t get Not done
Correction To identify them”. any
further difficulties Write down some of the students' mistakes on the board. sentences/
and address T: “Can you please tell me what is wrong with the first one?” mistakes
them. from them, I
(time: 40’ have to come
- 45’) (2’) up with other
ones.

Add rows here if necessary.

If you create a presentation, you can add the slides here.

 CELTA
TP Feedback Report

Candidate: Marina Antunes dos Santos

Tutor: Bruno Horta Liza
Date: 23/8/24 TP No.: 1 Focus: Listening No. of Ss: 12

STRENGTHS SUGGESTIONS FOR IMPROVEMENT

● Planning & Resources
4e Detailed procedures overall for a TP1. 4h Timing: add the total time for each stage in its
4b Lesson logically staged according to the suggestions respective column.
in the TP points 4k/4j Try to anticipate problems related to the
4f Appropriate interaction patterns corresponding stages of the lesson and add the solutions
5f You scripted your ICQs, which helped you while 5g Introduce vocabulary items in MPF fashion
checking your instructions. 4d Ensure materials are referenced

● Lesson Execution, Language Awareness & Professionalism

1d Rapport and engagement 5i The pace of the lesson was a bit rushed towards the end
2c You established a clear context for the lesson 4h Make sure you spend more time on stages related to the
2a Your language is suitably graded for the level focus of the lesson (developing reading skills)
5g Do not read definitions or show CCQs. You ask them,
then you ask for repetition and finally show the form on the
board.

OVERALL COMMENTS & ACTION POINTS TO FOCUS ON

Marina, this was a good start to teaching practice. Your lesson was well-planned according to the TP points. However,
timing in your lesson plan was a bit confusing as it was listed in two different places. Please add the total time for
each stage in the timing column. Also, make sure you include solutions to every problem you anticipate.
Regarding your delivery, you have a very friendly teaching presence, your language is suitably graded, and students
were engaged throughout the lesson. For pre-teaching, you introduced only two items, but it took you nearly 10
minutes (out of the 45-minute lesson) to do that. In a reading-focused lesson, it’s important to prioritise reading
tasks. As a result of a long pre-teaching vocab stage, you did not have time for a follow-up stage.
Please review my comments to help you with the following TPs.

ASSESSMENT FOR THIS STAGE OF THE COURSE*

NOT TO STANDARD TO STANDARD
Overall Grade X
* The assessment of this lesson does not represent a final assessment or grade.