Unit 1: Different types of lesson
and class
Reviewed
✦ Grammar lesson procedures
Lessons usually follow a structure that makes it easier for teachers to plan.
Usually, lessons have a warmer, the body of the lesson (which can take
different forms) and a plenary. This is sometimes shortened to WBP.
Each stage of the lesson serves a specific purpose:
Warmer:
the warmer introduces the topic of the lesson
Body:
within the body of the lesson, we can have different lesson structures
the body is the main ‘teaching and learning’ part of the lesson
Plenary:
the plenary is used to review what has been learned, perhaps through
a whole class discussion or Q&A
the plenary offers some form of consolidation and/or reflection on the
learning content in the body of the lesson
A good lesson structure will help us make sure we’re including all essential
elements in our classes. For this reason, many teachers find it useful to
start their lesson planning by choosing a well-known and widely-used
Unit 1: Different types of lesson and class 1
, structure. It’s a good idea to start with a warmer - where the context is
introduced - and finish with a plenary - where some consolidation and
reflection happens. So we can think of every lesson as having five parts
and the middle three parts can be different, depending on which structure
you choose.
WBP (Warmer, Body, Plenary) can describe the structure of any lesson
and incorporates PPP (Present, Practice, Produce) and TTT (Test, Teach,
Test).
✦ T he PPP procedure − P resent, P ractice, P roduce
Present: The teacher presents an example of the target language. This could
be in a text (audio or visual), through use of the board, or by asking the
students pre-prepared questions in order to elicit the target language.
Practice: Students are asked to complete one or more controlled practice
activities. These could be something like a gap fill activity where students
focus only on the item of language just taught to them.
Produce: Finally, students produce the target language for a communicative
purpose in a freer practice activity, together with any other language that has
already been learnt. Possible activities include role plays or writing tasks.
✦ T he TTT procedure − T est, T each, T est
Test: In this stage the teacher checks how much students already know about
the target language (TL) before they teach it. This is achieved by eliciting the
target language or grammar rules, or giving the students an activity which
requires them to use the TL.
Teach: The students are taught the parts they don’t know or can't do well.
Unit 1: Different types of lesson and class 2
and class
Reviewed
✦ Grammar lesson procedures
Lessons usually follow a structure that makes it easier for teachers to plan.
Usually, lessons have a warmer, the body of the lesson (which can take
different forms) and a plenary. This is sometimes shortened to WBP.
Each stage of the lesson serves a specific purpose:
Warmer:
the warmer introduces the topic of the lesson
Body:
within the body of the lesson, we can have different lesson structures
the body is the main ‘teaching and learning’ part of the lesson
Plenary:
the plenary is used to review what has been learned, perhaps through
a whole class discussion or Q&A
the plenary offers some form of consolidation and/or reflection on the
learning content in the body of the lesson
A good lesson structure will help us make sure we’re including all essential
elements in our classes. For this reason, many teachers find it useful to
start their lesson planning by choosing a well-known and widely-used
Unit 1: Different types of lesson and class 1
, structure. It’s a good idea to start with a warmer - where the context is
introduced - and finish with a plenary - where some consolidation and
reflection happens. So we can think of every lesson as having five parts
and the middle three parts can be different, depending on which structure
you choose.
WBP (Warmer, Body, Plenary) can describe the structure of any lesson
and incorporates PPP (Present, Practice, Produce) and TTT (Test, Teach,
Test).
✦ T he PPP procedure − P resent, P ractice, P roduce
Present: The teacher presents an example of the target language. This could
be in a text (audio or visual), through use of the board, or by asking the
students pre-prepared questions in order to elicit the target language.
Practice: Students are asked to complete one or more controlled practice
activities. These could be something like a gap fill activity where students
focus only on the item of language just taught to them.
Produce: Finally, students produce the target language for a communicative
purpose in a freer practice activity, together with any other language that has
already been learnt. Possible activities include role plays or writing tasks.
✦ T he TTT procedure − T est, T each, T est
Test: In this stage the teacher checks how much students already know about
the target language (TL) before they teach it. This is achieved by eliciting the
target language or grammar rules, or giving the students an activity which
requires them to use the TL.
Teach: The students are taught the parts they don’t know or can't do well.
Unit 1: Different types of lesson and class 2
