Lesson Planning Guide

Consult While Planning

The following booklet is a guide to use when planning your lessons. It is essential that you consult this while you are planning your lessons and it contains
a great deal of information that should help save you planning time and that should answer many questions you might have.

Table of Contents
Lesson Shapes ......................................................................................................................................................................................................................................................2
Lesson shape (A) – Text Based Presentation of Language ...............................................................................................................................................................................3
Lesson shape (B) – Test-Teach-Test Presentation of Language .......................................................................................................................................................................4
Lesson shape (C) – Language Practice..............................................................................................................................................................................................................5
Lesson shape (D) – Situational Presentation / Presentation, Practice, Production (PPP) ...............................................................................................................................6
Lesson shape (E) – Receptive Skills: Listening or Reading Lesson....................................................................................................................................................................7
Lesson shape (F) – Productive Skills: Speaking 1 .............................................................................................................................................................................................8
Lesson shape (G) – Productive Skills: Speaking 2 / Writing (Adapted TBL) .....................................................................................................................................................9
Lead-in Activities ............................................................................................................................................................................................................................................... 10
Controlled and Less Controlled Practice ........................................................................................................................................................................................................... 11
 Lesson Shapes

When you start out planning a lesson, it is essential that your lesson stages are cohesive and logical, i.e. each has a stage aim and works towards meeting
your lesson aim. The lesson shapes below are some typical lesson shapes which you may find helpful.

Is the main lesson focus language or skills?

LANGUAGE
SKILLS
Clarification, Practice, Receptive or Productive?
Both?

PRACTICE CLARIFICATION/BOTH RECEPTIVE PRODUCTIVE

Lesson Shape C Text or No Text Lesson Shape E Speaking or Writing

SPEAKING
NO TEXT TEXT WRITING
Model or No Model
Test or No Test Lesson Shape A Lesson Shape G
Test?

TEST MODEL
Less Shape B Lesson Shape G

NO TEST NO MODEL
Lesson Shape D Lesson Shape F
 Lesson shape (A) – Text Based Presentation of Language

Here the idea is that the language is contextualized and introduced using a reading or listening text briefly first (but this is not the main aim) and then language from
the text is highlighted and clarified (checking meaning, form and pronunciation) before doing further practice. The overall main lesson aim might be: By the end of the
lesson, learners will have a better understanding of ______ and will have had practice using that language and be better able to talk about _______.

To generate interest in the topic/theme/context of the text or listening

Stage Aims
To set the context for the lesson
Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.
To practise reading/listening for gist
Stage Aims
To contextualise and introduce the target language
Reading or Listening task 1
Set a global question/task and get Ss to read/listen, before checking their answers in pairs and open class feedback to
Notes
confirm the answer. Keep this stage relatively brief.
Reading or Listening task 2 Stage Aims To practise reading/listening for detailed comprehension/specific information
(not always Set the questions/task and get Ss to read/listen, before checking their answers in pairs and open class feedback to
necessary/appropriate) Notes
confirm the answer. Keep this stage relatively brief.

Highlighting target Stage Aims To highlight the target language so that learners are focused on it
language Notes Have the learners find/underline the TL in the text/audio script or elicit it to the board
Stage Aims To provide clarification of the meaning, form (and pronunciation) of the target language in context
Check the concept using CCQs or other means. Ensure the form is visible on a guided discovery analysis box or at the
Clarifying target language board. Provide a written record (with highlighting of the written form and information about the concept - the
Notes
learners could copy this down from the board). Model and drill the spoken form chorally, in groups and individually.
Model again and drill if necessary.
Stage Aims To provide controlled oral/written practice focused on using the language accurately
Controlled practice*
Notes See Appendix 1: Controlled and Less Controlled Activities for ideas. Ensure these maintain the context of the lesson.

Stage Aims To freer controlled oral/written practice focused on using the language accurately
Freer practice* The SS complete a freer speaking or writing activity, such as a role-play or writing a post-card etc., enabling the SS to
Notes use the language freely without focusing only on accuracy. Remind them of the TL before they start and you could drill
again.

