CAMBRIDGE CELTA

Handbook

Index: Page

Introduction 2

Ethos of the course 3

Frequently asked questions 4

Practical information 9

Plagiarism policy 13

Reference books/bibliography 15

Teaching practice observations 17

Assessment criteria 35

Glossary for criteria 38

Lesson shapes 45

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Dear Candidate,

We’d like to extend to you the warmest welcome onto the online part-time CELTA
course. The CELTA programme is a challenging yet rewarding experience and I’m
sure you will come away with a strong sense of achievement at the end of it.

As you no doubt know, the Cambridge CELTA is an international qualification with

international standards. Much of the course, including lesson content, can be
catered to the needs, backgrounds and current situation of both the candidates on
the course as well as the adult students that you teach face to face. For some of
you, this may mean getting used to an approach to learning and training which may
be very different to the learning environment and educational culture with which
you are familiar.

This handbook has been prepared to help you become accustomed to the
components of the course. The points on page 3 cover the main ethos of the
course, please read and tick them off and sign and send in to the Main course
tutor (Pauline) on or before the first day of the course, to ensure that you are
in agreement and have taken them on board and can make the required effort
to integrate these into your approach to the course.

This will help ensure that you have the strategies to best deal with the demands of
the course and make a success of it. The other course tutor and I will do our best
to guide you and facilitate your successful training, but in the end only you can
make a success of it.

On behalf of all the team, we wish you every success with the course.

Your Sincerely,

Pauline & Ismail

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Ethos of the course:
1) Candidates have been selected for the course based on their merits in the Application Task and Interview. While tutors do
not accept candidates they suspect might not be able to meet the demands of the course, acceptance onto the course does
not guarantee passing the course successfully.

I have read and understood the above point □

2) Grading in the course is entirely based on individual candidate’s efforts. While the course tutors are trained to provide
candidates with the appropriate level of support, input and guidance, tutors are in no way responsible for a candidate
obtaining a particular grade. Tutors assign and record grades based on candidate’s performance and ability to
independently demonstrate the assessment criteria from Cambridge, which are in the CELTA 5 record book.

I have read and understood the above point □

3) Previous experience and qualifications by no means guarantee a higher grade; it will be your ability to assimilate feedback
and input and incorporate this into your planning and teaching effectively and quickly and with a good degree of
independence. Experienced teachers often have a lot of old teaching habits to unlearn. And remember that the approach
of the course is practical, not theoretical; we assess on what you can DO, not what you KNOW.

I have read and understood the above point □

4) The course is conducted online, even for those with substantial IT & teaching experience. Candidates need to give their
full commitment to the course for the weeks as there is substantial work spent famiiarising with platforms, software,
lesson planning and writing/resubmitting assignments outside contact hours.

I have read and understood the above point □

5) A high degree of accuracy and appropriacy is expected of candidates’ written work and oral language. As per Cambridge
specifications, written work must be appropriate to the task and free of errors. Ensure you have strategies for proof
reading, drafting and editing work. Sub-standard work will require resubmission, and could result in failing the course if
not addressed.

I have read and understood the above point □

6) A high degree of constructive self-reflection and evaluation of your own teaching (and that of your colleagues) is expected
on the course. If you are unable to honestly and sensitively evaluate effective teaching, then this makes it difficult to
truly succeed on the course and learn from the learning opportunities the way that they are presented on the course.
Make the most of the situation and learn from each other.
I have read and understood the above point □

7) The CELTA embraces a learner-centred, communicative approach to language learning. This means that we are not
interested in how much you know about English or teaching methodology and we do not want you to demonstrate this
verbally to us or your learners. We are looking for your ability to demonstrate what you know NOT by what you SAY, but
by what you DO. (For example, we don’t want to see you EXPLAIN the grammatical form of a structure to learners, we
need to see you ELICIT it from learners and HIGHLIGHT it for them.) Look to your tutors as a guide; we are there to model
the type of teaching we expect to see you demonstrate in your teaching practice.

I have read and understood the above point □

8) As a professional training course, all assessment remains PROFESSIONAL, meaning that it is NOT PERSONAL. Tutors are
there to assess your performance for an individual lesson on an individual day. Don’t make the mistake of taking it
personally. There are many reasons why a lesson might not have had a favourable result, but remember to be professional
about this; even the very best teachers have bad days, even if you have substantial teaching experience. It is best to
simply ask yourself, what really didn’t work for that lesson in terms of the assessment criteria and what can I do to ensure
this doesn’t happen again. Remember, course tutors and assessors have been rigorously trained to look for specific
assessment criteria in candidates’ performance to determine the assessment of a lesson; they don’t grade a lesson as Not
to Standard lightly and they do not assess you as a person. As much as your tutors genuinely do want you to pass the
course and pass every single lesson, in the end only you can ensure that this happens. Even the most experienced teacher
can have lessons to learn.
I have read and understood the above point □

I..............................................................confirm that I have read and understood all the above points.
(PRINT NAME)

Signed: Date:

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Frequently Asked Questions and Basic Advice

▪ What is it?

The Certificate in Teaching English to Speakers of Other Languages (CELTA)

is an initial teaching qualification administered by the University of
Cambridge to introduce people to the field, or qualify those already working
in it. It is the most widely recognised qualification of its kind in the world
with over 12,000 people completing it each year at over 286 centres all over
the world. Many private language schools require it of teachers before
employing them.

▪ TESOL/TEFL

These are generic terms for the industry: Teaching English to Speakers of
Other Languages and Teaching English as a Foreign Language. CELTA is one
specific qualification in the field. ESL (English as a second language) is often
used to refer to learners such as immigrants and refugees who are learning
to function in an English speaking environment. T/EFL is often used to refer
to learners studying English for personal interest, professional advancement,
qualifications, university study etc.

▪ Who are the tutors?

Tutors are always very experienced teachers who will have done CELTA (or
equivalent) at some point in the past and obtained further qualifications in
the field (such as DELTA, MA etc.) They have been specially trained to
deliver the CELTA course and are approved by Cambridge.

▪ How involved is Cambridge?

Cambridge approves centres and tutors. All formal paperwork and course
documents can be referred back to Cambridge. Towards the end of the
course, an assessor approved by Cambridge will come to moderate the
course. This is a standardisation measure to ensure that this CELTA course is
the same as every other CELTA course in the world. The assessor does not
come to assess you as candidates as such, but rather to assess the course
itself.

The assessor and tutors also have a grading meeting to discuss

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 recommended grades for trainees, and finally the assessor sends their report
and recommended grades to Cambridge for final approval who will then issue
certificates. Cambridge does not normally get more involved than this
unless necessary.

