04 Lesson Plans in Remote Teaching

Teacher Training
Remote Teaching Centre – British Council Argentina
www.britishcouncil.org
• To explore and
analyse the elements
of a good lesson plan
• To go through
possible challenges
and solutions
www.britishcouncil.org 2
• What elements does a
good lesson plan have?
• What are the stages of a

typical lesson plan?
• Presentation of Learning Outcomes
• Recognition (Language in Context)
• Greetings and Routines
• Production (Controlled Practice)
• Setting Homework
• Focus on Language (MFP)
Presentation of Learning
Outcomes
Recognition (Language in
Context)
Production
Greetings and Routines
Focus on Language (MFP)
Setting Homework
To greet students and make sure they
Greetings and Routines are comfortable and feel at ease
Presentation of Learning To establish a clear context and

Outcomes objective for the lesson
To allow students to be exposed to the

Recognition (Language in Context) target language in context and to give
them listening/recognition practice
To clarify the meaning, form and

Focus on Language (MFP) pronunciation in the learning aims
To provide students with scaffolded,

Production guided practice of the target language
To provide students with further

Setting Homework practice/an opportunity to personalise
the language outside the classroom






























• What possible challenges
can we face in each
lesson?
Consider different lesson

stages and class
preparation
• Organising and using resources
• Activities
• Individual students/learning styles
• Language (Meaning, Form,
Pronunciation
• Activities
Pronunciation
• Activities
Pronunciation
• Activities
Pronunciation
• Activities
Pronunciation)
• Availability
• Connectivity
• Materials
• Equipment/devices
• Objectives
• Language target
• Communicative
purpose/information gap
• Instructions/Instruction
Checking Questions (ICQs)
• Learning styles
• Motivation
• Behaviour
• Engagement
• Fast-finishers
• Strong/weak skills
• Learner autonomy
• Non-graded input
• No scaffolding
• Too simple language
• Inductive vs. Deductive
• Concept Checking Questions
(CCQs)
• Type of blended learning
• Students are introduced to content
at home/on their own through
videos and tutorials
• Practice/analysis during the class
• What we know as “homework” is
now done online in remote lessons
with the teacher
• Students are overexposed to technology
• Students are very good at decoding information via media
• Traditional models/coursebooks may seem old and strange

to them
• Class time is now devoted to differentiation, analysis and

remediation
• Decide what apps you’re going to use to record your videos
(Screencast, Camtasia, etc.).
• Decide what platform you’re going to use to upload your
videos and share them with students (YouTube).
• Recording your videos. Plan, script and record. Time
management is essential. Considering reusing videos and
recording personalised ones.
• Thank how you’re going to track that your students are
watching the videos.
• Analyse pros and cons. Compare approaches. Be ready to go
back, change and adapt.
• Splitting input and analysis. Input is provided asynchronously and analysis is
done in class.
• Delayed/prepared debates. Assign students different topics or positions for
them to prepare their arguments and debate in class.
• Peer/collaborative writing. Use online tools for students to collaboratively
create texts, videos, recordings. Students can work independently and then share their
work in the remote lesson.
• Peer correction. Exchange students’ work among them for them to provide
corrections anonymously. Ask students to analyse findings to propose areas which need
improvement.
• Team teaching. Assign students different topics to prepare and deliver a class.
They can create videos, materials, exercises to teach a given topic to their partners. Upon
students’ approval, the materials they create can be reused for you to teach other groups.
• Explore and try out different
approaches. Different groups
work differently.
• Ask your students for ideas and

suggestions. Foster creativity.
• Be ready to “lose control of the

class”.
☺
María Alejandra de Antoni – Academic Manager
Remote Teaching Centre – British Council Argentina
www.britishcouncil.org

04 Lesson Plans in Remote Teaching

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04 Lesson Plans in Remote Teaching

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Teacher Training

Remote Teaching Centre – British Council Argentina

• What are the stages of a

Greetings and Routines

Focus on Language (MFP)

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Presentation of Learning To establish a clear context and

To allow students to be exposed to the

To clarify the meaning, form and

To provide students with scaffolded,

To provide students with further

Consider different lesson

• Students are very good at decoding information via media

• Traditional models/coursebooks may seem old and strange

• Class time is now devoted to differentiation, analysis and

• Ask your students for ideas and

• Be ready to “lose control of the

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