I had a request last week from a reader who wanted to know more about lesson frameworks. I wrote about how useful they are a while back, but only gave one example. So, I’ve dug out my excellent CELTA handbook (from IH Budapest) and summarised most of the frameworks mentioned. I’ve added a bit of information to explain some stages a bit more.
Here’s the basic structure for…
Receptive skills lessons
Note: receptive skills are reading and listening
Lead-in – Generate interest in the topic / text. There are quite a few ideas for lead-ins here and here
Orientation to text – What do you need to tell the students about the text to prepare them for reading/listening? This could be text type, text source, speakers’ accents, etc. Whatever is relevant.
Gist task – set a short task based on general understanding of the text as a whole. For reading texts, the gist task is often timed. Students compare their answers together (pairs/groups) first before class feedback.
Pre-teach vocabulary – Teach any vocabulary needed for the detailed task
Detailed task – set a task based on detailed comprehension (formats might include gap fills, ordering events, true/false, etc). Students compare their answers together (pairs/groups) first before class feedback.
Follow-up activity – do a speaking/writing activity based on the text.
The above is the BASIC framework. In practice, and with more time than you get during a CELTA lesson, certain tasks might be extended or added. For example, I often add vocabulary, pronunciation and game stages after the detailed task in my classes. So, the above focuses primarily on reading and listening skills, in practice other skills/systems are integrated.