CAMBRIDGE CELTA LESSON PLAN
Teacher Lesson Focus Date Level Mins
Mohamed Ali Khalaf Vocabulary & Reading 27.01.2020 Intermediate 60 minutes
Class Profile Materials/References
As I don’t know the class, I will speculate that the class will be a mixture of • A reading text from Speak-Out, intermediate, BBC
middle-aged men and women along with a few younger students. They are • Handout #1
supposed to be at the intermediate level but usually the level varies. • Whiteboard
• Colored markers
Lesson Aims Assumptions (Ss’ existing knowledge/abilities)
Main: By the end of the lesson, students will have been better able to use I assume that the students are aware of the collocations concept. They will
some collocations with go, do and take by clarifying their meaning, also engage with the topic and will be motivated to participate and share
pronunciation and form in the context of ‘what women really think’. ideas.
Secondary: To provide the students with gist and specific reading practice in
the context of ‘what women really think’.
Personal:
1. To reduce my teacher talk time – TTT.
2. To provide clear instructions and demonstrations especially in open
pairs.
3. To be less dominant in the classroom allowing a more student-
centered environment.
Please note that there are more problems can be anticipated, but these are just examples, not all problems. Trainees on the
course must look into the target language thoroughly listing all possible anticipated problems and solutions.
Anticipated Problems Anticipated Solutions
Meaning: Meaning:
Students might confuse take after with look after. Give clear examples and use CCQs to check understanding and eliminate
confusion.
Pronunciation:
‘go on’ might be pronounced without the extra /w/ sound. Pronunciation:
Model then drill it chorally and individually. Highlight it on the board with a
green marker showing the linking and writing the extra /w/ sound.
Form:
Students might conjugate take after. Form:
Clarify that it represents a fact and it’s always present simple.
Management/Instructions: Management/Instructions:
Some students will come late. Welcome and integrate them with stronger ones. Try to help them catch up
while monitoring
Other: Other:
Cold weather might affect the attendance negatively. Engage attendants in interesting activities and allow pair and group work.
LANGUAGE ANALYSIS FORM
Please note that the following analysis is reduced to work as just an example, not a complete
one. Trainees, on the course, need to provide a completed version of the target language.
What is the language you are teaching…and what are the examples of this language?
Vocabulary – Collocations
go: on a diet, off something, further
do: favor, someone good, exercise
take: responsibility, after someone
What context will you use to convey it?
What do women really think?
What does it mean?
go on a diet: start a diet do sb a favor: help sb take responsibility: accept
go off something: stop liking do sb good: affect in a take after: to be similar to an
something positive way older member of your family in
go further: take something do exercise: play or do sport appearance or character
to a more advanced stage
How will you concept check it?
go off blue cheese do sb a favor take after
Do you still eat it? No If you do sb a favor, do they Who do you take after, mom
pay you? No or dad? Dad (it depends)
What is its form/grammatical properties?
go further take after
phrasal verb (verb + adverb) phrasal verb (verb + adverb)
What are its phonological/pronunciation properties?
go on take after
/w/
Whiteboard Plan
• Scaffolding the semi-controlled practice Written Record of the Target Language
• Scaffolding the freer practice
• Error correction
TIME STAGE AND STAGE AIM INTERACTION PROCEDURE
5 Lead-in T-SS 1- Greet the students and introduce yourself. Ask them to write their names on the cards you
minutes -to set the context and S-S provide.
engage the students S-T 2- Tell them that earth would have been a very boring place to live without women, but they
really think differently than men.
3- Give them 3 to 4 minutes to discuss these two questions in pairs:
a. What’s women’s biggest concern in your country?
b. How do they feel towards a male boss?
4- Ask some students about their views and welcome all ideas. Try get answers from different
nationalities.
10 Exposure T-SS 1- Set the reading task; tell students that they will read a text about British women way of
minutes -to provide gist and S thinking.
specific information S-S 2- Chest the text, ask them to read it in a minute and come up with a suitable title to the text
reading practice S-T (Q#1, HO#1), ask the following ICQs:
-to contextualize the a. Are you reading quickly or slowly? (Quickly)
target language b. Do you need to understand every word to get the main idea? (No)
3- Hand them the text and stress on the time limit.
4- Ask them to check in pairs, then nominate for feedback. Accept any suitable title.
5- Ask them to face the text down then chest the it again and ask them to find the numbers in
(Q#2, HO#1) and go quickly through the text to find what they represent.
6- Ask these ICQs:
a. Do you need to read the whole text to find the answer? (No)
b. Will you read only around the number, perhaps a sentence before and a sentence after?
(Yes)
c. How long do you need here? (2 minutes)
7- Monitor lightly, then ask them to check in pairs. If they all come with the correct answers;
don’t waste time on feedback.
15 Clarification T-SS 1- Extend the context to clarify the meaning of the TL (target language).
minutes -to clarify meaning, SS-T 2- Follow this order ECDW (Elicit, Concept check, Drill, Write)
pronunciation and form 3- Vary the drilling techniques to make sure all students pronounced the TL correctly.
of the target language 4- Write the target word on the board and highlight the main phonological features in green.
5- Highlight the form in red and keep the colours consistent all along.
6- Keep the TL on the far right-hand side of the board as a written record for the students.
10-15 Controlled practice T-SS 1- Draw four circles on the board, then write 4 names of people you know well inside.
minutes -to check ss’ S 2- Tell them who the first person is to you and provide a piece of information about him/her using
understanding of S-S a word from the target language, providing an example or a reason. For example, Hossam is my
meaning, form and S-T brother and he really takes after my father as he really behaves the same way.
pronunciation of the TL, 3- Ask them to do the same; ask these ICQs:
and prepare them for the a. How many names are you writing? (4)
freer practice b. Can they be family, friends or colleagues? (Yes)
c. Will you use a collocation of those for each name? (Yes)
4. Scaffold it on the board by writing these prompts below the first name you provide:
Who? Example, Reason
5. Monitor and help your students. You can correct on the spot here.
6. Ask them to check in pairs and share ideas. You can also correct errors on the spot here.
15 Freer practice T-SS 1- Ask students to imagine they their first meeting with their future partners.
minutes -to provide the ss with a S 2- After they went home, this future partner texted them on WhatsApp showing interest in
more S-S knowing them more.
meaningful/authentic SS-T 3- Ask students to reply to this message using at least 5 collocations of the target language.
practice of the TL 4- Monitor and pay more attention to the weak students; help when needed.
5- Ask students to swap their sheets and read each other’s texts and decide if their future partner
will like it or not. If yes, tick accepted; if no, write them a piece of advice.
6- Ask students to discuss what they wrote in pairs.
7- Listen attentively and inconspicuously to collect students’ errors.
8- Write 2 good examples of students’ production on the board and praise them.
9- Write some of their errors and elicit correction from them.
1. ----------------------------------------------------------- 1. -----------------------------------------------------------
2. What do these numbers represent in the text?
1. What do these numbers represent in the text?
• 1000
• 1000
• 80%
• 80%
• 82%
• 82%
• 25 & 29
• 25 & 29
Speak-Out, Intermediate, BBC Speak-Out, Intermediate, BBC
