Input session · CELTA
Which shape fits which lesson. A decision tree, the six shapes, then nine ways to test yourself on them: sorting, a quiz, scenarios, meaning or form, flawed plans, pacing, sequencing, and a coursebook page.
Tap a stage card below, then tap the shape it belongs to. Six cards, six homes.
0 / 6 pinned correctly
Read the mini lesson, then tap the framework you think it is. Teal means right, red means try again.
0 / 6 correct
Based on the MFPA table: for each task type, tap whether the focus is on Meaning, Form, or Both.
0 / 6 correct
Read each lesson plan. Decide what's structurally wrong before you tap "Reveal the fix."
You have 45 minutes for a Text-Based lesson. Budget the minutes across the three stages below; the total should land on 45.
If your Lead-in & Text Reading stage runs 5 minutes over, which stage do you trim without destroying the lesson aim?
| Stage | Target allocation (45-min TP) |
|---|---|
| Lead-in & Text Reading (Gist/Detail) | 10–12 mins |
| Clarification (MFPA) | 15 mins |
| Controlled Practice & Feedback | 15–18 mins |
Pick a framework, then tap the shuffled stages below in the order you think they belong. Check your sequence when you're done.
Your sequence
Each card describes one spread from a made-up coursebook. As a group, decide: how many separate 45-minute lessons could you build from this spread, and which framework would each one use? Tap the card to compare against a suggested breakdown.
Ten parts, sixty minutes; parts 7 to 10 are optional and the page says which to drop. The coursebook spreads in part 10 are made up; no book is needed. Nothing to print.
| Stage | What you do |
|---|---|
| The decision tree | Walk it from the top with one lesson they have taught this week. Language or skills, text or no text. |
| The six shapes | Read the six cards aloud fast; this is reference, not teaching. Ask which they have taught and which they have not. |
| Card sort | Six stages, six shapes, pairs on screen. |
| Quiz | Eight cards, flip and answer, whole class. Number 4 (underlining is not practice) is the one to stop on. |
| Scenarios | Six mini lessons; name the framework. The key is below. |
| Meaning or form | Six task types from the MFPA table. Say what each would look like on a handout. |
| The flaw | Two plans; what is structurally wrong. Read the fix aloud. |
| Pacing | Budget 45 minutes across three stages; the page checks the total. Then the question: which stage do you trim? (Practice, not clarification.) |
| Sequence | Pick a framework, order the stages, check. Four frameworks; two is enough. |
| Coursebook | Part 10 only if time: how many 45-minute lessons from each spread, which framework each. |
On the page for every task. The scenarios: TTT; text-based; language practice; productive skills; PPP; receptive skills. Meaning or form: gap-fill, sentence jumble and spot the mistake are form only; grammaring and transformation are meaning and form; contrastive analysis is meaning only. Pacing target: 10 to 12, 15, 15 to 18.
Sources. The six shapes, the decision tree and the coursebook spreads are made up for this session; they draw on common ways of shaping a language lesson.