English Language Teaching Frameworks: A Practical, Teacher-Friendly Guide

ESL Lesson Planning Frameworks— PPP, ESA, TBL, OHE, TTT & CLIL

Teaching English effectively depends less on perfect materials and more on having a clear structure. This post explains the most widely used English language teaching frameworks (also known as lesson planning frameworks), outlines when to use each, and provides ready-to-copy lesson templates to help you plan more efficiently.

The post also answers the common teacher questions about the 5 C’s of language teaching and the most popular learning frameworks, such as the PPP, OHE, and TTT frameworks.

First, let’s understand what lesson planning frameworks mean and why, as teachers, we should use them.

What are ESL lesson planning frameworks (and why use them)?

A lesson planning framework is a repeatable structure that guides the sequence of classroom activity: how you introduce language, how students practise it, and how they produce it. Frameworks help teachers by:

  • Providing clarity and flow (students and teacher know what happens next).
  • Ensuring balanced lessons (input, practice, production).
  • Making lessons easier to adapt for levels, sizes, or online contexts.
  • Helping teachers choose tasks and assessment points with purpose.

Common frameworks include PPP, ESA, OHE, TTT, TBL, and CLIL. Each has strengths and ideal uses — more on that below.

But before that, let’s clear some confusions about the 5 Cs of langauge teaching.

The 5 C’s of Language Teaching

The 5 C’s of language teaching are not a lesson planning framework. Instead, they are goal areas that guide curriculum design and help connect language learning to the real world.

Developed by the American Council on the Teaching of Foreign Languages (ACTFL), the 5 C’s offer a curricular framework rather than a single-lesson recipe. They are especially useful for course design and for ensuring that lessons go beyond grammar drills to foster real-world literacy.

  • Communication — Use language to convey meaning (speaking, listening, reading, writing).
  • Cultures — Build cultural knowledge and sensitivity.
  • Connections — Link language learning to other subjects (e.g., science, history).
  • Comparisons — Compare the target language to learners’ own languages and cultures.
  • Communities — Encourage learners to use language in real-life communities (local or global).

How to use them: Apply the 5 C’s as course-level goals. For example, a unit on “The Environment” could integrate CLIL (Connections), communicative tasks (Communication), cultural case studies (Cultures), cross-linguistic awareness (Comparisons), and community projects (Communities).

Let’s explore various ESL Lesson Planning Frameworks

Here are the six main English Language Teaching Frameworks:

1. PPP — Presentation, Practice, Production

Best for: Introducing discrete language items (grammar, vocabulary) to beginner or lower-intermediate students.

What it is:
PPP is a structured, accuracy-focused framework. Language is first presented, then practiced in controlled exercises, and finally used freely in communicative tasks.

Stages / Lesson cycle:

  1. Presentation: Introduce new language in context (dialogues, reading, visuals).
  2. Practice: Controlled exercises, drills, guided activities for accuracy.
  3. Production: Freer tasks where learners use language communicatively.

Mini sample lesson (30–45 min):

  • Aim: Use past simple regular verbs to talk about yesterday.
  • Presentation (10 min): Short story; highlight verbs.
  • Practice (15 min): Gap-fill exercises, repetition, Q&A.
  • Production (10–15 min): Pair interviews — “What did you do yesterday?”

Why use it:

  • Provides clear structure for beginners.
  • Ensures accuracy before fluency.
  • Easy to adapt for online or face-to-face lessons.

→ More on the PPP Model

2. ESA — Engage, Study, Activate

Best for: Mixed-level classes and lessons focusing on motivation and meaningful practice.

What it is:
ESA is a flexible, student-centered framework where engagement comes first, followed by focused study, and then communicative activation.

Stages / Lesson cycle:

  1. Engage: Warm-up activities to motivate and contextualize.
  2. Study: Focus on language form, meaning, or pronunciation.
  3. Activate: Freer communicative tasks using the target language.

Mini sample lesson (45 min):

  • Topic: Travel vocabulary.
  • Engage (10 min): Poll/discussion — “Your favorite travel memory.”
  • Study (20 min): Teach vocabulary and pronunciation drills.
  • Activate (15 min): Group planning of a dream trip; presentations at the end.

Why use it:

  • Maintains student motivation.
  • Balances engagement, accuracy, and communication.
  • Suitable for any level or topic.

3. OHE — Observe, Hypothesise, Experiment (Inductive)

Best for: Higher-level learners; grammar discovery and inductive learning.

What it is:
OHE is an inductive framework where students discover rules themselves by observing examples and testing hypotheses.

Stages / Lesson cycle:

  1. Observe: Students notice language examples in texts or dialogues.
  2. Hypothesise: Students formulate rules based on observations.
  3. Experiment: Apply rules in controlled and freer practice.

Mini sample lesson (50 min):

  • Topic: Passive voice.
  • Observe (15 min): Students read short texts with passive structures.
  • Hypothesise (15 min): Groups suggest grammar rules.
  • Experiment (20 min): Transformation drills; write a paragraph using passive voice.

