A good lead-in sets the context of the entire lesson, engages the students in the content from the very beginning, and is student-centered by providing them ample opportunity to practice speaking for fluency.
A typical lead-in follows the proceeding stages:
- Stimulus: Provide some kind of stimulus to set up a pair speaking activity i.e. a personal story, discussing some type of visual(s), or bringing up a particular topic etc. A good stimulus usually involves personalization, visuals, and is engaging.
- Pair Speaking Activity: Having the students speak in pairs allows for a more student-centered experience by providing them with more speaking practice than if the teacher were to lead a whole classroom discussion.
- Whole Class Feedback (WCFB): Ask a few students what they had spoken about during the pair speaking activity. You do not have to ask each and every student; only a few will due.
Here’s a video demonstration of a typical lead-in:
Watch the following examples of a lead-ins and answer the following:
- What was good about the lead-ins?
- Were they teacher or student-centered?
- Did they follow the stimulus, pair speaking activity, whole class feedback pattern?
- Did the stimulus involve visuals and personalization? Were they engaging?
- What could have been better?
- What would you do to modify them?
Watch, think about your answers, and write them in the comments below.
Video A: Grammar lesson on the ordering of adjectives
Video B: Listening lesson in the context of “The Toughest Job in the World”