CAMBRIDGE CELTA LESSON PLAN

Teacher’s Name Lesson focus Level Date Mins TP#

45

DELETE THE YELLOW BOXES WHEN YOU COMPLETE THE PROCEDURE.

What is the main aim of this lesson?

What is the secondary aim(s) of the lesson?

Lesson Aims: Main Aim Subsidiary

Aim
● Communicative outcome: What real-world communicative function will students be able to perform by the end of the lesson? (tell a ● ●
story/debate their opinions/discuss their habits etc.?/understand a specific written/audio text)
By the end of the lesson, students will be better able to…

● Linguistic aim: are you teaching any new language? ● ●

By the end of the lesson, students will have a better understanding of/will have practiced….

● Productive Sub-skills focus: Which elements of the communicative skills will you be helping learners to improve? (fluency/accuracy/ ● ●
etc.)
To develop the sub-skill(s) of…

● Receptive Sub-skills focus: Which elements of the communicative skills will you be helping learners to improve? (gist/specific ● ●
information/detailed comprehension etc.)
To develop the sub-skill(s) of…

Personal Aims:
(which aspects of your teaching are you going to work on today and how will you improve them?)
●
FRAMEWORK/ SHAPE

MATERIALS/ RESOURCES (ensure all paper materials include copyright references and page numbers)
1a) about your learners’ needs and interests (Why can they be interested in the topic? How does your lesson address their needs: e.g. They
ASSUMPTIONS
are not good at listening for gist, therefore they will focus on it and the strategies that can help them improve it? Are the materials/activities
personalized? How have you adapted/designed your materials to address your learners’ needs and interests? What did you learn about your
learners as people to help you select appropriate materials?)
●
●
1b) about your learners’ learning preferences and cultural factors (Do activities in your lesson address their preferred types: e.g. speaking vs
writing; group/pair-work vs individual; VARK; etc? Have you considered your learners’ cultural background when
selecting/adapting/designing your materials?)
●
●
1c) about the learning backgrounds of your learners (How did they study the language before? How can it influence your lesson? What are
their linguistic strengths and weaknesses? What are their productive skill strengths and weaknesses? What are their receptive skill strengths
and weaknesses? How can they influence your lesson? What should you be ready for? How can you ensure you are able to achieve the lesson
objectives and help your learners?)
●
●

1. What’s the topic of your lesson? e.g. work, animals, traveling, etc. How will you establish the context and engage the learners? What kind of feedback is
required? How will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

1
Lesson Procedure Interaction Timing
 Anticipated Problems Anticipated Solutions

2. How will you orientate learners to the text? Will there be a set of questions to discuss or a prediction task to further check? What kind of feedback is
required? How will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

2
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

3. Is there any lexis that may potentially block understanding of the text and completing of the tasks? If so, how will you facilitate their ‘unblocking’ in a
learner-centred manner? What kind of feedback is required? How will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

3
Lesson Procedure Interaction Timing
 Anticipated Problems Anticipated Solutions

4. For the prediction task: How will you facilitate this? What strategies can you remind them about? What kind of feedback is required? How will you
implement it?
OR
Would it benefit the learners to get the gist before they focus on it for further comprehension? If so, how will you facilitate this? What strategies can you
remind them about? What kind of feedback is required? How will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

4
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

5. NB: You can choose one or two sub-skills from this box. For each underlined subskill in this box there should be a separate stage.
Does the text contain specific information (e.g. names, numbers, dates, prices, etc.) that learners would benefit from searching for? If so, how will you
facilitate this? What strategies can you remind them about? What kind of feedback is required? How will you implement it?
OR
Does the text contain a lot of detailed information that can be exploited for a deeper comprehension? If so, how will you facilitate this? What strategies can
you remind them about? What kind of feedback is required? How will you implement it?
OR
Does the text contain information that is not explicitly stated and requires learners to infer the message (textual inference)? If so, how will you facilitate
this? What strategies can you remind them about? What kind of feedback is required? How will you implement it?
OR
Does the text contain lexis that learners may be able to work out the meaning from contextual clues (lexical inference)? If so, how will you facilitate this?
What strategies can you remind them about? What kind of feedback is required? How will you implement it?
NB: You can choose one or two sub-skills from this box. For each underlined subskill in this box there should be a separate stage.

