The frameworks below are not set in stone, but many of the lessons you teach should follow
one of
these patterns. These are only guidelines, and you may wish to adapt or add stages according to
your students` needs, the length of your lesson, your aims and your choice of material.
Language systems focused lessons
(Grammar, Lexis and Functions)
Language Focus –Language through Text
In this case the text (reading or listening)
provides the context and examples of the TL
(lexis or grammar).
● Lead-in to set context
● (Pre-teach essential vocab)
● Reading/Listening task
● Examples – taken from text
● Language focus – meaning, form and
pronunciation
● Controlled practice
● Freer practice
Language Focus – Test-Teach-Test
Students have a go at using the TL (vocab or
grammar) before clarification and further
practice.
● Lead-in to set context
● Speaking/writing practice task – Teacher
monitors carefully for errors/lack of
language
● Language focus – meaning, form and
pronunciation
● Controlled practice
● Freer practice
Language Focus – Situational Presentation
(PPP)
Often used to present new grammar structures.
● Lead-in to set context
● Elicit/introduce/present examples of TL
● Language focus – meaning, form and
pronunciation
● Controlled practice
● Freer practice
Language Focus – Functional Language
Usually focuses on things like giving advice,
making suggestions etc.
● Lead-in to set context
● Listening/reading task
● Examples – draw these from text and/or
elicit further examples
● Language focus – meaning, form and
pronunciation
● Controlled practice
● Freer practice
Skills focused lessons
(Reading, Listening, Speaking and Writing)
Receptive Skills Focus – Reading or
Listening
● Lead-in to set context
● (Pre-teach essential vocab)
● Reading/listening task
● More detailed reading/listening task
● (Post-teach essential vocab)
● Follow-up – focus on productive skills
(speaking or writing)
Productive Skills Focus – Speaking
This can often follow a receptive skills lesson in
the follow up stages, but it can also stand alone.
● Lead-in to set context
● Preparation/planning time
● Speaking task
● Feedback from other students on
content and task achievement
● Feedback to students on use of English
– delayed error correction
Productive Skills Focus – Writing
This can often follow a receptive skills lesson in
the follow up stages, but it can also stand alone.
● Lead-in to set context
● Focus on model of text type
● Brainstorming/planning
● Writing task
● Editing/error correction
● `Publishing`
Task-based Learning
Focuses on the use of authentic language and
on asking students to do meaningful tasks using
the target language.
● Pre-task
● Task
● Planning
● Report
● Analysis/error correction
● Practice (optional)