Lesson

Frameworks

Note: These are frameworks, not rules that are set in stone. They
are flexible depending on the material, students, lesson aims,
etc. and will often have to be adapted.

Amir Landa 2015

 Receptive Skills: Reading

Sample Main Aim: To practice reading a (text type) about (topic) for
gist and detail

Sample Subsidiary Aims:
• To practice speaking for fluency about…
• To introduce and clarify selected vocabulary from the text.

Stage Aim Tips
Lead-in To engage the This may be a prediction
students in the context task, or it may be
followed by a prediction
of the lesson.
task.
Pre-teach Vocabulary To unblock words Be careful not to let this
necessary to stage run too long. Keep
it to 4-6 words.
understand the text
and complete the
tasks.
Reading for Gist To read the text Set and stick to a time
“Skimming” quickly for a general limit for these task.
comprehension.
Reading for Specific To read the text
Information quickly for specific
“Scanning” pieces of information.
Reading for Detail To read the text for Have students justify the
deeper answers in feedback by
asking them where they
comprehension.
were found in the text.
Productive Follow- To provide the Follow this stage with:
up: Speaking students with a 1. Content feedback
2. Language
chance to respond to
feedback
the text. To
personalize the text.
To practice speaking
for fluency

Additional notes:
• During the CELTA course you are likely to only have time for
two reading tasks in one lesson.
• Students need a task to complete while they read, not after.
• Pre-teaching vocabulary can also come after the gist reading
task, depending on its necessity to complete tasks.
• Post-teaching vocabulary, where students need to deduce the
meaning of words from the text, is also common. In this case,
there ususally isn’t a pre-teaching stage.
Amir Landa 2015
 Receptive Skills: Listening

Sample Main Aim: To practice listening to a (text type) about (topic)
for gist and detail

Sample Subsidiary Aims:
• To practice speaking for fluency about…
• To introduce and clarify selected vocabulary from the text.

Stage Aim Tips
Lead-in To engage the This may be a prediction
students in the context task, or it may be
followed by a prediction
of the lesson.
task.
Pre-teach Vocabulary To unblock words Be careful not to let this
necessary to stage run too long. Keep
it to 4-6 words.
understand the text
and complete the
tasks.
Listening for Gist To listen to the text - Anchor while students
for general are listening. Monitor the
pair checks.
comprehension.
- Give students a chance
Listening for Specific To listen to the text to pair check after each
Information for specific pieces of listening opportunity,
information. even if you plan to give
Listening for Detail To listen to the text them a second listen.
for deeper - Refer to Scrivener’s
task-feedback loop.
comprehension.
Productive Follow- To provide the Follow this stage with:
up: Speaking students with a 1. Content feedback
2. Language
chance to respond to
feedback
the text.
To personalize the
text.
To practice speaking
for fluency

Additional notes:
• During the CELTA course you are likely to only have time for
two of listening tasks in one lesson.
• Students need a task to complete while they listen, not after.
• Pre-teaching vocabulary can also come after the gist listening
task, depending on its necessity to complete tasks.
• It can be useful to provide students with tapescripts to go over
their answers to listening for detail tasks, but do not give this
to students to read while they are listening.
Amir Landa 2015
 Productive Skill: Speaking

Sample Main Aim: To practice speaking fluency in the context of
(topic)

Sample Subsidiary Aims:
• To introduce and clarify functional phrases for…

Stage Aim Tips
Lead-in To engage the
students in the context
of the lesson.
Introducing To provide necessary This is often functional
Language for the language to complete langauge and may be
introuced through a
Task the task.
listening text.
To provide a focus on
speaking for accuracy.
Preparing to Speak To generate ideas in Provide students with
order to promote prompts to help them
speaking production. generate ideas.
Speaking To practice speaking Be prepared with a
for fluency. follow-up speaking task
for fast finishers.
Content feedback To indicate the end of
the task.
To highlight students’
communicative
achievement.
Language feedback To upgrade students’ - Let students discuss
language accuracy. errors in pairs before
eliciting correction.
To provide language
- Include some examples
relevant to the of good langauge as well.
students’ needs.

Additional note:
• Consider how you will group students carefully for speaking
lessons. You have to take in to account students’ relationships,
abilities and confidence.

Amir Landa 2015

 Productive Skill: Product Writing

Sample Main Aim: To practice writing a (text type)

Sample Subsidiary Aims:
• To practice reading for gist.
• To introduce and clarify vocabulary/functional phrases for…

Stage Aim Tips
Lead-in To engage the students
in the context of the
lesson.
Read a model text To provide the students
with a model text.
To practice reading for
gist.
Analyze the text To provide necessary In a writing lesson this
for useful language language to complete often focuses on formal
v. informal language.
the writing task.
Analyzing the text To provide students with
for structure a structure for the
writing task.
Preparing to Write To generate ideas in It’s useful to provide
order to promote written prompts to help students
generate ideas.
production
Students can often do
this stage in pairs.
Writing To practice writing a… This should be the
longest stage!
Peer Correction To provide a focus on Correction at this stage
language accuracy. should directly relate to
the language/structure
introduced above.
Publishing To provide a Give students a task that
(Content communicative purpose has them read their
classmates’ texts for
Feedback) for the writing task.
content.
Language To upgrade students’ This is often done by
Feedback language accuracy. collecting the students’
work at the end of class
To provide language
and returning it with
relevant to the students’ comments in the next
needs. class.

