CELTA Teaching Practice Lesson Plan (procedure sheet)

Stage/Act I/A Time Aim of stage / activity Procedure Tutor’s notes

1. Lead in T>Ss 2min Set the context and pre-teach T mimes out “threatening” someone to set the context
new vocab of bullying.

Ss>T Ss to guess what the act is.

2. Call-outs T>Ss 3min Pre-teach new vocab T show list of callouts with key words and phrases
related to bullying.

Ss>T Ss to discuss the words as a class to clarify meaning.

T>Ss T to check for comprehension.

3. Miming Ss>Ss 3min To develop Ss use of Each pair pick one of the words / phrases from the list
expressive hand gestures and to mime in front of the class. Class must guess the
body movement to convey word / phrase.
meaning
4. Prediction T>Ss 2min Guess the meaning of the story T shows the title of the story and advert. T asks Ss to
title and advert to predict focus on the shoes to help them with trying to guess
content what meaning they might have in the story.

Ss Ss to discuss in pairs.

Ss>T Ss to share feedback with the class.

5. Gist Reading T>Ss 2min Gist reading to identify general T shows the first paragraph of the story on WB. T
meaning of the article and to Instructs Ss to read it to get the gist of the story’s main
predict story ending theme and to try to predict the story ending.

Ss Ss individually read the first paragraph.

Ss>T Ss share feedback with the class.

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6. Scan Reading T>Ss 7min To read for specific information T handouts out complete story text and multiple-
choice handout exercise and explains to Ss that in
groups of 3, they are to scan read the entire text to
answer the questions in the handout provided.

Ss >Ss Ss to complete the task in their groups.

Ss>T Answers checked as a class.

7. Pre-reading T>Ss 8min To practise reading a role in a T explains to Ss the concept of reader’s theatre and
out loud reader’s theatre script how it’s different to regular theatre. T emphasises that
vocal expression does the story telling in reader’s
theatre and not visuals like costumes and sets.

Ss are given the reader’s script in which each of their

dialogue is highlighted. Roles are pre-assigned to Ss.

T models an example to Ss.

Ss>Ss Ss read and practise their lines in pairs.

T>Ss T closely monitors to help Ss with pronunciation,

clarification and to encourage vocal expression.
8. Reading out T>Ss 13min To practise reading out loud T asks all the Ss to come and stand or sit in front of
loud - with vocal expression the class as a group and to read the script.
Reader’s
Theatre Ss>Ss Ss perform the reader’s theatre text with each S
reading out their respective lines.

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