Idea A skills lesson (reading, listening, speaking, writing) follows a different shape from a language-systems lesson. Lead-in → task stages → productive follow-up — not PPP. Example Reading lesson: lead-in → pre-teach two blocking words…
Idea Coursebook materials are a starting point, not a contract. Adding, cutting, replacing, or reordering activities to fit your class is the professional norm. Example A reading text written for British teenagers may need a…
Idea Tasks should move from high support to low support. Controlled practice is about accuracy; free practice is about fluency. The sequence builds learner confidence. Example Gap-fill (controlled) → sentence completion with own words (semi-controlled)…
Idea Vocabulary is not filler — it needs staging: encounter, notice, use. Pre-teaching blocks meaning; recycling builds retention. Example Pre-teach two blocking words before a reading text (not ten). After the text, recycle them in…
Idea Pronunciation is often the first thing cut when lesson time is short. Build it into the plan as a stage aim, not an afterthought. Example ‘At the presentation stage, drill the stress pattern of…
Idea One-to-one lessons remove the safety of pair and group work. Every interaction is between teacher and learner — so planning for variety and pacing is critical. Example In a 60-minute one-to-one, plan at least…
Idea A personal aim is one teaching skill you are working on in a particular lesson. It makes observation feedback targeted rather than general. Example ‘My personal aim is to elicit the target language from…
Idea A board plan shows what will be on the board at each key stage. Deciding it before the lesson prevents mid-lesson thinking about layout and ensures clarity. Example Left column: target language and form.…
Idea List every material in your lesson plan: the coursebook page, the handout, the board diagram, the audio file. Prepare, check, and sequence everything before the lesson. Example ‘Handout 1 (gap-fill, one per learner) ·…
Idea Interaction patterns describe who talks to whom: T→S (teacher to student), S→S (pair), S↔S↔S (group), S→T (student reporting). Vary them across a lesson. Example A lesson that is 90% T→S is a lecture. Plan…