CELTA Skills Lesson Plan Sample

The Britannia CELTA Lesson Plan front page
Trainee: Heloisa Marino Date of lesson: 23 October, 2015
Level: Intermediate Length of lesson: 40 mins Topic: Listening for gist and for
detail.
Main aims:
By the end of this lesson, students will have developed listening skills for gist and for detail.
Subsidiary aims:
By the end of this lesson, students will have learned vocabulary related to the listening and
expressions for giving suggestions.
Personal T.P aim(s):
- Time management
- Giving feedback
- Setting up tasks
Target (language) Model:
Pre-teach vocabulary: switch off, banned, distracting, strict, cheating
Aids:
- IWB presentation
- Audio (track 42)
-Handouts (H.O. 6.1, 6.2)
Assumptions:
- Students may relate to the topic of the lesson, especially since some are parents
themselves.
Anticipated difficulties (linguistic, organizational, cultural etc.):
a. Meaning
1. switch off: sts may only be familiar with 'turn off'
2. banned: sts may only be familiar with 'prohibited'
3. distracting: sts may confuse distracted (feeling/reaction) and distracting (effect/
situation)
4. strict: L1 interference (false cognates): 'estreito' (narrow)
5. cheating: sts may understand cheating only as meaning to trick somone to make
them believe something which is not true.
b. Pronunciation
1. switch off: pronouncing /swi:ʃ ɒf/

The Britannia CELTA Lesson Plan front page
2. banned: pronuncing //bænɪd/
Stressing word incorrectly due to adding /ɪd/ incorrectly. Oo
3. distracting: pronouncing /dɪˈʃtrækʧi:ŋi:/
4. strick: producing /eʃ/strɪkti:/
Adding extra syllables to word by adding /e/ to the beginning and/or /i:/ to the
end of word.
5. cheating: pronouncing /ʃiːtɪŋ/ producing /ʃ/ instead of /ʧ/
c. Tasks and Material:
1. T might spend more time than intended building context
2. Giving instructions and setting up follow-up activity could be convoluted.
3. I've been having some trouble identifying and giving targeted feedback on sts
errors.
Solutions:
a. Meaning
use visual aids, examples to clarify meaning and ask CCQs.
b. Pronunciation
model and drill words.
Highlight one-syllable words by clapping hands.
c. Tasks and Material:
1. Time stages and tasks.
2. Ask ICQs/Demonstrate activity.
3. Allow enough time at the end for targeted and meaningful feedback. Take notes of
sts correct and incorrect use of language during Lead-in and Follow-up activity
(stress, pronunciation, form, etc) and write them on the board so sts can identify
errors.
REFERENCES:
GOLDSTEIN, B. The Big Picture, Intermediate Student’s Book, First Edition. Richmond
Publishing, 2012. p. 94.
GOLDSTEIN, Ben. The Big Picture, Intermediate Teacher’s Book, First Edition. United
Kingdom, Richmond Publishing, 2012. p. 88-89.
SCRIVINER, J. Learning Teaching, A guidebook for English language teachers. Second
Edition. Macmillan Publishers, 2005. Chapter 7 – Speaking p. 155-157.
SCRIVINER, J. Learning Teaching, A guidebook for English language teachers. Second
Edition. Macmillan Publishers, 2005. Chapter 8 – Receptive Skills: listening and reading.
GOWER, R; PHILLIPS, D; WALTERS, S. Teaching Practice: A Handbook for Teachers in
Training. Macmillan Publishers, 2005. p.85-92; 105-107; p. 142-153.
http://dictionary.cambridge.org/
http://www.oxfordlearnersdictionaries.com/

The Britannia CELTA Language Analysis
Language Analysis grammar vocabulary functions skills 1
Analysis of Meaning
(Simple statements of meaning)
Anticipated Problems
Possible solutions
e.g. (CCQs (inc. answers), timelines, clines, visuals
etc.)
Vocabulary:
Use visual aids, examples and CCQs:
1. switch off - to turn off an electronic
equipment (such as a phone, tv, light, etc) by
pressing a button or a switch
2. banned - to be officially prohibited.
P1. Sts may only be familiar with 'turn off'
P2. Sts may only be familiar with
'prohibited'
1. If meaning is unclear after visual aid, use
mobile phone or light switch to demonstrate.
2. Is it allowed to smoke in flights? (N)
Is it officially prohibited? (Y)
3. distracting - that takes your attention and
concentration away from what you are doing.
4. strict - to demand that rules and
regulations be respected and followed.
5. cheating - to act in a dishonest way in
order to get an advantage (such as in a
game, competition, exam, etc)
P3. Sts may confuse distracted
(feeling/reaction) and distracting (effect/
situation)
P4. L1 interference (false cognates):
'estreito' (narrow)
P5. sts may understand cheating only as
meaning to trick somone to make them
believe something which is not true.
3. Does (the situation) take your attention
away from what you are doing? (Y)
Do you feel concentrated? (N)
Do you feel distractED? (Y)
4. If the rules are strict are they severe or
are they flexible? (severe)
Is it rigorous? (Y)
5. Can you (usually) look at your classmate's
test during an exam? (N)
Can you consult your phone for answers
during an exam? (N)
Is that dishonest? (Y)
1 In the rare event of a skills lesson with absolutely no target language envisaged, please justify

