CELTA – Lesson Planning 1



hello and welcome to this session from ELT training comm I'm JP Tonga and today we're going to be looking at lesson planning this is the first in a series of three sessions on lesson planning and this one's going to look at pains and the front plank first question good questions why bother to plan a tool and I suppose this to me typifies why if you don't plan you kind of walk into a bit of a wilderness in the classroom and you don't know where you're going so that's the reason to have a plan if you know where you start and it's important also to know where you're starting that's important part of planning and you know where you're going to go which clearly is also important then it's easier to plan how to get there and to think about what's the most straightforward route and what sort of problems you might come across along the way but I think it is really important to keep in mind that it is a plan so it's always going to be subject to change it's not set in stone it is possible to change it Jim Scrivener says that you should prepare thoroughly and I thoroughly agree with him but that you should teach the learners and not the plan and I think that's also something to bear in mind you should prepare really well especially as a novice teacher there's a really good correlation between the amount of time you put in preparing and how well a lesson goes but it's really important that you look at the road as you're going along watch the learners and see how they're doing it might be that they're picking up what you're teaching much faster than you expected and and so you can move on faster or vice versa that they don't understand that you need to go back and and go over it again so it's really important to teach the learners the plan isn't set in stone it is changeable but it's worth having a good plan behind you something's question is what was in a plan these are some of the things that probably are in the plan that you've been given the template you've been given and generally plans are divided into a front page and a procedure page so there's a division between the two now if you have a look at those things some of them are in the right place and some of them are not so I'd like you just stop me for a minute and see which of those things do you think should be on the front page and which should be on the procedure page hopefully you've you've had a look this is the answer and today in this session we're going to be looking at the front page session – we'll look at the procedure and session 3 we'll look at anticipated problems because that's quite a big chunk of stuff as well but today as I say we're going to look at the front page so you've probably got something that looks similar to this as a template that main probably doesn't look exactly like this but it'll have most of those elements in it so the first things of course are you know your name and the date and the length of the class and the level of the class these clearly are important this is just admin stuff so the first really important thing looking at are the aims the aim is probably one of the most important parts of a lesson it's where you think you're going now sometimes aims are expressed as aims in terms of what I'm teaching and sometimes they're expressed as outcomes which is what the students will learn so yeah you might ask well which is better it's a bit of a difficult question to answer really and I think it's a bit based on your personal preference and I guess more recently outcomes have become the more popular ones you know things like Ofsted are more keen on outcomes on the idea of what the students will learn because then there's more emphasis on the learning than the teaching because clearly these two things aren't always the same but sometimes they'll be quite similar so your aim might be to give students practice in listening for gist and your outcome might be students will have practice and listening for gist so in that case they're very similar I think personally I prefer aims because I think that you can spread out a smorgasbord for your learner's and put the best things there you can out for them but you can't force-feed them so what actually is the outcome you don't necessarily know however outcomes can be useful because they can allow you to reflect back on your lesson and think well is that what happened is that what the students learnt so you know it's kind of personal preference and sometimes some institutions will ask for one or the other or both actually so but those both things exist now there are different kinds of aims so the main aim clearly as it states on the tin is that the thing the main thing that you're interested in doing in the less and the main thing you want them to learn but there may also be subs along the way so for example you may want to be teaching some vocabulary but by the by you're going to be doing some reading for example stay James are also really important so each stage of the lesson also you will seem to think about why are you doing that particular thing we'll talk about this more in the next video and then finally there are personal aims so these are things that you want to change about your teaching as opposed to you know what the learners are learning so that might be something you want to improve about your personal qualities as a teacher something to think about I think this is probably helpful is that aims answer the question why something why you're doing something what's the linguistic purpose of a particular activity or a particular lesson and what it's really easy to get confused with I think is it's the what which is the activity so aims aren't about a watt they're not about the activity they're about the why you're doing it what are they actually learning why are they doing this activity so for example the learners will do a role play about finding a flatmate this isn't a good aim this is a what this is what they'll do but you don't need to teach them to do a role play role playing isn't useful at the greater scheme of things however to practice using have to and can to ask about permission obligation that is a useful function linguistically okay so they might be saying you know do I have to do the washing up and can I bring my friends over so they are doing this role play that if I'm your flatmate but the linguistic reason for it is that second one so that's a better aim the other thing that's worth thinking about with aims is that they're kind of like an address if you set off in a taxi you don't want to be going to Birmingham that's too general you want to be going somewhere quite specific so an aim needs to be specific the more specific is the more likelihood you have of knowing where you're going and knowing if you're there when you arrive so for example to teach some vocabulary is not a good aim because it's just too blurry what vocabulary for receptive purposes for productive purposes you know do you expect them to know a little bit of it before it's not specific enough so have a look at these here are some aims do you think that these are good aims or not remember we're thinking about something which is quite specific okay so that first one present give students practice the second issue that's a good aim but the second one practice speaking in pairs isn't a good aim yes you want them to practice speaking but is this oral fluency do you want them to concentrate on being accurate does it matter that it's in pairs you know this is not specific enough the third one that's a good aim but the fourth one is not so to teach some grammar well what grammar how you know to what extent do you want them to know it is this again four receptive for productive purposes what the next one is a good aim that's very specific okay so we're talking about a topic area we're actually talking about the specific phrasal verbs that we're going to ask them to use and that we're presenting and providing practice on it's as if were doing and free a practice of the new vocabulary that's a good aim so gets the coffee-break might well be a stage aim but it isn't really a very good one okay you can probably think of better reasons to do something than that so just to give you some examples I mean I think aims often a quite formulaic to be honest the certain language which is involved in these so it might be to teach something to introduce it to revise that are you expecting that they already know it a bit are you expecting that they don't know it at all the present perfect for experience so the present perfect has lots of uses so you want to specify which use that you're aiming at phrasal verbs associated with relationships for example so you know split up go out with that sort of thing that might be something functional exponents making suggestions you should why don't you kind of thing so thinking about being quite specific about what it is that you're teaching for grammar Alexis also clearly going to need to give practice of the language taught is it control practice is it freer practice is it oral practice is it written practice so again specify these things for receptive skills you might want to give practice in listening or reading for gist for specific information might be skimming or scanning guessing mean even context these particular sub skills that you might want to be giving practice in possibly for productive skills controlled or all written practice of something this might be functional this might be grammatical this might be lexical oral or written fluency practice it might be that you just want them to improve their fluency so these are the kind of your wordings if you like that are helpful when you're writing aims so coming back to our template we've looked at the aims the next section down says assumptions so your assumptions are what you assumed before you go into the classroom so it's essentially where this particular lesson fits into the bigger whole hopefully working from a scheme of work or from a course book so that you know they've done certain things they know a certain amount of stuff what do you think they won't know that's what your assumptions are here are some examples of assumptions some of them are good and some of them are not so good what do you think just stop me for a minute and tell me what you think okay clearly this first one is not a very good assumption if they know most of it already then why are you wasting their time with it I think you know that's not a good assumption the second one is a good assumption so they know the form of something but perhaps they don't know you know wait they won't get it right in practice I mean this is very very common that learners know the form they can fill in the gaps but they don't they're not able to produce it fluently in áfreeá practice so that's a very common assumption and the next one which is also good is quite similar so they've practiced in a controlled way so this should be relatively accurate I say relatively because you know you've probably found out by now that it doesn't translate very well usually from the controlled to the Fria necessarily and then we've got this final one which really isn't so great we don't need to worry about everything that they know already we just need to worry about what is relevant to what we're going to teach today coming back to our plan then we have materials you need to say what you're going to be using clearly for copyright purposes you need to have this as part of your plan and also personal aims so the person names are a bit different because these aren't about what the tip learner is going to learn or what you're teaching them but it's about what you plan to improve about your teaching in this lesson now this might be something that you want to you do so well before and so you want to improve and it might be just something that you want to try that you haven't tried before so these are the kind of things that might be personal aims if you found this helpful there are two more videos about lesson planning the next one is about the procedure page and the final one is about anticipating problems so do look out for those thank you very much for by

