Idea Planned timings are starting estimates. Under-timing is a common error — novice teachers often plan more content than a lesson can hold. Example A 60-minute lesson with seven stages of 8–10 minutes each works…
Idea Engage → Study → Activate (Harmer) is a flexible framework where the three phases can appear in any order. It suits varied lesson types and mixed aims. Example A ‘Boomerang’ ESA: Engage (warmer) →…
Idea Task-Based Learning plans lead with a communicative task; language work comes after. The task creates a felt need for the language. Example Learners plan a class trip together (task), then examine the language they…
Idea Test → Teach → Test plans diagnose what learners already know before committing teaching time. The first ‘test’ is a diagnostic task, not an assessment. Example Set a short writing task using conditionals. Note…
Idea A PPP plan moves through Presentation (teacher introduces language in context), Practice (controlled activities), and Production (freer use). It is transparent and suits lower levels. Example Present ‘going to’ with a contextualised dialogue. Practise…
Idea Each stage has its own micro-aim that serves the overall lesson aim. The lead-in does not practise the target language — it activates interest and prior knowledge. Example Stage aim for a lead-in: ‘To…
Idea A stage is a discrete part of the lesson with its own aim, activity, interaction pattern, and timing. Most 60-minute lessons have four to seven stages. Example Lead-in (5 min) → pre-teach vocabulary (8…
Idea For every anticipated problem, write a solution — not a worry. The plan is your back-up strategy. A problem without a solution is just an anxiety on paper. Example Problem: learners may not have…
Idea Beyond language, plan for procedural problems: unclear task design, grouping that doesn’t work, or a text too long for the time available. Example ‘The reading text has twelve unfamiliar words — I may need…
Idea Before teaching, predict where learners will struggle with the target language: meaning confusion, form errors, or pronunciation difficulty. Example For ‘used to’: learners may confuse it with ‘be used to doing’. Anticipate this and…