Input session · Loop input
Taught the way you will teach it: pre-taught vocabulary, a gist read against the clock, detail questions, then the debrief where it all gets named. Reading and listening.
This session is staged exactly like the lesson it teaches: pre-taught vocabulary, a discussion of how the skill should be taught, reading a text to check those ideas, then detail questions. Go through it as a student would. The debrief afterwards is where it all gets named.
Pairs with: a unit on identity and personality in your course's coursebook.
Click a term, then click the meaning that goes with it. These are the words you need before you read, and the terms you'll teach with from tomorrow on.
Discuss with your partner, about a minute. What comes first? What does the teacher do while students read? Where does checking happen?
Keep your ideas; the text that follows is where you check them.
A gist read, so a time limit: one minute, silently, for the main ideas. You come back for the detail in the next stage.
A receptive skills lesson never starts cold. It opens by creating interest in the topic: visuals, personalisation, brainstorming what the class already knows. Background knowledge is part of how anyone understands a text, not a shortcut around it. Only then does the lesson pre-teach vocabulary, and only the words essential to understanding.
The gist task comes next, testing global understanding only. For reading, students read silently under a time limit, so they read quickly and concentrate on the gist rather than the detail; for listening, the recording plays once. Only once gist is secure does the lesson set a specific information or detail task, prompting closer reading or listening.
Peer checking before whole-class feedback plays a major role in a receptive skills lesson. It increases involvement, builds confidence by making correction feel safer than the teacher stepping in first, deepens understanding as students explain answers to each other, and builds the teamwork and communication skills that matter beyond the classroom.
The lesson closes with a follow-up task based on something related to the text: a language focus, a discussion, a role play or a written task.
More time now. Look again at the text, decide for each statement, then check with your partner before you reveal.
You have just moved through these seven stages. Click each one in the order you experienced it. This was a loop input: the session modelled the technique instead of only describing it.
The staging is fixed; the tasks inside it are not. A bank to plan from, by stage. It is nowhere near complete.
To keep. Reveal it once you have done the tasks.