Lesson sequence
| Stage | Purpose | Example task |
|---|---|---|
| Lead-in / prediction | Activate schema, create a reason to read | Predict from title and picture |
| Pre-teach (max 4-6 items) | Remove words that block the tasks | Match words to pictures |
| Gist (fast, 1-3 min) | Overall idea | Choose the best title; match headings to paragraphs |
| Detail / specific information | Careful reading | Wh- questions, T/F/NG, complete a table |
| Inference and deeper meaning | Reading between the lines | Why...? What does the writer feel? |
| Vocabulary from the text | Guessing meaning from context | Find a word in paragraph 2 that means... |
| Post-reading response | Use the content | Discuss, write a reply, role play |
Set a time limit for gist so learners do not read word by word. Give the detail task before the second read.
Question types (Barrett-style taxonomy, simplified)
| Type | Asks for | Stem examples | Level |
|---|---|---|---|
| Literal | Information stated in the text | Where...? When...? What did...? | All |
| Reorganisation | Combining stated information | Complete the timeline; which two people...? | A2+ |
| Inference | Unstated meaning, reasons, attitude | Why do you think...? How does the writer feel...? | B1+ (simple ones from A2) |
| Evaluation | Judging the text | Is the writer's argument convincing? Is this fact or opinion? | B2+ |
| Appreciation / response | Personal reaction | Would you like to...? Has this happened to you? | All |
Writing good questions
- Follow the order of the text for detail questions.
- Paraphrase; do not copy the sentence with the answer, or learners just match words.
- One answer per question; say whether short answers are acceptable.
- Avoid yes/no questions that can be answered from general knowledge ("Is London in England?").
- True/false: roughly equal T and F; "not given" only from B1, with no more than one or two NG items.
- Multiple choice: three or four options, one correct, distractors based on the text (wrong paragraph, partly true, opposite).
- Spread questions across the whole text, not only the first paragraph.
Number of questions
About one detail question per 30-50 words of text at A2-B1, fewer at higher levels where questions are deeper. Six to eight questions is usually enough for one reading.
Answer key
Give the answer and the line or paragraph that supports it ("para 2, line 3"). For inference questions give a model answer and the evidence.
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Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.