WEEK: ____ – PERIOD: ____ – DATE OF PREPARING: ____/____/________

UNIT [__]: [UNIT TITLE]

LESSON [__]: [TITLE OF THE LESSON]
[LESSON FOCUS / CONTENT]
A. LESSON CONTENT
 Lesson focus: [State the central topic / communicative situation of the lesson.]
 Language focus: [Vocabulary / pronunciation / grammar / functional language, as applicable.]
 Core textbook tasks: [List the exact tasks and pages to be taught in this 45-minute lesson.]
B. LESSON OBJECTIVES
I. KNOWLEDGE
 By the end of the lesson, students will be able to [state 1–3 measurable lesson-specific knowledge
outcomes].
 Use / recognise / understand [target vocabulary, grammar, pronunciation or functional language] in the
context of [lesson topic].
II. SKILLS
 Develop [listening / speaking / reading / writing / interaction] through [specific textbook and extension
tasks].
 Use appropriate learning strategies such as [predicting, scanning, note-taking, peer-checking,
planning, self-correction] where relevant.
III. VALUES
 Demonstrate [responsibility / kindness / diligence / honesty / respect / environmental awareness /
cultural appreciation] through the lesson topic and classroom interaction.
 Select only values that are genuinely supported by the lesson content; do not list values mechanically.
IV. DIGITAL COMPETENCE ALIGNMENT
 MANDATORY: include at least 1 and no more than 2 digital competence objectives in every lesson
plan.
 Use the official Digital Competence Framework in the Knowledge files. For Grades 6–7, select
descriptors at L6–L7; for Grades 8–9, select descriptors at L8–L9.
 Objective 1: [Competence code/domain + level] Students can [observable digital action] by using
[appropriate digital tool/resource] to [complete a lesson-specific English task].
 Objective 2 (optional): [Competence code/domain + level] Students can [observable digital action] in
[lesson-specific context].
 Each selected objective must be explicitly developed in D. PROCEDURE and evidenced by a product,
response, behaviour or assessment criterion.
V. INTEGRATION AND INTERDISCIPLINARY CONNECTION
 [Subject / field]: Students mobilise [specific knowledge or skill] to support [the English task / topic /
product].
 Possible fields include Literature, History, Geography, Natural Sciences, Informatics, Civic Education,
Arts, Physical Education, health education, environmental education, culture or STEM, depending on
the lesson content.
 If no natural connection exists, state: “No explicit interdisciplinary connection beyond the lesson
content is required.” Avoid forced integration.
C. TEACHING AIDS AND PREPARATION
I. TEACHER RESOURCES
 Grade [6/7/8/9] Global Success textbook and teacher’s book.
 [Slides / board plan / flashcards / pictures / worksheets / realia] as needed.
II. STUDENT RESOURCES
 Textbook, notebook, pens/pencils.
 [Worksheet / mini-whiteboard / device] only when required by the lesson.
III. DIGITAL / AUDIO
 [Audio track / projector / TV / speakers / learning platform / QR code / digital collaboration tool].
 Use only digital tools that directly serve the selected digital competence objective(s).
IV. PREPARATION
 Teacher checks textbook task sequence, answer keys, timing and digital resources before class.
 Students complete [pre-class preparation, if any].
V. SAFETY / ACCESSIBILITY
 Provide a non-digital alternative if devices or connectivity are unavailable.
 Protect personal data; avoid requiring unnecessary account creation; ensure readable font size and
accessible instructions.
D. PROCEDURE
Mandatory table structure: TIMING | CONTENT | TEACHER’S ACTIVITIES | STUDENTS’ ACTIVITIES. Total
lesson time should be approximately 45 minutes.

