Name: Sarah Ammar Jradeh TP number: 1

Level: Upper-Intermediate Date: Monday, August 16, 2021 Length: 45 minutes

Lesson Type (tick main focus / foci as appropriate):

Speaking Writing Reading Listening Grammar Vocabulary Pronunciation Functions Tutor’s comments
v (v) v v

Main Aim(s) (state from the students’ perspective; include context and, where appropriate, specific language items, sub-skill terminology and how
students will use the language):
At the end of the session, students will be able to:
 use a lexical set of character adjectives correctly (correct pronunciation + correct form and usage)
 talk about a famous or influential person
 differentiate between formal and personal personality descriptions.

Subsidiary Aim(s) (as above, be specific in items and sub-skills, etc.):

At the end of the session, students will be able to:
 develop students’ skills of reading for gist
 revise some adjectives that describe personality
 be aware of positive and negative connotations

Evidence:
I will know if my aims have been achieved if ...
 The students finish the controlled practice with high degree of accuracy
 The students finish the less-controlled task with a moderate/acceptable amount of accuracy

Personal Aims
In this lesson, I, as the teacher, will be working on improving: I hope to achieve this by:
 Time-management Checking the clock
 Students’ participation in class Nominating students rather than leaving the
participation part open
 The given feedback to the students Asking the students why they chose the answers they
did
In this lesson, I, as the teacher, will be experimenting with: Because:

CELTA Lesson Planning Paperwork for TPs 1-2

Materials (including source – book, author, publisher, year, page / section numbers). Please submit all handouts with your plan as they are going to be given
to the students and with copyright where required.
 Textbook: Empower Upper Int SB p: 154 (Ex. a, b, c {slightly modified/removed the listening part}, d
{slightly modified/choose three famous people instead of three family members})
 PowerPoint (self-made)
 Image from Biography.com (https://www.biography.com/actor/angelina-jolie)
 Image from Wikipedia.com (https://en.wikipedia.org/wiki/Cristiano_Ronaldo)
 Image from biography.com (https://www.biography.com/writer/jk-rowling)
 Images from vectorstock.com
 Used https://www.howmanysyllables.com/ as reference for pronunciation

Stage Aim Procedure and Material Interaction Rationale

Tim Stage No. and What will happen in the lesson – what the teacher does, what the
Why the students are doing the S/PW/GW/OC/T/T (To explain any decisions in your planning
e Stage Title activity
students do. -Ss which have affected the approach /
Please state clearly which material is being used in each stage activities / procedure / staging)

6 1 Lead-in To generate students’
interest in the context of
television.
 The teacher will show the students a PW To get students to speak
collection of pictures. Then, the T will send together and revise past
ss into breakout rooms to work in pairs. Ss knowledge (personality
will have to discuss the pictures and write a adjectives they’ve learned
list with as many personality adjectives as before).
they can think of. T will monitor– (3 min).

 T and SS will discuss the lists together. T T--SS To make sure students know
will make sure to record personality what personality adjectives
adjectives only, and go over the meanings are + to raise students’
of these adjectives (ask the students awareness of positive and
whether they are positive or negative negative word connotations.
words) – (2 min).

5 2 Presentation To get SS to differentiate
– Gist reading between formal and
personal personality
descriptions.
 Ss are asked to read two short texts S To introduce the context
silently and figure out which text has formal through which the lesson will
description and which text has personal be explained. Ss should read
description (individual work) – (90 secs) individually to make sure that
everyone does the task.

 T asks ss to discuss the results together in OC Encourage peer correction

the main room (1 minute).

CELTA Lesson Planning Paperwork for TPs 1-2

 Stage Aim
Tim Stage No. and
Why the students are doing the
e Stage Title activity
1 3 Presentation To introduce new lexical
10 – Lexical terms terms to the students and
get them to try and figure
out the meanings of these
words through context
clues.
5 4 Presentation To teach ss the correct
– Pronunciation pronunciation of the new
lexical items
CELTA Lesson Planning Paperwork for TPs 1-2
Procedure and Material Interaction Rationale
What will happen in the lesson – what the teacher does, what the
S/PW/GW/OC/T/T (To explain any decisions in your planning
students do. -Ss which have affected the approach /
Please state clearly which material is being used in each stage activities / procedure / staging)
 Feedback: T comments on ss answers + T-Ss To confirm students’ answers
asks the students to justify their answers – + check the rationale behind
(1 minute). their answers
To consolidate ss
 Teacher asks the students to deduce the T-Ss understanding of the
difference between personal and formal difference between formal
personality descriptions – (1 minute). and personal descriptions.
 T will send ss to breakout rooms to work in PW Get students to practice
pairs to solve the first exercise, Task 1. figuring out the meanings of
Students have to match the words in bolds words through context clues,
in the texts with their meanings. They have which mimics how we acquire
to do so using context clues. T will monitor. new vocab in our first
– (3 minutes). language.
 Feedback: T will go over ss answers and T-Ss T will check students’
asks them to justify their answers. The comprehension of the new
meaning of these new lexical items will be lexical items + cover meaning
covered thus – (4 minutes).
 Teacher will read each new lexical item out T-Ss Ss practice figuring out word
loud. T will ask ss to identify where the stress through listening.
stress falls on each word. T will mark where
the stress falls on each word.
 Teacher will ask the students about the Ss notice that we don’t
pronunciation of certain letters in some always pronounce words as
words (like the t in ambitious). they are spelled in English.
 Teacher will model and then drill students T-Ss Ss practice correct
on the correct pronunciation pronunciation.
 1 3 Presentation To introduce new lexical
10 – Lexical terms terms to the students and
get them to try and figure
out the meanings of these
words through context
clues.
 T will send ss to breakout rooms to work in PW Get students to practice
pairs to solve the first exercise, Task 1. figuring out the meanings of
Students have to match the words in bolds words through context clues,
in the texts with their meanings. They have which mimics how we acquire
to do so using context clues. T will monitor. new vocab in our first
– (3 minutes). language.

 Feedback: T will go over ss answers and T-Ss T will check students’

asks them to justify their answers. The comprehension of the new
meaning of these new lexical items will be lexical items + cover meaning
covered thus – (4 minutes).

9 5 Controlled To check whether students  T will explain Task 2 (fill in the blanks) to ss. S To ensure all students do the
written practice grasped the meanings of T will solve first sentence as a task
the new lexical items demonstration. T will ask the students to
correctly solve task 2 individually – (3 minutes).
 T will send ss to breakout rooms to discuss PW To encourage peer correction
their answers in pairs (2 minutes).

 Feedback: T corrects the controlled T-Ss To

exercise and makes sure to ask ss to justify
their answers – (3 min).

10 6 Less  To get students to  T ask students to solve Task 3: choose S To prepare for the speaking
controlled oral speak and use the three famous people and make notes on activity.
practice new lexical items their character (3 minutes).
they’ve just  T sends students to breakout rooms to PW To get students speaking and
learned. discuss their answers in pairs (4 minutes). using the new lexical items.
 To get students to Ss have to figure out whether their friends’
figure out whether descriptions are formal or personal, and
a description is they have to find and remember the most
logical interesting description their partners
provided.

 Feedback: T asks students to share their T-Ss To check and comment on ss

partner’s most interesting description and answers.
identify whether it is formal or personal (3
min)

CELTA Lesson Planning Paperwork for TPs 1-2

CELTA Lesson Planning Paperwork for TPs 1-2