CELTA | 2020

Lesson Plan
General Information
Teacher Billy Sevki Hasirci Tutor Billy Sevki Hasirci
Date TP # Demo
Level Intermediate Student # 15
Focus Reading Length 45 mins
Tutor Comments
Overall

Progress on previous action points:

Planning / Language Analysis

Action Points

This lesson is BELOW AT ABOVE standard for this stage of the course

(tutor signature)

I have read and understood this feedback. I have asked my tutor about
anything that is unclear.
(teacher signature)
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Lesson Plan
STAGE
ACHIEVEMENT OF CELTA CRITERIA (filled out by tutor) 1 2 3 4
PLANNING & RESOURCES FOR DIFFERENT TEACHING CONTEXTS
4a identifying & stating appropriate aims/outcomes for individual lessons
4b ordering activities so that they achieve lesson aims
4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson
4d presenting materials for classroom use with professional appearance, and meeting copyright requirements
4e describing the procedure of the lesson in sufficient detail
4f including interaction patterns appropriate for the materials & activities especially at feedback stages
4g ensuring balance, variety & a communicative focus in materials, tasks & activities
4h allocating appropriate timing for different stages of the lesson
4i analysing language with attention to form, meaning and phonology & using correct terminology
4j anticipating potential difficulties with language, materials and learners
4k suggesting solutions to anticipated problems
4l using terminology that relates to language skills and sub-skills correctly
4m working constructively with colleagues in the planning of teaching practice sessions
4n reflecting on & evaluating plans in light of the learning process & suggesting improvements for future plans
LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3a helping learners to understand reading and listening texts
3b helping learners to produce oral and written language
LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1a teaching a class with an awareness of the needs and interests of the learner group
1b teaching a class with an awareness of learning preferences and cultural factors that may affect learning
1c acknowledging, when necessary, learners' backgrounds & previous learning experiences
1d establishing good rapport with learners using students’ names, eye contact
1d ensuring learners are fully involved in learning activities: attention spread, positioning, keeping attention
LANGUAGE ANALYSIS AND AWARENESS
2a adjusting/grading their own use of language according to the learner group and the context
2b identifying errors and sensitively correcting learners' oral & written language
2c providing clear contexts and a communicative focus for language
2d providing accurate and appropriate models of spoken and written language
2e focusing on language items in the classroom by clarifying relevant aspects of meaning, form and phonology for
learners to an appropriate depth
2f showing awareness of differences in register
2g providing appropriate practice of language items
DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5a arranging the physical features of the classroom appropriately for teaching & learning, bearing safety in mind
5b setting up and managing whole class and/or group and individual activities as appropriate
5c selecting appropriate teaching techniques in relation to the content of the lesson
5d managing the learning process in such a way that lesson aims are achieved
5e making use of materials, resources and technical aids in such a way that they enhance learning
5f using appropriate means to make instructions for tasks and activities clear to learners
5g using a range of questions effectively for the purpose of elicitation & checking understanding
5h providing learners with appropriate feedback on tasks and activities
5i maintaining an appropriate learning pace in relation to materials, tasks and activities
5j monitoring learners appropriately in relation to the task or activity
5k beginning & finishing lessons on time, and, if necessary, making any relevant regulations pertaining to the
teaching institution clear to learners
5l maintaining accurate and up-to-date records in their portfolio
5m developing ability to assess own teaching and responding to learners, peers and tutor guidance
5n participating in and responding to feedback

KEY:
S+ = Above standard for this stage of the course
S = To standard for this stage of the course
S* = Weak for this stage of the course. (Officially the criteria for lesson was still to standard; however, improvement will be required for it to remain so)
N = Not to standard for this stage of the course
X = Not applicable to this lesson
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Lesson Plan
LESSON AIMS
Main aim: By the end of the lesson, students will have developed their ability to read for gist, specific information and detail in the
context of a BBC news report about the Grenfell Tower fire.
Sub aim: They will have developed their ability to listen for specific information in the context of a song dedicated to the victims of
the fire: Bridge over Troubled Water.
THE LEARNERS
Group profile: What do you know about the group you’re going to be teaching? Consider the demographics, learning preferences, learning
backgrounds etc

This is a strong intermediate group. Most of the students are quite vocal and keen to engage in conversation
in pair and group work. They are active and show signs of kinaesthetic preferences to learning. They enjoy
mingle activities in which they can move around and discuss in groups.
The ages range from 19-29 with one older student; a 48-year-old female nurse. Most students are still
studying at the local university.
They are a monolingual group with Vietnamese being their first language. There are 12 women and 3 men in
the group.
Their hobbies are mostly related to television and film. They also enjoy music. They have shown a dislike of
sports.
Assumptions: What do you expect the students will already know about the language/content of your lesson?
 Assumptions about knowledge of and interest in lesson topic / context
 Assumptions about familiarity with target language / skill
 Other assumptions (if relevant)

 I assume that they will have heard of the BBC.

