Cambridge CELTA

CELTA Teaching Practice Lesson Plan

Candidate Name: Olga Sokolova TP No: Mins: 45

Level: Upper Intermediate Date: 12.08

Topic: .. and the morals Lesson Focus: sayings

AIMS
Main aim:
(What is the main focus of the lesson for your students? If it has a language focus, your main aim ideally needs to be communicative –
unless it is unreasonable to do this in the time allotted – in this case clarification and practice are essential. If it is receptive skills, your
main aim is the subskills development) Include the lesson context.

By the end of the lesson, students will have had practice in telling stories illustrating them with
sayings.

Subsidiary aim:
(What is the ‘scaffolding’ to support your students’ achievement of the main aim of the lesson? What other skills and language are part of
your lesson?)

Students will have practised using narrative tenses while sharing stories about their experiences.

ASSUMPTIONS
(What do you assume about the learners’ knowledge and interests in relation to this lesson that can help you, and them?)
The students will be eager to share their stories.

MATERIALS
(What materials will you be using? Please reference them all and be specific about book, level, page numbers)
Speak Out Pre Intermediate course book pp 33-34

PERSONAL AIMS
(What are your developmental aims as a teacher? **Please refer back to your tutor’s last comments on areas to develop)
Work on my ICQs
Give appropriate feedback without wasting too much time.
Write a more detailed procedure
Make sure all students participate in the lesson.

ANTICIPATED PROBLEMS AND SOLUTIONS WITH TASKS AND CLASS MANAGEMENT

Anticipated Problems Solutions
(What problems do you anticipate with the different tasks, task (What are the solutions you are going to put in place to prevent the
management, timing, classroom management, grouping, etc.? problems happening?)
Language anticipated problems do not go here)

Not all of the students might be used to using sayings in Explain that sayings can enrich their speech.
their real life. They might find this idea artificial.

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Language Analysis
TARGET LANGUAGE
(What is the target language you are teaching today? Remember to write the marker sentences you will use in your lesson, if you are
teaching grammar or functional language. If you are teaching vocabulary (as a main or subsidiary aim), list the items here; don’t write
marker sentences.)

Every cloud has a silver lining.

What goes around comes around.
Once bitten, twice shy.
Nothing ventured, nothing gained.
When in Rome do as the romans do.

CONTEXT & FRAMEWORK

Context Framework
(What is the context for the language?) (What is the framework you are going to use?)
Stories are used to illustrate
Situational
sayings

LANGUAGE ANALYSIS FOR TEACHING PURPOSES

MEANING ANTICIPATED PROBLEMS SOLUTIONS
(What is the meaning or USE of the target (What problems with meaning/use could (Here you write your solutions to the
language? Write key concepts rather than your students have? Anything confusing for problems, which is what you will do in
dictionary definitions – taking into them? What do they need to know? “They class to check meaning e.g. CCQs,
consideration the level of your students) might not know it” is not acceptable ) timelines, specific feedback – don’t forget
the level of your students)
●Every cloud has a silver lining
Use CCQs
Every difficult or unpleasant Does ‘cloud’ stand for a positive or a
situation has a positive side negative situation ?-Negative

Does ‘silver’ stand for a good or a bad

thing? -Good

Does the saying mean there are good points

even in negative situations?

Students might find it difficult to understand

the figurative meaning of the sayings
because in their L1 the same meaning is
● What goes around comes expressed through different images.
Show a picture of a boomerang
around Use CCQs:
What happens when we throw a
All actions have consequences boomerang?-It returns

Does the saying mean that if you do a bad

thing ,something bad will happen to you
later?-Yes

Use CCQs
Does ‘bitten’ stand for a positive or a
●Once bitten twice shy negative experience?-Negative
Frightened because of an Does ‘shy’ describe how you feel after this
negative experience?-Yes
unpleasant experience in the Does the saying mean that you don`t want
past to do something again because of the
previous negative experience?-Yes

Use CCQs
-What does ‘venture’ stand for in this
●Nothing ventured, nothing saying?-Take risks
gained. -Does the saying mean that you have to

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Risks should be taken to take risks to get what you want?-Yes
achieve goals

Use a picture of two people in Rome. One of

them wearing traditional clothes another
wearing a European suit both of them
●When in Rome, do as the dancing.
Romans do
Always do what is typical in a Use CCQs
-Is the man wearing a suit a Roman?-No
particular place. -Is the other a Roman?-Yes
-Are they moving in the same way?-Yes

-Does the saying mean you must behave in

a way that is typical in a particular place or
situation?-Yes

PHONOLOGY ANTICIPATED PROBLEMS SOLUTIONS

(Show the phonology of your word, (Highlight the specific problems for (Here you write your solutions to the
sentence, or functional phrase. Remember specific items that your students may have problems, which is what you will do in
weak sounds, connected speech, word with the pronunciation of your target class to work on pronunciation.
stress and sentence stress) language) Remember modelling and drilling and
highlighting on the board)

● ● Model, drill and highlight the sentence

stress and linking.
1)Every cloud has a silver lining
● ● Students might have difficulties
2)What goes around comes with sentence stress and linking.

around

● ●
3) Once bitten twice shy

●
4)Nothing ventured, nothing
●
gained.

