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As referred to in Stage 5 of the Text-Based Presentation, the teacher can now focus on some of the language in the text, e.g., by drawing students' attention to new language items and encouraging them to deduce the meaning from the context, or by extracting samples of structures for analysis.

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To exploit the text for the language in it.

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Students respond to the content of what they have read / listened to by, for example, expressing their opinions about it through paired discussion followed by open class feedback. This is quite a quick task but, alternatively (or additionally), students could use a reading text for writing a similar text of their own or a listening text to take part in a role-play - such longer tasks may well be postponed until after the language follow-on (if there is to be one).

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To allow students to express their opinions on the text as one would in real life.

To exploit the content of the text for production (speaking or writing).

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Response-to-the-text task / Content follow-up activity.

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Response-to-the-text task / Content follow-up activity.

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The teacher sets the questions for the second task and gives students time to read them (especially relevant for listening - again, it is vital to set the task-before-the-text). Students read or listen to the text to answer the questions. If the text is for reading, a time limit should be set (longer than for the first task).

Students then check their answers in pairs.

Open class feedback: the teacher checks the answers to the questions and, if possible, asks for justification of the answers or reference back to the text as proof of more detailed understanding.

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To practise / develop students' abilities to read / listen for specific information / detailed comprehension

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Specific information (scanning)/ Detail task

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Specific information (scanning)/ Detail task

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Students read or listen to the text. It is vital they have a reason for doing so (nobody reads without a purpose) and so the teacher must set a task before the students start to read or listen. The task should be one which focuses on a general understanding of the whole rather than details; for example, they can check their predictions (it's always a good idea to link the prediction stage to the first task) or decide on the best title for the text, etc.

NB: There is a danger to a prediction-checking task in that their predictions may be so numerous or so detailed that gist is no longer the sub-skill being worked on - if such a gist task is planned, it can therefore be a good idea to limit the prediction stage (but not to omit it).

If the text is for reading, a time limit to encourage speed-reading and therefore practise the target sub-skill is essential.

Students then check their answers in pairs.

Open class feedback: the teacher checks the answers) to the question(s) set (and only to the questions) set) to make sure they have got the general idea.

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To orientate students to the overall content of the text and to practise / develop their abilities to read / listen for gist /general understanding.

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The teacher orientates students to the text and gets them to think about its possible content (i.e., predict) by relating it to their own experience or knowledge of the interaction, by looking at photographs or headlines or by considering key words, for example.

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To generate interest in the text itself, to activate students' schemata* relating to similar texts and to prepare them to read or listen.

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Students discuss questions relating to the topic of the text.

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The teacher pre-teaches lexical items which they think will prevent students answering the questions to be set?.

If such words are only required for the more detailed task, these items can be covered at a later stage in the lesson.

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To preteach the meaning of words necessary for the task(s) to be set

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To generate interest in the topic of the text and to activate their background knowledge