A Lesson Framework

It's essential that a teacher have a clear "flow" to their lesson delivery. Here's our suggested lesson framework in a simple 4 steps.

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The Steps Of A Language Lesson

Teachers face the task of designing lessons so students will both be engaged with the learning process and also, succeed in learning the key language of the lesson.

Essential to that process is a framework, a structure that breaks down the delivery of a lesson into doable, achievable steps. It will also create a routine that will make your students more comfortable with the learning process.

Here is our 4 step lesson plan for achieving this in the language classroom.

1. Assess. What do the students already know?

2. Instruct. What do students need to learn?

3. Use/Practice. What can students do?

4. Extend. Can students reuse and apply the language?

To better illustrate each step, We’ll use the example of teaching high beginners A2 basic telephone English with the objective they will be able to answer the phone in English and have a basic informational conversation.

1. Assess. Find out what your students know about the topic and the language objective. Plan a light, low-key activity that will allow you to evaluate prior knowledge of the subject, grammar point, vocabulary etc ... Don’t assume students are starting at zero – they always aren’t. Let them have a go and then assess, go from there.

Example. Choose a stronger student in class. Ask them to turn around and call you on the phone. Speak with the student, highlighting key language. Next, tell students to sit back to back with a partner. Explain. One student is calling to leave a message about (you put in something relevant to your class schedule). Let them role play the call.

2. Instruct. This is the more formal aspect of the lesson. Introduce the topic and instruct students on its key points. Adjust your instruction based on what you learned in step 1. Give students some time with controlled practice, form focused learning of the key language to be used.

Example. Put the telephone conversational phrases up on the board. Ask students to put them in order. Then, role play the conversation with the class. First, teacher calling the class. Next, the class calling the teacher. Ask for alternative phrases students could use - write them on the board.

3. Use. Plan an open task where students have the opportunity to use the language creatively and in a communicative fashion. The focus here is on meaning and language function. Part of this task will informally test students on the key language students are being asked to learn.

Example. If possible, get students to use their cell phones or they can pretend. Give students task cards. One for the caller and one for the receiver. Let students role play and try to communicate and finish the telephone task. After, choose some pairs to present their demo call.

4. Extend. Students need multiple exposures to language in order to acquire it. Plan additional activities in the days ahead using and building on the language students have learned prior. Additionally, this type of recycling will also allow students to see and notice what they have learned prior – they’ll gain a sense of accomplishment.

Example. Ask students to call you outside school time. Have a schedule for students to sign up to. When they call, have a conversation, using the key phrases used during class.

Assess. Instruct. Use/Practice. Extend. Get your lesson planning and delivery in this groove and you’ll have success with your class each and every day. Students will also get used to your steps and this routine will help them learn.

Good luck with your teaching! Download the poster outlining these steps »>

How do you like this lesson framework in contrast to the usual PPP (Prepare. Practice. Produce.) and ESA (Engage. Study. Activate.) delivery methods? Let us know with a comment!