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 / Language Clarification To clarify meaning, pronunciation and form of the target 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 (via Task) To provide a task, activity or exercise to present language. This activity may be a gap fill, matching, true or false exercise. Language Analysis / Language Clarification To clarify meaning, pronunciation and form of the target 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 (Language Analysis / Language Clarification) To clarify meaning, pronunciation and form of the target language to students. Focus on the language items that students had difficulties with during Test 1 Test 2 (Controlled Practice) To provide oral or written controlled practice of the TL in a 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 (for gist) To help students read / listen for the general idea (OPTIONAL: Pre-teaching blocking vocabulary) Optional stage - to pre-teach blocking vocabulary (only if not done during pre-reading stage) Reading / Listening (for detail or specific information) To help students read / listen for details. Post-reading / Post-listening discussion To provide an opportunity for students to react to the text 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
