CELTA | 2020

Lesson Planning Frameworks (Lesson Shapes)

When you start out planning a lesson, try and think about each lesson you teach in the following way:
Use the flow chart to help you determine which suggested lesson framework and staging to follow.

Is this a language systems

lesson? (grammar,
vocabulary, functions)

Yes No
What are the students' Is the main aim of your
abilities with this language lesson reading or listening,
right now? or speaking or writing?

They don't know it. See Reading or listening. See It's a productive skills lesson:
Framework A (Present- Framework D for receptive speaking or writing.
Practice-Produce, PPP). skills. Which one?

They can understand it a bit,

but they need more help Speaking.
with it before they can use it
well. See Framework B See Framework E.
(Text-based).

I think they know the basics,

but have trouble with some Writing.
tricky areas when they try to
use it. See Framework C See Framework F.
(Test-Teach-Test/TTT).

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Framework A: Present-Practice-Produce (PPP)
This framework is suitable for introducing Ss to new language for the first time. It is also known as
“Situational Presentation” or “Context Building”. In these instances, the context is built around a picture or
a drawing and the target language could possibly be drawn out by the Ss.
The main aim here will usually be:

➢ By the end of the lesson, students will be better able to use (Grammar e.g. past simple) in the
context of… (e.g. ghost stories)/ (for vocabulary include “related to…”)

Stage (What?) Stage Aims (Why?)

Lead in To generate interest in the topic and set the scene for language work.

Samples of language To elicit the target language

Language Focus / To introduce and clarify the meaning, form and pronunciation of the
MFP or MPF Clarification target language

Controlled Practice * To provide Ss with restricted practice of the target language

Production To provide Ss with freer, more authentic practice of the target language
(Freer Practice) To personalise the target language

To give delayed feedback (error correction & praise) on the target

Error Correction
language

* Sometimes controlled practice is followed by semi-controlled practice (to provide Ss with

practice of accurate use of the target language in a more personalized way).

2
Framework B: Text-Based
This framework is essentially a combination of a reading/listening lesson with a PPP language lesson. The
language is introduced using a reading or listening briefly first (but this is not the main aim) and then
language from the text is clarified (checking meaning, form & pronunciation) before doing further practice.
The main aim here will usually be:

➢ By the end of the lesson, students will be better able to use (Grammar e.g. past simple) in the
context of… (e.g. ghost stories) / (for vocabulary include “related to…”)

Stage (What?) Stage Aims (Why?)

To generate interest in the topic and set the scene for the lesson.
Lead-in
To help Ss anticipate context of reading

To help Ss with potential vocabulary problems and prevent them from

Pre-Teach vocabulary
‘blocking’ when reading
(optional)
(NB not all unknown vocabulary is taught – just that which is essential for the task)

To develop reading/listening for global understanding and to provide

Gist Reading / Listening
context for the TL

Noticing examples from the

text To give the Ss an opportunity to notice the language in context
(Highlighting)

To clarify the meaning, form and pronunciation of the target

Language Focus / language.
MFP or MPF Clarification *possibly use a guided discovery task (questions about the language,
which are based on the text).

Controlled Practice To provide Ss with restricted practice of the target language

To provide Ss with freer, more authentic practice of the target

Freer Practice
language

To give delayed feedback (error correction & praise) on target

Error Correction
language

3
Framework C: Test-Teach-Test
This framework is suitable for teaching Ss language, normally at slightly higher levels. There is an
assumption that Ss already know some of the language.
The Ss do an activity at the start using the target language with no help from the teacher (diagnostic test).
The teacher monitors the task very carefully to see what problems the students have and then clarifies
(checking meaning, form and pronunciation) as necessary – i.e. any new language or items the Ss had
problems with. For example, if there are 15 items of vocabulary in the test, the teacher would not clarify
every item – only those that were tricky. This is followed by further practice test.

The main aim here will usually be:

➢ By the end of the lesson, students will be better able to use vocabulary related to…
➢ By the end of the lesson, students will be better able to use (Grammar e.g. past simple) in the
context of…(e.g. ghost stories)

Stage (What?) Stage Aims (Why?)

Lead in To generate interest in the topic and set the scene for language work.

Test 1 To test Ss’ current knowledge of the target language and identify gaps in
(Diagnostic) the target language (for vocabulary “related to…”)

To deal with meaning, form and pronunciation of the target language

Teach
(for vocabulary “related to...”) with emphasis on items Ss did not know
(Language Focus /
or were confused about.
MFP or MPF Clarification)
To revise the language they may be already familiar with

Test 2 To test whether the Ss have understood all the target language
(Controlled practice) To provide Ss with restricted practice of the target language

Freer Practice To provide Ss with freer, more authentic practice of the target language

Error Correction To give delayed feedback (error correction & praise) on target language

4
Framework D: Receptive Skills
Reading or Listening
The main aim here will usually be:

→To develop reading / listening for gist and detailed comprehension in the context of…

Stage (What?) Stage Aims (Why?)