▪ Can I fail the course?

It is possible to fail the course, although the pre-interview task and

interview are designed to minimise the chances of this happening. In the
end, only 5% of people fail and 3% withdraw during the course. If we feel
you are in danger of failing, it is very much our job to make you aware of
this and to spell out what you need to do in order to reach pass standard.
There will be no surprises at the end of the course; you will be aware of
what’s going on. We are there to help you pass the course and we want to
see you succeed.

▪ What grades are there?

Most trainees, about 73% get a PASS grade, which is sufficient in most cases
to do the job reasonably well, 15% get a PASS B, and 4% get a PASS A. These
higher grades are rare, and reflect your ability to assimilate the
methodology and techniques very quickly and put these into practice
effectively with a fair degree of independence from an early stage of the
course.

▪ To be awarded a Pass you must show evidence of meeting the Cambridge

criteria for teaching practice and the assignments over the course. You will
continue to need support after the course.

● To be awarded a Pass B you must consistently show “a level of achievement

significantly higher” than that required for pass level in relation to
“demonstration of the criteria for teaching and professionalism (criteria 1a-
3c and 5a-5n)”. You will show a degree of independence but will require
some support after the course.

● To merit a Pass A, you must demonstrate “a level of ability and achievement

and a level of awareness significantly higher” than pass-level in relation to
“planning for effective teaching” (4a-4n) as well as in relation to the
criteria for teaching and professionalism. You demonstrate on the course
that you can prepare and teach lessons with a high level of independence.

A more detailed explanation can be found in the CELTA5/appendix.pg. 31

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 The grades indicate to future employers what level of support you will need.
Reputable teaching institutions should expect to continue to develop and
broaden the range of teaching skills of their teachers.

If you are accustomed to getting A or B grades in other studies, don’t expect

the same from the CELTA; it’s a practice-focused qualification in an
environment that few who come to the course are familiar with. In fact,
trainees who focus too much on getting these grades often do themselves a
disservice by focusing on doing what they think they have been told to do
rather than really understanding their learners and facilitating their
learning. Remember the 73% PASS grade embraces a very broad range of
competency. It includes those who just didn’t quite make the PASS B, as
well as those who managed to pass but will continue to need more guidance
to develop professionally. Your end of course report will reflect your
competency in this respect (e.g. it will be clear whether you are a strong
PASS if that is the case). You might find it interesting to know that the vast
majority of Cambridge tutors got a PASS when they did their own CELTA.

▪ Is it better to have previous experience?

Not necessarily. Everyone who comes to the course will bring different
things to offer. The challenge of those who have previous teaching
experience is in learning how to do something differently to how they may
have been doing it. Some habits may have to be unlearnt such as ensuring
lessons stay focused on learners interacting with each other rather than
teacher-centred instruction.

▪ What is TP?

Teaching Practice (TP) consists of you teaching a class of real adult students.
You will need to complete 6 hours of this by the end of the course in order
to pass. This is really the bulk of the course work and one of the two
assessed components of the course.

▪ How will I know what to teach?

Your tutor will provide you with what to teach for the earlier stages. This
will take place in the TP preparation session each day. We give you more
guidance about what and how to teach earlier in the course and expect more
independence at later stages.

▪ Will all my lessons be graded?

Each individual TP lesson that you teach will be graded TO STANDARD or NOT
TO STANDARD for that stage of the course. You will know whether you did a

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 strong or weak lesson by the way feedback is organised on the feedback
form from your tutor, given to you after you teach each lesson. If there
were weak aspects which need addressing, then your tutor will spell these
out. You ability to evaluate your own lessons with regard to the Cambridge
criteria is also an important part of your TP assessment.

▪ Why do we often do TP feedback as a group?

We are all there to learn from each other, and the more you maximise this
opportunity to observe and learn from each other’s feedback, the more you
will take away from the course. Remember, we are not here to judge or
critique unconstructively, but to focus on developing; be supportive rather
than negative. It may sometimes be necessary for tutors to be quite direct
about weaker aspects of your performance if you don’t appear to be aware
of them. Remember, this is for your own development. Your tutors aren’t
there to make you feel bad; we genuinely want you to succeed. Avoid taking
feedback or criticism personally, as what we are focusing on here is
professional development; no one is saying anything about you as a person.

▪ How important is observing each other while teaching?

A very important part of the course is learning from observation and

reflecting on what makes for effective teaching and what does not. You will
be given observation tasks for this purpose. After TP you will all be expected
to contribute to discussing the day’s lessons, not just your own. During the
course you will also be observing experienced teachers.

▪ What are the written assignments?

This is the other assessed component. It consists of four 750-1000 word

assignments designed to help you apply theory, methodology, and
techniques and put these into practice. If an assignment doesn’t pass the
first time you submit it, you have a chance to resubmit it. You can fail one
assignment and still pass the course, provided you demonstrate proficiency
in that area in your teaching. Avoid spending too long on assignments at the
expense of teaching practice. Remember, it’s a course in teaching, not
written work. Accordingly, assignments can only be graded PASS or FAIL.

▪ What is my CELTA portfolio?

This contains the CELTA 5 booklet and evidence of all your teaching practice
(lesson plans, materials, self assessment and assessment from your tutor),
and your written assignments. It is your responsibility to keep this up to
date and it MUST NOT be changed, typed on (unless supervised by your
tutor) or removed from the Cambridge moodle folder. These are formal

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 documents, which the assessor will need to review and which Cambridge
may ask to be submitted at any time after the course.

▪ What is input?

The input sessions are the morning sessions where you will be self-accessed
on the moodle platform to cover the CELTA syllabus (i.e. all the
methodology, teaching techniques, aspects of grammar, phonology etc).
Here you will watching techniques we expect you to use in your TP, so pay
attention not just to the content of what the teachers do, but also HOW they
deliver it.

▪ Is it really that intensive?

Yes. The course is really intensive though as it’s part-time so it will be

manageable. However, you still need to minimise other commitments during
the course. When you start feeling the pressure, remember that you are in
the same boat as everyone else who’s done the course. Just stay focused
and organised. Keep your notes and handouts from input sessions in order
and up to date, come prepared to the TP preparation sessions with questions
about what you have to teach in your next lesson etc. Above all, stay
positive; ensure you are eating well, getting enough rest and come and talk
with your tutors if you feel you aren’t coping. We’re there to help.

▪ What can I do about nerves?

For many of you, this may be the first time you have stood up in front of
people and been the focus of attention. If you start feeling nervous,
unconfident, uncomfortable, afraid of making a ‘mistake’, not knowing
answers etc, then think about your students’ feelings. Do they feel nervous,
unconfident, uncomfortable, afraid of making a ‘mistake’, not knowing
answers etc? If so, what can you do as a fellow human being to help them
feel better? Putting your learners’ feelings forward in this way is a good way
to distract you from your own nerves. Remember you’re there to facilitating
their learning.

