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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