LESSON
FRAMEWORKS
“Hello, teacher!
I am happy you want to
make your lessons more
effective.
Lesson frameworks are
the key part for successful
teaching.”
In this GUIDE you will find:
Suggested lesson stages for each
framework
Main and subsidiary aims for each
framework
Examples of appropriate stage aims for
each stage of the lesson
Extra tips on staging
Instruction how to plan lessons according
to the frameworks
Content:
Language systems: Text-based presentation – p.4-5
Language systems: Test-Teach-Test – p.6-7
Language systems: Presentation-Practice-Production –
pp.8-9
Receptive skills (Reading & Listening) – pp. 10-11
Productive skills: Speaking – pp.12-13
Productive skills: Product Writing – pp.14-15
Language systems:
Text-Based Presentation
(Grammar/ Vocabulary / Functions):
Main aim: By the end of the lesson students will be
better able to use the TL (specify) in the context of...
Subsidiary aims:
● To practice reading for gist.
● To practice oral fluency
Stages Stage aims
Lead-in/Pre-text discussion
set up context, prepare the To set the context for the lesson. /
students for the reading/listening To activate students’ schemata
task
Reading/Listening for gist
To expose the learners to the
A text or recording is context for
target language in context.
the target language
Highlighting the target language
in the text (students can fill in the To encourage learners to notice
gaps with the TL in sentences the target language. / To raise
taken from the text or listen to the learners’ awareness of the target
recording and fill in the missing language in the context
words with the TL)
Clarification of Meaning*
and checking understanding with
the help of CCQs
Clarification of relevant aspects
of Form* To clarify and ensure that learners
have understood relevant
Clarification of relevant aspects elements of the target language
of Pronunciation and drilling
*Meaning and/or Form could be provided using
a guided discovery task.
Stages Stage aims
Controlled practice (written/oral)
of Meaning, Form and To provide learners with restricted
Pronunciation of the target practice of the TL
language.
Semi-controlled/Freer practice
(FP)
1. Preparation (set up semi-
controlled/freer practice step
by step instructions,
generating ideas for the
communicative task,
To develop learners’ fluency with the
demonstration)
target language. / To practice real
2. Task performance. Students
communication using the TL.
communicate in pairs (oral FP)
or do a meaningful,
communicative writing task
(written FP)
3. Time-efficient feedback on
content (task achievement)
Feedback on language
Thinking time/pair work + open To provide correction and praise
class discussion appropriate language use
Language Systems: Test-Teach-Test
Main aim: By the end of the lesson students will be
better able to use the TL (specify) in the context of...
Subsidiary aims:
To practice oral fluency
Stages Stage aims
Lead-in To set up context
set up the context To activate students’ schemata
TEST 1 (Diagnostic Test)
monitor and take notes of
To assess the learners’ needs
difficulties/find out what needs to
regarding the target language.
be taught at the next stage
TEACH’ stage (MFP Clarification)
clarify the Meaning of the target
language that caused difficulties To clarify the meaning,
in Test 1, check understanding pronunciation, and form of the
using CCQs target language based on
Clarify relevant aspects of learners’ needs.
Pronunciation/Form, address
anticipated problems.
TEST 2 (Controlled practice)
Check whether clarification has
To assess learners’ progress with
worked well, and students can
the target language.
understand and use the target
language correctly.
Provide more Controlled practice
To provide further restricted
if Test 2 revealed the need for
practice of the TL.
extra practice.
Stages Stage aims
Semi-controlled/Freer practice
(FP)
1. Preparation (set up semi-
controlled/freer practice(FP)
step by step instructions,
generating ideas for the
communicative task, To develop learners’ fluency with
demonstration) the target language. / To practice
2. Task performance - students real communication using the TL.
communicate in pairs (oral FP)
or do a meaningful,
communicative writing task
(written FP)
3. Time-efficient feedback on
content (task achievement)
Feedback on language
Thinking time/pair work + open To provide correction and praise
class discussion appropriate language use
Language Systems (Grammar/ Vocabulary / Functions):
Presentation - Practice - Production (PPP) /
Situational Presentation /
Teacher-led Presentation
Main aim: By the end of the lesson students will be able to use
the TL (specify) in the context of..
.Subsidiary aims (you might not have any subsidiary aims):
To practice oral fluency (if your freer practice is a complex
activity, e.g. a role play)
Stages Stage aims
Lead-in To set up context
set up the context To activate students’ schemata
Presentation of the target
language via context
Use a story, anecdote, familiar
To convey the meaning of the
situation, picture, etc.
target language in context
Eliciting / Providing the target
language
Checking understanding of
meaning
Check that learners have
understood the target language
with CCQs
Highlighting relevant aspects of
To clarify and ensure that learners
form
have understood relevant
(e.g. part of speech, sentence
elements of the target language
structure)
Highlighting and drilling
relevant aspects of
pronunciation
Remember to drill appropriately
(model-elicit- highlight-drill)
Controlled Practice (written /
oral) To provide learners with restricted
of the meaning, form, practice of the TL
pronunciation of the TL
Stages Stage aims
Semi-Controlled / Freer Practice
(written / oral)