Additional Note:
• On the CELTA, it’s often difficult to fit all of these stages into one lesson.
Due to this, a writing lesson is often shared by two candidates or certain
stages may need to be omitted.

Amir Landa 2015

 Language Systems (Grammar/Vocabulary/Functions):
Situational Presentation

Sample Main Aim: To use (target language) to (communicative goal).

Sample Subsidiary Aims:
• To practice speaking for fluency.

Stage Aim Tips
Lead-in To engage the students in the Do not introduce, explain
context of the lesson. or elicit the TL in this
stage. Only introduce the
context (e.g. holidays).
Situation To introduce the TL in the
context of …
Clarification To clarify meaning, form and - Use sample sentences
pronunciation of the TL. from your situation.
- Cover meaning before
form or pronunciation.
- Avoid lecturing and
asking students for the
meaning of language.
Controlled To practice accurate use of the - This is often written and
Practice TL. focused on form but can
also address meaning or
pronunciation.
- Be prepared to clarify
why answers are correct
in feedback.
Semi-Controlled To practice accurate use of the - This is often spoken
Practice TL in a more personalized way. with a focus on meaning,
To scaffold language practice form and pronunciation.
in preparation for freer - There are no correct
practice. answers to this stage, so
you need to follow it with
1. Content feedback
2. Language feedback
Freer Practice To allow students to integrate Follow this stage with:
the TL into their every day 1. Content feedback
language use. 2. Language
To personalize the TL feedback
To practice speaking fluency.

Additional note:
• On the CELTA course, you will often only have time for two
practice stages.
• Be careful of overly long lead-ins and clarification stages. You
need to provide a balance of language input and practice.

Amir Landa 2015

 Language Systems (Grammar/Vocabulary/Functions):
Test-Teach-Test

Sample Main Aim: To use (target language) to (communicative goal).

Sample Subsidiary Aims:
• To practice speaking for fluency.

Stage Aim Tips
Lead-in To engage the students in Do not introduce, explain
the context of the lesson. or elicit the TL in this
stage. Only introduce the
context (e.g. holidays).
Diagnostic “Test” To find out what students
know about the TL.
To provide a need for the TL.
Clarification To clarify meaning, form - Use sample sentences
“Teach” and pronunciation of the TL. from the diagnostic test.
- Cover meaning before
form or pronunciation.
- Avoid lecturing and
asking students for the
meaning of language.
- The depth of
clarification is based on
how well the learners did
in your diagnostic test.
Progress “Test” To assess the students - This is often written and
progress with the TL. focused on form but can
also address meaning or
pronunciation.
- Be prepared to clarify
why answers are correct
in feedback.
Semi-Controlled To practice accurate use of - This is often spoken.
Practice the TL in a more - There are no correct
personalized way. answers to this stage, so
To scaffold language you need to follow it with
practice in preparation for 1. Content feedback
freer practice. 2. Language feedback
Freer Practice To allow students to Follow this stage with:
integrate the TL into their 1. Content feedback
every day language use. 2. Langauge
To personalize the TL. feedback
To practice speaking
fluency.

See additional notes from Situational Presentation.

Amir Landa 2015

 Language Systems (Grammar/Vocabulary/Functions):
Text-Based

Sample Main Aim: To use (target language) to (communicative goal).

Sample Subsidiary Aims:
• To practice reading for gist.
• To practice speaking for fluency.

Stage Aim Tips
Lead-in To engage the students in the Do not introduce, explain
context of the lesson. or elicit the TL in this
stage. Only introduce the
context (e.g. holidays).
Pre-teach To unblock words necessary to Be very selective in this
Vocabulary understand the text. stage because this is not
your main langauge aim.
Reading/ To introduce the TL in context.
Listening To provide practice in
reading/listening for gist.
Highlighting To draw the students’ attention to This may be combined
the TL in the text. with the clarification
stage.
Clarification To clarify meaning, form and - Often guided discovery.
pronunciation of the TL. - Use sample sentences
from the text.
- Cover meaning before
form or pronunciation.
- Avoid lecturing and
asking students for the
meaning of language.
Controlled To practice accurate use of the TL. - This is often written and
Practice focused on form, but can
also address meaning or
pronunciation.
- Be prepared to clarify
why answers are correct
in feedback.
Semi- To practice accurate use of the TL - This is often spoken.
Controlled in a more personalized way. - There are no correct
To scaffold language practice in answers to this stage, so
Practice
preparation for freer practice. you need to follow it with
1. Content feedback
2. Language feedback
Freer To allow students to integrate the Follow this stage with:
Practice TL into their every day language 1. Content feedback
use. 2. Langauge feedback
To personalize the TL.
To practice speaking fluency.
Additional Notes:
• During the CELTA, it’s often difficult to fit all of these stages into one lesson. Due
to this a text-based lesson is often shared by two candidates.
• See additional notes from Situational Presentation.
Amir Landa 2015