lesson frameworks

Jason Anderson and the TATE

There’s a Mercury Music Prize-winning band name if ever I heard one. This post is actually a long one about Anderson, CAP/TATE, British Council and Project-based learning – that didn’t have quite the same ring to it.

I attended Jason Anderson’s webinar last night on contemporary lesson planning and frameworks in TESOL (hosted by DublinTEFL). Really well-presented, very informative.


CELTA Lesson Frameworks

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.framework2

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.


What I gained from the CELTA: Lesson Frameworks

My CELTA course was exceptional. The whole experience more than surpassed my expectations, and I came away with heaps of ideas and confidence. In fact, I gained so much from the course that I ended up passing the DipTESOL barely 2 years later.

I took the course at International House Budapest. I’ll probably sing their praises in every CELTA post I write, but they deserve it. They had a great set up, the trainers were brilliant, the input sessions were heaps of fun, support was there whenever you needed it, their team of qualified teachers were great to observe, etc. I could go on.

Anyway, I’m hoping to write a few posts about what I gained from the course, as regards how this knowledge has benefitted me in my profession so far. To start with, here’s what I consider to be the most indispensable tool I learnt during my 4 weeks in Hungary… (more…)