CELTA Lesson Plan

Teacher Tutor Date TP Nr Level Length

Amira Hamid 12/3 /2022 8 Intermediate 45 minutes

Materials Lesson Type

Face2Face, Intermediate, Workbook, p.80/81 Writing- reading

PPT

Main Aim Target sentences/Vocabulary

in reply to…/ range from … to…/ interested in…/ see from… /look forward to…
● To provide product writing practice of a cover letter in the context of applying
for a job. Ss may not know the meanings of the following words: advertisement/
responsibilities/ valuable/ skills/opportunities

Subsidiary Aims Personal Aims

● To practice reading for detail in the context of applying for a job allow time for error correction feedback

allocate proper timing for all stages

Anticipated Problems with Tasks and Classroom Management Solutions

Dealing with late comers Start on time, and when students arrive ask
them to join in. If Ss are doing pair or group
work ask their partners to explain to them what
is happening and then check back in a few
minutes to make sure they are settled in.
The instructions to an activity are complicated / ● Break the instructions down into
long / confusing. meaningful chunks by eliciting rather
than telling.
● Break the activity down into different
parts, i.e. first writing a set of questions
and, then, participating in an interview
using these questions.
● Ask simple questions to check the
learners are following and have
understood.
● Demonstrate what the learners need to
do.
● Give examples.

Running late Skip Exercises 5a, 5b

Language Focus (MPF)

Language analysis of Meaning, Pronunciation and Form (MPF). Include how you will convey and check meaning, any check questions, illustrate meaning/form/pronunciation, board plan,
presentation and practice of pronunciation features of the language you plan to teach and state what you anticipate will be difficult for students and how you plan to deal with it.

Language analysis

Analysis - MFP Anticipated problems Solutions

responsibilities

M - something that it is your job or duty Problems with meaning

to deal with:
Example: It's her responsibility to
Problems with form
ensure the project finishes on time.

She takes her responsibilities as a

nurse very seriously.

F - noun
P –/rɪˌspɑːn.səˈbɪl.ə.t̬i/
Problems with pronunciation
students may stress the wrong syllable
CCQs and timelines: students may pronounce /b/ instead of /p/

advertisement

M - a picture, short film, song, etc. Problems with meaning Ask CCQs
that tries to persuade people to buy Students may think that an advertisement is
posted to sell something, not to announce a
a product or service, or a piece of job opening.
text that tells people about a job,
etc.: Problems with form
Ex: She scanned the job/property
advertisements in the paper.
Problems with pronunciation drill the word chorally and individually and
F - noun
students may stress the wrong syllable highlight the stressed syllable on the board
P –/ədˈvɜː.tɪs.mənt/

CCQs and timelines:

Do we see job advertisements on TV? On
banners on the street? No
Can we find a job advertisement in a
newspaper? Yes
Does it mention job duties/ responsibilities?
Yes

look forward to

M - To look forward to something means to Problems with meaning

feel pleased and excited about something The students may not understand the
that is going to happen. meaning of the expression look forward to Ask CCQs
F - Phrasal verb - transitive and think that the speaker wants to say that
P –/lʊk ˈfɔːwədtə/ they are looking at something.

CCQs and timelines:

I look forward to hearing from you. Problems with form
Have I heard from you yet? No Learners may omit the preposition or
Will I be happy if you contact me? Yes particle.
Highlight the form. Provide controlled
Will this happen in the future?Yes
practice to check learners’ understanding.
Problems with pronunciation
The students may stress all of the words
Highlight and drill the pronunciation
equally.
pattern, both chorally and individually.
Correct all errors of pronunciation during
the accuracy work.
Lesson Procedure
Stage Aim Interaction Procedure Observation & Suggestions
◎ ⬄
& Time

lead-in To generate interest in 5 minutes I will write the word job on the board and ask the students 12:17
the topic of the lesson what comes to their minds when they hear this word.
T-Ss Engaging and effective lead-in
Then, I will ask the students to discuss together what their
Ss-Ss job/ dream job is and whether they like it or not and why. I Ss-centered as well
will nominate a couple of students to tell the class about
their partner.
I would also start this lesson by writing on the board four
jobs and asking the students which one do they think I
have never done . I’ll say which was my favorite, which
was the least favorite and ask the students to do the same
in pairs/ groups.
Reading for To enable Ls to get a 5 minutes I will ask the students if they have ever applied for a job, Effective setting of task.
detail general understanding how they can apply for a job and what they need to apply
S Clear instructions
of the text/ to provide for a job. I will try to elicit CV and application email.
Ex 2a
a model of production S-S Explain what’s an application email and ask CCQs to check But you spent some time trying to elicit what
expected in coming understanding ( some students may not know what’s an will be written in the email.
T-Ss
tasks through reading application email or even why it is important, therefore I You provided Ss with the answer key.
will try to briefly explain why it is important).
I will tell the students that they will read a sample
application email and answer the questions on HO1. When
they finish they can check the answers in pairs before
providing them with the answer key.
Genre analysis To develop Ls writing 10 minutes organization:ex3/5a Clear instructions for the task and demo.
skill by drawing their
language 4a T-S Clear instructions for the other tasks as well.
attention to features
5b Effective use of ICQs.
of the S Ask the Ss to read the text again and match the heading to
organizationex the paragraphs. Model the first one for them. Ss check the
Ss-Ss
3 ex5a answers in pairs then the whole class.
genre (content and
language:
language)
Chest HO3 and ask the Ss to match the formal phrases
from the sample cover letter to the informal sentences-f.
Some students may not be familiar with the difference
between formal and informal language.
I will elicit the difference by asking CCQs.
Ss will do the second exercise on HO3 individually, check
the answers in pairs and then I will provide them with the
answer key.
Optional:(I would skip this stage if I was running out of
time) Ss put the paragraphs of an application email in
order then read it again to find 10 mistakes and correct
them.
Motivate Orient Ls to the type 5 minutes Ask the students to choose a job advertisement or to use Clear instructions
students to of text, context, target their own ideas and make notes in the provided table. This
T-S
write reader will help the students to plan for the final writing
S task.(outlining)
planning
ex6a
Writing task To enable Ls to 10 minutes Tell the Ss that they have 10 minutes to write an application
practise writing skills letter using their notes.
6b
S
Stick students' writing on the wall and have them read each
other's letters and decide whether s/he should get the job or
not.
or
Students can exchange their emails and use the peer review
checklist to check each other’s emails.
I will monitor the students while they are writing and provide
support when needed. I will also take notes of Ss’s errors for
delayed error correction feedback.

Feedback To provide feedback 2 minutes Write 2 correct and 2 incorrect sentences on the board.
on content and Have students comment on them.
T-Ss
language

Paste diminished versions of your slides and other visual material here:
©Face2Face, Intermediate, Workbook, p.80
©Face2Face, Intermediate, Workbook, p.80
©Face2Face, Intermediate, Workbook, p.80
©Face2Face, Intermediate, Workbook, p.80

©Face2Face, Intermediate, Workbook, p.81

©Face2Face, Intermediate, Workbook, p.81

©Face2Face, Intermediate, Workbook, p.81

©Face2Face, Intermediate, Workbook, p.81

Writing an Application Email Checklist

Greeting

Reason for writing

Skills and experience

Formal language
Creating an application email

1. Why you are writing

2. What you are doing at the moment
3. Why you are applying
4. Further information about yourself
5. conclusion

1. I am writing in reply to you advertisement on The Guardian

website.
2. At the moment, I am working as the …
3. My responsibilities range from … to …
4. I am very interested in working for …
5. As you will see from my Cv…
6. I look forward to hearing from you
hakjshkj