How to Plan an IELTS Lesson

Plan an IELTS lesson by deciding what learners should be able to do at the end, choosing evidence that would demonstrate it and building activities that prepare them for that performance. A topic such as “Writing Task 2” is too broad to tell you whether one class has achieved its purpose.

The 60-minute lesson below is an original classroom design. Its prompts and sample responses are teaching illustrations, not official IELTS examination material.

Start with the learners and a specific problem

Before planning, look at recent writing and ask learners about their difficulties. Choose a problem that appears in their work: for example, they state relevant opinions but repeat them instead of explaining them. The British Council describes needs analysis (opens in a new tab) as a way of identifying learners' requirements to inform planning.

Do not assume every short paragraph has the same cause. A learner may lack ideas, misunderstand the question or struggle to express a relationship in English. Use the opening activity to check your initial judgement.

This lesson assumes learners can write connected sentences and understand the topic. Its main focus is idea development.

Set an objective you can observe

By the end of the lesson, learners will independently write a 70–100-word practice paragraph that gives a relevant supporting reason, explains how or why it supports their position, and develops it with a specific, plausible example.

The paragraph length is a classroom choice. This exercise is not a complete IELTS Writing response, and the checklist is not a band-scoring rubric.

The objective relates to aspects of task response and coherence. IELTS Writing assessment also considers vocabulary and grammar; the official scoring guidance (opens in a new tab) explains the broader assessment. Keep that wider picture clear while teaching one manageable skill.

Assess the objective through the independent paragraph at minutes 39–50. Use the exit activity to check whether learners can transfer the planning process to another topic.

Prepare the material before class

Give learners this original prompt:

Some people think local councils should spend more money on public transport than on new roads. To what extent do you agree or disagree?

Prepare a weak paragraph:

Public transport is good. It is useful for many people. Therefore, councils should spend more money on it because it is a good thing for the city.

Prepare a developed model:

Councils should give public transport priority because reliable services can make everyday journeys easier for residents who do not drive. When buses run frequently, these residents can reach work, shops and medical appointments without depending on lifts from other people. For example, an older resident living outside the town centre could use a regular bus service to attend a morning appointment and return home independently. Investment in these services would therefore address an everyday transport need for people whose options are currently limited.

Have copies of the prompt, both examples, a timer and a three-point checklist ready. The British Council recommends that a usable lesson plan (opens in a new tab) identifies aims, interaction, instructions and resources.

A complete 60-minute IELTS lesson plan

The stages total 60 minutes. Keep the independent writing and exit check when an earlier discussion runs long; shorten the pair stage if necessary.

Make the teaching moves explicit

During the model comparison, ask: “What do we learn from this sentence that the previous sentence did not tell us?” This exposes repetition without requiring students to learn abstract terminology first.

In guided practice, a learner might say, “Buses reduce traffic because there are fewer cars.” Follow up with: “Why would people leave their cars at home?” A useful addition could be, “A frequent, reliable service gives commuters a practical alternative to driving.”

Then test the proposed example. “A bus is very useful” repeats the judgement. “Several neighbours who drive separately could take the same morning bus to the station” illustrates the mechanism. These are possible examples, not claims about measured transport outcomes.

Tell learners that reason, explanation and example are planning supports. They need not turn every paragraph into an identical sequence or use fixed linking phrases.

Use feedback that requires revision

The peer checklist asks three questions:

1. Is the reason relevant to the question and the writer's position?

2. Does the explanation show how or why the reason matters?

3. Does the example illustrate that explanation with enough specific detail?

Require readers to underline evidence for each answer. “Good paragraph” is insufficient feedback. A useful comment is: “Your example mentions commuters, but it does not show why they would choose the bus. Add that connection.”

Have the writer revise the relevant sentence before collecting the work. For more options, use How to Give Effective Feedback to IELTS Students.

Adapt the lesson to the difficulty you observe

If learners cannot explain the prompt, clarify the spending comparison and ask them to restate it before writing. If they understand the issue but lack ideas, let pairs discuss a concrete resident's journey. If they have ideas but struggle with expression, provide a small bank of useful verbs such as reach, depend, connect and reduce.

For stronger writers, ask them to qualify the claim: when might investment in buses be less helpful? They can add a relevant limitation while maintaining their position.

Online, use a shared model for annotation and private documents for the independent paragraph. Check that everyone can access the text and knows where to submit before starting the timer.

End with a transfer check

Use this exit prompt:

Should a town offer free outdoor exercise classes?

Ask for three connected sentences: a supporting reason, an explanation and a plausible example. Collect them without discussion. Compare each learner's response with the baseline and independent paragraph, noting where support was still necessary.

Plan the next class from that evidence. Learners who develop ideas clearly can move towards organising a complete response; those who still repeat need another focused activity. See How to Teach IELTS Writing Task 1 and Task 2 for the wider teaching sequence.

To develop your own planning practice, explore CVIM® IELTS teacher training and bring a lesson plan you would like to improve through feedback.

Frequently asked questions

Must an IELTS lesson cover all four skills?

No. Choose a focus that matches the learners' needs. You can use discussion or reading to support a writing objective without giving every skill equal time in one lesson.

Can this plan work with one learner?

Yes. Take the questioner role during the pair stage, then withdraw support during independent writing. Keep the same objective and evidence checks.

Should I give the practice paragraph a band score?

Use the focused checklist for this activity. A short paragraph does not provide the full response needed to judge all aspects of a complete Writing task.

Sources: British Council: Needs analysis (opens in a new tab); British Council: Writing a lesson plan (opens in a new tab); IELTS: Scoring in detail (opens in a new tab)