Remember the CELTA course is meant to be a challenging but rewarding

experience.

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 You will be learning in a very intensive training environment (more
intensive than most actual teaching situations), but the more you put into
it, the more you will get out of it and you should have a strong sense of
achievement at the end of it.

Practical Information

Contacts

Tutors can be contacted for course related matters in their office or by email
during working hours or weekends: fintasy20@yahoo.com or
ismailnoaman@gmail.com

Course dates

The course is part time and runs every Friday & Saturday from Friday 4 th March 2022
to Saturday 7th May 2022 from 10 am to 7 pm or thereafter (Ramadan timings: 10 to
4.30 pm – then 8 pm to 11 pm to allow time for cooking and breaking fast). Please
ensure you allow extra time at the end of the day due to technical
problems/issues.

Equipment/Resources

Trainees must have laptops and have access to a strong Wi-Fi internet. The course
input and admin will be on Cambridge moodle, while TP will be done on the Zoom
platform, audio for teaching is available for your lessons and materials can be
download. Please make the most of the reference library available to you. Where
possible, purchase your own copy as you will need it in your career.

Operating without paper

Lesson plans and assignments must be submitted electronically on the morning you
are teaching no later than 10 am.

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Attendance

Course participants must attend 100% of each component of the course.

Failure to attend 100% of one of these components, for any reason, means that you
may be ineligible to receive the certificate except in special circumstances -
normally serious illness or bereavement. Please inform a tutor as soon as you know
if you will be absent or late.

Tutorials

There will be two progress reports during the course to give trainees the
opportunity to discuss their progress. The first to ensure you have settled
sufficiently onto the course, and second will be a one to one tutorial. There is an
option of an additional tutorial if needed.

Professionalism

CELTA is the worldwide leading ELT pre-service qualification. One of the noticeable
aspects of the scheme is the emphasis on professionalism among candidates. This
means that you will be evaluated not only on your planning, teaching and written
assignments, but also on your potential as an employee and colleague. Some of the
areas we will be looking at during the course are:

▪ Punctuality

This means being on time for TP prep, input session, teaching practice, TP
feedback etc. You are reminded that there are no time extensions for written
assignments apart from exceptional circumstances which should be agreed by the
tutor in advance. Please note each day’s starting time as a record of your time-
keeping is kept by tutors and a lack of punctuality will be recorded and reflected in
your final report.

▪ Appearance

This should be clean, neat and tidy. Please consider the fact that as a teacher, you
will come into contact with learners from a variety of cultural backgrounds.
Consider their possible reaction to your clothes and general appearance. Please
avoid clothes that demonstrate a lack of awareness of cultural norms.

▪ Presentation of written work

We are concerned with both the visual impact and the accuracy of your use of the
English language in all written work, including handouts given to students and
lesson plans. Excessively inaccurate or inappropriate use of English will require

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resubmission. Sustained inappropriate use of English could result in failing the
course.

▪ Copyright

All materials used on the course are subject to international copyright laws. You
should always reference any material you use. See P12. for how to reference
materials.

▪ Smoking/eating

In the interest of professionalism; smoking and eating are not allowed on-cam
except in breaks.

▪ Working as a colleague

An essential part of professionalism that we look for is collegiality. This means

liaising effectively with the rest of your TP group on lesson planning and ensuring
that you help and support them where possible with finding/adapting materials and
giving feedback after teaching practice.

The Assessor’s Visit

An external assessor will visit the centre for one day to assess the course. The job
of the assessor is to ensure that the course is being run according to Cambridge
ESOL standards and that the trainees who attain a Pass standard or above, do so in
accordance with Cambridge’s criteria.

Trainees withdrawing

N.B. Any trainee who fails to complete the course is not entitled to a refund at any
stage of the course. If a candidate decides to withdraw from the course, they need
to notify the centre in writing. At the discretion of the centre, participants may be
permitted to defer, but they can’t assume an automatic right to this privilege.

Complaints procedure – internal & external

If a participant is not satisfied with the provision of the course itself, they should in
the first instance approach their immediate tutor directly. In the event that the
participant is still unsatisfied, they should then approach the Main Course tutor.

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If you wish to pursue the matter further or if you wish to query your grade after the
course, then you should email Cambridge directly (Appeals procedure in CELTA5 pg.
4 to 6).

Written Assignments
Titles:
▪ Focus on the Learner

▪ Language Related Tasks

▪ Skills Related Tasks

▪ Lessons from the Classroom

Submissions:

▪ The submission date is non-negotiable

▪ Submissions must be electronic (except for copied materials/activities which

can be handed in separately or scanned and submitted electronically)
▪ Assignments should be handed in not later than 9 am on the day that it is
required

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 ▪ Late assignments are automatic resubmissions, which basically means that
by handing in your assignment late, you have forfeited the right to redo
unsatisfactory work

Re-submissions:

▪ Re-submissions must be handed in within three working days of receiving the

original draft from the tutor who marked it
▪ You MUST include your original assignment together with the re-submission

▪ There is no opportunity to resubmit a 3rd time

▪ Both submissions must go into your portfolio

Grading:

▪ The assignments are only graded Pass or Fail.

▪ A candidate who fails a single written assignment may still be recommended

for a Pass or Pass B grade but is not eligible for a Pass A. However, where a
candidate fails one of the written assignments, there must be “sufficient
evidence of the candidate’s ability to meet the assessment criteria for the
assignment in the candidate’s record of teaching practice and/or in the
candidate’s written work as a whole.” Candidates who fail more than one
assignment are not eligible for a Pass.

Plagiarism:

▪ All assignments must be submitted via email. As such, a random selection

will be screened for plagiarism via search engines. The Cambridge ESOL’s
official plagiarism policy is below. Plagiarism will result in instant dismissal
from the course.

Cambridge ESOL CELTA

Plagiarism Policy
Plagiarism: When someone uses another person’s words, ideas or work and
pretends they are their own. Dictionary of Contemporary English. Longman
In terms of the CELTA course, this would be:

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 ● Copying someone else´s assignment (in whole or in part).

● Getting another person to write an assignment for you.

● Lifting ideas from published source without referencing it.

● Copying parts of published material without adequately referencing the

source.

Of course you can, and are encouraged to, refer to sources of background reading.
Here are some ways and conventions for referencing:

Paraphrasing what the writer has said.

