What it could look like

There is no global, definitive format for a lesson plan. Some schools may have a template for lesson
plans and you may be asked to follow this. However, this doesn’t happen often.
We have constructed a lesson plan template for you. This is based on a format we have used for
many years and still serves us well to this day.
It is a clear guide, covering the 5 steps of a lesson. At first sight, it may seem a little bit daunting but
if you stick with it you’ll find you can adapt the content easily to fit any lesson without spending
time on drawing up new and different templates.
Here is a copy of our 5-Step Lesson Plan Template. It contains solid guidance on what you should
be aiming for and thinking about at each step. Obviously, when designing your specific lesson plan,
you will need to expand the boxes on the template.
Let’s explore this until you feel you have a good grasp of it. Go through this slowly, reflecting on
all of the questions under the main heading.
5-Step Template
Name: _________________ Class/Grade Level: ________________ Date: _____________
CONNECTION TO
OBJECTIVE.  ACHIEVEMENT GOAL.
What will your students be able to do? How does the objective connect to
your achievement goal?
PRE-
   
PLANNING
ASSESSMENT.
How will you know whether your students have made progress toward the
objective? How and when will you assess mastery?
 
LESSON OPENING.  (__ min.)
CYCLE How will you communicate what is about to
happen?  MATERIALS.
How will you communicate how it will happen?
How will you communicate its importance?  
How will you communicate connections to
previous lessons?
How will you engage students and capture their
interest?
   
INTRODUCTION OF NEW MATERIAL.  (__
min.)
What key points will you emphasise and
reiterate?
How will you ensure that students actively take
in information?  
How will you vary your approach to make
information accessible to all students?
Which potential misunderstandings will you
anticipate?
Why will students be engaged/interested?
 
GUIDED PRACTICE. (__ min.)  
How will you clearly state and model
behavioural expectations?
 How will you ensure that all students have
multiple opportunities to practise?
How will you scaffold practice exercises from
easy to hard?
How will you monitor and correct student
performance?
Why will students be engaged/interested?
   
INDEPENDENT PRACTICE. (__ min.)
How will you clearly state and model
behavioural expectations?
In what ways will students attempt to
demonstrate independent mastery of the  
objective?
How will you provide opportunities for
extension?
Why will students be engaged/interested?
   
CLOSING. (__ min.)
How will students summarise what they
learned?
How will students be asked to state the
significance of what they learned?
 
How will you provide all students with
opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Issue homework as necessary.
   
Back to top
Background to your lesson plan
This lesson is geared to beginner learners of any age group. It is an introduction to the comparative
form of adjectives (but you won’t use these words with them).
The learners have already learned and can use all of the basic one-syllable adjectives you will use in
your lesson plan, although you will add in others (which they also know) later for homework to
demonstrate that the form can be applied to most one-syllable adjectives.
Also, your learners know and can use the structures: I am big/small /young/old and he/she/it is
big/small/ young/old etc.
As this is their very first lesson on the comparative, you won’t bring up any exceptions or
differences; e.g. some adjectives doubling the final letter in the comparative form, e.g. bigger.
Any exceptions, differences or spelling issues can all be handled in later lessons.
PRE- CONNECTION TO
OBJECTIVE
PLANNING ACHIEVEMENT GOAL
To introduce my students to the comparative My objective is the first step to
form of 4 adjectives (bigger, smaller, younger, ensuring that my students are able to
older) and to ensure by the end of this lesson utilise a wide range of common
that they will be able to utilise these forms in comparatives and superlatives, in
speech and writing. speech and writing, relative to their
age and level, by 20th December.
 ASSESSMENT
By observation during their independent practice, by checking their worksheets, and
via a homework assignment. 
LESSON OPENING (7.5 mins.) MATERIALS
CYCLE Relate back to previous learning – one-syllable
adjectives and structures I am big/small etc. and
he/she/it is big/small etc. Check this. Warmer
with blocks-big and small towers. Then focus on
big using Anjelica and Carlos-front of class.
Don’t have word to describe Carlos who is Blocks
bigger. Important to know this and other words Anjelica and Carlos
to describe differences in people, animals,
things. Words not difficult. Will help them. Will
show words on board then use Anjelica and
Carlos again. Then a written activity and some
fun games. And some nice homework.
INTRODUCTION OF NEW MATERIAL (10
 
