план урока английского по методике CELTA | советы учителю

Main ideas / concepts / lessons conveyed

• Author’s goal: demonstrate how she prepares an English lesson using the CELTA method (“Selta” in subtitles) and combines “business with pleasure” by filming her workflow.
• Lesson focus example: a lesson on reading a text with the goal of:
  • reading for general meaning,
  • then detail,
  • followed by targeted vocabulary,
  • and a speaking follow-up.

CELTA-style lesson structure (as she explains it)

• You don’t jump straight into the reading task (“Let’s read the text”). Instead, you introduce the topic smoothly first.

• Reading is split into phases:

  • global understanding,
  • then detailed searching,
  • then deeper language work.
• Vocabulary and meaning are handled contextually, then used in speaking.
• The lesson ends with delayed feedback (correcting errors without interrupting fluency).

Preparation workflow philosophy

• Do all textbook tasks yourself first, to:
  • catch mistakes you might make,
  • anticipate difficult questions and be ready to help,
  • verify whether the answer key might contain typos.
• Choose materials based on the student’s needs:
  • sometimes use a whiteboard / shared digital space if the student has no materials,
  • sometimes use a Google Docs “digital workbook”, especially when the student has a textbook.

Timing and adaptation

• She estimates timings for each stage:
  • reading once,
  • reading again,
  • vocabulary/word work,
  • speaking,
  • an extra activity,
  • and homework.
• After teaching, she notes she must adapt to the student’s pace and be ready for the learner to not know words the teacher assumed were already familiar.

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Method / lesson plan (CELTA-based)

1) Lead-in (Lead / “small task”)

• Start with a short task/question that introduces the topic.
• Purpose:
  • approach today’s goal (reading) smoothly,
  • avoid immediately saying “Let’s read the text.”
• In her case:
  • she considers a 2–3 minute minimalism introduction activity (e.g., a short video segment / another question / a “nasheed” mentioned), intended as a brief warm-up.

2) Main reading phase(s)

• Goal: read for meaning.

First reading = “Leads / reading for gist”

• Student reads to understand the overall idea.
• Teacher doesn’t overload the learner with many tasks at once.
• She gives one main task, positioned closer to the end so the learner reads the whole text.

Second reading = “Tails / reading for detail”

• Student reads again to find specific information, such as:
  • dates,
  • numbers,
  • answers / selecting options.

Deeper language extraction = “preparation” (language focus from the text)

• Take expressions from the text and ask the student to:
  • work with them,
  • find them,
  • explain meaning,
  • or complete tasks using them.
• Timing options:
  • either insert some language work before reading if phrases may be difficult,
  • or read first for gist, then introduce details and useful words.
• After that, she may do vocabulary cleanup or skip irrelevant parts depending on context.

3) Post-reading tasks

• Purpose: speaking practice connected to the text topic, but personalized for the learner.
• Example pattern:
  • if the text topic is “proper nutrition,” prompts ask about the student personally.
• Final delayed feedback:
  • collect notable errors/phrases during speaking,
  • correct them later (rather than interrupting mid-sentence),
  • provide saved phrases for review and improvement.

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Materials / resources and how she uses them

• Textbook series: “Complete” (for FCI exam preparation, per subtitles).
• Teacher’s notebook (teacher resource book):
  • she uses it but warns that some notebooks only include answers, which may be less helpful.
  • for her lesson, it includes items like:
    • rewriting the title using different wording,
    • possibly extra guidance/assignments.
• Workbook:
  • she likely skips it for this lesson because its tasks don’t match the text well.

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Her specific classroom lesson design example

Topic text (described in subtitles)

• A story about a girl who studied for two years, leaving her belongings with friends.
• Friends keep her things, and she retrieves them when she returns.
• Theme connects to a minimalist lifestyle and keeping possessions intentionally.

Vocabulary workflow (dictionary-based)

• She uses a dictionary repeatedly (Google is mentioned).
• Steps she takes:
  • write down words to work with,
  • copy definitions and examples,
  • plan how to turn them into student tasks.

Vocabulary task format: gap-filling / cloze

• She designs a table-like exercise:
  • sentences with missing words,
  • student inserts the correct word from the provided list.
• She randomizes/selects the order to avoid a “row-by-row” feel.
• Estimated time: about 7 minutes for explanation + task completion.

Speaking practice based on vocabulary

• After vocabulary, she prepares questions that require using those words.
• Estimated timing:
  • about 2 minutes per answer,
  • roughly 7–15 minutes total, plus a little extra.

Homework

• She assigns a short minimalism-related article.
• Homework tasks:
  • read the article and identify the main idea,
  • then do a creative self-audit:
    • count how many different clothing items the student has,
    • list which types of items she doesn’t wear / don’t apply (based on the prompt),
    • note: she lives with parents, so the focus may be on her own items.
• Benefit: practice using new vocabulary to describe possessions.

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Timing she planned (approximate, based on subtitles)

• Lead-in (“Small Tag”): ~5 minutes
• First reading: ~5 minutes
• Second reading + detail tasks: ~10 minutes
• Post-reading speaking: ~10–15 minutes
• Subtotal so far: ~35–40 minutes
• Additional activity: ~20 minutes
• Homework explanation: ~1 minute

Actual outcome later: she notes they didn’t finish the last question during the real lesson.

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Sources / speakers featured

• Anya (main speaker/teacher; video narrator and lesson designer)
• CELTA methodology (referenced as the framework)
• Google Dictionary / Google Docs (tools she uses)
• Textbook/series: Complete (FCI preparation) + its teacher’s notebook
• FCI exam (referenced as the goal)