22 thoughts on “CELTA – Lesson Planning 1”

  1. Thank you for these extremely helpful videos! I really appreciate all of the wonderful explanations along with your practical examples.

  2. Hi Jo, thanks for the videos! (Although I know it's been over two years since you posted the video..) Would you say 'aims', 'goals' and 'objectives' are interchangeable?

  3. Dear Jo: Hope you are doing great 🙂 
    I forgot something important, we are presenting (lesson plan, speaking strategies, etc etc) 
    during class time (from 8:45 am to 10:15 am 
    but I think I can hang out with you,record our conversation, and then I will share it with my classmates. 
    From 11:00 to 11:30 am (peruvian time).

    Please, let me know if this is ok for you. 
    Thank you very much.

  4. These are helpful, but slow. Luckily, there is a speed option. x1.5 seems good to me. I will be watching the rest for sure.

  5. Hi, there. I did the CELTA in January last year in São Paulo, Brazil. It has changed my way of teaching and the way my students learn English now. They are ore confidente and resourceful. However, as time passes by, one forgets some basic steps concerning CELTA. Thank you for the vídeos. They are like a reminder of the classes I took in 2013. The vídeos are awesome.

  6. Hi there, thanks for the videos 1,2 & 3, they're extremely useful. However, the level of planning seems rather daunting. Typically, how long would you expect to spend planning an individual lesson?  

  7. Hi Alejandra – not sure about doing one about CLIL as I don't have a lot of experience with this… Glad you like the videos, though 🙂

  8. Very helpful!
    Would you post any videos related to CLIL?
    Thank you SO much for sharing so much knowledge 🙂

  9. Thanks for the nice feedback, Katy! I'm hoping to get parts 2 and 3 out over the next couple of months…

  10. Brillient!! I recommended your channel at the College where I have just completed my CELTA and everyone including the teachers are using it and recommending it to other students. Thanks for all your videos they were very very helpfull during my course. I will keep watching you anyway…I am always learning! 😛
    Chris

  11. Wow!I'm so excited !I'm the first keen viewer writing comment on this extremely useful video…I sincerely appreciate your worthy knowledge,your ammicable purpose to help teachers and learners and your highly generous attitude for releasing such amazingly helpful videos.just impatiently waiting for the lesson plan 2!thank you verrrrrry much.

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