mins.) 
Anticipate misunderstanding-keep emphasising Board
what they will learn relates to lots of other words Anjelica and Carlos
– not just these 4 words. Emphasise new words All in pairs
important (to show differences) and not difficult.
Board
Keep them engaged: intentional mistakes with
stick figures; use learners at random; ask them
for examples (realia); simple questions that can
be answered. Keep checking absorption and use
varied approach: questions, their demonstrations
and examples (realia), eliciting.
Draw Anjelica. Elicit big first for Anjelica. Then
draw Carlos. What can they see? Carlos
is….Gestures and hand movements to show
Carlos bigger but don’t have word. Tell them
Carlos is bigger. Write bigger under Carlos,
underlining the ending –er. Get them to repeat
biggeras a class and ask learners at random to
repeat the word. Get them to repeat: Anjelica is
big. Carlos is bigger.Point to the ending-
er.Check pronunciation.
Bring out Anjelica and Carlos again. Ask the
class at random. Who is big? Who is bigger?
Confirm and praise.  Keep checking
pronunciation.
The learners return to their seats. Now ask all
the learners to get into pairs, swiftly – with one
partner being bigger than the other. Go round the
pairs, checking they can identify themselves as
big and bigger. Confirm and praise.
Now demonstrate again from board work that for
the comparative (won’t use this word) they add –
er to the basic word when the other person, thing
or animal is bigger – both in speaking and
 writing. Remind and demonstrate to them on the
board that this happens with most words that
they know, e.g. small-smaller, young-younger,
old-older, miming these and using the learners to
demonstrate your point.

1
  GUIDED PRACTICE. (15 mins.)  
Keep them engaged! Emphasise that these new words are very important. But they’ll
use lots of words they already know. Finish with fast-moving question/answer session
to ensure engagement and interest.
Tell and demonstrate. Pin up (Blu-Tack) flipchart sheet – a large copy of the
worksheet. Ensure all can see. Hold up worksheet. Explain they are going to write in
their answers on their worksheet. The exercise has two parts – questions 1-4, and
questions 5-8.
In questions 1-4, they need to write in words, using the same form as they learned
about the word big by adding –er on the end of the word. In questions 5-8, they have Blu-Tack
two sentences in each question. They need to complete one of these by writing the Flipchart
missing word on the dotted line.  Tell them they’ll work in pairs. Check understanding Worksheet
by questions and eliciting. Worksheets
Put in pairs. Hand out scaffolded worksheet.  Then monitor, help and correct Realia
throughout this step. Ignore spelling. Then correct as a whole class, asking pairs at
random to give their answers, confirming each pair got it right and checking
pronunciation by class drilling and by random selection of learners. Confirm and
praise. Clear up any mistakes.
Then, l introduce some realia: toy animals and things that they can compare, giving
out their responses orally, whilst using the practised structure, e.g. bigger, smaller,
younger, older. This will further consolidate their learning and it will also give me
further opportunity to correct any pronunciation issues.
INDEPENDENT PRACTICE. (20 mins.)  
Observe, listen and assess. Blu-Tack
The two exercises will keep them engaged and interested. Also, continue to emphasise Flipchart
that these new words are very important. Again, work in pairs, which always engages Worksheet
them. Keep encouraging and praising them – this also engages them.  
Clearly state what I want them to do, and demonstrate what I want them to do.  
Activity 1  
Demonstrate the first activity by using a flipchart sheet with a copy of their worksheet Worksheets
- a copy of a map of South America (students are Colombian) with country names
clear and sizes added in. Pin it up with Blu-Tack
Identify who is A and who is B in the pair. A selects two countries, tells B what they
are and A writes in his workbook, for example, Bolivia is big. Colombia is bigger. At
the same time, B does the same for two countries but he must choose two different
countries from those that A chose.
A now reads aloud his first comparison to B who reads and checks aloud the
comparison and country size and then B does the same with A. They do the same
format again, choosing different pairs of countries, this time using small/smaller.
Check understanding by questions and eliciting. Use a pair of learners to also model
this.
Extension: Those who finish earlier will be asked to continue comparing and choosing
 different pairs of countries that are big/bigger, small/smaller.
Give out worksheets
During all this time I will be walking about, listening, answering a few questions,
giving help as necessary, but not teaching or interrupting the flow. I will quietly ask
some of the pairs to read out their selections to me. Monitor the structure of the
sentence and the pronunciation of big, bigger, and small/smaller.  Confirm and praise.
Take a note of any recurring error and address this at the start of their next lesson.
Stop Activity 1
2
Activity 2
Ask A and B in each pair to select 2 objects and write down (on back of worksheet)
and then describe them to their partner, e.g. a school bag, a coat. Or they can point to  
objects or other students in the room. Tell them that this time they must not use big or Realia
small. They must use young/younger, old/older. Again, during all this time I will be  
walking about, listening, answering a few questions, giving help as necessary, but not  
teaching or interrupting the flow.
Collect in worksheets and give feedback.
CLOSING. (7.5 mins.)  
Get their engagement by telling them they have done very well and that I have some
very important questions to ask them. Tell them I need their help.
It’s important in this step to ask the learners to summarise what they learned. So, I’ll
ask them. They can give an example to support this.
It’s also important to remind them about what I said at the start – that these new words
are important. So I’ll ask them: Do you think these new words are important, helpful
  etc.?
How? Why?
My students have been given opportunities to demonstrate their mastery (so far) of  
some comparatives but I think it’s always good to have a final round-up, particularly  
focussing intentionally on those who did not get a chance to display their mastery fully  
during the activities. So, at great pace, and giving lots of praise, I will ask some of the
pairs if they would like to come out to the front of the class and do a short display in  
front of the class. I’ll Include other pairs, though, who can read out their attempts Homework
whilst seated.
Then, to reinforce their mastery so far, I will give out another pre-prepared worksheet,
similar to the worksheet above but with different one-syllable adjectives they know
already. This is their homework activity to be completed and brought in for the next
lesson. This will give further indication of their mastery so far.
Finally, I will remind them that they have been involved in speaking, listening, writing
and reading English during this lesson, and I will praise them for this.
3

