COVER PAGE

Teacher’s name Tutor’s name Teaching Practice number

Ahmet Kose Anastasiia Melnyk 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, students will

Subsidiary Aim

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

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:
English Unlimited, Alex Tilbury, Leslie Anne Hendra, David Rea & Theresa Clementson, 2011, Cambridge University Press.

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…

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

language):

1. Exercises in the textbook might be easier for this level 1.

2. computer might not work 2. I will provide a laptop

3. 3.

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

1-2 T>Ss Lead-in: To engage the

Mins students in the context of
Ss>Ss
the lesson.

3-4 Reading for Gist: To read

Mins T>S the text quickly for a
general comprehension.
Ss>Ss

T<>Ss
Highlighting: To draw the
6 Mins
students’ attention to the
TL in the text.

10 Ss<>Ss
Controlled Practice: To
Mins practice accurate use of
the TL.

T>Ss
10 Semi-Controlled
Mins Practice: To practice
accurate use of the TL in
a more personalized way.

To scaffold language
Ss<>Ss
practice in preparation
for freer practice.
9 Mins

Freer Practice: To allow

students to integrate the
 TL into their every day
language use.

To personalize the TL.

To practice speaking
fluency.

DEC: To upgrade Ss’

3 mins language and give tailor T boards samples gathered during monitoring and (if time) Ss
made language input in pairs decide if they are correct or incorrect and fix the
incorrect ones.

T elicits corrections and clarifies where necessary.

TP #: Date: Name:

Time Interaction Stage & Aim Procedure