 I also assume that the reading will be beyond their level but the tasks are simple enough for them to
cope.
 Ss may be aware of this news item.
 Ss will recognise the Facebook logo.
 Ss will be able to analyse the structure of the song verse.
Anticipation: Problems: Solutions:
Include at least 3, specific to the stages and activities in this lesson
1. Students may struggle with the level of the 1. I will group stronger and weaker students to allow
reading. for peer-teaching during peer-checking.

2. I will try to keep it factual and not dwell on the

2. Learners may find the topic depressing. emotional aspect of the story

3. It is not necessary for them to totally understand

3. Learners may struggle with the listening. the listening as this is not my main aim. If it gets too
much for them, I will give them the lyrics.

4. Ss may struggle to come up with ideas for the 4. I will monitor and support. Where necessary, I will
follow up activity. expand groups.
YOUR DEVELOPMENT
Personal aims: Aims: Approaches:
What action points from previous lesson(s) are you working on? What is your strategy to improve in each of these areas?
1. Giving clear, concise instructions and checking 1. I will script my instructions and practice them
them with ICQs. before the lesson.

2. Keeping to timing and not running over. 2. I will trust my plan and keep an eye on the clock
and try to speed up to ensure I get to key stages.
3.Improve usage of CCQs to check understanding of
key vocabulary. 3. I will script and practice the CCQs.
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Lesson Plan
BOARD PLAN
At each stage of the lesson the board will look like this:
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Lesson Plan
MATERIALS
List all handouts and other materials you will use in the lesson and on all photocopies that you give to Ss
 Coursebook and other published materials: full reference, including title, author, year, publisher and page #
 Adaptations of coursebook or other published materials: Adapted from plus full reference as above
 Teacher-created materials: Write Teacher’s own
 Images from the Internet: from Google Images (no need for full reference or URL)

 Google images
 http://www.bbc.com/news/uk-england-london-40272168
 https://www.youtube.com/watch?v=8O1CcwYf79I
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Lesson Plan
Timing Interaction Stage Name Stage Aim Procedure Tutor’s Comments
3 mins T-Ss Lead-in To engage students in the initial T greets learners
topic of the lesson and to elicit
the idea of newsfeeds. T puts image of Facebook logo on the board.

Instructions:
S-S “1. do you use Facebook?
2. If so, how often?
3. What kind of things do you see in your
news feed?”

Ss-T WC/FB including a brief mention that T has

stopped checking Facebook so frequently.
5 mins T-Ss Prediction To give Ss the chance to T shows learners an email received from his
brainstorm possibilities and, mother.
therefore, activate schemata in
preparation for the coming Instructions:
reading. “I quit Facebook but my mum wanted to
speak to me so she sent me an email.

This is the email [CHESTS H/O].

When I read the email, I realized that I’d

missed some important news.

Read this email quickly for 1 minute and see if

you can find the news I’d missed.”

S Ss read email.

S-S Then check in pairs.

Ss-T Quick W/C F/B

T has put various images around the room

taken from Facebook feed relating to the
incident and invites Ss to work in pairs to
walk around and discuss what happened for 3
minutes.

ICQs:
S-S  Are you working in pairs? Yes
 How long do you have? 3 minutes
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Lesson Plan
 What do you discuss? What they think
might have happened

T elicits ideas from the group without

Ss-T confirming.
5 mins T-Ss Reading for Gist To give Ss an overall T chests the reading text (H/O #1) and
understanding of the text in informs the learners that there are 4 blanks in
preparation for the coming the text and there are 4 titles on the board.
scanning activity. Elicits what they need to do – match the titles
with the blanks.

T instructs learners they have 1 minute and

elicits that they’ll have to read quickly and
S that they read alone.

After a minute, learners encouraged to check

S-S in pairs.

T monitors and re-groups as necessary.

T-Ss T gives Ss answer key (H/O #2).

