Lesson Plan Template (Task-Based Grammar

Lesson)

TOPIC: LEVEL: Time:

Target language (grammar and

vocabulary):

Skill in focus:

Secondary skill focus:

Lesson objective:

Preliminary considerations:

What vocabulary/grammar/information/skills do your students already know in relation to today’s

lesson?

 Ss will already have studied and be familiar with …

 Ss will have recently reviewed …

What aspects of the lesson do you anticipate How will you avoid and/or address each of
your students might find challenging/difficult? these problem areas?

© 2018 by World Learning. Lesson Plan Template (Task-Based Grammar Lesson) for the AE E-Teacher Program, sponsored by the
U.S. Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License,
except where noted. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

This is a program of the U.S. Department of State administered

by FHI 360 and delivered by World Learning
Time Stage Procedure /steps Interaction

Introduction
to
topic & task

Task

Planning

Report

Analysis

Practice

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by World Learning
 Evaluation
and
Reflection

Self-Evaluation Rubric for TBTL Lesson

Meets criteria Approaches criteria Does not meet criteria

Lesson plan contains all Lesson plan does not Lesson plan does not
TBTL TBTL components; contain all TBTL contain TBTL components;
components are well components; and /or and /or components are not
Structure balanced components are not balanced
completely balanced

Topic is sufficiently Topic is somewhat Topic is not sufficiently

TBTL explored; students have explored; and/or students explored; and/or students
enough opportunities to have some, but not are not sufficiently
Pre-task prepare for the task sufficient, opportunities prepared for the task
to prepare for the task

Students have clear roles; It is not completely clear
they have enough time what roles students have;
for planning, practicing and /or they do not have
and reporting; selected sufficient time for
TBTL task(s) are age planning, practicing and
Task appropriate and include reporting; selected task(s)
critical thinking are somewhat age
appropriate and /or do
not include critical
thinking
Students’ roles are unclear;
time for planning, practicing
and reporting is not
balanced; selected task(s)
are not age appropriate and
do not include critical
thinking

TBTL Grammar focus is Grammar focus is Grammar focus is included,

included; students included, but is not
Post-task
examine and discuss the organically integrated in
target grammar feature; TBTL; students are not
teacher conducts practice actively engaged in
of target patterns examining and discussing
the target grammar
feature; teacher conducts
some, but not sufficient,
but is completely teacher-
centered; students are not
engaged in examining and
discussing the target
grammar feature; practice
of target patterns is
mechanical

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by World Learning
 practice of target patterns

The lesson has an activity
that a) explicitly assesses
learners’ achievement of
TBTL the lesson objective and
b) matches the language
Evaluation proficiency focus of the
objective.
The lesson has one or The lesson does not provide
more activities that could any way to assess learners’
be used to assess achievement of the lesson
learners’ achievement of objective.
the lesson objective and
one or more of these
somewhat matches the
proficiency focus of the
lesson.

This is a program of the U.S. Department of State

administered by FHI 360 and delivered by World Learning