1. Preparation (set up semi-
controlled/freer practice step
by step instructions,
generating ideas for the
communicative task, To develop learners’ fluency with
demonstration) the target language. / To practice
2. Task performance. Students real communication using the TL.
communicate in pairs (oral FP)
or do a meaningful,
communicative writing task
(written FP)
3. Time-efficient feedback on
content (task achievement)
Feedback on language
To provide correction and praise
Thinking time/pair work + open
appropriate language use
class discussion
Receptive Skills: Reading/Listening
Main aim: By the end of the lesson, students will have further developed
their sub-skills of reading (or listening) for gist and detailed
comprehension (or specific information) in the context of
Subsidiary aim(s):
- To pre-teach vocabulary that might be blocking for reading (or
listening) tasks
- To practice oral fluency
Stages Stage aims
To set up context/
Lead-in
to raise learners’ interest in the
set up the context
topic of the lesson
Pre-text discussion To activate learners’ schemata
related to the text
Option 1: Pre-teaching blocking To unblock vocabulary necessary
vocabulary to complete the next task
To develop learners’ ability to
Reading/Listening 1:
read/listen for gist OR specific
for gist
information
Option 2: Pre-teaching blocking
To unblock vocabulary necessary
vocabulary
to complete the next task
Reading/Listening 2: To develop learners’ ability to
for specific information OR read/listen for detailed
detailed comprehension comprehension
Stages Stage aims
Productive follow-up (usually
Speaking)
1. Preparation (set up a
communicative speaking task
step by step instructions,
To provide oral fluency practice on
generating ideas for the task,
the topic
demonstration)
2. Task performance. Speaking in
pairs or mini- groups
3. Time-efficient feedback on
content (task achievement)
Feedback on language:
Thinking time/pair work + open To provide correction and praise
class discussion appropriate language use
Productive Skill: Speaking
Main aim (choose 1):
1. By the end of the lesson, students will be better
able to (e.g. to share a story about...)
2. By the end of the lesson, students will have further
developed their oral fluency in the context of
Subsidiary aims:
To practice listening for gist
To introduce and clarify functional phrases for...
Stages Stage aims
Lead-in
To set up context
set up the context
Pre-text discussion
consider letting the students
Activate learners’ schemata
share previous experiences in
similar situations/contexts
Lstening for gist to a model text / To familiarize the students with
task the model text
Stages Stage aims
Clarification of useful features
(choose the ones relevant for your
lesson):
focus on the purpose of the
conversation,
focus on the appropriate
register,
focus on organization, e.g. a To raise learners’ awareness of
conversation (how to organise a story, formal /
pattern/roles for a dialogue, or informal register, etc.)
on a template (if it’s a story/a
presentation) To provide learners with useful
focus on the useful language, language for speaking
clarify MPF To develop learners’
where necessary (provide (pronunciation / sentence stress)
some controlled practice if
needed),
*Important note – you probably
will not focus on all of these things
in one lesson. Choose only those
which are most appropriate.
Task preparation
(set up a communicative speaking
task)
To help learners generate ideas /
step by step instructions,
To provide a model of the task
generating ideas for the task
(consider note-taking),
demonstration and ICQs
Task performance
Speaking in pairs or mini groups To develop learners’ speaking
Remember to make this stage the fluency in the context of...
main focus of your lesson.
Time-efficient feedback on To provide feedback on task
content (task achievement) achievement
To provide correction and praise
Feedback on language
appropriate language use
To further develop learners’
Task repetition after feedback:
fluency + o provide a chance to
improve after receiving feedback
*you can swap students and do
the task again
Productive Skill: Product Writing
Main aim (choose 1):
1. By the end of the lesson, students will have further developed writing a
(genre, e.g. letter of complaints) + in the context of + topic
2. By the end of the lesson, students will be better able to write a (genre,
e.g. letter of complaints) in the context of + topic
Subsidiary aims:
● To practice reading for gist.
● To introduce/revise a set of linkers/functional phrases for...
Stages Stage aims
Lead-in
To set up context for the lesson
set up the context
Pre-text discussion (optional)
Activate learners’ schemata / raise
consider letting the students
learners’ awareness of the need
share previous experiences in
for the lesson
similar situations/contexts
To familiarize learners with the
Gist reading of the model text
model text
Clarification of the useful
features
(choose the ones relevant for your
lesson):
focus on the purpose, the
target reader of the
message and appropriate
To raise learners’ awareness of
register;
(semi-formal register / the
focus on the genre features,
organisation of emails / the layout
organization & paragraphing
of postcards, etc.)
useful language (clarify MPF
(or)
(meaning, form, pronunciation,
To provide learners with useful
where necessary)
language for writing
*You will probably not need to
clarify all the useful features –
chose only the most relevant to
the genre for an effective writing
lesson.
Stages Stage aims
Preparation
(set up a communicative writing
To set the task and the
task)
communicative purpose for
step by step instructions,
writing / To allow learners to
generating ideas for the task
brainstorm ideas for writing
(consider sharing ideas orally, in
pairs), demonstration
To let the learners practice writing
Task performance
/ drafting the target piece of
writing individually
writing
Feedback on content/task
achievement
let the students read each other’s
writing tasks. To encourage learners to share
They can respond to messages or their ideas
choose the most interesting ones. To provide feedback on the
If the Ss have written parts of a learners’ ideas and contributions
story/ an essay, they can put these
together and see if they fit into a
whole
Feedback on language
Time-efficient feedback on most
common errors To provide correction and praise
appropriate language use
Collect writing tasks to provide
more detailed feedback later.
How to use these frameworks:
Use the coursebook
Identify wether it is a system or skills lesson
Identify the tasks the coursebook provides
Depending on a skill or TL + level of your students
choose the framework from the ones above and stick
to it while planning
Hope it will be helpful for you!
And I am looking forward to your
feedback of your lessons based
on the frameworks!
