Lesson Plans For Reading, Writing & Speaking

Reading Writing Speaking
presentation - Introduce the text/topic and Presentation (Lead-in, This includes introducing the
make sure students have elicitation and explanation): topic and providing a model of
enough vocabulary, grammar, During the lead-in, the context the speech they are to produce.
and background information to is introduced and the meaning A model may not apply to
understand the text. or the use of the new language discussion-type activities, in
Presenting vocabulary is demonstrated. which case students will need
involves: showing the form of This is the stage at which clear and specific instructions
the word (how it is pronounced students may hear or see some about the task to be
and spelt); showing the language (including the new accomplished. Then the
meaning of the word clearly; language) and during which students will practice with the
giving students a chance to hear students may become aware of actual speaking activity.
how the word is used certain key concept.
- Before students read a text, (The key concepts are those
we can organize a pre-reading pieces of information about the
activity to arouse their interest context that are vital if students
in the topic and make them are to understand the context
want to read. The activity and thus the meaning and the
should encourage them to think use of the new language.)
about the topic and to make During elicitation stage the
predictions and guesses about teacher tries to see if the
what they will read. students can produce the new
- language. If the student can’t at
all, we will move to
explanation stage- the teacher
shows how the new language is
formed. If they can, but with
minor mistakes, we may move
to the accurate reproduction.
Practice • Give one or two guiding Practice (the accurate The activities used at this stage
questions for students to reproduction stage ): may include imitating
think about as they read. During the accurate (repeating), answering verbal
• Let students read the reproduction stage students are cues, interactive conversation,
text silently, then check asked to repeat and practise a or an oral presentation.
answers to guiding certain number of models. The
questions. emphasis here is on the
• Ask questions on the accuracy of what the students
text to check say rather than meaning or use.
comprehension, and
explain any words.
Production (Follow-up activities) • Production (immediate Information gaps are

Any of these activities could be creativity stage): commonly used for speaking
done after reading the text. • During immediate practice, as are surveys,
If the text is suitable, use it as a creativity stage, discussions, and role-plays.
basis for further practice. students try to use what
• asking students to they have just learnt to
express feelings or make sentences of their
opinions own rather than
• asking students to sentences which the
match what they read teacher or book has
against their own introduced as models.
experience
• discussing questions
• reproducing the text:
tell part of the story
from these prompts
• role-playing
• gap-filling
Listening Pronunciation & Grammar
presentation • Introducing general • Sounds: To help
content of the listening students with a difficult
passage sound:
• Practising designed • 1. Say the sound
warming-up activities in clearly, show how it is
the textbook pronounced in different
• Making use of pictures words and get students
(if any) to present new to repeat them.
vocabulary • 2. Contrast the sound
• Presenting more with other, similar
words/phrases from sounds.
tapescripts • 3. describe how the
• Getting students to sound is produced if
pronounce you can do this easily.
words/phrases carefully Grammar
• Reviewing already- To show the meaning of a
presented grammatical structure, you can:
patterns -show the meaning directly,
• Presenting new using things the students can
grammatical patterns (if see in the classroom
any) (objects, your face, clothes,
• Asking students to action, the students, pictures)
predict content of the -give examples from real life
listening (your own life, students’ lives,
your town…)
-invent a situation and give
imaginary examples
Practice • Giving clear Practising the sounds in

instructions for the words/sentences
listening task Practising the structures
(rephrasing textbook
instructions if
necessary)
• Playing the tape once
(non-stop) for students
to get general content of
the listening
• Providing other
activities from textbook
for slower classes
• Moving from simpler
tasks to more
complicated ones
• Playing the tape several
times (non-stop or with
pauses if students need
help)
• Breaking long
tapescripts into sections
to facilitate the listening
Production • Practising designed Apply the structures

post-listening activities learnt to the real
in textbook. situations
• Summarising listening
passages in spoken or
written form
• Relating to students’
own experience
• Extending the topic to
oral or written
presentations

Lesson Plans For Reading, Writing & Speaking

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Lesson Plans For Reading, Writing & Speaking

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Reading Writing Speaking

Production (Follow-up activities) • Production (immediate Information gaps are

Practice • Giving clear Practising the sounds in

Production • Practising designed Apply the structures

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