In Figure 19.5, an example of Input Flood is given. Suppose your high beginning students have just read the sample passage. What could you do next to help them to notice definite and indefinite...

In Figure 19.5, an example of Input Flood is given. Suppose your high beginning students have just read the sample passage. What could you do next to help them to notice definite and indefinite articles? What kinds of tasks or activities would help them to move from this text to producing (orally or in writing) a text that includes articles?

Figure 19.5