Language Lessons 

(Vocabulary, Grammar, Functions)

PPP

- Lead-in 

- Language clarification* (Presentation) 

- Convey/clarify meaning using the context 

- Elicit TL 

- Check meaning using the context 

- Drill  

- Provide written record 

- Highlight pronunciation and form features 

- Controlled practice of TL (Practice) 

- Semi-controlled practice of TL (optional) 

- Freer practice of TL (Production) 

- Feedback

TTT

- Lead-in 

- Test 1 

(e.g. SS do gap-fill, definition-matching, categorising, ordering, discussion, role-play) 

- Feedback to test 1 / Teach (language clarification)* 

Go over the task, clarify and check meaning, address form and pronunciation (focus on the items students were struggling with in test 1) 

- Test 2 / Controlled practice of TL 

- Freer practice of TL 

- Feedback

Text-based clarification 

- Lead-in 

- Reading / Listening  

• Orientation to text 

• Pre-teach vocab (if necessary) 

• Content focus (gist task) 

• FB on content task 

- Clarification: focus on language from text* 

• - getting students to notice the language 

• - clarifying and checking meaning using the context  

• - addressing form and pronunciation 

- Controlled practice of TL 

- Freer practice of TL 

- Feedback

* Strategies for more student-centred clarification: 

1. Use a guided discovery worksheet, containing questions about M,F,P. This works well particularly with text-based presentation lessons  

2. Other strategies to deal with M,F,P (you might choose to only use one or two of these, depending on the TL): 

Meaning 

- (grammar/functions) put CCQs on the board or on cards on the floor for Ss to discuss answers in pairs 

- (grammar or vocab) in a text based presentation, Ss discuss/contrast the meanings of the TL in pairs before clarification Form 

- (grammar/functions) Students highlight the form of the sentences in pairs,  think of question / negative forms where appropriate 

Pronunciation 

- (grammar/functions/vocab) Students mark stress on words / structures either before or after the teacher drills the TL (Bear in mind that you might need to do an example in the set-up of these  tasks)

Skills lessons (Receptive and Productive Skills)

Receptive skills lessons (Reading, Listening) 

- Lead-in 

- Orientate SS to text (e.g. a prediction activity) 

- Pre-teach vocab (for blocking vocab or vocab needed for the tasks)  (can be done together with or before the previous stage) 

- Gist task 

– set task, SS read or listen, SS confer, FB on answers 

- Specific info task (optional) – set task, SS read or listen, SS confer, FB on answers 

- Detail task 

– set task, SS read or listen, SS confer, FB on answers 

- Follow-up productive skills activity/Post-text discussion/Speaking(Writing) Extension  (e.g. discussion, role-play)

Speaking lessons 

- Lead-in 

- Preparation for speaking

-framework/format: a model text 

-ideas: a text or brainstorming 

-language focus – a text or brainstorming – when and if relevant 

- Speaking task (in groups or pairs) – *or rehearsal 

- Feedback (on content - task achievement and language use) 

- *Speaking task repetition (with a different partner/group or a modified task) 

- Feedback 

*The number of tasks/task repetitions may vary depending on the time available and/or type of task (usually at least two tasks)

Writing lessons 

- Lead-in 

- Reading 

(to provide a model of text type or set context for writing) 

- Focus on sub-skills (analysing model text) 

e.g. layout, organisation, language: vocabulary, fixed expressions, style features, etc. 

- Preparation for writing / Brainstorming - SS generate ideas (speaking or note-taking) 

- Writing 

- Content feedback 

- SS read (with a task) and comment on each other’s writing 

- Language feedback (if time)