To generate interest in the topic and set the scene for the lesson.
Lead in
To help Ss to anticipate context of reading/listening

To unblock/pre-teach key vocabulary needed to help Ss complete the task.

Pre-Teach Vocabulary*
(Note that not all unknown vocabulary is taught – just that which is
essential for the task)

Prediction
To encourage Ss to predict/think about the content of the text. Often
(optional)
you can include this in the lead-in stage using words or visuals.

Gist Reading/Listening To develop Ss reading/listening for global understanding

Reading/Listening for
To develop scanning for specific information
Specific Information

Detailed Reading/Listening To develop Ss reading/listening for detailed comprehension

Productive follow up: To respond to the text in a personal way.

Speaking** To further personalize the topic.

* It may go later, e.g. before R/L for Specific Information or Detailed R/L, if it is necessary to pre-teach
vocabulary for these stages
** It may be followed by Error Correction in case there is sufficient time for it in the lesson.

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Framework E: Speaking
This framework is suitable for speaking lessons. It is more organic in nature than other lesson frameworks
and the steps may well be in a different order or some not included.
The main aim here will usually be:

→To develop oral fluency in relation to… (topic)

Stage (What?) Stage Aims (Why?)

To generate interest in the topic and set the scene for your lesson.

Lead-In *The lead-in may well present a model of the speaking or writing task
being worked towards so Ss have a guide to follow. Note that the model
could be introduced in the next stage

Demonstration (optional) To listen to the task done in an authentic manner

To introduce/revise any language which may be necessary for the

speaking/writing task ahead

This may include presentation of vocabulary, grammar or functional

Focus on Necessary Language
language (each with aspects of meaning, form and pronunciation)

Note that the more new language is introduced, the more it becomes
a PPP language lesson rather than a productive skills lesson.

Preparation Time To give Ss a chance to prepare before launching into the task

To develop oral fluency within an interesting and natural context

Speaking Task
*Ss normally work collaboratively, to allow maximum opportunity for
communication. This is your time to note down any errors.

To provide quick feedback on the task (results / outcomes) and for Ss

Feedback on content
to be motivated by sharing.

To give delayed feedback (error correction & praise) on any language

Feedback on Language
component of the lesson

6
Framework F: Writing
This framework is suitable for writing lessons. It is more organic in nature than other lesson frameworks
and the steps may well be in a different order or some not included.
The main aim here will usually be:

→To develop written fluency in relation to… (topic)

Stage (What?) Stage Aims (Why?)

To generate interest in the topic and set the scene for the lesson.

Lead-In *The lead-in may well present a model of the speaking or writing task
being worked towards so Ss have a guide to follow. Note that the model
could be introduced in the next stage
To be given a model to follow for the writing task ahead.
Focus on Model of text type
(optional) *Give Ss the opportunity to read for gist &/or detail instead of going into
the text ‘cold’
To introduce/revise any language which may be necessary for the
speaking/writing task ahead

This may include presentation of vocabulary, grammar or functional

Focus on Necessary Language
language (each with aspects of meaning, form and pronunciation)

Note that the more new language is introduced, the more it becomes a
PPP language lesson rather than a productive skills lesson.

Brainstorming /
To give Ss a chance to prepare before launching into the task
Planning Time

To develop writing fluency in relation to writing

Writing Task
*Ss normally work individually. This is your time to help and note down
any errors.

To allow students to provide content and language feedback to one

Peer editing (optional)
another

To provide quick feedback on the task (results / outcomes) and for Ss to

Publishing
be motivated by sharing.

To give delayed feedback (error correction & praise) on any language

Language feedback
component of the lesson

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 Lesson Frameworks at a glance

SYSTEMS SKILLS
(A) PPP (B) Text-Based (C) Test-Teach-Test (D) Receptive (E) Productive Speaking (F) Productive Writing

- Lead-in - Lead-in
- Lead-in - Lead-in - Lead-in - Lead-in

- Test 1 (diagnostic) - Demonstration - Model

- Samples of language - (Pre-Teach - Pre-teach Vocabulary
Vocabulary)
- Teach (MFP/MPF - Necessary Language - Necessary Language
- MFP/MPF - (Prediction)
Clarification)
Clarification - Gist Reading/Listening
- Preparation Time - Brainstorming /
- Test 2 (Controlled - Gist Reading/Listening
Planning
- Controlled Practice - Examples from Practice) - Speaking
the text - R/L for Specific
- Writing
- Freer Practice - Freer Practice Information
- FB on Content
- MFP/MPF
- Peer Editing
- Error Correction Clarification - Error Correction - Detailed R/L
- FB on Language
- Publishing
- Controlled Practice - Productive follow up:
Speaking
- Language Feedback
- Freer Practice

- Error Correction