CELTA LESSON PLAN

Name Heikyung Lawman

Date of lesson 19 December 2023
Length of lesson 45 minutes
Level Upper Intermediate
Type of lesson Listening and Speaking
Assessed TP number TP6

Main aim and context for lesson

Main aim: To enable SS to develop their listening skills for gist and detailed understanding in the context of extreme weather.
Sub aim: To enable SS to develop their speaking skills in sharing their own experiences of extreme weather.

Context (if applicable):

Extreme weather

Personal aims

To execute delayed correction

Resources

English File Upper Intermediate p 37

PowerPoint Slides
Worksheets

Assumed knowledge

Ss have experienced difficult weather.

1
Language focus Meaning Language Concept Checking Form Pronunciation
presentation
Adjective was stuck in the pub
Is the car buried under the snow? Yes.
You want to get away from it, be stuck/
Is it able to move? No /stʌkɪn/ /ðə/
stuck but unable to move in a visuals be stuck in
When you are stuck in a place, is it
particular position, or a place (place/position)
because you want to stay there? No

clinic
A building, often a part of a Is there a doctor in a clinic? Yes /ˈklɪn.ɪk/
hospital, where people can go What can you receive in a clinic? Plural: clinics
clinic visuals
for healthcare services or Medical treatment or healthcare countable noun
medical treatments services

hurricane
/ˈhʌr.ɪ.keɪn/
An extremely violent wind or Is it a storm? Yes
Plural: hurricanes
hurricane storm, especially in the West visuals Is it dangerous weather? Yes
countable noun
Atlantic Ocean

200 trees had been blown down.

Verb /bləʊn/
Was the wind dangerously strong? Yes blow something
200 trees had Wind made trees fall to the
Were trees damaged by the wind? Yes down (active)
been blown ground, usually damaging or visuals
Are the trees broken on the ground? Something be
down. destroying it.
Yes blown down
(passive)

2
Anticipated problems with target language/ pre-teach vocabulary Solutions

Meaning

SS might be aware of that a hurricane is a type of storm.

Show the picture of types of a storm by region.

Form

SS might be confused between active voice and passive voice on using ‘be blown Highlight form on whiteboard and drill as necessary.
down’. blow something down (active) / Something be blown down (passive)

Pronunciation

SS might stress ‘cane’ of ‘hurricane’. Drill the stress.

Skills (eg literacy)

Some SS might not have any memories to share experiencing extreme weather Set a task to draw their partner’s memory as they listen to it then recall the story to
conditions. changed partner.

3
 Stage procedure Interaction Practical anticipated problems
Timing Stage and aim How are you going to do it? Include your scripted instructions, S, PW, GW
and solutions
concept questions, answers to tasks etc. or OC
0-2 Lead in/set context: To prepare Ss for the Pre-teach: ‘extreme weather’ T-SS
listening by generating interest in the Use picture of three extreme weather phenomena to create
topic. interest and set the context.
2-15 Predict content through brainstorming To activate SS’ brain for the listening task, brainstorming GW Not to jeopardize the planned
activity activity using spider diagram of three extreme weather OC stages, brainstorming activity time
phenomena in a group followed by OC feedback. should be controlled tightly. –
Check the time and promptly
Show pictures and CCQs to help SS understand blocking move to next stage without any
Check blocking vocabulary: To ensure vocabularies. S-S delay.
vocabulary needed for listening task. T-SS

Language input: CCQs:

Stuck When you are stuck in a place, is it because you want to stay
Clinic there? No
Hurricane What can you receive in a clinic? Medical treatment or
Be blown down healthcare services
Is it dangerous weather? Yes
Were trees damaged by the wind? Yes
15-20 Listening Task (gist listening): To listen for Set the first listening task: listen and match exercise. S-S
general understanding SS listen to the audio and check in pairs what they heard.
After that, all class feedback. PW
SS-T
20-35 Detailed Listening Task: To listen for SS works individually then check their answers in pairs. S-S
detailed information. PW

Re-play for any SS struggling to catch S-S

details. After PW, all class feedback. SS-T
35-45 Freer Practice: Follow up Productive SS work in a small group to share their experience of extreme GW
Fluency Task: To focus on fluency weather.
OC feedback OC
Delayed Correction (if time allowed): To Focus on a selection on errors overheard – note on board – SS T-SS
consolidate what has been learnt in the decide which one/s are correct and suggest corrections for the
lesson others.