1 Plan

1 Plan
1
At the start of planning, decide which activities you are going to do from the Student’s Book and how
you need to adapt them to work in an online context. Coursebooks were not written to be taught
exclusively online, so you will need to spend time thinking about this and be selective about which
activities you do in class and which you use as homework tasks. Asking these three questions can
help you decide what to do:
• What can students do on their own?
• What can students do in groups?
• What do students need you (the teacher) for?
2
Decide whether or not you need to flip any of the instructions (especially in lessons requiring long
grammar explanations, or those with long readings) to help facilitate a more communicative and
interactive lesson. For example, giving students grammar summaries or recorded grammar
presentations as ‘before-class homework’ can facilitate differentiation; it can help all students be on a
(more) level playing field at the start of the lesson, and it allows more time for increased practice and
production activities during the lesson.
3
Decide how you are going to present the content of the lesson. If you are using the Classroom
Presentation Tool (CPT), make sure you know how to use the different tools that are available.
4
When planning, think about how you will break your lesson into more manageable chunks. Keeping
the lesson in bitesize chunks will help ensure that students remain engaged, which is critical in an
online environment.
5
Plan to use breakout rooms at least two or three times during a 45-minute lesson. However, this will
depend on the type of lesson you are teaching and the age and level of your learners.
6
If you are planning pair and group work, it’s a good idea to plan before the lesson how you are going
to pair or group students.
7
To help maintain engagement, incorporate as much personalisation of language as possible into
your lesson plan. This can be done by asking students questions using the target language and
getting them to respond in the chatbox or orally. This will help build rapport and a more supportive
and empathetic online learning community.
8
If using audio or video, make sure that it works on the videoconferencing platform you’re using. For
listening lessons, have a copy of the audioscript available to read out should there be any streaming
issues. For video lessons, provide a link to students so they can watch the videos from the New
Close-up companion site by themselves. The videos could be assigned before or after class.
Audioscripts and video scripts are available both in the Teacher’s Book and on the companion site.
Online Teaching Support Sheet Companion site: ELTNGL.com/newcloseup

9
Be organised. Make sure that you have all the documents, materials, weblinks, PowerPoint slides,
etc., already uploaded or all in a folder ready to send when the time comes. Alternatively, you can
send documents and worksheets to students before class.
10
Prepare additional content or questions for students who finish faster than others. For example,
ask them to write additional sentences in the chatbox using the target language. Remember that there
are plenty of ideas for extra activities in the Teacher’s Book.
11
Whatever technology you’re using, always make sure you have a Plan B. For example, if you are
using the CPT, make sure you have a print copy of the book to hand which you can hold up to the
screen if needs be.
12
Creating a sense of community is vital to the success of an online course, so think carefully about
how you’re going to create a safe, supportive online learning environment. Incorporating plenty of
group work and ‘getting to know you’ activities can help facilitate this, as well as using asynchronous
platforms for collaborative work.
13
When teaching online it can be helpful to have a code of conduct or classroom rules, much like in
the face-to-face classroom. Rules exist so that everyone can feel safe in working together, and it can
help manage the online classroom. Where possible, involve learners in the development of this as this
will give them agency and accountability.
14
Before you head into your virtual classroom, make sure you’re as comfortable as you can be with the
technology and software, and that you understand what you can and can’t do with it. It’s a good idea
to practise as much as you can beforehand with a colleague (or colleagues) so you can run through
different scenarios and try things out. Remember, practice makes perfect.
15
Remember that lesson planning is vitally important, even more so for online lessons – successful
lessons rely on it.
Online Teaching Support Sheet Companion site: ELTNGL.com/newcloseup

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Online Teaching Support Sheet Companion site: ELTNGL.com/newcloseup

Online Teaching Support Sheet Companion site: ELTNGL.com/newcloseup

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