* There might not be time to do the controlled and freer practice stages 45 min lesson. In this case, the next teacher might be doing this as their lesson, i.e. a language
practice lesson as per lesson shape C - liaise closely with the next teacher and ensure you know what each other are doing.
 Lesson shape (B) – Test-Teach-Test Presentation of Language

Here the idea is that learners are tested on their knowledge of the language before moving on to clarification. The teacher monitors the task 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 is followed by further practice (test). The main aim
here will usually reflect the clarification and practice aims reflected in the previous two lesson types. The overall main lesson aim might be: By the end of the lesson,
learners will have a better understanding of ___(TL)___ , will have had practice using that language and will be better able to talk about ___(context)____.

To generate interest in the topic/theme of the lesson

Stage Aims
To set the context for the lesson
Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.

Stage Aims To test learners’ current knowledge of and ability to use the language and identify what the issues are
Some ideas might be that learners: select the correct word/structure to complete a sentence from a choice of several;
First Test (diagnostic)
fill gaps with a suitable word/structure; discuss the differences in meaning between similar sentences with different
Notes
structures/words; find matching responses for sentences from a choice of several, etc. Learners would usually do this
stage individually first and then peer check.
To provide clarification of issues the learners had with the meaning, form (and pronunciation) of the target
Stage Aims
language from the first test in context
Remember that the teaching should be heavily influenced by the results of the first test. Check the concept using CCQs
Teach (clarifying)
or other means. Model and drill the spoken form chorally, in groups and individually. Model again and drill if
Notes
necessary. Ensure the form is visible at the board. Provide a written record (with highlighting of the written form and
information about the concept - the learners could copy this down from the board).
To provide controlled oral/written practice focused on using the language accurately
Second Test / Controlled Stage Aims
To test what learners have learnt from the teach stage
Practice*
Notes See the page on Controlled and Less Controlled Activities for ideas. Avoid repeating the same type of activity as before.
To provide freer oral/written practice and use the language productively
Stage Aims
To test what learners have learnt from the teach stage
Further (Freer) Practice* The SS complete a freer speaking or writing activity, such as a role-play or writing a post-card etc., enabling the SS to
Notes use the language freely without focusing only on accuracy. Remind them of the TL before they start and you could drill
again.

*There might not be time to do the second test or further freer practice stages in a 45 min lesson. In this case, the next teacher might be doing this as their lesson, i.e.
a language practice lesson as per lesson shape C - liaise closely with the next teacher and ensure you know what each other are doing.
 Lesson shape (C) – Language Practice

This is connected to/follows on from lesson shape A or B. This lesson may follow on from the previous teacher who would have clarified the language, i.e., you and the
previous teacher are essentially teaching one large 90min lesson. It will involve different practice stages, e.g. controlled written practice, controlled oral practice, less
controlled written/oral practice, freer written/oral practice (see Appendix 1: Controlled and Less Controlled Activities on page XXX for activity ideas). The overall main
lesson aim might be: By the end of the lesson, learners will have had an opportunity to practice using ________ and will be better able to talk about__(context)__.

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. It is important to
work constructively with your colleague teaching immediately before you.

