Be clear on the link between content and language.

As you can see here, this

begins with identifying; it then moves to understanding causes and effects, so
the difficulty increases, and, finally, it moves to writing about threats. This
clearly shows a logical progression in both linguistic and cognitive development.

List all
items
needed

This section needs to cover knowledge, skills, and understanding
of the content. The above shows what the students will do to
progress in understanding, using, and producing the knowledge.
Again, there’s a logical progression.
Language of: These are the words you are teaching in the input stage.
Language for: This is the language you expect your students to already know,
but they may require additional support, e.g., colours, descriptions etc.
Language through: These are the phrases the students will need for the task and
output. This will be new language, so make sure you provide your students with
support before they use it. Look to see what the teacher does in the plan below.
This box refers to the critical thinking skills the students will use; Use this box to show how your students will be able to apply the
it involves identifying stages from Bloom’s Taxonomy (Unit 2). content learnt in this lesson to their own lives, and how the content
The below shows how 3 of these will be put to use in this lesson. can help to promote international awareness and understanding.

Write here what

the students will
have done in the
lesson for you to
know the outcome
has been achieved.

Introduction
A short activity at
the start of the
class. No longer
than 5 mins. To
help students
make the switch to
English.

Activating Knowledge: This allows you to gauge the students’ current

level of understanding and gets them thinking about the topic. Here you
should show visuals or ask open questions to see what they can identify.
 Input
Here’s the introduction
of the content; in other
words, it is the
presentation of
language of. This can
be in the form of texts,
video, or audio. Here,
you can see that after
the introduction of the
language, students
record the information
in a concept map.
Task
This is the task
that learners
perform to apply
what they have
learnt from the
input, such as
information gaps,
or designing a
process. In this
stage, learners
normally work in
pairs or groups.
 Substage
This is to check students
have understood the
information they have
gathered and
summarised before the
output stage.
Ensure your substages
Output are relevant and in the
This is where students right places when you
show you what they write your lesson plan.
know. It links with the
task and is where the
students put to use
language through. In
the video, notice how
language through is
highlighted on the
teacher’s model text?
This is to support Plan a small error-
them with the phrases correction activity
they need. Learners here.
can use the same
phrases or use their Evaluation
own to show cause & This is an opportunity
effect about waste. to evaluate the new
knowledge. Make it
fun and engaging,
and ensure students
are reflecting on
what they’ve learnt.