The Britannia CELTA Language Analysis
Analysis of Pronunciation
(Simple statements of meaning)
Anticipated Problems
Possible solutions
e.g. (CCQs (inc. answers), timelines, clines, visuals
etc.)
Vocabulary:
1. switch off - /swɪtʃ ɒf/
Stress: Oo
2. banned - /bænd/
3. distracting - /dɪˈstræktɪŋ/
Stress: oOo
4. strict - /strɪkt/
5. cheating - /tʃiːtɪŋ/
Stress: Oo
P1. Pronouncing /swi:ʃ ɒf/
P2. Pronuncing //bænɪd/
Stressing word incorrectly due to adding
/ɪd/ incorrectly.
Oo
P3. Pronouncing /dɪˈʃtrækʧi:ŋi:/
P4. Producing /eʃ/strɪkti:/
Adding extra syllables to word by adding
/e/ to the beginning and/or /i:/ to the end
of word.
P5. Pronouncing /ʃiːtɪŋ/ producing /ʃ/
instead of /ʧ/
1-5 Model and drill words.
2 and 4: Mark stress by clapping hands.
These are one-sylllable words. Highlight that
if students add sounds they change stress of
word.

The Britannia CELTA Language Analysis
Analysis of Form
(Simple statements of meaning)
Anticipated Problems
Possible solutions
e.g. (CCQs (inc. answers), timelines, clines, visuals
etc.)
Vocabulary:
1. switch off
separable phrasal verb
Verb + adverb + object (only on its full form,
not as a pronoun: to switch off the phone)
Verb + object + adverb ( object can go as
pronoun: switch it off)
P1: Wrong position of object.
To switch off it x To switch it off
S1: In case sts are confused, write on board:
She switched the phone off = She swicthed
it off.
She swicthed off the phone => She switched
off it. (cross out to show this is not possible)
Use different colours to hhighlight form.
2. banned
past participle of verb 'ban'
P2: Producing 'baned' instead of
'banned"
S2: present written form on board and
highlight double 'n'.
3. distracting
present participle adjective
Suffixation:
distract (verb) + ing (suffix)
P3: using –ed ending for –ing ending.
S3: Highlight written form:
He is (feeling) distractED
The situation is distractING.
Anticipated problems with tasks and materials
e.g.
Possible solutions
e.g.

The Britannia CELTA Language Analysis
a) Ss might not understand new vocabulary in a text
b) complicated instructions for a task
c) difficult listening tasks
a. T might spend more time than intended building context
b. Giving instructions and setting up follow-up activity could be
convoluted.
c. I've been having some trouble identifying and giving targeted
feedback on sts errors.
a) pre-teach vocabulary
b) do a clear demonstration using a student
c) pause CD to give Ss time to write
a. Time stages and tasks.
b. Ask ICQs.
c. Allow enough time at the end for targeted and meaningful
feedback. Take notes of sts correct and incorrect use of language
during Lead-in and Follow-up activities (stress, pronunciation, form,
etc) and write them on the board so sts can identify errors.

The Britannia CELTA Lesson Plan detail
Name: Heloisa Marino Date: 23/10/2015 Length: 40 mins
Stage T Int Aim/Purpose Procedure
Lead-in
5 min
PW
GW
Pre-listening 8min T-Ss
Listening for
gist
3min
IND
To engage sts in the
topic and to set the
context for the listening
To pre-teach
vocabulary to enable
sts to complete tasks
To develop listening for
gist skills
• MM slide 2-6: Show questions for discussion to activate
sts previous knowledge in the subject. Show slides in
time and have sts talk in pairs.
• Show slide 2: “Where do you usually access the
internet? What do you use the internet for?”
• Show slide 3: “Can you live without internet?”
• Show slide 4: “How about children and teens? Can they
live without internet?
• Show slide 5: “Do young people in the 21st century
learn better with internet access? Why? Why not?”
• Show slide 6: “Should schools allow internet access to
students? Should there be some restrictions? Which?”
• Hold 2 min to hear some of sts feedback
• Take note of sts language produced during this stage
for feedback in the end of the class.
• MM slide 7-11: pre-teach vocabulary for listening. Work
on meaning, pronunciation and form.
• Check understanding using visual aids and CCQs,
where necessary.
• Productive vocabulary: switch off, banned, distracting,
strict, cheating
• MM slide 12: Show H.O. 6.2. and refer to Task 1. Tell
sts they will listen to two people discussing Internet
restrictions at their school. Decide if each Speaker is a
teacher or a student and if they are talking about the
same school.

