LESSON PLANNING
Lesson Types/Shapes/Stages/Aims
Lesson shape (A) – Text Based Presentation of Language
The language is introduced using a reading or listening briefly first (but this is not the main aim) and
then language from the text is clarified (checking meaning, form and pronunciation) before doing
further practice. The main aim here will usually be: By the end of the lesson, learners will have
been presented to _____ and practised using it in the context of ____
The normal stages here are:
Lead in/ Building context
Reading or Listening task
Highlighting target language
Clarifying target language
Language practice
Feedback
To generate interest in the topic/theme/context of the text or listening
To practise reading or listening for______ / To introduce the target language via a
text or listening
To highlight the target language by use of eliciting/a guiding task/an underlining
activity
To :
§ Clarify meaning of target language
§ Model and provide controlled practice of pronunciation
§ Highlight form
To provide controlled/less controlled/freer oral/written practice of
_______________
To establish correct answers/ to deal with results of the task
You may need to pre-teach some vocab before the reading task.
Lesson shape (B) - Language Practice
This is connected to/follows on from lesson shape A or C. If the aim of the lesson is 'By the end of the
lesson, learners will have practised using _____ in the context of _____ ’ i.e. language that
another teacher has taught, then your lesson will follow on from the previous teacher who would have
clarified the language. It will involve different practice stages, e.g. controlled written practice,
controlled oral practice, less controlled written/speaking practice, freer written/oral practice.
You may not need a lead-in, but if you do, remember that this lesson is the second part of the previous
lesson and if possible, keep the same context. This type of lesson may need some student
preparation, e.g. pre-teaching, controlled practice, group discussion, role preparation. Feedback
stages are also important.
Lead in (optional)
Set up
(See notes above)
To introduce/set up the practice activity
To highlight the (target) language to be used in the activity
Practice activity
To provide controlled/less controlled written/oral practice of _____
To provide less controlled/freer oral/written practice of________________
Teacher monitors as Ss do the activity
Feedback
To establish correct answers and/or to deal with results of the task
To provide feedback on use of target language – dealing with errors and problems
The above is repeated with each practice activity. You may need to pre-teach some items.
1
Created by NB, AA, SB and JB July 2007 – International House Sydney
Adapted by JK June 2009
Lesson shape (C) – Test-Teach-Test Presentation of Language
The students do an exercise at the start using the target language with no help from the teacher
(diagnostic test). The teacher monitors the task very carefully to see what problems the students have
and then clarifies (checking meaning, form and pronunciation) as necessary – i.e. any new language or
items the students had problems with. For example, if there are 15 pieces of vocabulary in the test,
the teacher would not clarify every item. This followed by further practice (test). The main aim here
will usually be: By the end of the lesson, learners will have been presented to _____ and practised
using it in the context of ____.
The usual stages here are:
Lead in
First Test (diagnostic)
To generate interest in the topic/theme of the lesson
To test Ss’ current understanding and identify gaps in vocabulary related
to_________
Teach (clarifying focus on
MFP)
To deal with meaning, pronunciation and form of vocabulary related to ________
- with emphasis on items Ss did not know or were confused about
Second Test
(Controlled practice)
To provide controlled/less controlled written/oral practice of ______
To provide less controlled/freer oral/written practice of________________
(Freer practice)
Feedback
To establish correct answers and/or deal with results of the task
To provide feedback on use of target language – dealing with errors and problems
There might not be time to do the second test stage in a 40 min lesson. In the this case, the next
teacher will be doing this as their lesson (i.e language practice as per lesson shape B)
Lesson shape (D) Receptive Skills – listening or reading lesson
The lesson can be divided into pre, while and post reading/listening stages. The main aim here will
usually be….. By the end of the lesson, learners will have practised reading/listening for gist and
detail comprehension in the context of.......
