CELTA Lesson Plan
Week: 5
Day: Tuesday
Name: Michael Raikhlin
Time: 1pm
TP No.: 5
Date: 12.02.2013
Level: Low Intermediate
Lesson type: Practising past tenses
Lesson aims:
 Main: To give students controlled/ further practice in using past tenses

Subsidiary :
To present and practise items of new vocabulary relevant to the lesson.
To model and drill correct pronunciation of this vocabulary
To provide fluent speaking practice on the subject of memorable events
Personal aims: (refer to previous feedback on your lesson)
To think about how to stage a lesson in detail
Clear instructions, graded language and hand-outs
Use ICQs
Pre-teach vocabulary, eliciting
Reduce TTT, increase STT
Anticipated Learner Difficulties: (Think about difficulties with main lesson aims)
1. Complicated grammar
2. Difficulties with new vocabulary
3. Different levels within the group
4. While talking in pairs students may fail to use target grammar or do so
incorrectly
5. Topic of the speaking activity (if time allows) may be too boring for them
6. Students may not be able to think of any stories for the speaking task
Assumed Learner Knowledge:
Students are expected to be familiar with the grammar of the subject.
They would have just had a theoretical input grammar session on the subject before
my lesson.
Length of lesson: 60 min
No. of hours taught (inc. this lesson): 3
Board Plan: Please use this space to show how you are going to use your board.
Please also attach all smart board slides.
Tuesday, 12.02.2013
1. Task. Write a list of what you did yesterday. Ask/Answer questions
2. H_ _ _ _ _ _ _ ,
A _ _ _ _,
A_ _ _ _ _,
lie-lay-lain; lie-lied-lied
K_ _ _ _ _ _ into
F_ _ _ _ _ _
3. Task. Work in pairs. Match sentences from group A with responses B.
Check signs on the reverse side. Talk in pairs
4. Task. Read the story. Ask your partner questions to fill the gaps.
5. Task. Think of an unusual experience. Tell the story to your group.
6. Error correction
______________ ______________ ________________
Solutions: (Match a solution to each difficulty)
If necessary revise the rules, provide clear examples, use CCQs and/or timelines
to check understanding
Pre-teach potential problem words, CCQs, clear examples
Organise pairs so stronger students support weaker ones, change pairs
Monitoring for following-up corrections, providing model for discussion
Introduce the topic about memorable event of their past, personalise it – give an
example of your own unusual experience in the UK (e.g. Hampton Court Palace)
Allow them two minutes to think and make notes before speaking
Materials/Aids to be used (credit your source fully here and on any hand-outs)
New Headway, 2003, Oxford , Liz and John Soars
Form of Target Language Meaning/function (in the context
Vocabulary or Structure (part of that you are teaching it)
speech, name of tense, analysis
of form of an example
sentence)
Feeling sad because you are
Homesick, adjective compound away from home
Awful, adjective
Very bad, of low quality, or
unpleasant
In or to a foreign country
Abroad, adverb
Lay, verb irregular Past Simple
form of ‘to lie’, Past Participle lain. Present Participle - lying
Can be confused with ‘to lie’- to
say lies – lying, lied, lied.
Knocked into (the water),
prepositional verb, regular, past
simple form of ‘to knock into’
To be in a horizontal or flat
position on a surface
To hit something or someone and
send them into something such
as an object (a lamppost) or a
place. (the water)
Concept Check Questions
with answers
Pronunciation – phonemic script
transcription, word or sentence
stress, weak forms, intonation.
(Highlight any potential problems)
Can I get homesick because I
ate some bad food? (No) Do
you miss your family and/or your
home country, if you are
homesick? (Yes)
If you watched a movie and
thought it was not bad, not
good, just OK, can you say it
was awful? (No) If you didn’t like
the meal and felt sick after
eating in this restaurant can you
say that the place was awful?
(Yes)
Are you abroad now? (Yes) If
you went back to your home
country at Christmas, did you go
abroad? (No) When you came
from your country to London,
were you going abroad? (Yes)
(Lie on the floor) Am I lying?
(Yes) Where am I lying? (on the
floor) (stand up) Am I lying?
(No) (repeat this procedure until
everyone understands)
/ˈhəʊmsɪk/
If you punch me in the head and
I fall and hit the wall, can I say
you knocked me into the wall?
(Yes)
/nɒ kˈɪntə/
Stress on the first syllable
/ˈɔːfəl/
Stress on the first syllable, schwa sound for
the letter ‘u’
/əˈbrɔːd/
Stress on the second syllable
/leɪ/
To lie - /laɪ/
Two words are linked together with the
stress on the second syllable of the
connected structure
Stage/
Purpose
Procedure
Interaction
To ensure students
understood the
previous task they have
done with Ryan and
have the ability to use
correct tenses.
Say, now you are going to write a similar list about what you did
yesterday.
ICQs: Are you going to discuss your day in groups or write on
your own? (write on your own)
Are you going to start phrases with a verb in Past Simple or with
a noun? (with a verb in Past Simple)
If necessary, elicit an example from a stronger student to check
understanding.
Hand out the lists with timings to each student
S
Time
Individua
l work/
3-4 min
Pair work To ensure students
3-4min
understood the task
and have the ability to
use correct tenses
when talking about the
past events.
To note errors for follow
up corrections.
Organise pairs. Say, ‘Now you are going to talk with your
partner. Ask him/her questions about his/her day.
SS
CCQs: When you talk about one time in the past and something
we were in the middle of doing at that time do we use past
continuous or past simple? (Past continuous)
So when we ask questions about these times yesterday
will you use past continuous or past simple? (Past continuous)
ICQ: Are you going to work in pairs? (Yes)
If necessary, elicit an example from a stronger pair to check they
all understand
Monitor discretely with a pen and paper noting errors in
grammar, word use and pronunciation.
