Input session · CELTA
Four decisions you make on every plan: your aims, your procedure, your interaction patterns, and what could go wrong.
An aim isn't good because it starts with the right words. It's good because someone reading it knows exactly what you're teaching and in what context. Decide on each one.
You are not writing notes to yourself. You're writing so that someone else could pick up your plan and teach the stage without you in the room, which is why it's bullet points, imperatives, and clear at every line who is doing what.
Match each one to the pattern you'd write in the column.
Two sheets, two jobs. Classroom management, tasks, materials, technology and timing go on the lesson plan. Anything about meaning, form or pronunciation goes on the Language Analysis sheet.
Their own lesson plan template and language analysis sheet open beside the page; every judgement on the page is about those two documents. Nothing to print.
| Stage | What you do |
|---|---|
| Aims | The four criteria on screen. Each aim: Ready to teach from, or Needs work; the feedback says why. Do the first two together, the rest in pairs. |
| Procedure | Same again. The one to stop on: a procedure a colleague could not teach from. |
| Interaction patterns | Match each description to the pattern. Ind, PW, GW, T-S, S-S, OC, OCFB. |
| Anticipated problems | Lesson plan or language analysis sheet. The rule is on the page: management, tasks, materials, technology and timing on the plan; meaning, form and pronunciation on the sheet. |
| Recap | Read the four boxes aloud; they are the checklist for their next plan. |
Every item carries its own feedback on the page. Start again resets a part.
Sources. The aims, procedures and problems to judge are the tutor's own, written for this course's lesson plan and language analysis sheets.