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PWP model may be applicable to run a reading lesson, in which, pre-stage involves warming-up, setting the scene, or providing key information, while- stage manages activities or tasks for students to develop their reading ability, and post--stage focuses on feedback on the students’ performance in their reading process, or following-up activities relative to the student’s language ability or life experiences.

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For teaching a new structure-based lesson, the PPP model may be applicable to follow, in which, presentation stage usually involves introducing new vocabulary and grammatical structures, practice stage manages from controlled practice to half-controlled activities, and production stage focuses on performing communicative tasks.

Lesson planning should be done at two levels: macro planning and micro planning. Macro planning is for a whole program or a whole-year course over a longer period of time which is often done by a group of teachers who are to teach the same course. Micro planning is for a specific unit which usually lasts from one to two weeks or forty to fifty minutes respectively.

The stages and the steps within each stage are suggested to be planned in such a way that the teacher would organize students to do a series of language-focused activities to get them prepared linguistically before conducting a communicative task.

While planning a lesson, teachers need to think about the elements of the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources in order to achieve the aims of the lesson.