As Scrivener says, encouraging students to read quickly when reading for the first
time can help build confidence when they don´t understand every word (Scrivener, p
153)

Direct quotation from the book (don´t overdo this. Keep the quotation short)
According to Scrivener “it´s actually not necessary to understand every work in order
to understand the information you might need from a recording” (Scrivener, p 147)

Footnotes – quote directly or paraphrase, then footnote author / year / page number
at bottom of page1

And…remember to include a bibliography of any books /resources you´ve quoted or

consulted when writing an assignment. This should be written like this:

Author surname, Author first name, year, Title of book in italics or underlined,
publisher

e.g. Scrivener, Jim, 1994, Learning Teaching, Macmillan Heinemann

Failure to comply with the above guidelines may result in exclusion from the
course without warning.

Please sign here to acknowledge you understand this.

______________________________________________ Date _____________________

CELTA Bibliography

Essential books that you will need to refer to during the course are:

1 Like this
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 ● Learning Teaching (Jim Scrivener), or The Practice of English Language
Teaching, or How to Teach English (both by Jeremy Harmer)
● Grammar for English Language Teachers (Martin Parrott) or Teaching
English Grammar (Jim Scrivener), or Practical English Usage (Michael Swan)

All the other books on this list may be useful to consult during the course.

Book Title Author Publisher

Grammar reference:
Practical English Usage Michael Swan OUP
Grammar for English Language Teachers Martin Parrott CUP
English Grammar in Use Raymond Murphy CUP

Teaching Grammar in the classroom:

How to Teach Grammar Scott Thornbury Longman
Teaching Tenses Rosemary Aitkin Longman

Teaching Methodology:
Learning Teaching Jim Scrivener Macmillan
How to Teach English Jeremy Harmer Longman
The Practice of English Language Teaching Jeremy Harmer Longman

Listening:
Resource books for teaching – Listening Goodith White OUP
Listening Extra Miles Craven CUP

Reading:
Reading Games Jill Hadfield Longman
Reading Extra Liz Driscoll CUP

Speaking:
How to Teach Speaking Scott Thornbury Longman
Keep Talking Friederike Klippel CUP
Discussions That Work Penny Ur CUP
Speaking Extra Mick Gammidge CUP

Writing:
How to Teach Writing Jeremy Harmer Longman
Writing Games Jill Hadfield Longman
Writing Extra Graham Palmer CUP

Pronunciation:
How to Teach Pronunciation Gerald Kelly Longman
Teaching English Pronunciation Joanne Kenworthy Longman
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Pronunciation Games Mark Hancock CUP
Pronunciation Practice Activities Martin Hewings CUP
Ship or Sheep?/Tree or Three? Ann Baker CUP

Vocabulary:
How to teach Vocabulary Scott Thornbury Longman
A Way With Words (Various levels)
Redman & Ellis
CUP
Vocabulary Games & Activities For Teachers Peter Watcyn-Jones Penguin

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 TP OBSERVATION TASK 1

New Class

1. Learn the students’ names! Draw a ground-plan of the class and write in the
students’ names.

2. Which students tend to volunteer more/initiate classroom talk more often?

3. Which students “hide”?

4. Which students work well in pairs/groups? And which simply sit back and
listen/wait?

5. Which students appear to be fluent (but possibly inaccurate)?

6. Which appear to be accurate (but possibly hesitant and lacking confidence?)

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 TP OBSERVATION TASK 2

Choose 1 student in the classroom. Make sure it is someone you can see clearly. As
unobtrusively as you can, follow that student through the lesson taking note of the
following:

-the different activities s/he is involved in

-amount of participation in student-centered activities

-amount of participation in teacher-centered activities

-how s/he copes with instructions

-whether s/he asks direct questions of the teacher

-what her/his attitude seems to be at different stages of the lesson

-some errors s/he makes (note them down verbatim)

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 TP OBSERVATION TASK 3

Focus on students

Please make note under the following headings as you observe your peers teaching:
student interest in the lesson as a whole

degree of challenge – too easy/difficult

balance of teacher – centredness to student – centredness ( and STT to TTT )

How would you have felt at the end of the lesson had you been in the class?

Focus on Peers (teachers)

Comment on the following teaching techniques:

dealing with pre-taught lexis (Effective? Too long/short? Students got written
record?)

monitoring of the students (Effective? Unintrusive? Reacting to students’ needs?)

rapport the with students

teacher language (Clear? Grading? Low TTT?)

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 TP OBSERVATION TASK 4

Boardwork/OHP work + Handouts + Written record

Note down what went on to the board, when, and where, during each of the
lessons today.

1. Each time the board or OHP was used, was the board used effectively?
Appropriately? Too much? Neat/clear? Logically ordered?

2. Did students write down what was written on the board at the end of the
stages? Were they given writing time?

3. If possible, ask to see a student’s book at the end of the lesson, and see if
the student has kept a good record of the lesson.

4. Did the students write anything on the board? If so was it appropriate?

Note down how many handouts were used by each teacher.

1. Was each handout clearly laid out? Were there any typos?

2. Was each handout effective? Did the students have enough time to read +
digest the information on them?

3. If the students did a written exercise was there enough space on each
handout for the students to write the answers?

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 TP OBSERVATION TASK 5

Focus on classroom language and management

Instructions – clear/concise
Note down verbatim some instructions your peers give when teaching (good and
poor examples)

Teacher talk
Note down verbatim any examples of unnatural language your peers are using. E.g.
Not contracted/pidgin/inappropriate use with adults.

Teacher’s Voice
Too loud/soft/directed at only 1 student.

Position of teacher
In relation to students/too near/far/wandering around

Gestures
Appropriate/clear

Manner
Appropriate for adult learners

Use of whiteboard
Overuse/size/upper-lower case mixture

Paper/handout management

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 TP OBSERVATION TASK 6

Student involvement
To what extent did the students seem involved in the lesson? What was the level
of student interest? Plot it for each lesson using these graphs (and be prepared to
explain your “lesson profile”).
100%

50% ●

0%

5 10 15 20 25 30 35mins

100%

50%

0%

5 10 15 20 25 30 35mins
100%

50%

0%

5 10 15 20 25 30 35mins

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 TP OBSERVATION TASK 7

Focus on the teacher

This can be used for self or peer assessment. The following is a list of some
attributes of “the successful EFL teacher”. How would you rate yourself / a
colleague? Are there other attributes you would add? Compare your ideas about
yourself and your colleague with that colleague. Do you behave as you think you
do in the classroom? Are there things you would like to change? If so, think about
what steps you will have to make the changes effective.
How far are these attributes true of you and a colleague?

Indicate “Yes” (√), “No” (X) or “Don’t know” (?)