Remember! In reality, you would shorten this considerably by using abbreviations, bullet
points, symbols etc.
So, this lesson would not be too challenging for you in terms of explaining structures, grammar etc.,
but it would require a good bit of thinking and planning so that there are no cognitive mishaps.
Note that the learners have been involved in speaking, listening, writing and reading during this
lesson, which is what you should aim to achieve as much as possible.
Remember! Follow our process outlined above when you start teaching. Follow it and you’ll
become an excellent lesson planner!
Back to top
Example:

And more:
 Dictation – for listening or writing tasks
 Information gap - a worksheet activity where learners work out missing and different
information that each have on their worksheet.
 Extending sentences – part sentence given then students complete
 Drills – whole class or individual oral repetition of pronunciation or structures
 Forming questions for answers already given
 True/false questions
 Matching sentence parts
 Multiple choice questions
 Spelling exercises
 Reconstructing jumbled lists/notes
 Labelling maps/diagrams
 Making sentences from words given in any order
 Putting jumbled sentences in order
 Matching parts of text with pictures
 Writing headings for parts of texts
 Drawing a picture
 Copying text
 Question-answer – you know the answers students should give
 Ordering pictures
 Ordering events in logical order
 Inferring attitudes/mood
 Completing charts
 Following instructions
 Locating and correcting errors
 Locating differences between texts
 Identifying topics or words mentioned (e.g., checking off items)
 Story chain (when teacher-generated)
 Reading aloud
 Dictation
And with a bit less control:
 Gapped dialogue
 Pronunciation
 Story chain (when student-generated)
  Ranking things in order
 Guided discussion
 Questionnaire
 Taking notes
 Writing/answering questions
 Brainstorming
 Question-answer (when you or their partner do not know the answer beforehand)
 Cued narrative/dialogue
 Preparation (self-study; silent reading; pair planning and rehearsing)
Examples of free/uncontrolled exercises/activities
 Role play/simulation
 Interview – interviewing a partner who is perhaps role playing as a famous person
 Survey – surveying the class group on some topic
 Describing a picture
 Short drama/skit
 Presenting an argument (ensure the topic is culturally appropriate)
 Giving a speech/report
 Debate (ensure the topic is culturally appropriate)
 Discussion (ensure the topic is culturally appropriate)
 Problem solving
 Creative writing
 Continuing a story
 Games
 Information-gap
 Writing (emails, stories, letters, invitations or compositions)
There are so many activities you can use in the Guided Practice and Independent Practice Steps, to
ensure:
 firstly: accuracy in form, meaning and use (Guided Practice Step), and then
 secondly: fluency (Independent Practice Step)

 Unit 14: Criteria for evaluating a lesson

 Here’s an evaluation form we have prepared for you. The form contains the key areas, skills
and traits you should consider when evaluating your lesson. Use it well.
Lesson Evaluation Form
Lesson: Introduction to Comparatives - Class 7b - 16.01.17
Skills and Traits Yes No Comments
Objective(s) achieved satisfactorily? Students learned what they were supposed
     
to learn?
Active learners at all times?      
Attention: Learners attentive at all times? Equal attention given to learners?      
Content Knowledge: Any issues or questions that proved a little bit difficult?      
Control: Was the lesson too controlled by me? Did I allow them enough free
     
and uncontrolled activity?
Communicative Language: Did the students use English communicatively
     
throughout?
Correction and Feedback: Immediate feedback given to students on questions
     
and errors? Knew what to correct and what to ignore?
Cultural Awareness: Displayed at all times?      
Engagement: Engaged students throughout? Learners were engaged with the L2
     
throughout the lesson?
Enjoyment: Did students enjoy the lesson?      
Flexibility: Adapted to new situations that arose?      
Homework: No homework assigned, or assigned at the last minute?      
Instructional Examples: Adequate, meaningful, clearly illustrated and varied?      
Language Skills: Were the four language skills practised during the lesson?      
Materials and Aids: Relevant, appropriate, well-designed? Too much or too
     
little, or just right?
Organisation: Was the class organisation appropriate at different points in the
     
lesson? (Groups, pairs etc.)
Planning: Well-planned structure?
     
5-Step Lesson Plan: Adhered to at all times?
Teacher Talking Time: Minimised?      
Techniques: Variety, e.g. print materials, drills, role plays, small
     
group/individual work?
Timing: Started and ended on time? Adequate time for each stage?      
Topic: Stuck to topic?      
Visuals (including board): Clear and appropriate?      
Voice, Body Language, Cues, Gestures: Effective?