FOCUS OF

THE LESSON

LANGUAGE SYSTEMS RECEPTIVE LANGUAGE SKILLS PRODUCTIVE LANGUAGE SKILLS TEACHER SKILLS
(Grammar, Vocabulary, Functional Language) (Listening, Reading) (Speaking, Writing)
MICRO SKILLS
LEARNERS HAVE NO OR LIMITED KNOWLEDGE S then S-S / Ss-Ss
OF THE LANGUAGE POINT (G, V or FL) ONE FRAMEWORK FOR BOTH TBL (SPEAKING)
READING AND LISTENING TASK-BASED LEARNING
PPP 1. Get everyone's attention
(PRESENTATION, PRACTICE, PRODUCTION)
GIST vs DETAIL 1 CONNECTED SPEECH
2. Give verbal instructions and
show the worksheet
A) HOW TO PLAN GIST vs DETAIL 2 HOW TO PLAN

3. Demonstrate ('let's do the

1. Evaluation CONTEXT CLUES 1. Evaluation first one together')

2. Aims LISTENING SUB-SKILLS 2. Aims 4. Ask ICQs

Main Aims HOW TO PLAN Main Aims 5. Give the worksheet

Secondary Aims 1. Evaluation & Aims Secondary Aims 5.1 Copy to Zoom
chat window / take a screenshot
Personal Aims Main Aims Personal Aims
6. Set time limit for S work ('you have 1
3. Production (Authentic/Freer Practice) minute to prepare your answers)
Secondary Aims 3. Task Performance

4. Practice (Restricted / Controlled Practice) 6.1 Set up breakout

Personal Aims 4. Task Preparation rooms in Zoom

5. Presentation 2. Text Selection 5. Noticing Task 7. Set time limit for S-S / Ss-Ss
work ('you have 3 minutes to
Text-based 3. Gist Task 6. Language Focus discuss in pairs / groups)

Oral-Situational 4. Specific Info Task 7. Lead In 8. Pair or group check

6. Clarification MFP 5. Detailed Comprehension Task HOW TO EXECUTE 8.1 Send to

(Meaning, Form, Pronunciation) (optional but desirable) breakout rooms

1. Lead In
Guided Discovery 6. Pre-Teach Vocabulary (optional) 9. Monitor
(Teacher-led)
2. Noticing Task #1
7. Pre-Text Discussion 10. Give time checks ('you
Guided Discovery have 1 minute left')
(Learner-led) 3. Noticing Task #2
8. Post-Text Discussion
10.1 Broadcast to
7. Lead In 4. Task Preparation breakout rooms
9. Lead In
B) HOW TO EXECUTE 5. Task Performance 11. Elicit response
HOW TO EXECUTE
1. Lead In 6. Language Focus 12. Open class feedback OCFB
1. Lead In
2. Presentation 7. Task Repetition CONSTRUCTIVE TTT
2. Pre-Teach Vocabulary (optional but desirable)
(optional)
Text-based DISRUPTIVE TTT
TBL (WRITING)
3. Pre-Text Discussion TASK-BASED LEARNING
Oral-Situational
TERMINOLOGIES
4. Gist Task
3. Clarification MFP HOW TO PLAN
(Meaning, Form, Pronunciation) TYPES OF VERBS
5. Specific Info Task
1. Evaluation
4. Practice (Restricted / Controlled Practice) CCQs
6. Detailed Comprehension Task
(optional but desirable) 2. Aims
5. Production (Authentic/Freer Practice)

7. Post-Text Discussion Main Aims

LEARNERS HAVE SOME KNOWLEDGE OF THE
LANGUAGE POINT (G, V or FL) BUT STILL
NEED HEP WITH IT Secondary Aims

TTT
(TEST-TEACH-TEST) Personal Aims

3. Task Performance
HOW TO PLAN

4. Task Preparation
1. Evaluation

5. Noticing Task
2. Aims

6. Interim Review (optional but desirable)

Main Aims

7. Final Review
Secondary Aims

8. Lead In
Personal Aims

HOW TO EXECUTE
3. Test #3 (Authentic/Freer Practice)

1. Lead In
4. Test #2 (Restricted/Controlled Practice)

2. Noticing Task #1
5. Test #1 (Diagnostic)

3. Noticing Task #2
6. Teach (Clarification MFP)

4. Task Preparation (Brainstorming & First Draft)

7. Lead In

5. Interim Review (Evaluation: Accuracy)

HOW TO EXECUTE (optional but desirable)

1. Lead in 6. Task Performance (Final Draft & Publication)

2. Test #1 (Diagnostic) 7. Final Review (Evaluation: Effectiveness)

3. Teach (Clarification MFP)

4. Test #2 (Restricted/Controlled Practice)

5. Test #3 (Authentic/Freer Practice)