The Britannia CELTA Lesson Plan detail
Stage T Int Aim/Purpose Procedure
• Distribute HO 6.2.
Feedback 2min GW To give feeback
Listening for
detail
Feedback
7min
2min
IND
PW
GW
To develop listening for
detail
To give sts a chance to
compare answers
before group check.
• Show slide 13 for sts to check answers.
• Answer: Speaker 1 ( x) a student
Speaker 2 ( x) a teacher
(x) different schools
• Refer sts to Task 2 in H.O.6.2. Tell sts they will listen
again and mark who said these statements. Highlight
that the Speakers don’t use the exact words in the
sentences.
• Say: “Listen again and decide who said these
statements: Speaker 1, Speaker 2 or both. The
Speakers will not say these exact words (gesture) so
listen carefully for the details.”
• ICQ: “Will the speakers say these exact words?” (N)
“Can you mark more than one Speaker for a
sentence? (Y)
• Play the recording once, have sts compare their
answers, then play a final time.
• Have sts check again with different partners, to see if
they agree before showing slide 15.
• Answers: 2. Speaker 1 and 2
3. Speaker 1
4. Speaker 2
5. Speaker 1
6. Speaker 2

The Britannia CELTA Lesson Plan detail
Stage T Int Aim/Purpose Procedure
Follow-up
8min
T-S
PW
Feedback 5min GW
To personalise the topic
and promote freer
practice on the topic.
To give feedback on
task and content.
• MM slide 16: Tell sts to imagine that situation: “A
student in Riverside School was caught cheating in a
History test using a smartwatch. The school
coordination organised a meeting with students,
teachers and parents to discuss the future use of
technology in the classroom...”
• Show cards from H.O. 6.3 and say: “Imagine you are
students, teachers and parents at Riverside School and
you were called to this meeting”
• Say: “ You will receive a card with information about
your character. You have 2min to read and prepare
yourself for the meeting.”
• MM slide 17. Tell sts to use these expressions while
they are discussing.
• Divide the class in groups of 3. Distribute cards from
H.O. 6.3. to each group.
• Monitor and time activity.
• Make notes of sts language (correct and incorrect)
• Write down some correct and incorrect sentences on
the board and have sts comment on them.

1. Listen to two people discussing Internet restrictions at their
school.
a. Decide if each Speaker is a teacher or a student.
Speaker 1:
( ) a teacher
( ) a student
Speaker 2:
( ) a teacher
( ) a student
b. They’re talking about:
( ) the same school
( ) different schools
2. Listen again. Who says these statements?
Speaker 1 Speaker 2
1 Internet access is possible on the school computers. ✓ ✓
2 There are some restrictions to internet use.
3 Mobile phones are generally not allowed in class.
4 Mobile phones are often used in lessons.
5 Mobile phones can be distracting.
6
It's important to know about the dangers of using
the internet.

STUDENT
• You are a 14 year-old student at
Riverside School.
• You often use your mobile phone in
class to do research and to prepare a
presentation.
• You also use your phone to check
social media when the teacher is not
looking.
• Your parents want to put you in a
different school because they think
access to Internet in class is too
distracting.
• Convince your parent during the
meeting that it isn’t distracting.
PARENT
• You are a parent of a 14 year-old student
at Riverside School.
• You don’t think students should have
access to the Internet in the classroom
because it’s too distracting.
• You were very worried after the cheating
incident at your child’s school and you
are thinking of putting your child in a
different school.
• During the meeting, ask for more
restrictions to Internet access in the
classroom and more information about
safety on the web.
TEACHER
• You are a History teacher at Riverside
School.
• You often allow students to use mobile
phones in class to do research and to
prepare presentations.
• You saw a student cheating in your test
using a smartwatch and you are
reconsidering if students should be
allowed to use technology in the
classroom
• During the meeting, suggest that all
electronic equipment should be
prohibited on the day of the exam.