Yourself A Colleague
Rapport
conveys warmth through facial
expression, delivery, manner, eye
contact

involves the whole group and does

not show favouritism

conveys enthusiasm about his/her

lessons

Encouragement
listens to students and shows
interest in what they say

praises correct answers

corrects in a non-threatening way

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Teacher Talk
projects his/her voice well by
varying the tone and using an
appropriate volume

avoids sounding too disciplinarian

gives clear instructions

explains clearly and concisely and

avoids “ asides”

Class Management
varies his/her role and allows for a
high degree of student participation

is a good organizer

is flexible and can deal effectively

with student difficulties

is skilled in handling equipment and

materials

24
 TP OBSERVATION TASK 8

Teacher Talking

Give examples (from all the teachers) where possible.

1. Did the teacher grade her/his language (i.e. avoid using language too
complicated for the students to understand easily)?

2. Did the teacher use extended explanations or lecturing where eliciting

techniques would have been more appropriate?

3. Was the lesson affected by irrelevancies (e.g. asides, elaborations) that

detracted from the main aim of the lesson?

4. Did the teacher habitually repeat her/himself?

5. Did the teacher interrupt while students were involved in communicative

practice?

6. Did the teacher echo the students?

25
 TP OBSERVATION TASK 9

Managing Feedback

Note down the various ways that teachers deal with feedback stages of the lesson.

1) Does the teacher use a variety of techniques or the same one all the time?

2) To what extent are all the Ss involved?

3) Is the teacher just echoing all the answers?

4) Does the teacher correct errors in the feedback stage?

5) Is the teacher using the feedback stage to reinforce what was learnt and to
check that all students understand why answers are incorrect?

6) Are feedback stages managed efficiently or does it take a long time?

26
 TP OBSERVATION TASK 10

1. For each lesson you watch today try to identify what you see as: the strengths
of the lesson, elements of the lesson which could be improved upon and the
outcomes of the lesson from the students’ point of view (ie: what did the
students learn?)

A: Lesson One:
(i) Strengths (ii) Aspects to work on

(iii) Learner Outcomes:

B: Lesson Two
(i) Strengths (ii) Aspects to work on

(iii) Learner Outcomes:

27
2. For each lesson you watch today try to identify what you see as: the strengths
of the lesson, elements of the lesson which could be improved upon and the
outcomes of the lesson from the students’ point of view (ie: what did the
students learn?)

A: Lesson Three:
(i) Strengths (ii) Aspects to work on

(iii) Learner Outcomes:

B: Lesson Four:
(i) Strengths (ii) Aspects to work on

(iii) Learner Outcomes:

28
 TP OBSERVATION TASK 11

In language (grammar/vocab) clarification lessons.

Observing the teacher

1. Was a clear context set to present the language naturally?

2. Did the teacher elicit or tell Ss about the language?

3. Was the pace appropriate?

4. Was the language modelled clearly and drilled appropriately?

5. Was meaning clarified well?

6. Was the form highlighted appropriately?

7. Did the students take away a written record?

Observing the students

8. Was the level of the language suited to the level of the students?

9. Did the students go away from the level with a good grasp of MFP of the new
language?

10. Was the rapport good with the teacher?

29
For Controlled or Freer practice tasks

Observing the teacher

1. What instructions were given?

2. Was there any monitoring when Ss were on task?

3. How was feedback managed?

Observing the students

4. Was the level of the task suited to the level of the students?

5. Were the instructions adequate for the task?

6. Were the students able to perform the task?

7. How much student-student interaction was involved?

30
 TP OBSERVATION TASK 12

Error correction

Teacher’s responses
to mistakes(slips) Observation Opinion
/errors (genuine lack
of knowledge)

Does not react at all.

Indicates something is
wrong but doesn’t take
any action.

Says what’s wrong and

provides correct model.

Indicates something is
wrong, elicits correct
version from the
learner who got it
wrong.

Indicates something is
wrong, elicits correct
version from another
class member.

Provides/elicits an
explanation of what
was wrong.

31
 TP OBSERVATION TASK 13

TIMING

This observation task focuses on timing of different activities during the lesson. If
you can, have a look at the teacher’s lesson plan with projected activities and
timing and make a note of them below. During the lesson, check that the activities
take place and note how long each takes.

Comment as to whether the time spent was appropriate. If the actual time spent
was longer or shorter than that allocated, can you account for this? (e.g. activity
not challenging enough, teacher responded unexpected student difficulty, etc.)

Time
Activity Allocated in Actual Time Comment
Plan

32
 TP OBSERVATION TASK 14

The Big Picture

1. How does the teacher engage the students at each stage of the lesson?

2. Are the stages clearly defined and the transitions between them smooth?

3. Is there a balance of activities? Does there need to be?

4. How long does each stage of the lesson last?

5. What is the balance of students’ to teacher talking time?

6. Is there a variety of interaction patterns?

7. Were the students engaged throughout the lesson?

8. Did the teacher teach to the plan or the students’ needs?

33
 TP OBSERVATION TASK 15

The Big Picture

1. How does the teacher engage the students at each stage of the lesson?

2. Are the stages clearly defined and the transitions between them smooth?

3. Is there a balance of activities? Does there need to be?

4. How long does each stage of the lesson last?

5. What is the balance of students’ to teacher talking time?

6. Is there a variety of interaction patterns?

7. Were the students engaged throughout the lesson?

8. Did the teacher teach to the plan or the student’s needs?

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 TP OBSERVATION TASK 16

Your own observation task:

Write out an observation task for your colleagues, starting like this:

While watching my lesson I would like you to observe (and be prepared to comment
on) the following points:

35
Cambridge Assessment Criteria

Candidates can demonstrate their learning by:

UNIT 4 - PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS

4a identifying and stating appropriate aims/outcomes for individual lessons

4b ordering activities so that they achieve lesson aims

4c Selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson

4d presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements

4e describing the procedure of the lesson in sufficient detail

4f Including interaction patterns appropriate for the materials and activities used in the lesson

4g Ensuring balance, variety and a communicative focus in materials, tasks and activities

4h Allocating appropriate timing for different stages in the lessons

4i Analysing language with attention to form, meaning and phonology and using correct terminology

4j Anticipating potential difficulties with language, materials and learners

4k Suggesting solutions to anticipated problems

4l Using terminology that relates to language skills and sub-skills correctly

4m working constructively with colleagues in the planning of teaching practice sessions

4n Reflecting on and evaluating their plans in the light of the learning process and suggesting improvements for future plans

36
 UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT

1a
teaching a class with an awareness of the needs and interests of the learner group

1b
teaching a class with an awareness of learning styles and cultural factors that may affect learning