To set the topic/theme/context of the lesson and engage the learners

Stage Aims
Lead in To continue the context from the previous lesson
(optional if following on) If following very closely on from the previous class, use this stage to link back to it and perhaps recap the text (if there
Notes
was one) or what the context was. See the ‘link back to previous lesson’ idea in the Lead-in Activities section.
Stage Aims To provide controlled oral/written practice focused on using the language accurately
Controlled Practice 1 Remember to set the activity up clearly, reminding learners what TL to use and showing them how to do the activity.
Notes For feedback, ensure a peer check before open class FB to confirm answers and focus on particular issues identified in
monitoring. See Appendix 1: Controlled and Less Controlled Activities for ideas.
Stage Aims To provide further controlled oral/written practice focused on using the language accurately
Controlled Practice 2* Remember to set the activity up clearly, reminding learners what TL to use and showing them how to do the activity.
Notes For feedback, ensure a peer check before open class FB to confirm answers and focus on particular issues identified in
monitoring. See Appendix 1: Controlled and Less Controlled Activities for ideas.
To provide less controlled oral/written practice focused on using the language accurately
Stage Aims
To further consolidate learners’ knowledge of the target language in preparation for the freer practice
Less Controlled Practice* Remember to set the activity up clearly, reminding learners what TL to use and showing them how to do the activity.
Notes For feedback, ensure a peer check before open class FB to confirm answers and focus on particular issues identified in
monitoring. See the page on Controlled and Less Controlled Activities for ideas.
Stage Aims To provide freer oral/written practice and use the language productively in real-life, meaningful communication
Freer Practice* Give a freer speaking or writing activity, such as a role-play or writing a post-card, etc., enabling the SS to use the
Notes
language freely. Monitor and encourage/prompt. Learners may need prep. time before starting this activity.

Stage Aims To focus the learners on areas of the TL that were problematic during the freer practice and to consolidate learning
Delayed Error Correction From monitoring the freer practice, have five or six examples of learner output noted. Board these and have
Notes pairs/groups correct them before full class FB. For more challenge, have one or two correct sentences too, e.g. three
errors, two are correct examples. Learners then have to identify which are correct before correcting the others.

* The number of actual practices will vary depending on the individual lesson. Consult your tutor if you are unsure.
 Lesson shape (D) – Situational Presentation / Presentation, Practice, Production (PPP)
Here the idea is that the teacher introduces a context/situation in which new language is to be taught. Having done this, the teacher then presents the target language
(checking meaning, form and pronunciation) before providing controlled practice. In this stage, the teacher monitors the task very carefully to see what problems the
students are having, correct errors and ensure correct use of the TL. Finally, there is a freer practice (production) in which the learners use the TL productively and with
a communicative end, with more fluent use of the TL encouraged. The overall main lesson aim might be: By the end of the lesson, learners will have had clarification
and controlled and freer practice of ___________ (TL)________ in the context of ___________.

Stage Aims To generate interest in the topic/theme/global context of the lesson

Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.

Stage Aims To narrow the context to a more specific area/to build a situation which the language will naturally arise out of
Build a situation, e.g. an anecdote, or narrow the context with some realia or visuals. Ideally, in a grammar /
Building Context/Situation
functions lesson, the situation will be generative, i.e. it will produce more than one example of the target
Notes
language, e.g. telling an anecdote about childhood to generate examples of “used to”. Elicit these and board
them.
Stage Aims To provide clarification of the meaning, form (and pronunciation) of the target language in context
Presentation Check the concept using CCQs or other means. Model and drill the spoken form chorally, in groups and individually.
Notes Model again and drill if necessary. Ensure the form is visible at the board. Provide a written record (with highlighting
of the written form and information about the concept - the learners could copy this down from the board).

Stage Aims To provide controlled oral/written practice focused on using the target language accurately
(Controlled) Practice Use one or more controlled practice exercise(s) (see the page on Controlled and Less Controlled Practice for ideas). The
Notes first controlled practice could concern form, and the second could be to discriminate between the meaning of the TL
and another structure, e.g. present perfect vs past simple. Remember to peer check these exercises and correct errors.

Stage Aims To provide freer oral/written practice and focused on using the target language more fluently
Production (Freer Practice)
Give a freer speaking or writing activity, such as a role-play or writing a post-card, etc., enabling the SS to use the
Notes
language freely. Monitor and encourage/prompt. Learners may need prep. time before starting this activity.

