Hi there!
It sounds like you are teaching students in Persia? I'm really wanting to teach in Persia!! As one teacher commented, there are a lot of different techniques to teach students, and well, it depends on what type of student you are teaching. Most of my experience is with Asians; however, I've taught about 20 or so Persians. I really like teaching them because they are (from my experience) very intelligent, thoughtful and serious about learning.
So, your basic method was sound. I mean, of course, right? You just need to spice it up. Do you believe it's boring because a student told you? Maybe someone sighed, or they yawned? Maybe your class seems "dead?" Well, does someone want to be "in charge" of the energy? From my experience with some ethnic groups, unless you are allowing a student to be the center of the show, they kill a class. I've seen this happen over and over. So remember, some classes will just be dead. You could do the same thing with a different class and everything would be great. Who is the dominate student in the class, are they a downer? You just need to have different techniques in your bag of tricks, and you need to know exactly why the class isn't responding to you.
Personally, I have a dynamic style, which means that I sit down in class for about five percent of the class. I also use animated gestures, move around a lot, smile, and try to interweave a few stories, current events or humor (dangerous) into the lesson. I give them a little "song and dance." Again, this doesn't always work with very "serious" students. If I can, I bring in something to show them....for example, one chapter dealt with collecting things. I brought in a collection of coins and passed them around.
If you don't have that, well, try this. Oh, I realize that students COULD do reading at home, but in my experience, most students won't, so unfortunately, you have to do a lot of that in the actual class time. So, I put them in pairs. I pick the pairs, trying to find the high level with high level, low with low. Shy with shy, or mix it up etc. While they are reading, I monitor (move around the class) and help them with some vocabulary words. I find the ones that most of the class doesn't know, put them on the board, or have a student(s) put them on the board.......you might have each group find two words that they don't know, give each group a marker and have them go to the board when they come across the words. Most "bored" classes sit a lot and don't move around the room. People think that "serious" means you sit. You can have fun, move around, laugh and smile but still be serious about making real progress.
The highs will finish quickly. For them, I'm ready with the normal comprehension questions of who did what, when where etc. and what does "x" mean. This is still part of ESL/ESP teaching at every level. However, for these students, give them the more open ended questions like the one teacher proposed like, what do you think, how do you think they felt, why do you think they did that.....etc. That way, the High's won't be so bored. Be careful though, don't let them just have conversations about randomness. You still have to monitor. Give lot's of "hmm....that's interesting.....I didn't think of that.....etc." Make sure that you are spending time with each group. Actually, sometimes I will be at one group, but really listening to the group behind me. So, when I go over there, I know more about what's going on. Also, if you know the client well, you will be able to make the information more meaningful to them.....like....oh, these words are good for you because you are in "x" job. Ah, I heard this last night on the radio. Life is more alive when it has meaning.
For the lows, they might just get to the general 'wh' questions...that's okay....that's what they are there for....progress. Putting them in partners allows them to make different paces, which breaks up the "boring" teacher/class atmosphere. Also, you can get them to switch partners mid way etc. Get them to stand up a little and get their blood pumping. Some bored classes are that way because students feel left out, just passively listening. Movement and being responded to gives them motivation to work more.
How old are the students? What is their educational background? Why are they in school....I mean....why are the REALLY in school. What are their goals, in school, work, life? Knowing your client allows you to move the topics in a way that relates to them more, which usually gives them more interest. Don't get too personal though....you know....keep it Teacher/Student. Don't try to hard to do it. It has to be natural....like you care about them and they are important. Some people can do that easily, others seem to be reading from a script. (And after teaching 3,000 plus students, well, I DO get tired of talking about Sushi). Don't be invasive to find out about their personal lives......finding the right balance of knowing who they are is something to learn....but, this is one of the reasons I never get bored teaching English. The people are always different, and finding ways to connect the knowledge to their lives makes MY mind work. If I am bored, they most certainly will be.
Hope this helps. You might ask others about the "being personal" part. That could be dangerous if you don't naturally have that ability.