1c
acknowledging, when necessary, learners’ backgrounds and previous learning experiences

1d
establishing good rapport with learners and ensuring they are fully involved in learning activities

UNIT 2 – LANGUAGE ANALYSIS AND AWARENESS

2a
adjusting their own use of language in the classroom according to the learner group and the context

2b
Identifying errors and sensitively correcting learners’ oral and written language

37
2c
providing clear contexts and a communicative focus for language

2d
providing accurate and appropriate models of oral and written language in the classroom

2e
focusing on language items in the classroom by clarifying relevant aspects of meaning, form and phonology for learners to an appropriate
depth
2f
showing awareness of differences in register

2g
providing appropriate practice of language items

UNIT 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING

3a
helping learners to understand reading and listening texts

3b
helping learners to develop oral fluency

3c
helping learners to develop writing skills

38
 UNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISM

5a
arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind safety regulations of the
institution
5b
setting up whole class and/or group individual activities appropriate to the lesson type

5c
selecting appropriate teaching techniques in relation to the content of the lesson

5d
managing the learning process in such a way that lesson aims are achieved

5e
making use of materials, resources and technical aids in such a way that they enhance learning

5f
Using appropriate means to make instructions for tasks and activities clear to learners

5g
Using a range of questions effectively for the purpose of elicitation and checking of understanding

5h
providing learners with appropriate feedback on tasks and activities

5i
maintaining an appropriate learning pace in relation to materials, tasks and activities

5j
Monitoring learners appropriately in relation to the task or activity

5k
beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to
learners
5l
maintaining accurate and up-to-date records in their portfolio

5m
Noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and
teacher educators
5n
participating in and responding to feedback

39
CAMBRIDGE ASSESSMENT CRITERIA - GLOSSARY
• prepare and plan for the effective teaching of adult ESOL learners by:

UNIT 4 - PLANNING AND RESOURCES FOR DIFFERENT TEACHING ON TEXTS

4a identifying and stating appropriate aims/outcomes for individual lessons

o write clear aims
o know the difference between main and subsidiary aims

4b ordering activities so that they achieve lesson aims

o sequence the activities/stages of a language focus lesson in one of the ways you have learnt on the course and so that aims are achieved
o sequence the activities/stages of a skills lesson in one of the ways you have learnt on the course so that aims are achieved

4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson
o choose materials, tasks and activities from course books and other sources that meet your aims
o create extra materials and tasks when appropriate
o adapt texts so they are easier or more relevant for your learners
o adapt tasks so that they either present more or less challenge for learners

4d presenting the materials for classroom use with a professional appearance, and with regard to copyright requirements
o make sure your handouts are legible for students
o remember to put a copyright label on photocopies

4e describing the procedure of the lesson in sufficient detail

o indicate what the learners will do so it is clear to someone reading the plan
o indicate what the teacher will do so it is clear to someone reading the plan

4f including interaction patterns appropriate for the materials and activities used in the lesson
o identify and state interaction patterns for each stage of the lesson in the procedure of the lesson plan, for example teacher-student, student -student, students work in pairs,
students work in groups.

40
4g ensuring balance, variety and a communicative focus in materials, tasks and activities
o ensure that there is a balance between teacher input and student practice
o ensuring that there is a balance between teacher-led activity and student-centred activity
o ensure that there is variety in terms of activity type in the lesson, for example, oral as well as written practice, listening as well as oral practice
o ensure that there is variety in terms of materials, tasks and activities in the lesson

4h allocating appropriate timing for different stages in the lessons

o divide the procedure into clear stages in your lesson plan and indicate how long you think each stage will take

4i analysing language with attention to form, meaning and phonology and using correct terminology
o show that you can analyse language in detail for any language focused on in a lesson
o show how the form will be clarified on the WB or OHT
o indicate how the concept will be established and checked
o indicate significant aspects of pronunciation relating to this language

4j anticipating potential difficulties with language, materials and learners

o list any potential problems for learners with language: form, meaning, pronunciation on the lesson plan cover sheet
o list any potential problems for learners with tasks on the lesson plan cover sheet

4k suggesting solutions to anticipated problems

o show how you plan to deal with potential problems with language and tasks on the lesson plan coversheet

4l using terminology that relates to language skills and sub-skills correctly

o write aims for skills lessons which relate to developing receptive and productive skills and sub-skills – e.g. developing skim reading skills, listening for gist

4m working constructively with colleagues in the planning of teaching practice sessions

o liaise and co-operate willingly and constructively with your peers in supervised lesson preparation

4n reflecting on and evaluating their plans in light of the learning process and suggesting improvements for future plans.
o discuss and note the strengths and weaknesses of your lesson plan after your lesson
o address weak areas in the planning of future TP lessons

41
• demonstrate professional competence in the classroom by:

UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT

1a teaching a class with an awareness of the needs and interests of the learner group
o find out from learners and peers about the needs and interests of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with students in open class where appropriate

1b teaching a class with an awareness of learning styles and cultural factors that may affect learning
o find out from learners and peers about the cultural backgrounds of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with students in open class where appropriate

1c acknowledging, when necessary, learners’ backgrounds and previous learning experiences

o find out from learners and peers about the learning backgrounds of learners
o find out about the linguistic strengths and weaknesses of learners
o use this information for selecting materials and activity types where appropriate
o use this information when setting up pair and group work and dealing with students in open class where appropriate

1d establishing good rapport with learners and ensuring they are fully involved in learning activities
o build a positive classroom atmosphere
o interact naturally with learners before, during and after the lesson
o maintain eye contact
o ensure that learners are involved in the lesson during teacher-fronted and learner-centred stages of the lesson

UNIT 2 – LANGUAGE ANALYSIS AND AWARENESS

2a adjusting their own use of language in the classroom according to the learner group and the context
o use simple language to give instructions and when explaining
o keep your simplified language natural

42
 o reduce teacher talk to an appropriate level

2b identifying errors and sensitively correcting learners’ oral and written language
o show an awareness of student errors
o correct learners’ language sensitively during controlled oral practice activities
o give feedback on oral errors after a communicative activity
o correct learners’ language sensitively during controlled written practice activities
o correct freer written tasks set in class or set for homework

2c providing clear contexts and a communicative focus for language

o provide a context for language by means of text, situation or task using visual aids and realia as appropriate
o ensure there is a clear link between the context and the target language
o ensure that the context provides learners with sufficient opportunity for communicative practice

2d providing accurate and appropriate models of oral and written language in the classroom
o choose natural examples of language from context
o ensure new language models are natural and accurate when drilling
o highlight the target language clearly
o ensure language used on the white board and on worksheets is correct in terms of spelling and punctuation

2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including phonology) for learners to an appropriate degree of depth
o clarify the meaning of language in language-based lessons by using one of the ways you have learnt on the course e.g. concept questions, timelines or a learner-centred task
o clarify the form of language in language-based lessons by using one of the ways you have learnt on the course e.g. using the white board or a learner-centred task
o clarify the pronunciation of language in language based lessons in one of the ways you have learnt on the course e.g. finger highlighting, highlighting on the white board

2f showing awareness of differences in register

o show an awareness of formal, neutral and informal language
o show awareness of how language changes according to different contexts in which it is used

2g providing appropriate practice of language items

o provide as much practice in context as possible
o ensure the practice is appropriate to the target language

43
 o stage practice activities logically

UNIT 3 – LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING

3a helping learners to understand reading and listening texts

o follow teaching procedures you have learnt on the course for a receptive skills-based lesson
o ensure an appropriate focus on developing receptive skills and sub skills

3b helping learners to develop oral fluency

o follow teaching procedures you have learnt on the course for a speaking skills-based lesson
o ensure an appropriate focus on developing speaking skills and sub skills
o ensure a communicative focus in speaking activities

3c helping learners to produce written text

o provide learners with opportunities to practise writing in language-focused and skills lessons
o ensure an appropriate focus on developing writing skills and sub skills

UNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISM

5a arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind safety regulations of the institution
o arrange the furniture and equipment in the classroom to suit different types of activity

5b setting up whole class and/or group or individual activities appropriate to the lesson type
o give clear instructions for pair, group, individual and plenary work
o organise the learners in pair, group, individual and plenary work
o give an example or demonstration of the task if appropriate

5c selecting appropriate teaching techniques in relation to the content of the lesson

o recognise different lesson types (skills based, language focus based) and following teaching procedures you have learnt on the course to achieve the aims of different types of lesson

5d managing the learning process in such a way that lesson aims are achieved

44
 o ensure that the activities and tasks help reach the aim of the lesson
o ensure there is an appropriate balance between teacher-fronted and learner-centred activities
o be sufficiently directive when appropriate
o keep a low profile when appropriate
o know when to intervene or not

5e making use of materials, resources and technical aids in such a way that they enhance learning
o use games, puzzles, pictures, realia, tapes to help students learn and to provide practice
o use technical aids (OHP, video, projector or sound system) so that they are clear to all

5f using appropriate means to make instructions for tasks and activities clear to learners
o use simple language to give instructions for tasks and activities
o give instructions at an appropriate stage of the lesson
o give an example or demonstration of the task if appropriate
o check that learners have understood instructions for tasks and activities

5g using a range of questions effectively for the purpose of elicitation and checking of understanding
o Use questions for

▪ setting context

▪ building up information

▪ assessing learners’ prior knowledge

▪ checking meaning of language items

▪ checking understanding of instructions

5h providing learners with appropriate feedback on tasks and activities

o give learners time to check the answers to tasks in pairs
o provide feedback on both the content of activities and the language used in them
o use a variety of techniques in order to give feedback on activities

5i maintaining an appropriate learning pace in relation to materials, tasks and activities

45
 o keep teacher language and explanation to a minimum
o allow time for learners to complete tasks without allowing activities to go on too long
o be aware of when learners are ready to move on to the next stage of the lesson

5j monitoring learners appropriately in relation to the task or activity

o listen to learners attentively but unobtrusively during stages of the lesson
o know when to intervene in learner-centred activities
o ensure that your attention is spread evenly amongst the learners
o know when to move on to the next stage of the lesson

5k beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the teaching institution clear to learners
o ensure that you are in the classroom in good time to begin your lesson on time
o ensure that your materials are prepared in good time to begin your lesson on time
o ensure that you finish your lesson on time and that you do not exceed your allotted time
o ensure students are aware of start and finish times as required
o ensure you pass on any relevant administrative information to learners when required

5l maintaining accurate and up-to-date records in their portfolio

o update your CELTA 5 booklet each day
o file TP and assignment documents (in the correct order) in your portfolio each day

5m noting their own teaching strengths and weaknesses in different teaching situations in light of feedback from learners, teachers and teacher educators
o complete a written self evaluation for each TP lesson noting your strengths and weaknesses
o incorporate feedback from others in future ensuing TP lessons

5n participating in and responding to feedback

o evaluate your own lessons, and your colleagues’ lessons, critically but constructively in TP feedback
o suggest strategies for improving weak areas
o respond positively to comments, suggestions and criticism made by peers and tutors on your lesson
o make constructive suggestions on your peers’ teaching

46
 LESSON PLANNING
Lesson Types/Shapes/Stages/Aims

When you start out planning a lesson, try and think about each lesson you teach in the
following way; use the flow chart to help you determine which suggested lesson type and
staging to follow:

Is the main focus of your

lesson language (i.e.
grammar or
vocabulary/lexis or
functional language)?

YES
NO

Is the main aim of your

lesson to practice the Is the main focus of the
language OR clarify it, OR lesson either listening or
both? reading?

CLARIFY or BOTH PRACTICE

NO YES

Are Ss tested on their See Lesson Shape B See Lesson Shape D

knowledge of that language Is the main focus either
before they have speaking or writing?
clarification of it? (Language Practice) (Receptive Skills)

YES YES

See Lesson Shape C See Lesson Shape E

(Test-Teach-Test (Productive Skills)

Clarification of Language)

NO
NO
1) Check again
See Lesson Shape A 2) Ask your tutor!

(Text-Based Clarification
of Language)

47
Lesson shape (A) – Text Based Presentation of Language
The language is introduced using a reading or listening briefly first (but this is not the main aim) and then language
from the text is clarified (checking meaning, form and pronunciation) before doing further practice. The main aim
here will usually be: To clarify and provide controlled practice of_____ .

The normal stages here are:

Lead in/ Building context To generate interest in the topic/theme/context of the text or listening
Reading or Listening task To develop reading or listening for______ / To introduce the target language via a
text or listening
Highlighting target language To highlight the target language by use of eliciting/a guiding task/an underlining
activity
Clarifying target language To :
▪ Clarify meaning of target language

▪ Model and provide controlled practice of pronunciation

▪ Highlight form
Language practice To provide controlled/less controlled/freer oral/written practice of
_______________
Feedback To establish correct answers/ to deal with results of the task

You may need to pre-teach some vocab before the reading task.

Lesson shape (B) - Language Practice

This is connected to/follows on from lesson shape A or C. If the aim of the lesson is ‘To provide controlled/freer
practice of_______’ i.e. language that another teacher has taught, then your lesson will follow on from the
previous teacher who would have clarified the language. It will involve different practice stages, e.g. controlled
written practice, controlled oral practice, less controlled written/speaking practice, freer written/oral practice.