Stage Aims To focus the learners on areas of the TL that were problematic during the freer practice and to consolidate learning

Delayed Error Correction From monitoring the freer practice, have five or six examples of learner output noted. Board these and have
Notes pairs/groups correct them before full class FB. For more challenge, have one or two correct sentences too, e.g. three
errors, two are correct examples. Learners then have to identify which are correct before correcting the others.
 Lesson shape (E) – Receptive Skills: Listening or Reading Lesson

Here the focus is not on language but on practising receptive skills and helping learners process written and audio text. The overall lesson aims might be: By the end of
the lesson, learners will have practiced their [subskill 1] and [subskill 2] in the context of ______. The lesson can be divided into pre, while and post reading/listening
stages. Not all these stages are necessary for all receptive skills lessons, nor will you necessarily focus on all the sub-skills mentioned below in one single lesson. Also,
not all texts will lend themselves to all sub-skills. If in doubt as to what type of tasks to use with your text, check with your tutor.

Stage Aims To activate Ss’ existing knowledge of the topic and generate interest in the theme/topic of the lesson

Pre-reading / listening
Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.
To introduce the text and encourage Ss to predict/think about content of the text and give them a reason to
Stage Aims
Pre-Text Discussion/Task1

tasks
read the text
(not always necessary) Another discussion based on the headline, title, visuals could be useful or brainstorming ideas about the topic.
Notes
This could be a prediction task after which the learners read for gist to check their predictions.
Stage Aims To pre-teach/unblock key lexis needed to help students understand the text/the next task
Pre-teach Lexis (if necessary)
Notes Use your lexis clarification techniques to teach max. four essential items. Think visuals or a learner-centred task.
Stage Aims To encourage Ss to listen/read for gist /general understanding to get an overview of the text
Reading/listening for Gist

While reading / listening

(skimming) Instruct students to answer Qs, not forgetting to set a time limit for reading, and ensure they answer the Qs
Notes
while reading/listening. Peer check then full class FB. Use feedback to clarify comprehension problems.
Stage Aims To practise listening/reading quickly (scanning) for specific information

tasks
Reading/listening for Specific Instruct learners to find answers while listening/reading, not forgetting to set a time limit for reading. Peer
Information (scanning)2 Notes check then full class FB. Use feedback to clarify comprehension problems. Have the answers highlighted in your
own copy of the text to help with comprehension issues in FB.
(Intensive) Reading/listening Stage Aims To practise reading/listening for detailed comprehension in order that learners understand the text in depth
for Detailed Comprehension Notes See notes to reading for specific info stage as these apply here also
Stage Aims To allow an opportunity to react to the text and to provide an opportunity to personalise the topic

Post -reading /
listening tasks
Post-Text Discussion/Task Set discussion questions for Ss to comment on what they have read or listened to, e.g. ‘what did you find most
Notes
interesting about the article?’ ‘Do you agree with x?’ Ensure that you get FB on what was discussed.
Stage Aims To develop oral/written fluency on the topic
3
Productive Skills Extension Set up a developed speaking or writing extension activity that activates the theme of/ ideas from the text, e.g. a
Notes
role-play, debate, extended discussion.

1
Lead-in a Pre-Text Discussion might be combined into one stage, depending on the lesson/text type.
2
You do not necessarily need three reading exercises as listed above and these are not the only subskills. You would usually have gist + one other subskill exercise.
3
The Productive Skills Extension and Post-Text Discussion might be combined into one stage, depending on the lesson.
 Lesson shape (F) – Productive Skills: Speaking 1

Here the focus is on helping learners practise their speaking skills. The overall main lesson aim here will usually be something like: By the end of the lesson, learners
will be better able to talk about (their opinions on) the topic of _______
The lesson can usually be divided into preparation for speaking/ writing and speaking/writing task stages. Possible stages here are (choose as necessary):

Stage Aims To activate Ss’ existing knowledge of the topic and generate interest in the topic/theme of the lesson
Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.

