CELTA Lesson Plan

Name: Richard Date of Lesson:

June 28th, 2022
Level: Upper Intermediate Length of lesson: 45 mins Context: Speaking/functional
language (describing
solutions/presenting conclusions)

Personal teaching improvement aim(s):

 Be able to deliver a good & standard speaking lesson
 Be able to keep a student-centred class
 Be able to conduct an engaging class

Main lesson aim(s):

 To develop Ss speaking skills by using functional language.
 To provide plenty of speaking practice using Target language

Secondary lesson aim(s):

 To develop students’ subskill of functional language for speaking and fluency (providing solutions
and be able to present conclusions)

Target language focus summary:

 Must / must have / might / can’t have / on the other hand/ How do you explain the fact that/we’re
pretty certain that / The only logical explanation is that / we couldn’t agree more

Resources:
Images from the internet: https://listverse.com/2017/09/10/10-puzzling-unsolved-
mysteries-from-the-history-of-china/
 CELTA Lesson Plan

Own PPT;
New Cutting Edge Upper Intermediate Student’s Book, p. 103

Assumed language knowledge:

 Students have knowledge of modal verbs they have learned in the previous grammar lesson,
 Students are familiar with modal verbs

Stage / Aim Lesson Procedure Interactions Anticipated problems and solutions with tasks and
Time (Why you are doing it.) (Howyou are doing it – including target language, instructions, concept questions,
answers to tasks etc., where appropriate.)
& Resources classroom management
(What you are (e.g. ss-ss, t-ss, etc.
doing.) and H/Os or materials
you are using.)

Lead-in To generate 1. T starts, “highlighting the by asking how did they T-S P: Ss Some Ss may not know the Vocabulary?
7mins interest feel about unresolved mysteries they’ve just learned? S: During the whole class, I will explain a couple of words
Before sending SS to BO T will explain / recap ‘’ Ss-Ss for discussion
Set context for ‘’unresolved mysteries’’ then T will send SS to BO’s
lesson
2. Ss will discuss in Break out rooms the two P: Some Ss take over discussion in Breakout Rooms
photographs given to them to discuss two Chinese S: I will nominate other Ss during the whole-class
unresolved mysteries. discussion
3. In break-out rooms, they will discuss and ask each
other question if they know anything about these two
 CELTA Lesson Plan

mysteries if not then try guessing.

4. In open class, I will ask them to tell me which
photographs they know more about, ask them to talk
share their ideas.

Introduction To introduce Pre We are going to see a text at later stage of the lesson T-S
of later teaching lexis to so I would like you to look at the some of the words
speaking “unblocked” Ss to you will see in the text. S-S
and Mental enable them to
preparation better understand T will elicit new word from the text’ ‘’Loch Ness P: Students problem with pronunciation or getting right
the text without Monster ‘’ so that Ss can familiarized with unseen intonation
(Pre-teach having problems. vocabulary. S: Provide pronunciational drilling for clarity or show them
Lexis) Help student to check MFP so that they can picture for better understanding.
understand text without having any difficulty. Task from
5 mins coursebook
Photograph
/ˈfəʊtəˌɡrɑːf/

Loch Ness monster T- Ss

/ˌlɒx nes ˈmɒnstə(r)/

prehistoric

/ˌpriːhɪˈstɒrɪk/

Commotion
/kəˈməʊʃ(ə)n/
 CELTA Lesson Plan

Teach-stage T-S
8 min 1. Introduce the useful language to provide P: Ss might not exactly know the meaning of the language
Language T presents or asks discussing solutions S-S S: I will explain them with examples
Preparation the students
(elicits) some  Might / must/ can’t have …. because
language to use  I think I know what might have happened
during the task,  One possible solution is that …
eg: must / might
 On the other hand
/can’t have etc.
 How do you explain the fact that?
2. Introduce the useful language presenting
conclusions T- S P: Some Ss might not know how to use the language to
 We think … must / can’t have…. present conclusions
SS S: provide them opportunity to have discussion with other
Because class mates.
 We’re pretty certain that … because …
 The only logical explanation is that
 We couldn’t agree more this, because
 CELTA Lesson Plan

Speaking To Develop 1. T will give ss text from page 103 to read and see T-S
task speaking skills what’s in the text. (2 mins)
20 mins with functional
language (using 2. T will provide ss screenshot of functional language
must / might /can’t and instruct them to use the functional language P: Time might be short for some students to finish the task
have) in the they’ve just learned and discuss the possible S: Adjust the time for more practice or possibly extend time
context of solutions they could have think on in the similar SS
providing solutions situation and provide conclusion as team members.
and presenting (5 mins)
conclusions 3. OC Ss will ask each other question and their
solution and conclusions suggested by their group. (3 S-S
mins)
4. T give SS list of 5 questions to discuss in BO by
using the FL (8 mins)

To Check 1.Write down the good sentences from Ss in the T-S

students class (2min)
Feedback & understanding & 2. Write down the sentences with mistakes and Use
quick usage of correct correct in open class (3min) whiteboard
review language. Also
5min correct errors Check their answers in open class T-S
CELTA Lesson Plan