CELTA LESSON PLAN
Trainee
Tutor
Date
Level
Length
TP No.
Int
30 m
3
Rick Ketcheson
LESSON AIM: To…
PERSONAL AIMS / Points to work on from last TP:
1.
2.
3.
MATERIALS: (Acknowledge the source of published material used: include title,
author, publisher, page number(s) on handouts)
American Cutting Edge, Cunningham and More, Pearson/Longman
pp
Essential Grammar in Use, Murphy, Cambridge University Press
pp
Basic Grammar in Use, Murphy, Cambridge University Press
pp
Fundamentals of English Grammar, Shrampfer Azar, Pearson/Longman
pp
Board plan (where applicable):
Anticipated problems and solutions:
Think about the lesson and imagine what problems you may have to deal with in each of
the following areas:
ANTICIPATED PROBLEMS:
These can relate to classroom management /
tasks, target language or materials /
technology etc.
1.
2.
3.
4.
SOLUTIONS:
LANGUAGE ANALYSIS FOR LEXIS:
For each lexical item (word / phrase) that you want to focus on in the clarification stage, include:
1. the word as you want students to record it 2. word stress 3. concept questions / ways to check meaning.
e.g.
Word:
CCQ’s:
to manage (v.)
1. Is it/the action easy or difficult?
2. Do I succeed (in the end)?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Features to highlight
e.g.
island
- silent ‘s’  /ail nd/
difficult
yes
LANGUAGE ANALYSIS FOR GRAMMAR: (* ADD ANOTHER SHEET IF NECESSARY)
Marker sentences: e.g. I would have told you if you’d asked me!
CCQ’s / other ways of checking meaning:
e. g.
1. Are we talking about the Past, Pr. or Fut.?
2. Did I tell you?
3. Why not?
4. Was I willing to tell you?
Future/
No.
You didn’t ask me.
Yes.
Form / pattern:
Fixed
fixed
fixed
e.g. S + would have + past participle + if + S + had + past participle
Pronunciation:
e.g.
- contractions & weak forms “would have”  e.g. /
/
Anticipated problems (i.e. problems in terms of MFP / how will you deal with then?)
e.g.
- highlight the fixed “would have”  not “would + present perfect”
LANGUAGE ANALYSIS FOR FUNCTIONAL LANGUAGE: (* ADD ANOTHER SHEET IF
NECESSARY)
Identify the function(s) taught and include all marker sentences used in the lesson.
1. Underline the parts that are fixed in each sentence.
2. Mark pronunciation features that need to be highlighted.
e.g. Suggestions:
- How about going to the pool?
Anticipated problems – eg. Does anything need to be concept checked? Do students need to know anything
about formality/register etc?
e.g.
What’s up? – CCQ: Can a student say it to a university professor? (formality)
Stage / Rationale
What is the reason for this stage of the
lesson?
Time

Procedure
Who does what?
How will the stage be conducted?
Interaction
pattern
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