CELTA Lesson Planning
Checklist of areas to include in different lesson types
Check you have included the following areas; if you haven’t, make sure you know why and can justify it.
Reading / Listening Speaking Writing Vocabulary Grammar
A lead-in to generate A model dialogue or A model text (at some Clear context for a Clear context for a
interest in the topic of some other stimulus for point in the lesson) focus on meaning focus on meaning
the text speaking (natural usage) (natural usage)
Means of dealing with A focus on useful A focus on the genre Appropriate conveying Appropriate conveying
unfamiliar vocabulary language to help in the and its typical features and eliciting followed and eliciting followed
(especially if essential discussion by useful checking by useful checking
for the tasks) (CCQs) (CCQs, timelines, etc.)
Some prediction to Planning time A focus on useful Focus on appropriacy Coverage of relevant
activate background (preparation of ideas) features or language (register, formality, pronunciation features
knowledge exemplified by the text style, use, etc.) where including at sentence
required. level (through drilling
and highlighting).
A sequence of tasks A clear task (a goal to Planning / preparation Coverage of relevant A written record of the
which develop the work towards) which is time to help learners pronunciation features form on either the
target sub-skills as set before they start generate ideas and (e.g., through drilling) board or a handout
stated in your aims speaking plan (in pairs / groups) (which the students are
involved in working out)
A useful feedback Time for the students A clear reason to write Focus on form Form manipulation
process appropriate to engage in the (purpose) and (spelling, parts of practice (where
for the tasks set (inc. conversation and allow someone to write to speech, irregular students only work with
pair-checking and for the teacher to (audience) plurals, etc.) the target form)
justification) monitor and take notes
A response-to-the- Feedback on the A reason for students A written record (board Form discrimination
text task content of the task to read each other’s or handout) including practice (where
(students to teacher) work with follow-on part of speech, students work with the
content feedback syllables and stress, target form and other
phonemic transcription similar forms)
A language follow-on Feedback on the Teacher feedback on Controlled and Use of the target form
(if required) language used language use and task communicative use of in meaningful
(teacher to students) completion the items communication
Based on a handout from the Berlin School of English.
Based on a handout from the Berlin School of English.