Possible stages here are (choose as necessary):
Pre-reading / listening tasks
Lead in
(Prediction task)
(Pre teach vocabulary)
While reading / listening tasks
Reading/listening for gist
To activate Ss’ existing knowledge of the topic; to encourage Ss to think about
content of the text; To develop oral fluency
To encourage Ss to predict/ think about content of the text
To pre-teach/unblock key vocab needed to help students complete the _______
task
To encourage Ss to listen/skim for gist/general understanding and get an overview
of the text
Reading/listening for detail
To practise reading for detailed comprehension and understanding the text in
depth
(Reading/listening for specific
info)
Post reading / listening tasks
Follow Up
To practise scanning for specific information
To develop oral/written fluency by providing an opportunity to react to the text;
To (further) personalise the topic
2
Created by NB, AA, SB and JB July 2007 – International House Sydney
Adapted by JK June 2009
Lesson shape (E) Productive Skills – speaking or writing
The lesson can usually be divided into preparation for speaking/ writing and speaking/writing stages.
The main aim here will usually be….. By the end of the lesson, learners will have practised
oral/written fluency in the context of.......
Possible stages here are (choose as necessary):
Lead in
Preparing to write/speak
(Useful language???)
Speaking/writing task
Feedback/error correction on
oral/ written task
To activate Ss’ existing knowledge of the topic; to generate interest in the
topic/theme of the lesson
To generate/provide ideas; To provide an opportunity for Ss to brainstorm
ideas/prepare notes/think about what they will say in the subsequent task. (This
may involve Ss reading or listening to something similar to what they themselves
will be producing – i.e. To provide Ss with a model for the task)
To provide and clarify language which Ss may find useful for completing the
writing/speaking task NB: This is NOT target language. It’s there to HELP them
perform the speaking/writing task, that’s all (i.e. Ss don’t HAVE TO use it)
To develop oral fluency through a ________ task; to develop writing skills in
relation to writing _____________
To provide quick feedback on contents/results/outcomes and then to deal with
generic errors
It might be necessary to have a pre-teaching stage during this lesson.
Other Notes on Lesson Planning;
Notes on clarifying language:
‘Clarifying’ means checking meaning, pronunciation and form (M.P.F). We focus on these things when
the main aim of the lesson is language but also at other stages e.g. pre-teaching vocabulary,
teaching useful language for a speaking/writing task. This means that you need to submit a full
analysis of the language you are teaching on paper as part of your plan - completing the relevant
section of the lesson plan. (After identifying your lesson type/shape, this should be the next thing
that you do as part of the planning process.)
Think especially about how to convey and check meaning – avoid explaining. After you have
introduced/shown the meaning of a language item in some way, try and ask questions to check the
students understand – we call these concept checking questions (CCQs).
E. e.g. wardrobe:
Where do you find it? (usually in a bedroom)
What is inside? (clothes)
Write CCQs like these in your plan.
Questions to avoid are:
‘Do you understand?’
‘What does ____mean?’
‘Do you know this word?’
‘Have you seen this word before?’
3
Created by NB, AA, SB and JB July 2007 – International House Sydney
Adapted by JK June 2009
Notes on the procedure pages:
Think about the following when completing the procedure page and try and ‘rule off’ each stage:
LESSON
STAGE
This is the NAME
of each stage.
Also state the AIM
of each stage here
too. (See lesson
shapes above for
examples).
TIME/
INTERACTION
TIME: Put how long each
stage will take here.
Make sure the total adds
up to 40 mins in TP1-6
and 60 mins in TP 7&8!
PROCEDURAL
DETAIL
This should be detailed – not just WHAT you are doing
but HOW you will do it. i.e. not ‘Give instructions to ex
2’ but :
Put Ss in groups of three.
Hold up book and point to questions in exercise, etc.
INTERACTION:
Show who will be the
focus of attention for
each stage, E.g.
T
Ss
Another teacher should be able to read your plan and
teach from it.
Ss
NB if there are too many Ts in your plan you
lesson is likely to be very teacher centred!
Ss
Notes on Instructions:
It’s also a good idea to script all your instructions and instruction checking questions (ICQs) and
include them in your plan; this will help you to learn to grade your language.
ICQs to avoid are:
“Do you understand?”
“What are you going to do?”
Notes on Materials/Copies:
§
§
§
You can use a word processor or handwrite your plan. Handwritten plans should be in pen.
Remember to attach ALL handouts and activities; these should also be referenced (title of book,
surname(s) of author(s), year of publication, publisher).
Please make a copy of your completed plan for yourself and put the original on the tutor’s desk
well before the start of the lesson.
4
Created by NB, AA, SB and JB July 2007 – International House Sydney
Adapted by JK June 2009