Stage # Stage Name Stage Aim Tutor’s comments

5
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

6. How will learners formulate an oral/written response to the text they’ve been exposed to? What kind of feedback is required (content; language)? How
will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

6
 Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

7. Is there a productive skills extension task? Will it be a speaking task or a writing task? What kind of feedback is required (content; language; task
performance)? How will you implement it?

Stage # Stage Name Stage Aim Tutor’s comments

7
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

ADD OR DELETE STAGE BOXES WHEN NEED BE

 The following pages are for language analysis: vocabulary
DELETE THE ONES YOU DO NOT NEED

LANGUAGE ANALYSIS SHEET – VOCABULARY

Whenever you start out to teach new words or phrases, you need to anticipate any potential difficulties for your students. This can also apply to skills lessons where there is
new vocabulary included. The below categories should help guide you. Complete it when appropriate.
Lexical items Context and method of conveying & checking Anticipated problems/solutions
meaning BE SPECIFIC HERE
(include a definition suitable for your learners, part of Consider M P F and A (where relevant)
speech, collocations where relevant, phonemic script,
stress). (include elicitation method, CCQs to check meaning, form, as
well as other relevant means of checking, e.g. pictures) Problems Solutions
NB one row per item
ITEM 1 Context, conveying (and eliciting) (describe the M
Definition\meaning (in student-friendly language): context in which your item will be presented, how you will /
convey the meaning, and the elicitation question where
A
appropriate):

Form features (part of speech, countability, F

transitivity, collocations, prepositions, etc.):

Pronunciation features (phonemic transcriptions Checking understanding (e.g. CCQs, pictures)

(include answers):
or problem sounds): P

Appropriacy considerations (where relevant):

ITEM 2 Context, conveying (and eliciting) (describe the M

Definition\meaning (in student-friendly language): context in which your item will be presented, how you will /
convey the meaning, and the elicitation question where
A
appropriate):

Form features (part of speech, countability, F

transitivity, collocations, prepositions, etc.):

Pronunciation features (phonemic transcriptions Checking understanding (e.g. CCQs, pictures)

P
(include answers):
or problem sounds):

Appropriacy considerations (where relevant):

ITEM 3 Context, conveying (and eliciting) (describe the M

Definition\meaning (in student-friendly language): context in which your item will be presented, how you will /
convey the meaning, and the elicitation question where
A
appropriate):

Form features (part of speech, countability, F

transitivity, collocations, prepositions, etc.):

Pronunciation features (phonemic transcriptions Checking understanding (e.g. CCQs, pictures)

(include answers):
or problem sounds): P

Appropriacy considerations (where relevant):

ITEM 4 Context, conveying (and eliciting) (describe the M
Definition\meaning (in student-friendly language): context in which your item will be presented, how you will /
convey the meaning, and the elicitation question where
A
appropriate):
F
Form features (part of speech, countability,
transitivity, collocations, prepositions, etc.): P

Pronunciation features (phonemic transcriptions Checking understanding (e.g. CCQs, pictures)

(include answers):
or problem sounds):

Appropriacy considerations (where relevant):

ITEM 5 Context, conveying (and eliciting) (describe the M

Definition\meaning (in student-friendly language): context in which your item will be presented, how you will /
convey the meaning, and the elicitation question where
A
appropriate):
F
Form features (part of speech, countability,
transitivity, collocations, prepositions, etc.): P

Pronunciation features (phonemic transcriptions Checking understanding (e.g. CCQs, pictures)

(include answers):
or problem sounds):

Appropriacy considerations (where relevant):

Sources used: