Part 1 of a 3part series on lesson planning for CELTA -for a voiced over presentation and more useful training videos for English language teachers, visit www.elt-training.com

1. Lesson Planning I
Aims and the front page
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2. Why plan?!

5. But remember it’s a plan…
..it’s not set in stone.

6. Prepare thoroughly…
…but teach the learners, not the plan.
Jim Scrivener

7. What’s in
a plan?

8. Aims
Personal aim
Materials
Assumptions/
previous learning
Stage aim
Timing
Interaction pattern
Activity
Front Page Procedure
Anticipated problems
Stage

10. Aims

11. Aims
(what I’m teaching)
or
Outcomes
(what the students will learn)
Which is better?

12. Different kinds
of aims
Main aim Sub-aim
Stage aim Personal aim

13. Aims answer the question…
‘Why?’
(the linguistic purpose)
NOT ‘What?’ (the activity)

14. The learners will do a role play
about finding a flatmate.
To practise using ‘have to’ and
‘can’ to ask about permission
and obligation

15. Needs to be specific

18. • to present and give students practice of the second conditional.
• to practise speaking in pairs.
• to help students improve their listening skills by giving practice
in listening for gist and specific information.
• to teach some grammar.
• to enable students to talk about learning to drive by presenting
and providing practice of the following phrasal verbs: get in, put
on, put into (gear), pull off, set off.
• to give freer practice of the new vocabulary listed above.
• to get to the coffee break.
Good aims or not?

19. For grammar & lexis:
To teach….
To introduce…
To revise….
…the present perfect for experience
…phrasal verbs associated with relationships
…functional exponents for making
suggestions

20. For grammar & lexis:
To give controlled/ freer
oral/ written practice
…of the language taught

21. For receptive skills:
To give practice in…
..listening/ reading for gist
..reading/ listening for specific information
…skimming and scanning
…guessing meaning from context

22. For productive skills:
To give controlled oral/ written practice of…
To give oral/ written fluency practice.

24. Which of the following assumptions are useful ones on a lesson
plan?
• The students may know most of this already.
• The students are familiar with the form of the present perfect
and regular past participles.
• The students have practised the target language in controlled
practice (i.e. a drill) already so should be relatively accurate in
freer practice (i.e. a roleplay)
• Students know the present simple, present perfect simple and
continuous, modal auxiliaries, vocabulary connected with
crime, vocabulary connected with personality, how to write
business letters, how to interrupt politely.

28. To give clear instructions using
a demonstration of each
activity
To increase student talking
time
To try using delayed correction
techniques in the speaking
activity

29. Lesson Planning II- Procedure
Lesson Planning III- Anticipating
problems