Stage Aims To narrow the context more towards the content of the speaking task and provide motivation/an aim to complete it
Context Make sure the learners know why they are doing the task, what exactly they have to do and that there is a real
Notes
motivation to complete it, e.g. entering a competition, negotiating something, etc.
To generate/provide ideas for learners to speak/write about and provide an opportunity prepare for the task
Stage Aims
through organising ideas/making notes, etc.
Preparing to speak
This is an essential stage to help learners complete the later task. Give them a handout to organise ideas, a task to
Notes
help generate ideas, some time to think, etc.
Stage Aims To provide and clarify language which learners may find useful for completing the speaking task

Useful language This is NOT target language. It’s there to HELP them perform the speaking/writing task, i.e., Ss don’t HAVE TO use
Notes it. Focus on chunks/semi-fixed phrases, e.g. “I think x because y…”, or “if we do x, then we’ll need y”, etc. Do not
focus too much on form here or the lesson loses its focus.
(These stage aims will depend on what the actual task requires Ss to do)
Stage Aims E.g. For learners to build confidence and practise their oral fluency in relation to…xyz (relate to
context/task)
Speaking Task
Monitor here and provide support, encouragement and guidance where necessary. Remember to take notes of
Notes task performance to provide focused feedback in the next stage. Let this stage go on as long as the learners are
participating, up to a maximum allotted time.
Stage Aims To provide content and/or language feedback based on the results of the task
Feedback/error
correction on oral Praise learners on their task performance, comment on content and provide feedback (from your notes) to help
Notes
them improve their performance in the coming task repetition - board useful language, drill difficult pron., etc.
Stage Aims To provide an opportunity for learners to use the feedback to further build their confidence and fluency
Speaking Task Repetition
Change pairs/groups and repeat the task, monitoring and supporting again. Repeat procedures from above. Offer
Notes
some brief feedback on the task, commenting on content, praising and providing some language feedback.
 Lesson shape (G) – Productive Skills: Speaking 2 / Writing (Adapted TBL)

Here the focus is on helping learners practice their speaking or writing skills. The overall main lesson aim here will usually be something like:
By the end of the lesson, learners will be better able to talk about their opinions on the topic of _______
By the end of the lesson, the learners will be better able to write personal emails on everyday topics.
The lesson can usually be divided into preparation for speaking/ writing and speaking/writing task stages. Possible stages here are (choose as necessary):

Stage Aims To activate Ss’ existing knowledge of the topic and generate interest in the topic/theme of the lesson
Lead in
Notes Stimulate interest in the topic and get Ss talking. See the Lead-in Activities Section for more ideas.

Stage Aims To provide learners with a model of the task

Reading/Listening Task
Notes A brief reading task, e.g. for gist, works here.

To raise learners’ awareness of [features of the text/genre - this will change depending on the lesson]

Pre-task*
Stage Aims
Text Analysis / Noticing
The learners analyse the model for features which would improve their writing, e.g. layout, organisation,
Notes
useful language, context, style, etc.
Stage Aims To provide controlled practice of the textual features analysed previously
Controlled Practice**
A brief practice here to provide support for the next task is useful here. See the page on Controlled and Less
Notes
Controlled Activities for ideas
To generate/provide ideas for learners to speak/write about and provide an opportunity prepare for the
Stage Aims
task through organising ideas/making notes, etc.
Task Preparation
This is an essential stage to help learners complete the later task. Give them a handout to organise ideas, a
Notes
task to help generate ideas, some time to think, etc.
To provide an opportunity for learners to develop their writing/speaking skills through producing [the
Stage Aims
target text for the lesson - this will change depend on the lesson aims]

Task
Speaking/Writing Task
The learners do the task, i.e. actually speak or write, while the teacher monitors, supports and collects data for
Notes
feedback/language focus
To provide content feedback on results of the task / To allow learners to compare results of the task / To
Stage Aims
provide language feedback based on the task [depends on lesson aims, results from monitoring]

Post-
Task
Feedback
Learners can compare their writing, talk about the content of the discussion/writing, or the teacher can do
Notes
feedback focused on the lesson aims, i.e. textual features, or a language-focused feedback. Be sure to praise.

* A very approximate guide to the timing is Pre-Task ≈ 20 - 25mins, Task ≈10-15mins, Post-Task ≈ 5-10mins
** Not always necessary
 Lead-in Activities
The following activity ideas are suggestions for how you can start your lesson with an engaging lead-in. Remember the point of a lead-in is to engage the learners, set
the context, arouse interest in the topic. Look at the list and choose what you think is the most appropriate activity for your lesson.

