Context, Analysis, Practice (CAP): A lesson planning framework for language teaching.

This video offers a brief introduction to the 3 or 4 stage framework: CAP (Context, Analysis, Practice) or CAPE (Context, Analysis, Practice, Evaluation). I proposed the CAP/CAPE framework based on research conducted onto coursebook lesson structure in 2017. Since then, growing interest in it has prompted me to record this brief introduction with examples from coursebooks.

[@utubejasonanderson]

Those articles:
Anderson, J. (2017). Context, analysis and practice. IATEFL Voices, 256, 4-5. www.jasonanderson.org.uk/downloads/Anderson_2017_Context_analysis_and_practice.pdf
Anderson, J. (2017). CAP - Context, analysis, practice: A lesson planning model for language teacher education. IATEFL Teacher Training and Education SIG Newsletter, Spring 2017, 15-18. www.jasonanderson.org.uk/downloads/Anderson_2017_Context_analysis_practice-A_lesson_planning_model_for_language_teacher_education.pdf
Anderson, J. (2017). Thinking CAP. Modern English Teacher, 26(3), 13-15. www.jasonanderson.org.uk/downloads/Anderson_%202017_Thinking_CAP.pdf
Anderson, J. (2020). The TATE model: A curriculum design framework for language teaching. ELT Journal, 74(2), 175-184. doi.org/10.1093/elt/ccaa005

[@azizbek2618]

Can we use CAP or CAPE for preparing students for IELTS?

[@utubejasonanderson]

Good question. In the case of IELTS exam teaching, it should work well with receptive skills. Regarding reading and listening, you may use the exam skill task (e.g., reading paper) as context, then use either learners' errors or difficulties (why did they get it wrong?) or focus on the exam task (e.g., understanding the 'not given' answer in some tasks). They could then practice the task again or even create an exam task which practices the skill for their peers to do. With productive skills, you could first read or listen to an example answer (context) then analyse the performance or text, then get learners to practice the same task.