Preteaching
vocabula
ry /
7-8 min
To clarify the meaning,
to provide a model of
accurate pronunciation
Elicit the meaning.
Say, ‘I am studying in a foreign country, I miss my family and
friends a lot, I miss my HOME; everything is very different, how
do I feel?’
If necessary give first letters of two parts: H_ _ _s_ _ _.
If necessary, Check understanding with CCQs (see Target
Language sheet)
Board words drill pronunciation.
If necessary, board phonetics
Imitate entering and eating in a bad restaurant and feeling sick
afterwards. Say, ‘I was in a very bad restaurant; food was not
tasty and not fresh. I felt seek later. I called my friend and told
him, ‘I was in an A _ _ _ _ place.’
If necessary, board first letters.
If necessary, Check understanding with CCQs (see Target
Language sheet)
Board words, drill pronunciation.
If necessary, board phonetics
Say to students; 'You all are in London now, you are in a
T-SSS
different country. So, you are A_ _ _ _ _.
If necessary, check understanding with CCQs (see Target
Language sheet)
Board words drill pronunciation.
If necessary, board phonetics
Say to students, ‘If you are at home and are tired, you go to bed
to l_ _ down and rest.’ (Lie down on the floor if necessary to
clarify the meaning) Board the verb ‘to lie’. ‘Do you know Past
Simple and Past Participles of this verb? (Lay, lain)
Board them, drill pronunciation.
Say, ‘It is an irregular verb. (Is the verb ‘go’ irregular? (Yes) Is
the verb ‘start’ irregular? (No)) do not confuse it with the regular
verb with the same spelling. To lie – lied –lied
Stand 2 hard-backed dictionaries on the table so they are linedup like dominoes. Punch one over so it hits the other. Say, ‘I hit
the book and it hit the next book’ I k ___________this book
______ the other book. (board the first letters if necessary)
Say to students, ‘Something makes me very-very angry, it
happens again and again. For example, here is my paperwork, I
said to a student not to drink coffee in my class, next time he
drinks coffee again and drops the cup on my paperwork. I am
going mad; How do I feel? If necessary board the first letter.
I am F U R I O U S.
Pair work To provide accuracy
practice in context
5-7 min
using the Past Perfect
tense.
To obtain evidence of
learning
Organise pairs. Ask students first to read sentences to each
other and then to match them. Give one set of strips to student
A, another to student B
SS
Ask them to check the matching symbols on the reverse side of
the strips.
Ask students to read correct combinations of sentences in pairs.
Model activity with a strong student if necessary
ICQ: Are you going to read only one sentence each or both
sentences? (only one)
Individua
l work
5min
To practice questions
using the Past Simple
and Past Continuous
To encourage studentcentred learning.
Organise different pairs. Say, ‘Now you are going to read the
story. Read it on your own. There is some information missing in
A’s text that B has in theirs and some missing in B’s text that A
has. (Project the two texts and point to the corresponding gaps).
Think of questions to find out this information and write them
down’
S
SS
Pair work To note errors for follow
7-10 min up corrections
Board the example gapped sentence from the A text, ask ‘What
question can A ask B to find this information?’ Elicit and board
the question. Point out the first gap in the text B, elicit the
question. Write the correct answer in the gap on the board. If
necessary, repeat this process so everyone gets the idea.
ICQ: Are you going to read the story together? (No)
Are you going to read only or are you going to read and write?
(Read and write) What are you going to write? (questions)
Give students A and B the same text with different bits of
information missing. Monitor and check students understand and
that they are using the correct tenses in their questions. Note
down errors, or discretely encourage students to correct their
own mistakes.
Say, ‘Now you need to ask your partner the questions you have
written to find out the information missing in your story.’
ICQ: Is this a speaking exercise or a reading exercise? (A
speaking exercise) So are you going to look for answers in your
partner’s sheet, or ask him questions about it? (Ask him
questions)
Setting
up a task
5-8 min
To set the scene,
personalise the topic, to
convey meaning
through context
Say, now you are going to talk with each other about an
interesting, strange or funny experience you had in your life,
may be something that happened to you in London. I’ll tell you
my story. When I came to London, long time ago, in the last
century…(skewer - /skjʊər/)
T-SSS
Say, ‘Before you start speaking, spend 2 minutes thinking about
what you are going to say. You might like to write down a few
words to help you speak. Students think in silence for a minute
or two, when they look ready, quickly go around the class
checking to make sure everyone has a story to tell.
Group
work/
10-12
min
To give students
chances to further
practice the target
language.
To provide fluency
practice, to encourage
student-centred
learning.
To note errors for
follow-up correction.
Feedbac
k and
error
To get students to pool
existing knowledge
Organise groups. Say 'now you're going to talk in your groups.
When someone is telling the story, you may also ask questions.’
SSS
Rephrase this idea in order to promote appropriate behaviour and respect for others:
‘Respect each member of the class when they are talking’ and ‘keep confidentiality
within the classroom – what is said in class remains in class.’
ICQs (if needed)
Are you going to be writing or speaking? (speaking)
Monitor discretely with a pen and paper noting errors in
grammar, word use and pronunciation.
Write incorrectly used structures on the board; attempt to elicit
corrections from students. If time allows, invite them to go
T-SSS
correctio
n/ 4-10
min
To obtain evidence of
learning
To bring the activity to a
close.
To elicit and board
corrections to errors
made in form, meaning,
phonology.
forward and correct structures.
Board errors in pronunciation using phonetics, drill correct
pronunciation individually and chorally if necessary
If pressed for time, ask one or two important and feedback
questions and board one error in usage and pronunciation
respectively. If more time is available spend longer on this stage
SSS-T