Our intention in this section is not to provide you with lesson plans that you can download and take straight into your observed (and assessed) lesson and use just like that.
Rather, it is to provide some examples of lessons and look at what worked in them and why they worked and in what ways, if any, they might have been improved.
Rachel Malachi used her own text to focus on the difference between past simple and past continuous | lesson plan
Abbi Freeman used an Amazon.com book review as a model to get her students to write a similar text, which was then posted on Amazon | lesson plan
Helen Shelton used material from the students' course book to focus on the difference between dynamic and stative verbs | lesson plan
Claire used a role-play in this lesson as a starting point for a discussion on advertising | lesson plan
Lesson Plans: two of your four course assignmentsCELTA centres are responsible for designing four written assignments relating directly to the course programme. At IH Barcelona, two of these are integrated into the lesson plans you write for classes that you actually teach.
Language Related Tasks
One of these is what we call "Assignment 2", which is on Language Related Tasks. Essentially, what this requires is for you to identify features of meaning, form and phonology and to plan one of the (approximately) six to eight lessons you teach during the course, on a particular language area.
You fill in your lesson plan on the green form you can see in the image at the top of this page (underneath it, in the photo, are the materials and the tutor's evaluation of the lesson, all of which goes into your dossier).
Apart from requiring you to identify features (and potential problems) of meaning, form and phonology, the form also neatly has you thinking about such things as the communicative and linguistic aims of the lesson, how it fits in with the students' previous work, what assumptions you are making about what they already know, and so on -- all of which are important to lesson planning.
Lessons from the classroom
Part of our "Assignment 4" gets you then to reflect on the lesson you taught. "How well do you feel the lesson went? Did you achieve you aims?" we ask. And before you answer "Great!" and "Yes", the next question is "What evidence can you give?".
Reflecting on what worked and what didn't, learning from what went well and what didn't -- that's an important part of the process of learning to be a teacher. "What would you do differently next time?" we ask. You see, no matter how much teaching experience you may or may not have, the practice of teaching is really a process of learning (and isn't one that ends with your CELTA course, either, for that matter).
Assignment 4 also asks you to reflect on the teaching that you have observed others doing (your tutors, your fellow trainees) and asks "What have you learned from watching practising teachers?".
Probably not many trainees actively enjoy being observed teaching (though in fact it's not nearly as bad as it might sound); but watching others teach, now that's a fascinating experience and one from which you can learn such a lot.