Why use it:

  • Encourages learner autonomy and critical thinking.
  • Effective for upper-intermediate and advanced students.
  • Useful for grammar, vocabulary, and functional language discovery.

→ More on Discovery Learning

4. TTT — Test, Teach, Test

Best for: Rapid needs analysis, mixed-ability groups, and short lessons.

What it is:
TTT is a diagnostic and targeted framework where teaching responds to observed student needs.

Stages / Lesson cycle:

  1. Test (diagnostic): Brief task to reveal learners’ gaps.
  2. Teach (targeted): Short, focused teaching based on gaps.
  3. Test (post): Repeat or similar task to check improvement.

Mini sample lesson (30 min):

  • Topic: Articles in English.
  • Test (7 min): Students describe a picture; teacher notes errors.
  • Teach (15 min): Mini-lesson + guided practice on articles.
  • Test (8 min): Students describe a new picture; teacher checks improvement.

Why use it:

  • Efficient for mixed-level or observed lessons.
  • Focuses on actual learner needs.
  • Easy to implement in short sessions.

5. TBL — Task-Based Language Teaching

Best for: Developing fluency, real-world communication, and project-based learning.

What it is:
TBL focuses on meaningful tasks as the main unit of planning. Language is used naturally, with focus on form occurring after tasks.

Stages / Lesson cycle:

  1. Pre-task: Introduce topic, activate prior knowledge, pre-teach key vocabulary (optional).
  2. Task performance: Learners complete the task in pairs or groups using any language.
  3. Planning/reporting: Learners prepare a report or presentation on the task.
  4. Language focus / feedback: Teacher highlights key language and provides practice.

Mini sample lesson (60 min):

  • Topic: Planning a holiday.
  • Pre-task: Teacher shows a video; discusses favorite destinations.
  • Task performance: Groups plan a one-week holiday.
  • Planning/reporting: Prepare and present the plan.
  • Language focus: Teacher highlights useful expressions (“We could…,” “It would be cheaper if…”) and practices language.

Why use it:

  • Promotes authentic communication.
  • Integrates all language skills naturally.
  • Encourages learner autonomy and negotiation of meaning.

→ More on TBI

6. CLIL — Content and Language Integrated Learning

In a CLIL lesson, all four skills — reading, listening, speaking, and writing — are combined. Listening provides input, reading develops subject knowledge, while speaking and writing recycle and produce language.

Best for: Teaching academic content through English; bilingual or subject-focused classes.

What it is:
CLIL integrates subject content and language learning simultaneously. Lessons focus on both knowledge and communication.

Stages / Lesson cycle:

  1. Pre-task / Text processing: Students engage with content texts (visuals, diagrams); key vocabulary highlighted.
  2. Task performance / Knowledge organization: Students map ideas in charts, diagrams, timelines.
  3. Planning / Language identification: Teacher highlights useful language; students prepare output tasks.
  4. Reporting / Language-focused tasks: Learners present findings; teacher provides feedback on content and language.

Mini sample lesson (45–60 min):

  • Topic: The water cycle.
  • Pre-task: Read illustrated text.
  • Task performance: Groups create a flowchart.
  • Planning: Teacher highlights language (“evaporates,” “condenses”); students plan presentation.
  • Reporting: Present flowcharts; teacher/peers give feedback.

Why use it:

  • Builds subject knowledge and language simultaneously.
  • Motivates learners with meaningful content.
  • Encourages critical thinking and higher-order skills.

→ More on Content-Based Instruction

Comparison table (A quick reference)

FrameworkMain focusBest forExample lesson aim
PPPAccuracy → FluencyBeginners / grammar lessonsTeach comparatives
ESAEngagement + flexibilityAll levelsTeach travel vocabulary
OHEInductive discoveryUpper-intermediate+Discover present perfect uses
TTTDiagnosis & targeted teachingMixed ability / short lessonsFix common pronunciation errors
TBLReal tasks, fluencyCommunicative & project workPlan a community event
CLILContent through languageBilingual/subject classesTeach photosynthesis in English
ESL Lesson Planning Frameworks

Choosing the right framework — quick guide

When planning, ask yourself these guiding questions:

  • What’s the lesson aim?
    – If the goal is grammar accuracy or controlled practice, try PPP or ESA.
    – If the goal is communication, problem-solving, or projects, choose TBL or CLIL.
  • What is the students’ level?
    – Beginners benefit from structured, step-by-step frameworks like PPP or ESA.
    – Intermediate to advanced learners often thrive with exploratory frameworks like OHE, TBL, or CLIL.
  • How much time do you have?
    – For short lessons (e.g., 20–30 minutes, observed lessons, or warm-ups), use something focused like TTT.
    – For longer lessons or units, consider CLIL or TBL, where extended tasks and content integration are possible.

💡 Practical advice: Pick one framework that matches your learners’ needs and context. You don’t need to combine frameworks within a single lesson — just apply the one that best fits your objectives and adapt it for online or face-to-face delivery. All of the frameworks discussed can work in either mode with small adjustments (e.g., breakout rooms online instead of pair work in class).

