LESSON FRAMEWORK FOR LANGUAGE LESSONS
Situational Presentation / PPP
STAGE
Lead-in
(e.g. students discuss questions relating context of target language
to the theme of lesson)
Present target language
(e.g. through a story, anecdote etc)
Language clarification
(e.g. clarify and check meaning using the
context, highlight form, pronunciation and
drill – students should be given a written
record of target language)
Controlled practice of target language
(e.g. students rank vocabulary, answer
questions using the vocabulary, do a gap
fill, transform sentences etc)
Freer practice of target language
(e.g. discussion on theme, role-play etc)
Final feedback
(e.g. feedback on content, feedback on
language)
AIM
To generate interest in the theme /
To present the target language in a
context
To clarify the meaning, form,
pronunciation of target language
To provide students with practice at
using target language in a controlled
way
To provide students with practice at
using target language in a freer way
To provide students with feedback
on their discussions
To provide students with feedback
on language they used during the
task
LESSON FRAMEWORK FOR LANGUAGE LESSONS
Test-Teach-Test
STAGE
Lead-in
(e.g. students discuss questions relating
to the theme of lesson)
Test
e.g. Ss do gap-fill, definition-matching,
categorising etc. (This could also be a
wider kind of “test” such as a
communicative task.)
Teach / Language clarification
(e.g. do feedback to test and clarify and
check meaning of relevant/problematic
language, highlight form, pronunciation
and drill – students should be given a
written record of target language)
Test / Controlled practice of target
language
(e.g. students rank vocabulary, answer
questions using the vocabulary, do a gap
fill, transform sentences etc)
Freer practice of target language
(e.g. discussion on theme, role-play etc)
Final feedback
(e.g. feedback on content, feedback on
language)
AIM
To generate interest in the theme of
target language
To ascertain what language students
know and what they don’t know
To feedback on the first test and to
teach problem areas clarifying
meaning, form and pronunciation of
target language
To provide students with controlled
practice at using target language
and to see what students now know
(or still have problems with)
To provide students with freer
practice at using target language
To provide students with feedback
on their discussions
To provide students with feedback
on language they used during the
task
LESSON FRAMEWORK FOR LANGUAGE LESSONS

Text-based presentation (using reading or listening texts)

STAGE AIM
Lead-in To generate interest in the theme /
(e.g. students discuss questions relating context of text
to the theme of lesson)

Pre-teach vocabulary (optional) To pre-teach meaning of words

(only needed if there are words which you necessary for the task(s) to be set.
think will block Ss’ understanding)

Present text (listening or reading) with To orientate students to the overall

a gist task content of the text
(e.g. students read or listen to the text and
decide on the best title for the text)

Focus on language from text To provide students with an

(e.g. students look at a task which guides opportunity to understand the
them through discovering and noticing the meaning/use, form (and possibly
TL) pronunciation) of the target language

Clarification of language To clarify the meaning/use, form,

(e.g. clarify and check meaning of target pronunciation of target language
language in the text using the context,
highlight form, pronunciation, and drill

Controlled practice of target language To provide students with practice at

using target language in a restricted
way

Freer practice of target language To provide students with practice at

using target language in a less
restricted way
Final feedback To provide students with feedback
(e.g. feedback on content, feedback on on their discussions
language)
To provide students with feedback
on language they used during the
task
LESSON FRAMEWORKS FOR SKILLS LESSONS

Receptive skills lesson (Reading or Listening)

STAGE AIM
Lead-in To generate interest in the theme /
(e.g. students discuss questions relating to context of text
the theme of lesson)

Orientate students to text To generate interest in the text,

(e.g. tell students about the text, students activate schemata and to help
predict content etc.) students prepare to read or listen

Pre-teach vocabulary (optional) To pre-teach meaning of words

(only needed if there are words which you necessary for the task(s) to be set.
think will block Ss’ understanding)

Gist task To orientate students to the overall

(e.g. students read or listen to the text and content of the text and to give them
decide on the best title for the text) practice in gist reading / listening

Scanning task or To give students practice at reading

Detailed comprehension task or listening for specific information

Follow-up activity To exploit the text for speaking,

(e.g. discussion, role-play, language focus) writing or language work and allow
Ss to interact with it in a personalised
way
Final feedback To provide students with feedback on
(e.g. feedback on content, feedback on their discussions
language)
To provide students with feedback on
language they used during the task
LESSON FRAMEWORKS FOR SKILLS LESSONS

Writing skills lesson

STAGE AIM
Lead-in To generate interest in the theme /
(e.g. students discuss questions relating to context of writing
the theme of lesson)

Presentation of model text with a gist To orientate students to model text and
task to provide a model of text type
(e.g. Provide a letter and students and
decide if the writer is describing a good
holiday or a bad holiday)

Analysis of the text: Focus on sub-skills To focus on sub-skills of writing

(e.g. layout, vocabulary, fixed expressions,
etc.)

Brainstorming / Preparation for writing To generate ideas and to help students

(e.g. students generate ideas about what prepare to write
to write)

Writing To give students practice at writing

Content feedback To provide content feedback to writing

(e.g. students read each others work and
comment on the content of work)

Final feedback
- Feedback on content
- Feedback on language
To provide students with feedback on
their discussions
To provide students with feedback on
language they used during the task
LESSON FRAMEWORKS FOR SKILLS LESSONS

Speaking skills lesson

STAGE AIM
Lead-in To generate interest in the theme / context of
(e.g. students discuss questions relating to lesson
the theme of lesson)

Pre-teach vocabulary (optional / if needed)

Presentation of model text with a gist task To orientate students to model and to allow
(If there is a model to be given. e.g. them to hear an example of what they will be
Students listen to a listening, a model of what doing
you are going to have them do later)

Preparation for speaking: brainstorming To generate ideas and to help students

prepare for the speaking task

Preparation for speaking: language input To provide students with some language
which may be useful to them when doing the
speaking task

Speaking task – 1st time To provide students with an opportunity to

practice speaking [of a certain type]

Speaking task – 2nd time (if time) To provide students with additional practice
(with a new partner/group) speaking

Final feedback To provide students with feedback on their

- Feedback on content discussions
To provide students with feedback on
- Feedback on language language they used during the task