Get students to brain-storm a word for each letter of the alphabet, A-Z. Give SS a few minutes to discuss beforehand.
Brainstorming
Get students to brainstorm vocabulary on the white-board.

Set discussion questions related to the topic for students to discuss in pairs or groups.

Discussion Play a part of a song/video and then set some discussion questions.

Use visuals together with some discussion questions for the SS.

Get students to guess facts about your anecdote while you tell it.
Anecdote
Tell an anecdote related to the topic and then get the students to tell a similar one to their partner.

Make a questionnaire for the students to discuss in a group or as a mingle.

Mingle
Set up a speaking mingle such as a ‘Find someone who…?’ activity.

Backs to the Board / Hot Seat Play a short lexis game to arouse interest in the topic (make sure the learners know the lexis and that it’s topic related)
Get students to do a lexis board-race. Give SS a few minutes to discuss beforehand (make sure the learners know the lexis and that it’s
Board Race
topic related).
Quiz Set up a short, but easy, quiz related to the topic.

Realia Bring in realia for SS to touch/feel and discuss. This could also be done as some sort of competition, etc.
Have the learners tell their partner everything they can remember about the text used in the previous lesson. Works well if you have a
Link to Previous Lesson
text-based clarification and/or practice lesson.
 Controlled and Less Controlled Practice
In language lessons (text-based, test teach test and PPP lessons) it’s important to give students language practice. The following activities are examples of how to make
controlled writing or speaking tasks communicative, personalised and/or kinaesthetic. The suitability of the following activities depend on the time you have for the task
in the lesson, the difficulty/type of the language point and your learners’ learning preferences/needs.

The learners are given some sentences in which there are errors in the target language. They have to identify the error and then correct it in each
Error Correction one. For additional challenge, there could be one or two correct sentences too, e.g. eight sentences, but two are correct. Learners then have to
identify which ones are correct before correcting those with errors. Can also work with spelling/collocational errors for lexis lessons.
This is a typical paper-based activity (often) where students complete a task with the correct target language. Other examples are circling the
Gap-fill
correct word, matching sentence halves, choosing a word from a choice of several etc.
Adapt the exercise by giving each student a question from it. Once the students have correctly worked out the answer, they then mingle and ask the
Question mingle
other students their questions. Here the students are encouraged to prompt their peers if they answer the question incorrectly.

Adapt the typical gap-fill exercise by putting the questions from the exercise around the room. Encourage students to walk round with a partner
Question carousal
and discuss the answers. Remember in feedback to give students a copy of the exercise.

Give students sentences containing the target language and in groups one student acts out a sentence for the others to guess. It’s particularly good
Sentence mimes
if you are looking at continuous-simple tenses. Can also be used for lexis with only a single word or collocation.
A common activity in which students have several sentences with the target language on and they have to find someone who one of the sentences
Find someone who...? is true for by going round and asking everyone the question. When students have found somebody encourage the students to ask follow up
questions.
A similar task to Find someone who...? This time the students are given several sentences which include the target language. The students have to
Partner prediction predict who these sentences are true for. Once they have done that they have to go round and check their predictions. Here encourage students to
ask follow up questions
Students write several sentences with the target language. However, some sentences are true and some are false. Then in groups the students
True & false sentences take it in turns to read their sentences aloud and the other students in the group have to ask questions to decide whether the sentence is true or
false.
Students write answers to questions that contain the target language on a separate piece of paper. Afterwards in pairs, the students ask each other
Sentence stems
why they wrote an answer for the other student to explain.

Lexis only. Learners line up in teams in front of the board. You read a definition and the first learner runs to the board and writes/slaps the correct
Board Race/Slap
word/collocation. First team to do it correctly gets a point. Continue like this and recycle examples learners found difficult.
Lexis only. Learners are put in teams. One team member sits facing the others with their back to the board. You write a word/collocation on the
Hot Seat / Back-to-the-
board and the other team members must describe the item (not saying it or miming it) to the person in the hot seat. First team to get it wins a
board
point.