TEACHER’S STUDENTS’
TIMING CONTENT
ACTIVITIES ACTIVITIES

5 min WARM UP

Aims: Activate prior

knowledge, create interest, • Set the context and state • Listen to / read the
and establish the lesson the task goal in clear instruction and confirm
context. classroom English. task requirements.
Content: • Give the exact • Observe, listen, read,
Task [__] / Page [__]: instruction and a realistic think and complete the
[Warm-up task / game / time limit; use assigned task.
picture prompt / quick poll / ICQs/CCQs when • Work individually / in
review question] useful. pairs / groups as
Expected Outcomes: [State • Organise students instructed.
the observable warm-up individually, in pairs or • Use the target language
outcome.] groups as required by the to discuss, negotiate
Answer Keys / Suggested task. meaning or create the
Answers: [Provide • Monitor learning, required product.
answer(s) or acceptable provide • Compare answers,
responses where prompts/scaffolding, and present results and
applicable.] support students who respond to teacher/peer
Digital Competence need help. feedback.
Evidence: [If this activity • Check answers/products • Self-correct or revise the
develops a selected NLS using an appropriate product when necessary.
objective, state the technique (whole-class • If digital competence is
observable digital check, peer-check, targeted, use the selected
action/product here; display, sampling, etc.). tool/resource responsibly
otherwise write “Not • Give concise feedback, and produce the required
targeted in this activity.”] correct key errors and digital evidence.
Assessment: [Observation / confirm the learning
 TEACHER’S STUDENTS’
TIMING CONTENT
ACTIVITIES ACTIVITIES
questioning / answer point.
checking / peer assessment / • If digital competence is
self-assessment / rubric / targeted, explicitly guide
exit ticket.] safe/appropriate tool use
and collect observable
evidence.

8 min ACTIVITY 1

Aims: Introduce or prepare

the key language / skill • Set the context and state • Listen to / read the
needed for the lesson. the task goal in clear instruction and confirm
Content: classroom English. task requirements.
Task [__] / Page [__]: Task • Give the exact • Observe, listen, read,
[__] / Page [__]: [Insert the instruction and a realistic think and complete the
exact textbook instruction.] time limit; use assigned task.
Expected Outcomes: ICQs/CCQs when • Work individually / in
[Students identify / match / useful. pairs / groups as
listen / read / notice the • Organise students instructed.
target content.] individually, in pairs or • Use the target language
Answer Keys / Suggested groups as required by the to discuss, negotiate
Answers: [Insert exact task. meaning or create the
answer key + brief • Monitor learning, required product.
explanation where needed.] provide • Compare answers,
Digital Competence prompts/scaffolding, and present results and
Evidence: [If this activity support students who respond to teacher/peer
develops a selected NLS need help. feedback.
objective, state the • Check answers/products • Self-correct or revise the
observable digital using an appropriate product when necessary.
action/product here; technique (whole-class • If digital competence is
otherwise write “Not check, peer-check, targeted, use the selected
targeted in this activity.”] display, sampling, etc.). tool/resource responsibly
Assessment: [Observation / • Give concise feedback, and produce the required
questioning / answer correct key errors and digital evidence.
checking / peer assessment / confirm the learning
self-assessment / rubric / point.
exit ticket.] • If digital competence is
targeted, explicitly guide
safe/appropriate tool use
and collect observable
evidence.

