An IELTS lesson isn’t quite like a ‘lab’ (where a milliliter might mean the difference between whether you blow up the building or not… :D).
However, I do believe that the PROPORTIONS of a lesson matter.
And these will be reflected by the LESSON PLAN as well.
When I look at one where a teacher allocated an abundant 20 mins just for lead-in…
…but about HALF of it to the actual TEACHING and PRACTICE stages of the lesson (–depending on the framework used) …
I already know we have a problem, EVEN BEFORE the lesson even started.
Why do you think we sometimes struggle to get the PROPORTIONS right in our lessons?
(I for one used to because I was afraid I’d ‘run out of’ stuff on the plan and have to face a group without sh*t to do anymore… 😀 :D)
Hi. I’m Fatime. I’m an IELTS Teacher Trainer, helping CELTA-qualified English language teachers become better at teaching SKILLS, as opposed to just testing them.
Check out my courses here:
How to Teach IELTS Listening:
How to Teach IELTS Reading:
How to Teach IELTS Writing:
How to Teach IELTS Speaking: