1) Introduce the Topic  Topics: food, holiday, clothes, marriage, celebration, women, sports, technology,

▪ Use a context to introduce the topic: inventions, parents, school, etc.

Encounter Examples: pictures / questions / anecdote /  Choose a topic that serves well the use of the target language.
▪ Ask students about the topic.  Browse different textbooks for help.
➔ Don’t ask students to give examples or answer questions using the target
language. (ex. If you are teaching the past simple, don’t expect from them to
answer a question about what they did last holiday)

2) Introduce the Target Language  The context you choose for TL (sentences/ dialogue/ short paragraph/ email
▪ Decide on the target language. etc.) should contain all aspects of what you want to teach. If you are teaching
Examples: Present simple affirmative form, past simple past simple question form, there should be enough examples of this, and the
irregular verbs, ability (can and can’t) context is clear that it is past. d. If you are teaching affirmative and negative,
▪ Put the target language in a context. both forms should be present in the dialogue or sentences.
Examples: sentences / dialogue / short passage / email  It should use the topic you choose. The sentences / dialogue etc. selected
etc. should be relevant to the topic selected at the beginning
▪ Suggest an activity that targets the meaning in the  If you write sentences, they should be meaningful.
previous selected sentences/ dialogue / short passage /  There should be an activity that focuses on meaning concerning the or
email etc. sentences / dialogue etc. selected (ex. Are the sentences true or false / answer
Example: true false activity/ answer questions etc. the questions/ agree or disagree / match sentences and pictures …) (good if
the activity allows Ss to do some interaction for example compare answers /
discuss why…)
➔ Don’t write isolated sentences.
Examples: he went to the beach last holiday/ She had a good time in Spain etc.
But choose a person and talk about him/ her or a family member who did
different things etc.
➔ Don’t give the context (sentences/ dialogue/ short paragraph/ email etc.) and
ask students to underline verbs or any activity that focuses on form. NOT at
this stage. The task should focus on meaning. The meaning of the sentences or
dialogue you choose to make sure they can understand them and to give them
time to notice what you are teaching by themselves.

Clarify FUMP= form / usage / meaning / pronunciation  Make the rules easy.
1) Elicit the form.  Use techniques that makes remembering rules easy.
▪ Use colours. ➔ Don’t use a lot of metalanguage: verbs, nouns, part of speech, structure of the
▪ Use visual aids / diagrams / chart / arrows. sentence etc.
2) Usage 
3) Meaning
 ▪ Use timeline / line to show degrees etc.
4) Pronunciation
▪ Individual / groups / class repetition
Remember At least one controlled activity. You can have more. ➔ Don’t ask you students to give you sentences or examples. Instead create a
context for that.
Examples: matching exercises/ gap-filling / transformation
exercise / Ball toss / Board games with prompts / Dice
games / Find someone who / Drills: substitution, backward
building, chain drill / Testing each other’s memory / Chinese
Whisper / Spin board / hot seat game
Internalize An activity that is semi-controlled. Even if the TL is ➔ Don’t tell students to do the activity and use the TL.
present but the focus is on meaning.  Instead of telling them to ask a partner questions about their last holiday using
the target language, the teacher can tell them to ask questions about their last
Info gap activities / Board games / Activities similar to the
holiday and find common activities (activities they both do last holiday)
coming fluent use stage but more scaffolded
Fluent Use A Free activity. ➔ Don’t tell students to do the activity and use the TL
Telephoning each other (back-to-back) / Surveys /
interviews / Project work / Ranking / Pyramid discussion /
Role-plays / Venn Diagrams (Find things in common) / Draw
what your partner describes.

 Print or write your lesson plan on white A4 paper.

 Please FOLLOW the same organization as the example below.
Name: ___________________ Group: _____________________ Number: ______________
Skill: ____________________ Other skills: ____________________________
Language point: ______________________ (the grammar points) Topic: ________________________
Objective: ______________________________________________________________________________________________________________

Time Stage Procedure/Steps Interaction Materials needed

T→S
S↔S; S-S-S
 Checklist
Objective

□ Witten in terms of “At the end of the lesson, students will be able to _________”
□ Has 3 components: a communicative skill described as an observable verb, target language (TL) and an activity where the objective is being assessed. “Students will be
able to (observable action), using (TL), in communicative dynamic.”

Encounter:

□ Elicit background knowledge related to topic or language point – finds out what the students already know related to the lesson.
□ Provide background or situation – activates schema.
□ TL that students hear / see appears in a meaningful realistic context.

Clarify:

□ Ss are familiar with the target language, which is vocabulary and/or grammar (FUMP) through examples, explanations, descriptions, scenarios, drawings etc.
□ Teacher check student understanding through examples, simple explanations, descriptions, scenarios, drawings etc. (Concept Checking Questions)
□ Gives students time to write and reflect on new language structures or vocabulary and ask questions.

Remember

□ Ss are focused on memorizing the specific target language, focusing on accuracy and fluency.
□ The TL is more isolated at this stage than later.
□ Ss are given many interesting and varied chances to practice the TL.
□ Ss are supported (*scaffolded) in their practice: i.e. support language is visible, teacher models and/or teacher gives error correction feedback.

Internalize

□ Ss begin to use the TL more naturally in broader, more varied contexts.

□ The TL is less isolated at this stage than before.
□ Ss begin to make associations between the target language and their own experiences.

Fluent Use

□ Activity is meaningful and authentic.

□ Activity has students interacting with each other.
□ Students spontaneously produce the language required for the whole, real-life task.