Quick Comparison of Lesson Frameworks

FrameworkBest ForLearner LevelLesson Length
PPP (Presentation–Practice–Production)Grammar accuracy, controlled practiceBeginners / lower levelsShort to medium
ESA (Engage–Study–Activate)Balanced skills, motivating flowBeginners to intermediateShort to medium
TTT (Test–Teach–Test)Diagnostics, quick assessmentsAny level (esp. mixed ability)Short
OHE (Observe–Hypothesize–Experiment)Discovery learning, higher-order thinkingIntermediate / advancedMedium
TBL (Task-Based Learning)Communication, problem-solving, projectsIntermediate / advancedMedium to long
CLIL (Content and Language Integrated Learning)Integrating subject content + languageIntermediate / advancedLong units

Adapting frameworks for online teaching (practical tips)

  • Break activities into short, interactive chunks (10–15 minutes max) to combat screen fatigue.
  • Use breakout rooms for Pair/Group Production (PPP/ESA/TBL).
  • Pre-teach vocabulary via short micro-videos (good for CLIL/TBL pre-task).
  • Use shared documents (Google Docs/Padlet) for collaborative planning or OHE hypothesis writing.
  • Quick digital diagnostics (polls, quizzes) work well for TTT test stages.

Integrating Skills in Lesson Planning

Effective English lessons integrate reading, listening, speaking, and writing. Teachers often balance productive skills (speaking and writing) with receptive ones (reading and listening). A strong lesson includes a comprehension check after receptive tasks to confirm understanding before moving on to productive work.

Ready-to-use lesson templates (copy-paste)

PPP Lesson Template (45 min)

  • Level: Pre-intermediate
  • Aim: Students will be able to use the present continuous for future arrangements.
  • Materials: Photo prompts, worksheet, timer.
  1. Lead-in (5 min): Show photos, elicit what people are doing.
  2. Presentation (10 min): Short dialogue modeling arrangements. Highlight form + pronunciation.
  3. Practice (15 min): Controlled gap-fill → substitution drill → pair practice (mini-dialogues).
  4. Production (10–15 min): Students plan and role-play weekend arrangements; teacher monitors and notes errors for feedback.

TTT Mini-Lesson Template (30 min)

  • Level: Mixed/intermediate
  • Aim: Correct common preposition errors in place descriptions.
  1. Test (7 min): Students describe a photo; teacher notes preposition usage.
  2. Teach (13 min): Mini-explanation + focused practice (matching prepositions to pictures).
  3. Test (10 min): New photo description; teacher checks improvement and provides feedback.

Lesson Plans for English Teachers (PDF)

Want ready-to-use lesson plans that save time and simplify your teaching? Our English Lesson Plan Templates include examples for PPP, OHE, and TBL covering Grammar, Vocabulary, Reading, Listening, Writing, and Speaking lessons.

You’ll also get bonus resources like Weekly and Monthly Lesson Plans and a SMART Objectives chart to streamline planning and set clear goals. Each template is structured, adaptable, and designed to engage students effectively.

📥 Explore and download the full set here — available in PDF and Word formats for instant us

FAQs — Language Teaching Frameworks

What are the 5 C’s of language teaching?

The 5 C’s are Communication, Cultures, Connections, Comparisons, and Communities (ACTFL). They’re used for curriculum-level planning and ensure lessons support real communication, cultural understanding, linking to other subjects, comparative awareness, and community use of language.

What is the learning framework for English?

A learning framework for English is any model used to structure teaching and learning — from single-lesson recipes (PPP, ESA, TTT) to unit/course-level approaches (TBL, CLIL, ACTFL 5 C’s). Choose one based on objectives: accuracy-focused frameworks (PPP) for grammar; task-based frameworks (TBL) to build fluency; CLIL to teach academic content through English.

What is the TTT framework?

TTT = Test-Teach-Test. Start with a diagnostic task to see what students can/cannot do, teach only the gap(s) you observed, then re-test to measure improvement. It’s efficient for targeted correction and mixed-ability classes.

Which framework is best for teaching online?

No single framework is “best.” ESA and TBL adapt well to online contexts thanks to engaging warm-ups, collaborative tasks (breakout rooms), and digital resources. TTT works well for short live lessons or tutorials.

Can I combine frameworks?

Absolutely — many teachers mix features (e.g., begin with ESA’s Engage, run an OHE discovery during Study, and finish with a TBL Activate)

Final tips for teachers (practical dos & don’ts)

  • Do start with the lesson aim and assessment. Pick the framework that meets that aim.
  • Do keep timing realistic — shorter chunks are better online.
  • Do record and recycle effective activities into your personal lesson bank.
  • Don’t force a framework if it makes the lesson unnatural; adapt it.
  • Don’t forget follow-up homework or spaced review (the framework is the lesson skeleton — recycling solidifies learning).

Conclusion & next steps

Frameworks are tools — not rules. Use PPP, ESA, OHE, TTT, TBL or CLIL according to your aim, level, time, and context. Combine them creatively.

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