Hi, there.
Sometimes when I observe a lesson, nothing is technically wrong.
The task works, students talk, the instructions were clear...but then something slightly strange (yet very common!) happens.
The task ends quickly. A couple of answers are shared...the teacher says “great” and moves on to the next activity.
The lesson keeps moving, but the learning never really deepens.
This is a pattern I see quite often, especially with newer teachers. They assume the task is “finished” because students completed it once. In reality, that is often the moment when the task could become more interesting ( I actually posted a short version of this idea on Linkedinho recently, but I wanted to expand it a little here.)
It’s also something I often share with my CELTA trainees, usually around their 3rd or 4th lesson, not earlier. At the beginning of the course I prefer them to experiment first. Let the lessons run, let things feel slightly messy, let them see what happens when activities run out too quickly. Once they experience that a few times, this framework suddenly makes a lot more sense.
I call it the DEPTH framework.
It’s simply a way to stretch 1 activity into a rich 20–25 minute sequence without adding a completely new task.
Here is how it works.
D – Do it again
Yes, repeat the task.
Example: Students discuss their favourite place to travel.
Then ask them to repeat the conversation with a new partner. The second round is usually better because students feel more confident and use more language.
E – Expand the task
Add 1 small requirement.
Example:
“Now explain why this place is special" or “give 1 reason and 1 example.”
P – Personalise
Bring the topic closer to students’ lives.
Ask questions like:
- When did you go there?
- Who were you with?
- What surprised you most?
Personal questions almost always increase engagement.
T – Target language
Now briefly focus on the target language (if that’s required).
While monitoring, you probably heard things like:
“I very like this place.”
Write a better version on the board:
“I really like this place.”
Then send students back to the task.
H – Higher challenge
Add a small challenge.
For instance: “now recommend this place to your partner. Try to convince them to visit.”
Now students need stronger language.
Now let’s imagine a quick planning moment.
A teacher is preparing a B1 lesson. The speaking task is simple: students need to agree on what to buy for a dinner party with friends. Many teachers reach this point in the lesson plan and think:
Okay… and then what?
Instead of designing a completely new activity, the teacher can just push the same task a bit deeper.
Students first discuss what to buy.
Then they repeat the discussion with a new partner.
Next round: they must agree on 3 items only and explain why.
While monitoring, the teacher might notice language like “We take wine” or “this is good idea” and quickly reformulates a few useful phrases on the board.
Students try the discussion again.
Final round: each pair must convince another pair that their dinner plan is the best.
You see? Same task, 4 small shifts and about 20 minutes of meaningful interaction.
No complicated planning is required, just a rough outline and a bit of curiosity about where the task might go.
And if you enjoy thinking about teaching at this level, you’ll probably like what’s coming in May.
I’m opening an exclusive teaching community called Reflective Teaching Studio.
It’s for teachers who are tired of collecting random activities and would rather sharpen their judgement. The kind of space where someone can say “this happened in my lesson today…” and we actually unpack it properly.
Inside, I'll share how I analyse lessons as a CELTA trainer, the questions I ask when something interesting happens in class, the frameworks that help teachers make better decisions in real time and MUCH MORE.
If that sounds like your kind of professional playground, you can apply here:
https://tally.so/r/1AWrpW
Good luck with your lessons this week!
And if a task works… maybe give it one more round.
Cecilia
