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 main speaking/writing task?
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?)
●
●

1.1 What’s the topic of your lesson? e.g. work, animals, traveling, etc. How will you establish the context and engage the learners?
1.2 How will you provide a model of the speaking/writing task? 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

1
Lesson Procedure Interaction Timing
 Anticipated Problems Anticipated Solutions

2. What is the reading/listening text - the model? How will you facilitate comprehension of it? 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. How will you exploit the model further? Will there be any focus on the structure? If so, how will you facilitate this? 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. Will the learners benefit from some focus on useful language to support the speaking/writing task? How will you facilitate this? Will the language be
addressed in a learner-centered manner?

Stage # Stage Name Stage Aim Tutor’s comments

4
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

5. Do learners need some time to generate ideas for the speaking/writing task? If so, how will you facilitate this?

Stage # Stage Name Stage Aim Tutor’s comments

 5
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

6. How will the main speaking/writing task be organized? What kind of feedback (content, performance) will be provided after the speaking/writing task?
How will it be implemented?

Stage # Stage Name Stage Aim Tutor’s comments

6
Lesson Procedure Interaction Timing

Anticipated Problems Anticipated Solutions

7. How will you provide error correction after the task has been completed?
 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, grammar or functions
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)

or problem sounds): (include answers): 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)

or problem sounds): (include answers):

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):

ITEM 6 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 7 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)
or problem sounds): (include answers): P

Appropriacy considerations (where relevant):

ITEM 8 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 9 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:

ADD MORE ROWS IF NEEDED

PLEASE DELETE ALL THE EMPTY ROWS

LANGUAGE ANALYSIS SHEET – GRAMMAR

 Whenever you start out to teach grammar, you need to research the language and anticipate any potential difficulties for your students. The below categories should help
guide you. Complete it when appropriate.
Language area
(structure, e.g. past simple)
Context
(in what context will it be presented? situation and topic)

Model (example) sentence(s) from the lesson

What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, timelines, clines, etc.) with MEANING Suggested solutions
(state in student-friendly language; consult BE SPECIFIC HERE
grammar reference books)

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(include affirmative, negative and interrogative if relevant) BE SPECIFIC HERE

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:

LANGUAGE ANALYSIS SHEET – FUNCTIONAL LANGUAGE

Whenever you start out to teach functions, you need to research the language and anticipate any potential difficulties for your students. The below categories should help
guide you. Complete it when appropriate.
Language area
 (function – e.g. – making suggestions)
Context
(in what context will it be presented? situation and topic)

Functional exponents/Model (example) sentence(s) from the

lesson

FUNCTIONAL EXPONENT 1
What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, categorization tasks, visuals, with MEANING Suggested solutions
(state in student-friendly language; consult synonyms, clines etc.) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg
formal/informal/neutral/polite) and add
responses where relevant

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:

FUNCTIONAL EXPONENT 2
What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, categorization tasks, visuals, with MEANING Suggested solutions
(state in student-friendly language; consult synonyms, clines etc.) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg
formal/informal/neutral/polite) and add
responses where relevant
 What's the form? Potential problems for learners
Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:

FUNCTIONAL EXPONENT 3
What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, categorization tasks, visuals, with MEANING Suggested solutions
(state in student-friendly language; consult synonyms, clines etc.) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg
formal/informal/neutral/polite) and add
responses where relevant

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:
FUNCTIONAL EXPONENT 4
What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, categorization tasks, visuals, with MEANING Suggested solutions
(state in student-friendly language; consult synonyms, clines etc.) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg
formal/informal/neutral/polite) and add
responses where relevant

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE

Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:

FUNCTIONAL EXPONENT 5
What's the meaning/use? How will you clarify (convey, elicit and check it?) Potential problems for learners
Any appropriacy considerations? (elicitation question(s), CCQs, categorization tasks, visuals, with MEANING Suggested solutions
(state in student-friendly language; consult synonyms, clines etc.) BE SPECIFIC HERE
grammar reference books). Appropriacy (eg
formal/informal/neutral/polite) and add
responses where relevant

What's the form? Potential problems for learners

Strategies to clarify and check aspects of form with FORM Suggested solutions
(put down the formula – eg. How about + Ving…?) BE SPECIFIC HERE
 Which phonological features will you highlight? Potential problems for learners
Strategies to clarify and check aspects of pronunciation with PRONUNCIATION Suggested solutions
(phonemic transcriptions, sentence stress, connected speech, weak forms, contractions, etc.) BE SPECIFIC HERE

Sources used:

ADD MORE ROWS IF NEEDED

PLEASE DELETE ALL THE EMPTY ROWS