COVER PAGE

Teacher’s name Tutor’s name Teaching Practice number

BBBBB AAAAA 4

To copy into the CELTA 5 record of your lessons:

Date Length Level No. of learners Lesson focus
45 B2 9 Vocabulary
14/08/2019

Lesson aims
Lesson Aim

By the end of the lesson, the students will have practiced justifying their point of view using the target vocabulary and using
target language to communicative goal. By the end of the lesson students will have further developed their comprehension on
the reading text.

Subsidiary Aim:

By the end of the lesson, Ss will have been introduced and clarified selected vocabulary from the text. Ss will have practiced
speaking for fluency.

Personal aims During this lesson, I will be working on these action points from previous lessons (refer to tutor feedback from previous lesson):

- Keep a good pace

- Having a target language clarified
- Having clearly laid out board work

Tutor: Appropriate Personal Aims? Yes No N/A

Lesson preparation
Materials (What you will need in this lesson) Write title, author, year and publisher here and on your copies.

Course book:

Upper Intermediate Student’s Book 2nd ed., Dellar H., Walkley,A. (2016).Page:47,123.

Tutor: Sources Acknowledged? Yes No N/A

Language Analysis (check all that apply): I have completed:
☐ a language analysis sheet (grammar)
☐ a language analysis sheet (vocabulary /functions)
 Tutor: Sufficient Analysis? Yes No N/A

Assumptions: Circle an option and complete the sentence.

For this group of learners, I think this lesson will be …

TOO EASY / EASY / OF AVERAGE DIFFICULTY / CHALLENGING / OVERLY CHALLENGING

because most of the upper intermediate students will have comprehended the target language quite fast.

Anticipated problems (classroom management, content – NOT Solutions to these problems:

language):

1. Exercises in the textbook might be easier for this level 1. I will differentiate the tasks, making sure they can be
completed by students of upper intermediate and advanced
level.
2. computer might not work
2. I will provide a laptop

3. The ss might speak L1 during the activities.

3. I will change the pairs.

White board plan: Draw the board as it will look at each stage of the lesson.
Procedure Page

TP #: Date: Name:

Time Interaction Stage & Aim Procedure

T<>Ss Lead-in: To engage the Set up: Teacher asks questions to get Ss attention to the TL.
students in the context of Have you ever read comments on the blogs? What kind of
S<>S comments do people write on the blogs? Have you ever
the lesson.
written comments? where? Ex; political, Celebrity etc. -Ss
5 T<>Ss
discuss in pairs. T asks some questions (WCFB).

Reading for Gist: To read T gives a handout and instruction.

5 T<>Ss the text quickly for a
“Read the text quickly and decide whether the women
general comprehension. should go to prison” Discuss together ‘What is the best
S
solution?
S<>S

T<>S
T writes the target vocabulary on the board. T elicits by
asking some questions about the target vocabulary. T clarifies
the forms of the target vocabulary. Is it noun, adj,
5 T<>Ss Highlighting: To draw the
conjunction or adverb? Can I use it in the middle of the
students’ attention to the
S sentence, at the beginning of the sentence? T shows the
TL in the text.
stress and pronunciation and drills the target vocabulary.
S<>S

T<>Ss
T gives a handout. S works in pairs to find out correct
5 T<>Ss conjunctions and in pairs check, compare their answers. T
Controlled Practice: To
gives the answer key to the Ss for self clarification. T conducts
S practice accurate use of whole class feedback asking 2 to 3 students. T: Why is it this,
the TL. why isn’t that? (WCFB).
S<>S

T<>Ss
T gives Ss hand outs to complete the sentences using the
target vocabulary shown in the worksheet. T asks Ss to
5 S Semi-Controlled discuss in pair their answers. At this stage, T gives content
Practice: To practice and language feedback.
S<>S accurate use of the TL in
a more personalized way.
T<>Ss
 To scaffold language
practice in preparation
for freer practice.

T sets a court for the target language and gives Ss their roles
Freer Practice: To allow (judge, prosecutor, lawyer and juries)
T<>Ss students to integrate the
TL into their every day T gives a list of criminals and their crimes and asks from judge
15 S to sentence them accordingly. The lawyer will defend his/her
language use.
clients. The jury members will discuss whether the
Ss
To personalize the TL. punishment is fair or not and confirm with the judge. At the
S<>S end T asks Ss to give feedback. Then teachers gives WCFB for
To practice speaking the target language.
T<>Ss fluency.

T boards samples gathered during monitoring and (if time) Ss

in pairs decide if they are correct or incorrect and fix the
incorrect ones. T elicits corrections and clarifies where
5 T<>Ss
DEC: To upgrade Ss’ necessary.
S<>S language and give tailor
made language input
T<>Ss
TP #:

Time Interaction Stage & Aim Procedure