CELTA | Blended Unit 03: Lesson planning

1. Lesson Frameworks
CELTA | Blended
Unit 03: Lesson planning

2. - Grammar
- Vocabulary
- Functions
GUIDED DISCOVERY (text-based
presentation)
1. Lead-in
 (Contextualization)
2. Reading | Listening for gist
 (A simple task for students to have have a first contact with
the text)
3. Noticing
 (Worksheet focusing on the target language)
4. Guided discovery
 (Highlight meaning, form and pronunciation)
5. Controlled practice
 (Controlled activities for students to use the target language)
6. Freer practice
 (Freer, usually personalized activities for students to use the
target language)
7. Feedback
 (Provide feedback on strong and weak points, and both on
language and content)

3. - Grammar
- Vocabulary
- Functions
SITUATIONAL PRESENTATION (PPP –
Presentation, Practice & Production)
1. Lead-in
 (Contextualization)
2. Presentation
 (Highlight meaning, form and pronunciation)
3. Controlled practice
 (Controlled activities for students to use the target language)
4. Freer practice
 (Freer, usually personalized activities for students to use the
target language)
5. Production
 (Usually a communicative activity)
6. Feedback
 (Provide feedback on strong and weak points, and both on
language and content)

4. - Grammar
- Vocabulary
- Functions
TEST-TEACH-TEST (TTT)
1. Lead-in
 (Contextualization)
2. Task
 (Practice activity focusing on the target language)
3. Teach
 (Highlight meaning, form and pronunciation of the
language students have problems with)
4. Task (s)
 (A sequence of two or three activities for students to use
the language that increase in level of challenge)
5. Feedback
 (Provide feedback on strong and weak points, and both
on language and content)

5. - Reading
- Listening
1. Lead-in
 (Contextualization)
2. Pre-reading | Pre-listening task
 (A task that prepares students for the text and that
facilitates their understading
3. Initial task
 (A simple task that focusses on the gist of the text or on
simple specific information)
4. Detailed task
 (A more challenging task that focusses on the details of
the passage)
5. Follow-up
 (A productive skill activity for students to react to the
content of the text; give a personalized answer)
6. Feedback
 (Provide feedback on strong and weak points, and both
on language and content)

6. - Speaking
1. Lead-in
 (Contextualization)
2. Pre task
 (Activation of language or content)
3. Preparation for task
 (This is when students organize their ideas and think
about what they are going to say in the speaking task)
4. Speaking task
 (Learners perform the proposed task)
5. Feedback
 (Provide feedback on strong and weak points, and both
on language and content)
6. Reformulation
 (Students redo the task based on the feedback received)

7. - Writing
1. Lead-in
 (Contextualization)
2. Model analysis
 (Students analyse the lay-out and/or language of a model
text)
3. Practice
 (Students do activities that focus on the language or on
the structure of the text they are going to write)
4. Preparation for writing
 (This is when students organize their ideas and think
about what they are going to write in their writing task)
5. Writing task
 (Students write the text)
6. Feedback
 (Provide feedback on strong and weak points, and both
on language and content)