10 min ACTIVITY 2

Aims: Provide guided

practice of the target • Set the context and state • Listen to / read the
language / skill. the task goal in clear instruction and confirm
Content: classroom English. task requirements.
Task [__] / Page [__]: Task • Give the exact • Observe, listen, read,
[__] / Page [__]: [Insert the instruction and a realistic think and complete the
exact textbook instruction.] time limit; use assigned task.
Expected Outcomes: ICQs/CCQs when • Work individually / in
[Students complete the task useful. pairs / groups as
accurately and compare • Organise students instructed.
answers.] individually, in pairs or • Use the target language
Answer Keys / Suggested groups as required by the to discuss, negotiate
Answers: [Insert exact task. meaning or create the
 TEACHER’S STUDENTS’
TIMING CONTENT
ACTIVITIES ACTIVITIES
answer key + brief • Monitor learning, required product.
explanation where needed.] provide • Compare answers,
Digital Competence prompts/scaffolding, and present results and
Evidence: [If this activity support students who respond to teacher/peer
develops a selected NLS need help. feedback.
objective, state the • Check answers/products • Self-correct or revise the
observable digital using an appropriate product when necessary.
action/product here; technique (whole-class • If digital competence is
otherwise write “Not check, peer-check, targeted, use the selected
targeted in this activity.”] display, sampling, etc.). tool/resource responsibly
Assessment: [Observation / • Give concise feedback, and produce the required
questioning / answer correct key errors and digital evidence.
checking / peer assessment / confirm the learning
self-assessment / rubric / point.
exit ticket.] • If digital competence is
targeted, explicitly guide
safe/appropriate tool use
and collect observable
evidence.

10 min ACTIVITY 3

Aims: Move from

controlled practice to • Set the context and state • Listen to / read the
communicative or the task goal in clear instruction and confirm
productive use. classroom English. task requirements.
Content: • Give the exact • Observe, listen, read,
Task [__] / Page [__]: Task instruction and a realistic think and complete the
[__] / Page [__]: [Insert the time limit; use assigned task.
exact textbook instruction ICQs/CCQs when • Work individually / in
or a tightly aligned useful. pairs / groups as
extension.] • Organise students instructed.
Expected Outcomes: individually, in pairs or • Use the target language
[Students produce a groups as required by the to discuss, negotiate
spoken / written / task. meaning or create the
collaborative product.] • Monitor learning, required product.
Answer Keys / Suggested provide • Compare answers,
Answers: [Insert suggested prompts/scaffolding, and present results and
answers / success criteria / support students who respond to teacher/peer
model response.] need help. feedback.
Digital Competence • Check answers/products • Self-correct or revise the
Evidence: [If this activity using an appropriate product when necessary.
develops a selected NLS technique (whole-class • If digital competence is
objective, state the check, peer-check, targeted, use the selected
observable digital display, sampling, etc.). tool/resource responsibly
action/product here; • Give concise feedback, and produce the required
otherwise write “Not correct key errors and digital evidence.
targeted in this activity.”] confirm the learning
Assessment: [Observation / point.
questioning / answer • If digital competence is
checking / peer assessment / targeted, explicitly guide
self-assessment / rubric / safe/appropriate tool use
exit ticket.] and collect observable
evidence.

8 min CONSOLIDATION
 TEACHER’S STUDENTS’
TIMING CONTENT
ACTIVITIES ACTIVITIES
Aims: Check achievement
of the lesson objectives, • Set the context and state • Listen to / read the
including the digital the task goal in clear instruction and confirm
competence objective(s) classroom English. task requirements.
when applicable. • Give the exact • Observe, listen, read,
Content: instruction and a realistic think and complete the
Task [__] / Page [__]: [Exit time limit; use assigned task.
ticket / mini-quiz / recap / ICQs/CCQs when • Work individually / in
peer assessment / self- useful. pairs / groups as
assessment.] • Organise students instructed.
Expected Outcomes: individually, in pairs or • Use the target language
[Students demonstrate the groups as required by the to discuss, negotiate
key learning and identify task. meaning or create the
one point to improve.] • Monitor learning, required product.
Answer Keys / Suggested provide • Compare answers,
Answers: [Insert key points prompts/scaffolding, and present results and
/ checklist / success support students who respond to teacher/peer
criteria.] need help. feedback.
Digital Competence • Check answers/products • Self-correct or revise the
Evidence: [If this activity using an appropriate product when necessary.
develops a selected NLS technique (whole-class • If digital competence is
objective, state the check, peer-check, targeted, use the selected
observable digital display, sampling, etc.). tool/resource responsibly
action/product here; • Give concise feedback, and produce the required
otherwise write “Not correct key errors and digital evidence.
targeted in this activity.”] confirm the learning
Assessment: [Observation / point.
questioning / answer • If digital competence is
checking / peer assessment / targeted, explicitly guide
self-assessment / rubric / safe/appropriate tool use
exit ticket.] and collect observable
evidence.

