Lead-in - Engage the students in the context of the lesson. Generally, a good practice for a lead-in is to elicit a keyword relating to the topic, and then give them a pair-speaking activity also relating to the topic. Try to keep the lead-in to be around 3 minutes minimum and 7 minutes maximum. It’s good practice to tie the lead-in with what they’ll be doing in the productive activity., Pre-teaching Vocabulary - Teach words (typically 4-7) that might be difficult for the students to understand and that will block their ability to comprehend the main idea and important details of the article., Initial Reading Task - Introduce the reading or listening with a comprehension question(s) so the students can practice reading or listening for the main idea., Detailed Reading Task - Give the students further reading or listening practice with more specific comprehension questions. Typical comprehension questions focus on reading for detail (to get a deeper comprehension of the written text) and scanning for specific information (i.e. looking for keywords such as a specific time, number(s), or word(s) etc.), Follow-up - Give them an activity that has them practicing a productive skill (speaking or writing) for fluency, meaning that you want to have activities that promote student-to-student interaction speaking with an uninterrupted flow or a writing activity that promotes writing at the paragraph level with connected sentences (not just writing notes, bulletin points, or separate individual sentences).,

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