7 mins T-Ss Pre-teach vocabulary To remove barriers to T puts Ss in groups of 2 or 3.
completing the following tasks
S-S-S and further activate schemata. T instructs Ss that they have two packs of
cards: one pink and one yellow.

Ss have to match the definition to the word

or phrase. They are to work together. They
have 5 minutes.

ICQs:
 Are you working alone?
 What do you have to match? The terms
and the definitions
 Can you match yellow with yellow? No
 How long have you got? 5 minutes

T monitors and supports.

T asks CCQs for trickier vocabulary and drills

Ss-T-Ss all terms chorally, groups and individually.
7 mins T-Ss Reading for specific information For Ss to practise scanning skills T chests next activity and instructs Ss to read
and to get a deeper the text again and find out what the names
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Lesson Plan
understanding of the text in and numbers refer to. They have 4 minutes to
preparation for the coming complete the task.
detail task.
ICQs:
 Where will you find these names and
numbers? In the text.
 Are you working alone? Yes
 How long do you have? 4 mins.

T asks Ss to unfold once to reveal the task.

S T monitors from afar to ensure everyone is on
task.

S-S After 5 minutes (and assuming everyone has

got far enough through the task) T asks Ss to
check in pairs.

T monitors more actively to see how well the

Ss performed.

Ss-T WC/FB
8 mins T-Ss Reading for detail To give students a more T chests the handout again and shows the
detailed understanding of the learners that they’re going to read again for
text. longer now. They are to find out whether
these sentences are true or false. Students
read alone for 5 minutes.

ICQs:
S  How long do you have? 5 minutes
 Are you going to read quickly? No
 Are you working alone? Yes

T instructs Ss to unfold once again to reveal

the next activity.

T monitors from afar to ensure everyone is on

task.

After 5 minutes (and assuming everyone has

S-S got far enough through the task) T asks Ss to
check in pairs.
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Lesson Plan
T monitors more actively to see how well the
Ss performed.
S-S-S
T re-groups Ss to bigger groups to check their
answers.

S T informs Ss they can unfold to reveal the

answer key but if they’ve got an answer
wrong, they need to find out why.
Ss-T
WC/FB
2 mins T-Ss Brainstorm / Prediction To lead in to the concept of a T boards the image of the cover of the ‘Song
charity song and to brainstorm for Grenfell’ tribute song.
ideas to generate interest in the
song. T highlights the phrase ‘like a bridge over
S-S troubled water’ and asks Ss to think what it
might mean.

Ss-T WC/FB
5 mins T-Ss Listening for Gist To give learners an overall T chests 4 phrases and asks the Ss to listen
understanding of the text and and consider which would be the most
to prepare them for the specific appropriate summary. Also to think about
information stage. what they thought about in the previous
stage.
S
T plays song. S listen alone. T monitors from
afar.
S-S
After the first listening, T instructs Ss to peer-
check. T monitors.
Ss-T
WC/FB
6 mins T-Ss Listening for Specific To focus the Ss attention on the T chests the activity (H/O #3) and states that
Information expressions they’re going to the T has tried to write the lyrics of the song
need in the next stage. but is unsure about some of the words. The
Ss are asked to listen and complete the
missing words or choose whenever there is
an option. Ss are asked to work alone.

S T plays song and monitors from afar.

S-S
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Lesson Plan
Ss check in pairs after listening and T
monitors and decides whether or not to play
T-Ss the audio again.

T asks Ss to unfold the H/O for the full lyrics

to check.
5 mins T-Ss Follow-up To allow the students a chance T asks Ss to look at the underlined words in
to personalise the topic of the the answer key of the previous task. T elicits
lesson and to encourage what kind of language it is.
creativity and freer expression.
S T asks Ss to turn over their answer key to see
the stem sentences and encourages Ss to
work alone and consider what they could
complete the sentences with.

S-S T puts Ss in pairs to come up with new verses

for the song. T monitors and supports.
4 mins T-Ss Content Feedback To give learners completion on T asks learners to take some BlueTak and
the task and a chance to share display their work around the walls.
what they’ve produced.
S Students are encouraged to walk around and
read the various versus. If they like it, they
can add a ‘like’ cut up (mirroring Facebook).

T rounds up commenting on them all.

3 mins T-Ss Delayed Feedback To focus on accuracy after the T boards some examples of good and bad
fluency activity. sentences taken from monitoring during the
follow-up activity.

S-S T asks Ss to work in pairs to discuss which

sentences are good and which need
improvement.

Ss-T WC/FB and T corrects sentences and praises

correct sentences.