Background
While doing my CELTA in 2017, I was given a handout that broke down a number of lesson planning frameworks, such as: text-based, test-teach-test, receptive and productive. I kept hold of this handout and it continued to influence my lesson planning up until around the time I did my DipTESOL.
Over time, my lessons became a lot more organic, influenced by Dogme (Thornbury & Meddings, 2009), emergent language (Norrington-Davies, 2019) and task-based teaching (Ellis, 2020). My listening lessons, however, continued to follow the traditional pattern of listening to the text followed by comprehension questions . . .
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