Front sheet

Main aims:?This is the most important part of your lesson plan. This is what the students will be able to do (or do better) by the end of the lesson. Express your main aims in terms of student outcomes?not teacher or student actions. For example:
To?enable the students to write a formal letter of complaint in the context of poor service on an airline.
To enable students to develop their fluency speaking skills in the context of discussing feelings and opinions about food.
To enable students to develop their listening for detail skills by listening to a news broadcast.
To enable the students to understand and use ‘used to’ for past habits in the context of childhood e.g. I used to spend the weekend with my family.
To enable students to better understand and use verb/noun collocations for daily routines, e.g. brush your teeth, have a coffee.
To give students an opportunity to extend their understanding and use of expressions to do with shopping exchanges, e.g. Can I try it on? Here you are. How much is it?

Sub?aims: These are the subsidiary aims of the lesson. They are also written from the point of view of the students and will detail what other skills or language will be developed in the lesson. Jacqueline’s subsidiary aims for the mid-intermediate reading lesson you watched at the beginning of this unit were: To?enable students to practise their fluency speaking skills by exchanging opinions and reactions to the newspaper article and To enable students to extend their lexical range in the context of discussing their reactions to the newspaper story.

Personal aims: These are aims that relate to you?developing as a teacher. These are included to help improve your teaching skills and they are part of your professional development as a teacher. These might include aims such as, to maintain a good pace or to give clearer instructions. Look at the action points you receive in feedback from your tutor on your lessons in Teaching Practice for guidance as to what to include.

Assumptions: These are what you assume the students already know or have already experienced. Think about what you already know about the students. For example, I assume that the students will be interested in the topic because they enjoy real life stories or I assume the students have seen the past simple before because last week they used it to talk about events in the past.

Materials: These are all the resources you will be using in the lesson. These include electronic materials (on a memory stick or a computer) as well as books or handouts which you will give to the students. Remember one of the Cambridge CELTA requirements is that ALL your materials be referenced to credit the author and the publisher. This is for copyright reasons and the page/exercise numbers must be included if using materials from books. For example, English Unlimited Elementary, Rea, Tilbury, Clementson & Hendra (Cambridge 2010) pp10 Ex2 & 3, Cambridge.

Anticipated problems and solutions: These?are vital to ensure your lesson is effective for students and runs smoothly. Here you need to think about what problems students might have during the lesson, such as issues with the materials or classroom management. For each problem you need to provide an APPropriate solution.

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Procedure sheet

Stage and stage aims:?These are the parts of the lesson (stages) and why the students will benefit from these (stage aims). For example, when students are checking the answers to an exercise together the stage is Peer check and the reason they are doing it, i.e. the stage aim, is to compare answers, build confidence and encourage peer teaching.

Procedure: This is what the students and teacher will be doing in the class. For example, Ss?work in groups of 3 to put the story in order or T monitors and notes any problem areas to focus on in feedback. You can also include the answers to the exercises here and your instructions.

Interaction: You must include the interaction pattern for each activity in your lesson plan. Different patterns include: individual (S), pairwork (S← →S), groups (Ss← →Ss), whole class (T→Ss or T← →Ss). Make sure you have a variety of patterns throughout your lesson to make sure learners are engaged and actively involved; if you just have T→Ss the students will be too passive and you will not know how much they have understood.

Timing: Make sure you include estimated timings for each stage of the lesson, for example, language feedback – 5 mins. Try not to break down stages into too many one or two minute stages, otherwise it will be difficult to keep track of time in class. An exception is peer?check?which may only last a couple of minutes but as this stage is crucial it needs to be separated from feedback with the whole class.

Language analysis sheet

Language analysis: The language analysis shows that you have researched the area of grammar or lexis that you will cover in the lesson. As you saw on the template you need to analyse the following areas on your language analysis sheet. Use the questions to help remember what to include for each section.

·?The MEANING of the language – what does it mean in this context? What is the function of this language?

·?The FORM of the language – how is the structure formed? Can the word order be changed? What parts of the form do not change? What type of word is it?

·?The pronUNCIATION of the language – how does it sound? Where is the word/sentence stress? Are there any weak forms or contractions??Are there any difficult sounds?

·?The APPROPRIACY of the language – is it formal or informal? Is it used more in writing or speaking? Does it carry any positive or negative connotations?

·?Anticipated problems students will have with the meaning, form and pronunciation of the language and how you will tackle these.

NB: The starting point of language analysis is considering how the target language is used in the context and how it is used by expert users. Then check the language analysis in the coursebook and the teacher’s book before looking at grammar/language analysis reference books because it will be graded for students and should be analysed in the context of the lesson.

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