LAP template

Reading – Term 3 | Accredited by … | 12 weeks | Twenty-four 2.5h sessions

Group profile, diversity, attendance, healthsafety, and homework tips for this course appear once (immediately below) and are not repeated in each of the learner activity plans (further below). Learner activity plans are arranged in reverse chronological order.

Group Profile, Diversity, Attendance

Any learners with a sensory impairment? xxx| Do all understand the need to respect difference and that showing discomfort/dislike around because of diversity is unacceptable? xxx | Any students arriving late regularly for valid reasons? How is the missed time offset?  | Any students leaving early regularly for valid reasons? How is the missed time offset? xxx | Do early leavers know it is their responsibility to obtain missed handouts and contact buddies and use the VLE to catch up on what was missed? xxx | Have learners been encouraged ‘look out’ for their absent classmates and collect handouts for them? xxx | Some find the ICT components of the course challenging. Send a letter home, if needed, outlining the necessity of support from family members. Encourage such learners to enrol on one of our IT courses. |  Tutorials play a vital role in revealing and working with significant equality/diversity issues that are often missed during enrolment formatilities.

Health, safety, risk assessment

Ss must know: to stow bags where others wont trip over them; what to do in an emergency; not to stick gum under tables; to bin waste. Ss should be asked periodically whether or not they feel safe in and around the centre and why.

Reflective practice to incorporate into next lesson

Asdfadfasd  (Module/Unit)

Term 2, Week y, MonTueWed…

Learning objectives

  • All learners should
  • Most learners should
  • Some learners should
  • All learners should enhance their Speaking, speaking, writing, or grammar skills through activities linked to the class reader



Start of lesson activities

Interactive warmer using IWB  and online activities (from Headway, etc.)

  • Ss, in pairs, discuss the problems on the board and agree on answers. While they are doing this, individuals are called out (randomly) to answer one problem on the IWB
  • T ensures randomness/fairness by using EGART sticks (Everyone Gets A Random Turn)
  • Where text input needed (as opposed to multiple choice, etc) use ActiveInspire’s onscreen keyboard.

Homework review (Avoid working laboriously through every HW problem in OC.)

  • Ss discuss and take turns boarding responses to selected HW problems
  • In OC Ss take turns assessing the accuracy/quality of responses with T giving further feedback if needed.
  • Remaining answers can be projected on IWB, put on VLE for home study, written on board, or given as a handout.

Ss pass on information (if any) about absent classmates who’ve contacted them.  This can be an excellent opportunity for dealing with language errors in context.

  • Ss work in small groups to perfect responses to questions like Is Margaret here today? Why isn’t Margaret here today? [Advanced Ss check and assist less advanced Ss]
  • Focus on accurate use of the verbs to be and to have. Drill as much as necessary
  • Check learning by eliciting responses from random Ss using EGART sticks.

Spelling test (Do this at the end of the lesson if more convenient.)

  • Ss copy down appropriate title and number lines in preparation
  • Ss listen to sentences featuring the words in context and write the words
  • T elicits/boards spellings and class (with guidance from T) decides on accuracy.
  • If time, Ss do further work on each word such as: identify word stress, count the phonemes, identify word class; transcribe phonetically (using BBC Pronunciation Tips IPA app if appropriate)

Outline lesson objectives/notices.

  • T underlines key words or word identified by Ss as new/difficult. After some moments, these words are removed.
  • Ss listen to each other trying to read the complete aims. T elicits missing words and checks understanding of aims.

Revise/Consolidate some of the skills addressed in the previous lesson or do an activity that was not completed last lesson.

Assessment of learning and differentiation

See (where appropriate) underlined Teaching and Learning activities for assessment opportunities and [text in square brackets] for differentiation strategies.

Teaching and learning activities related to the learning objectives

NB. Wherever possible, deter Ss from using paper copies of the material that can by projected onto the IWB. Writing responses to questions can be done later or at home. Paper handouts can be more distracting than useful by inhibiting co-operative learning and S – S or S – T interaction.

[mins/time] xxxx [Differentiation]

[mins/time] xxxx [Differentiation]

[mins/time] xxxx [Differentiation]

[20 mins] Ss read (one sentence each) the next page of the class reader in OC; and/or Ss read another page taking turns in small groups; and/or Ss do a grammatically themed Cloze using a passage from the text (preferably one with the same TL as is currently being studied through Headway); and/or Ss  [Differentiation]

[mins/time] Classmates (lower levels) ask questions (they can just repeat questions modeled by the teacher though scaffolding should gradually diminish) about the chosen poem (Who wrote it?). T displays poem (that S has emailed inpreviously in order for classmates to preview on the learning platform). X and Y recite their memorised poem (perhaps two or three times) while T updates diagnostic profile (particularly with regard to stress/pronunciation). T gives brief feedback on most important areas for improvement. In higher level classes, Ss begin with a short introduction and classmates ask questions after the recitation.

End of lesson activities

Complete one outstanding induction activity (see induction unit, below).

Spelling test (Do this at the start or the lesson if more convenient.)

Review lesson aims to inform homework &/or planning for next session

T & Ss review exam criteria and annotate their copy to show what has been addressed by today’s session.

Set HW.

Tutorials concerning individual learning

Learner voice matters

Ss change their readers

Diversity (impact on learners); Health, safety, risk assessment

See top of page for relevant information about this group of learners.

Learning resources

These should be including with the T & L activities. Blue text indicates resources that need to be copied/produced/provided (e.g. photocopied handouts, published materials, audios). Linked websites are in purple/red.


  • Study the xxx spellings
  • Add new words you find in everyday life to your vocab book.
  • Use Look →Say→Cover→ Write→Check to learn new spellings.
  • Revise xxx together with Grammar Reference xxx.
  • Do Headway Workbook xxx
  • Do the Headway Online XXXXXXX activity.
  • Read page(s) X of the class reader.
  • Read one page every day of your personal reader. Finish your reader this by this weekend so you can hand it in next week.
  • If you want more work to do, look through the Online Resources or Skills for Life Materials. You can also study the Grammar Reference Pack.


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