4 min HOMEWORK

Aims: Reinforce learning

and prepare students for the • Set the context and state • Listen to / read the
next lesson. the task goal in clear instruction and confirm
Content: classroom English. task requirements.
Task [__] / Page [__]: • Give the exact • Observe, listen, read,
[Specify textbook exercise / instruction and a realistic think and complete the
short practice / preparation time limit; use assigned task.
task.] ICQs/CCQs when • Work individually / in
Expected Outcomes: useful. pairs / groups as
[Students record the • Organise students instructed.
homework and understand individually, in pairs or • Use the target language
the completion criteria.] groups as required by the to discuss, negotiate
Answer Keys / Suggested task. meaning or create the
Answers: [Provide model / • Monitor learning, required product.
criteria if needed.] provide • Compare answers,
Digital Competence prompts/scaffolding, and present results and
Evidence: [If this activity support students who respond to teacher/peer
develops a selected NLS need help. feedback.
objective, state the • Check answers/products • Self-correct or revise the
observable digital using an appropriate product when necessary.
action/product here; technique (whole-class • If digital competence is
 TEACHER’S STUDENTS’
TIMING CONTENT
ACTIVITIES ACTIVITIES
otherwise write “Not check, peer-check, targeted, use the selected
targeted in this activity.”] display, sampling, etc.). tool/resource responsibly
Assessment: [Observation / • Give concise feedback, and produce the required
questioning / answer correct key errors and digital evidence.
checking / peer assessment / confirm the learning
self-assessment / rubric / point.
exit ticket.] • If digital competence is
targeted, explicitly guide
safe/appropriate tool use
and collect observable
evidence.

E. STUDENTS’ HANDOUTS
Provide the FULL VERSION of every student-facing resource actually used in the lesson, including text, tables,
diagrams, prompts and answer spaces. Do not merely write “see worksheet”.
HANDOUT 1 – [TITLE]
 Name: ________________________________ Class: __________ Date: ____/____/________
 Task instruction: [Write the complete student instruction exactly as it will appear.]
 Input / prompt / text / table / diagram: [Insert the complete material here.]
 Student response area: [Provide sufficient lines, boxes, table cells or prompts for the expected
response.]
 Success criteria (when useful): [2–4 concise criteria students can understand.]
HANDOUT 2 – [OPTIONAL TITLE]
 Include only when the lesson actually requires a second handout. Delete this subsection otherwise.
F. TEACHER’S NOTES
Differentiation [Support: word bank / sentence frames / examples / peer
support. Challenge: extension question / longer response /
leadership role.]

Contingency / backup [State a low-tech alternative for audio, internet or device

failure where relevant.]

Digital competence evidence [Briefly note how the 1–2 selected NLS objectives were
evidenced or what still needs support.]

What worked well ______________________________________________

__________________________________

Adjustment for next lesson ______________________________________________

__________________________________

MASTER TEMPLATE RULES

• Keep sections A–F and their order exactly as shown in this template.
• [Link] must contain exactly 1–2 lesson-specific digital competence objectives based on the official framework and correct grade band
(L6–L7 or L8–L9).
• B.V must reflect authentic integration/interdisciplinary knowledge that arises from the lesson content; do not force a connection.
• Every selected digital competence objective must appear in at least one activity in D. PROCEDURE and have observable evidence.
• Use exact textbook task/page/answer information only after checking the relevant SGK/SGV source.
• The procedure must total approximately 45 minutes and include complete Teacher’s Activities, Students’ Activities, Expected
Outcomes and Answer Keys/Suggested Answers where applicable.
• E. STUDENTS’ HANDOUTS must contain full student-facing materials used in the lesson.