Lesson Planning - Lesson frameworks

Language Presentation via Text

(for Grammar and Vocabulary lessons)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Language in Context To present language in a written or spoken text and

familiarise students with the text

Language Analysis / m​eaning, ​

To clarify ​ p​ronunciation and f​​orm of the target
Language Clarification language to students.

Controlled Practice To provide oral or written controlled practice of the TL in a

contextualised way.

Freer Practice To provide oral or written freer practice of the TL in a

contextualised way. It is important to provide a
communicative purpose for this task

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Grammar and Vocabulary (via text) lessons:

- Students need to practice the language presented. The free practice is the heart of the lesson, so
remember to allow sufficient time for this phase.
- Be careful not to spend too much time on lead in / language in context / language clarification.
Lesson Planning - Lesson frameworks

Language Presentation via Task

(for Grammar and Vocabulary lessons)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Language Presentation To provide a task, activity or exercise to present language.

(via Task) This activity may be a gap fill, matching, true or false
exercise.

Language Analysis / m​eaning, ​

To clarify ​ p​ronunciation and f​​orm of the target
Language Clarification language to students.

Controlled Practice To provide oral or written controlled practice of the TL in a

contextualised way.

Freer Practice To provide oral or written freer practice of the TL in a

contextualised way. It is important to provide a
communicative purpose for this task

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Grammar and Vocabulary (via task) lessons:

- Students need to practice the language presented. The free practice is the heart of the lesson, so
remember to allow sufficient time for this phase.
- Students can perform the first task (language presentation) in pairs / groups. This will give them
the chance to learn from each other
Lesson Planning - Lesson frameworks

Test - Teach - Test

(for Grammar and Vocabulary lessons)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Test 1 To provide a task, activity or exercise to test how much

students know about a language item. Students do activity
individually and teacher monitors thoroughly

Teach m​eaning, ​
To clarify ​ p​ronunciation and f​​orm of the target
(Language Analysis / language to students. Focus on the language items that
Language Clarification) students had difficulties with during Test 1

Test 2 To provide oral or written controlled practice of the TL in a

(Controlled Practice) contextualised way and check if “Teach” stage was
effective. This exercise should be different from the
activity in Test 1

Freer Practice To provide oral or written freer practice of the TL in a

contextualised way. It is important to provide a
communicative purpose for this task

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Grammar and Vocabulary (Test - Teach - Test) lessons:

- Students need to practice the language presented. The free practice is the heart of the lesson, so
remember to allow sufficient time for this phase.
- Be careful not to take spend too much time on lead in / anguage clarification.
- Monitor students closely during the first “Test” phase. This will help you identify how much
support students need, what language needs to be clarified, and if the language item is too easy /
too challenging.
Lesson Planning - Lesson frameworks

Receptive Skills Lessons

(for Reading and Listening)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Pre-reading To activate students’ schemata (previous knowledge)on

the topic of the reading / listening activity
To prepare students for the text
To pre-teach blocking vocabulary from the reading /
listening passage (max. 6 words or expressions)

Reading / Listening To help students read / listen for the general idea
(for gist)

(OPTIONAL: Pre-teaching Optional stage - to pre-teach blocking vocabulary (only if

blocking vocabulary) not done during pre-reading stage)

Reading / Listening (for To help students read / listen for details.

detail or specific
information)

Post-reading / To provide an opportunity for students to react to the text

Post-listening discussion and give their opinion / personal response

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Receptive Skills lessons:

- Reading and listening are individual activities. Students need time to read texts ​
individually​
.
- Before students listen / read, always remember to give them a task: What do they need to do
while they read / listen?
- Never ask students to read a text aloud. The focus of these lessons is reading comprehension,
not pronunciation
Lesson Planning - Lesson frameworks

Productive Skills Lessons

(Speaking)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Preparation for Speaking To show students a model text and help them analyse it
To give students the chance to brainstorm ideas before
they perform speaking activity

Speaking Task To allow students to do speaking activity in pairs / groups

Feedback To give feedback on task achievement and language and

carry out error correction

Speaking Task Repetition To give students the chance to do speaking task again
after receiving feedback. Students may work with different
partners / groups

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Speaking lessons:

- Monitor students closely and give feedback on task and language after students do activities.
Feedback can include praise on positive aspects of their production, feedback on content / task
achievement, and error correction (grammar, vocabulary, pronunciation, register)
Lesson Planning - Lesson frameworks

Productive Skills Lessons

(Writing)

Suggested Lesson Stages Possible stage aims

Lead in Setting the context

Engaging students
Introducing the topic of the lesson

Model Text Analysis To show students a model text and help them analyse the
main features of the text genre

Controlled practice To allow students to practice some relevant language /

structures from the text genre

Preparation for Writing To allow students to brainstorm and select ideas for writing
To give students the chance to organise their ideas and
the outline of their texts

Writing To allow students time to write the text

Feedback To give feedback on task achievement and language and

carry out error correction

Classroom tips for Writing lessons:

- Students can give each other peer feedback - they can read their peers’ texts and provide
feedback on task achievement, content and language
- If there is not time for learners to write the full text, you may ask them to write the initial paragraph
in class, give feedback, and instruct them to finish their texts at home