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UNIT 3, 180H, LEVEL 5 COURSE, I-TO-I TEFL
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UNIT 3: STRUCTURING YOUR LESSON1. Introduction
• Structuring your lesson.
• The PPP method.
• Ideas for warmers and coolers.
• Other lesson models.
• Writing a rationale.
2. Structuring a lesson plan:
Your lesson plan needs to clearly set out the activities that you will be doing, divided
into logical stages. For each stage, you must include the following information:
• What the stage is.
• How long the stage will last.
• The specific activities that you will be delivering.
• The interaction pattern for that stage/activity:
Ø S-S (Student to student interaction).
Ø T-S (Teacher-fronted presentation).
Ø Ss-Ss (Students working in groups, mingling).
Ø OCFB (Open class feedback).
• The material that you will need to deliver the activities.
• Additional information:
Ø Why you are doing the activity.
Ø Potential problems related to each stage of the lesson.
Ø How the actual lesson went (useful for reflecting on and learning from
your lessons).
2.1 Layout of your plan:
Setting out the lesson plan in this way will help you check that:
• You have organised the material into a logical structure that students will be
able to follow easily.
• You are using a range of different types of activities, reflecting the different
learner styles of your class and a range of interaction patterns to keep
students motivated.
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, • You know exactly what materials and resources you will need to have
prepared.
3. Warmers and coolers:
3.1 Introduction:
Warmers and coolers are short activities that are used at the beginning and end of a
lesson. They should be:
• Relevant to the lesson or about reviewing previously learnt vocabulary.
• Quick (no more that five-ten minutes, maximum).
• Topical.
• Fun.
3.2 Warmers:
Set the scene at the start of a lesson and should be relevant. They ‘warm up’ the
class. A good warmer will:
• Engage students’ interest.
• Raise the energy levels in the room.
• Involve all the students.
• Get students thinking in English.
3.3 Coolers:
Used at the end of lesson to recap on learning and help draw the lesson to an end.
They ‘cool down’ the class at the end of the lesson. A good cooler will:
• Sum up your lesson.
• Provide a final reminder of the new language that students have learnt.
• Calm down over-excited students, if a lesson has becomes over-heated.
• Ensure students leave on a positive note.
3.4 Warmer and cooler ideas:
Rate your day
Ask students to rate their day on a scale of 1 to 10, where 1 = bad and 10 =
fabulous. Next find out the class average, and then ask students to work in
pairs/small groups to discuss what makes for a ’10’ day.
Bizarre photos
Ask your students to bring in some strange pictures of animals or people to the
class. Cut each picture in half, mix them up and then put them face down on the
desk. Next, ask each student to pick up a piece and then find a partner with the
matching half. Once they have done this ask each pair to make up a brief story about
their picture.
Telling a story
Put a picture up on the board. Divide the class into pairs or small groups and tell
each group they have three minutes to make up a short story about the picture.
Once the time is up, ask each group to tell the story to the rest of the class (or to
another group, depending on numbers).
Pictionary
Before the class, create a set of cards with different words or phrases on each.
During the lesson, divide the class into groups. Students should take it in turns to
pick a card, and then draw or describe the word to the rest of their group. The other
students need to guess what the word is.
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