●
5) When in Rome, do as the

●
Romans do

FORM ANTICIPATED PROBLEMS SOLUTIONS

(Include the grammatical labels of grammar (What specific problems with form could (Here you write your solutions to the
OR the word class of vocabulary OR the your students have? Will they add problems, which is what you will do in

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form used after the functional phrase if you something/omit something/confuse it with class to check form)
are teaching functional language) another word?)

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Stage name Stage aims Timing Focus Procedure
set the context 5 min T-S The teacher asks ss: ‘What were you doing at 12 at night yesterday?’
Lead -in engage students in the –-‘Sleeping’
lesson The teacher then tells a story: ‘I wasn`t sleeping. I was surfing the Internet when
I got a message from my cousin Dasha. (display the screenshot but hide the
content). I got some great news from Dasha. I couldn`t fall asleep after that. Can
you guess what was in the message?’ (accept all answers and say that they will
learn the correct one a bit later.
‘Three years ago Dasha decided to study in the U.S. She actually started
studying but then she became disappointed in the process (it was boring and
not very effective) . So Dasha gave up studying. It was a tragedy because she
had paid a lot of money but didn`t get a degree. (show pictures to illustrate the
story)
Dasha had to return to Russia and on her way back she met her future
husband-Gabriel. They got married and…. (return to the first slide, encourage
students to figure out the content, show the photo.)

Dasha is not in the U.S now. She still hasn`t got a University degree but she has
got a husband and a daughter. Now you see that every cloud has a silver lining.
(display the saying with the picture)

Presentation Introduce an example of the 5 min T-s T asks ss what kind of sentence ‘Every cloud has a silver lining’ is.
target language Prompts with: ‘What do we call a well-known wise statement that often has a
figurative meaning?’ –‘Idiom/ saying/ proverb’. If necessary T prompts with
saying the first letter and their number.
‘Today we are going to learn and practise telling stories to illustrate sayings.’
‘Do you often use sayings in real life?’-‘Yes/No’
‘Do they make your speech more expressive?’-‘Yes’
‘Do you know a lot of English sayings?’-‘Yes/No’
‘Let`s learn some more’

Language focus Elicit and clarify the 5 min T-S T asks students to look at the screen and match the sayings to their meanings.
-meaning meaning of the target T demonstrates the task matching the first one.
language
S-S Students work in BORs. T monitors

T asks students to use annotation tools to write a letter of the suitable answer
T-S next to each saying.
(Feedback) To get the content feedback ‘Are you going to say your answers?’-‘No’
‘What do you need to use?’-‘Annotation tools’

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T clarifies the answers using pictures and CCQs. (see LA)

Language Elicit and drill the 5 min T-S T asks students to listen to all the sayings (pronounces each twice) , identify
focus- pronunciation of the target the stressed words and write them down.
pronunciation language ‘ Are you going to tell me the stressed words right after you have heard the
sentence?’-‘No’ ‘Right. Listen to all of them and only then tell me.’
T highlights the stressed words and the linking, drills chorally and individually.

Controlled Provide controlled practice 5 min T-S T asks students to read the situations and choose a suitable saying for each.
practice in using the target language

S-S Ss work in BoRs and compare their answers.

(feedback) To get the content feedback T-S Students say the answers, T displays them on the board
Freer practice Provide freer practice in 20 min T-S T asks students to choose an experience from their lives that illustrates one of
using sayings to illustrate the sayings and plan it.
stories from real life. ‘Are you going to write down your whole story?’-‘Key words’

S Ss write down some notes for their stories

S-S-S S-s work in BORs and take turns to tell their stories. T monitors

(feedback) (get the content and T-S T nominates one of the students and asks them to tell the story without the
language feedback) saying. The group guesses the saying
‘Are you going to tell us your story with the saying or without it?’-‘Without’

T highlights some good examples of using the language.

T displays some common mistakes on the board and asks students to correct
them.

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