Overview
Lesson planning is an essential part of effective teaching. It provides structure, focus, and direction to a classroom session, allowing teachers to guide learners through the learning journey smoothly. A thoughtfully crafted lesson plan does more than simply outline the day’s activities; it helps ensure that every student is actively involved and that the learning objectives are met.
As an English Language Teacher, I have always taken lesson planning seriously. Over time, I experimented with various approaches, but it wasn’t until I participated in a pedagogy workshop organized by NASA College that I was introduced to the 7E instructional model. This model, which stands for Elicit, Engage, Explore, Explain, Elaborate, Evaluate, and Extend, presented a more dynamic and student-centered approach to planning and instruction. It allowed me to rethink how I designed my classes to support not just language acquisition but also active participation, critical thinking, and reflection.
In this paper, I reflect on my use of the 7E model while teaching the story ‘Treasure in the Forest’ and explore how it shaped my lesson planning, classroom implementation, student engagement, and overall teaching experience.
Reflection
My journey with the 7E model began when I decided to integrate it into one of my literature classes. The story I chose to teach was ‘Treasure in the Forest’, which provided rich opportunities for thematic discussions and narrative exploration.
The first phase of the model, Elicit, is meant to activate students’ prior knowledge. To start, I shared a short, relatable story about Santa Claus and gift-giving, which drew immediate interest. This approach helped students make connections between their personal experiences and the idea of “treasure hunting,” which is central to the story. One student shared a touching story about finding a baby parrot during a trip to the forest. This moment not only created a warm classroom atmosphere but also highlighted how stories can serve as bridges between the personal and the academic. However, I also noticed that some students struggled to articulate their thoughts. Their difficulties with vocabulary, tense usage, and narrative structure indicated gaps in linguistic competence. While the activity was successful in drawing out ideas, it also reminded me of the importance of differentiated instruction to accommodate diverse student needs.
In the Engage phase, I used a short video about treasure hunting. This visual aid sparked curiosity among many students. As expected, some students participated eagerly in the follow-up discussion, while others remained silent. To make the session more inclusive, I introduced a peer-discussion segment. After a four-minute talk with a partner, even the quieter students began to nod in agreement and contribute ideas. This small shift in strategy transformed the energy in the room.
Moving to the Explore phase, I asked students to read the story within a set time frame. I displayed a countdown timer on the smart board, creating a playful challenge to “beat the clock.” Students were tasked with underlining unfamiliar words and connecting the plot to the video they had watched earlier. Although we didn’t have enough time for everyone to share their insights, the ones who did were enthusiastic and insightful. Those who missed out were invited to share in the next class. This phase helped students become more independent in exploring language and story elements.
In the Explain phase, I provided a focused lecture. I highlighted key vocabulary, explained the plot, and drew attention to the narrative technique of flashback used in the story. Students asked questions and noted important points, indicating that the earlier stages had successfully prepared them for this deeper dive.
During the Elaborate phase, we discussed the ethical issues present in the story, such as greed, morality, and ownership. Students were encouraged to relate these themes to real-life situations. The discussion revealed their ability to think critically and empathise with characters, showing that language learning had extended beyond grammar and vocabulary to include moral reasoning and human values.
The Evaluate phase was carried out through a formative assignment. I uploaded an activity via the Veda app, asking students to reorder a jumbled summary of the story and copy the corrected version in their notebooks. They were also asked to write their own treasure hunt story and compare it with the original, focusing on similarities or differences in structure and technique. This task helped me assess not only their understanding of the story but also their ability to organise thoughts coherently and creatively.
Finally, in the Extend phase, students went beyond the lesson. By writing their own stories, they applied what they had learned in a new context. They explored different sentence structures, practised using transition words, and learned to maintain coherence across paragraphs. This phase demonstrated how the model promotes long-term skill development.
Advantages and Challenges in the Classroom
Implementing the 7E model had a significant impact on how my students interacted with the lesson. First and foremost, it made them more active participants. They weren’t just listening or reading; they were connecting ideas, forming opinions, and sharing personal stories. Each phase built upon the previous one, creating a sense of continuity and progression.
One of the biggest changes I observed was in students’ collaboration. The peer discussion during the engage phase, group sharing in the explore phase, and the classroom debate during the elaborate phase all promoted a sense of teamwork. Students were not only learning from me but also from each other.
While the 7E model brought numerous benefits, it also presented several challenges. One major issue was students’ passivity, particularly among those who came from non-English-speaking backgrounds or had weak foundational skills. These students often remained silent during the brainstorming or discussion stages, not because they weren’t interested, but because they lacked the language skills or confidence to express themselves.
Another challenge was time management. Each phase of the model requires careful planning and sufficient class time. Unfortunately, within the constraints of our standard class periods and curriculum demands, it wasn’t always possible to give each phase the attention it deserved. Some parts had to be rushed, especially the elaborate and extend phases, which benefit from deeper exploration.
Additionally, the rigidity of the evaluation system created complications. Our institutional assessments focus primarily on written exams and do not always value creative or process-based learning. As a result, students sometimes questioned the relevance of certain activities if they did not see a direct connection to their grades. This misalignment between classroom practice and assessment structure limited the model’s potential impact.
Lastly, psychological barriers such as fear of judgment, hesitation to speak, and lack of confidence in using English also affected student participation. As a teacher, it was challenging to motivate every student while respecting their pace of learning.
Success Story
Despite these hurdles, the 7E model brought about noticeable success. One particular story stands out. A student from Okhaldhunga, a remote district of Nepal, had been extremely reserved in class. He rarely spoke, avoided eye contact, and seemed detached from classroom activities. However, after we adopted the 7E model and allowed flexible language use (including Nepali when necessary), his behaviour began to change. He started to participate in small group discussions, then gradually in class-wide activities. After six months, he confidently thanked me for helping him become an active learner. This transformation reminded me of the power of inclusive, student-centred teaching.
Another notable success was the use of role-playing. I assigned characters from the story and asked students to act out key scenes. Even the most hesitant learners embraced this task with enthusiasm. They experimented with vocabulary, tried new sentence structures, and displayed creativity in expressing emotions. The activity not only made the class enjoyable but also helped students internalise the content more effectively. It brought the story to life and made learning memorable.
Conclusion
The 7E instructional model has had a profound effect on my teaching practice and my students’ learning experiences. It shifted the classroom dynamic from teacher-centred to student-focused, encouraging exploration, discussion, and critical thinking. While challenges remain, such as time limitations, evaluation misalignment, and linguistic barriers, the benefits far outweigh the drawbacks. When applied thoughtfully, the 7E model can create inclusive, engaging, and transformative learning environments. It supports continuous assessment, fosters creativity, and builds confidence among learners. Especially in the context of English as a foreign language, where traditional teaching methods often dominate, the 7E model brings a refreshing and effective alternative. This journey has reaffirmed my belief in reflective practice and adaptive teaching. As I continue to refine my methods, the 7E model will remain a cornerstone of my lesson planning, guiding both my professional growth and my students’ success.
Author’s Bio: Mr. Sagar Parajuli is an M.Phil. graduate from Pokhara University (IACER) and currently serves as the Head of the English Department at Milestone International College, Balkumari, Lalitpur. With a deep passion for education, his research interests focus on translation studies and the innovative use of gaming in grammar teaching.