You may not need a lead-in, but if you do, remember that this lesson is the second part of the previous lesson and
if possible, keep the same context. This type of lesson may need some student preparation, e.g. pre-teaching,
controlled practice, group discussion, role preparation. Feedback stages are also important.

Lead in (optional) (See notes above)

Set up To introduce/set up the practice activity
To highlight the (target) language to be used in the activity

Practice activity To provide controlled/less controlled written/oral practice of _____

To provide less controlled/freer oral/written practice of________________
Teacher monitors as Ss do the activity

Feedback To establish correct answers and/or to deal with results of the task
To provide feedback on use of target language – dealing with errors and problems

The above is repeated with each practice activity. You may need to pre-teach some items.

48
 Lesson shape (C) – Test-Teach-Test Presentation of Language
The students do an exercise at the start using the target language with no help from the teacher (diagnostic test).
The teacher monitors the task very carefully to see what problems the students have and then clarifies (checking
meaning, form and pronunciation) as necessary – i.e. any new language or items the students had problems with.
For example, if there are 15 pieces of vocabulary in the test, the teacher would not clarify every item. This
followed by further practice (test). The main aim here will usually be: To clarify and provide controlled practice
of_____.

The usual stages here are

Lead in To generate interest in the topic/theme of the lesson

First Test (diagnostic) To test Ss’ current understanding and identify gaps in vocabulary related
to_________

Teach (clarifying) To deal with meaning, pronunciation and form of vocabulary related to ________ -
with emphasis on items Ss did not know or were confused about

Second Test To provide controlled/less controlled written/oral practice of ______

(Controlled practice) To provide less controlled/freer oral/written practice of________________

(Freer practice)
Feedback To establish correct answers and/or deal with results of the task
To provide feedback on use of target language – dealing with errors and problems

There might not be time to do the second test stage in a 40 min lesson. In the this case, the next teacher will be
doing this as their lesson (i.e language practice as per lesson shape B)

Lesson shape (D) Receptive Skills – listening or reading lesson

The lesson can be divided into pre, while and post reading/listening stages. The main aim here will usually
be…..For Ss to develop reading/listening for gist and detail comprehension (for example)

Possible stages here are (choose as necessary):

Pre-reading / listening tasks

Lead in To activate Ss’ existing knowledge of the topic; to encourage Ss to think about
content of the text; To develop oral fluency
*Pre-teach vocabulary To pre-teach/unblock key vocab needed to help students complete the _______
task and understand the text better

*Prediction task To encourage Ss to predict/ think about content of the text

While reading / listening tasks
Reading/listening for gist To encourage Ss to listen/skim for gist/general understanding and get an overview
of the text
*Reading/listening for specific info To develop the subskill of scanning for specific information

Reading/listening for detail To read for detailed comprehension and understanding the text in depth

*Reading/listening for inference To develop reading for ideas that learners have to infer from the text (i.e. making
interpretations about what is not said)

49
 Post reading / listening tasks To develop oral/written fluency by providing an opportunity to react to the text;
To (further) personalise the topic

* = Usually optional depending on your type of text. If in doubt as to what type of tasks to use with your
text, check with your tutor.

Lesson shape (E) Productive Skills – speaking or writing

The lesson can usually be divided into preparation for speaking/ writing and speaking/writing stages. The main aim
here will usually be…..To develop oral/written fluency in relation to______(topic).

Possible stages here are (choose as necessary):

Lead in To activate Ss’ existing knowledge of the topic; to generate interest in the topic/theme of
the lesson
Preparing to write/speak To generate/provide ideas; To provide an opportunity for Ss to brainstorm ideas/prepare
notes/think about what they will say in the subsequent task. (This may involve Ss reading or
listening to something similar to what they themselves will be producing – i.e. To provide Ss
with a model for the task)
(Useful language) To provide and clarify language which Ss may find useful for completing the writing/speaking
task NB: This is NOT target language. It’s there to HELP them perform the
speaking/writing task, that’s all (i.e. Ss don’t HAVE TO use it)
Speaking/writing task To develop oral fluency through a ________ task; to develop writing skills in relation to
writing _____________
Feedback/error correction on oral/ To provide quick feedback on contents/results/outcomes and then to deal with generic
written task errors

It might be necessary to have a pre-teaching stage during this lesson.

Other Notes on Lesson Planning:

Clarifying language:

‘Clarifying’ means checking meaning, pronunciation and form (M.P.F). We focus on these things
when the main aim of the lesson is language but also at other stages e.g. pre-teaching vocabulary,
teaching useful language for a speaking/writing task. This means that you need to submit a full
analysis of the language you are teaching on paper as part of your plan. (After identifying your
lesson type/shape, this should be the next thing that you do as part of the planning process.)

Think especially about how to convey and check meaning – avoid explaining. After you have
introduced/shown the meaning of a language item in some way, try and ask questions to check the
students understand – we call these concept checking questions (CCQs).

wardrobe:
Where do you find it? (usually in a bedroom)

Write CCQs like these in your plan.

Questions to avoid are:

50
 ‘Do you understand?’
‘What does ____mean?’
‘Do you know this word?’
‘Have you seen this word before?’

Procedure pages:

LESSON TIME/ PROCEDURAL

STAGE INTERACTION DETAIL
This is the NAME of TIME: Put how long each This should be detailed – not just WHAT you are doing but
each stage. stage will take here. Make HOW you will do it. i.e. not ‘Give instructions to ex 2’ but :
sure the total adds up to 40
Also state the AIM mins in TP1-6 and 60 mins Put Ss in groups of three.
of each stage here in TP 7&8! Hold up book and point to questions in exercise, etc.
too. (See lesson
shapes above for INTERACTION: Another teacher should be able to read your plan and teach
examples). Show who will be the focus from it.
of attention for each stage,
E.g.
T Ss
NB if there are too many Ts in your plan
Ss Ss you lesson is likely to be very teacher
centred!

Think about the following when completing the procedure page and try and ‘rule off’ each stage:

Instructions:

It’s also a good idea to script all your instructions and instruction checking questions (ICQs) and include them
in your plan; this will help you to learn to grade your language.

ICQs to avoid are:

“Do you understand?”

“What are you going to do?”

Materials/Copies:

▪ You must use a computer to write your plans.

▪ Remember to attach ALL hand-outs and activities; these should also be referenced (title of book, surname(s)
of author(s), year of publication, publisher).
▪ Please submit your lesson plan by email to your tutor before 9.30am on the day you are teaching.

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52