Sarah McGuire Sarah McGuire

Reading: Sydney, here we come!
Elementary level


Students begin engaging in the lesson by discussing a memorable tourist experience in pairs. New vocabulary is pre-taught using a matching exercise. Students then order a set of pictures depicting the events they read in the text as they practice reading for gist. Learners read again and answer/discuss some global comprehension questions. Detailed reading tasks include filling in tables and grids with detailed information using the past simple and ordering paraphrased chronologically. The follow up task requests that students respond to the text by writing the missing last paragraph of the text receiving error correction and peer feedback.


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Main Aims

  • To provide practice in reading for gist, scan reading, and close reading in the context of Trips and Tourism.

Subsidiary Aims

  • To provide practice in inferring the meaning of new vocabulary.


Lead in/Engage • To create interest in the topic, to relate to ss experiences, to activate vocab and background knowledge

Write discussion question on the whiteboard: Discuss a memorable trip or vacation you took with a classmate. Teacher is to model this example of discussing a memorable trip by providing her own experience to students first and then encouraging them to do the same. Have students stand up and mingle, discussing their trip with a partner and then moving onto the next one. Model the switching of pairs so that students understand.

Pre-teach vocab • To enable Ss to understand key vocab essential for task completion

Show students the cut up sentences with bolded vocabulary words in one hand and the definitions in the other. Tell students that they will match the word with the correct definition in pairs. Provide an example on the whiteboard: She was DEVASTATED when she found out that her husband had been cheating on her. Deconstruct (she was devastated) + (husband had been cheating on her) and elicit answer from students (very sad? sort of sad? does not care?) Provide answer key post-activity.

Set Gist Task and Gist Reading • To give ss a change to internalize task and provide a purpose for reading

Show students the cut out pictures. Tell them that, individually, they will put the pictures in order based on the information that they read in the story. Monitor. Post-activity, put students in pairs and tell them to compare and discuss answers to provide pair feedback and increase confidence. Once students have compared their answers, provide class feedback by providing answer key to students.

Speaking: Group Discussion • To allow students to compare and discuss their overall understanding of the text

Write the questions on the whiteboard: Read the end of the story again to find out what happened to Emma and Raoul in the end. Are they in Sydney, Australia? What happened? Is it easy to make a mistake like this? Has anything like this ever happened to you when travelling? Provide students with an example answer to get them thinking and give them a model. Tell students that, in groups of 3, they will each take turns discussing and answering the question. Monitor and provide assistance/feedback as required.

Set Detailed Task: Intensive Reading • To give ss a opportunity to understand and internalize task

Show students the handout. Instruct them to look at the present simple example, then to use the text to find and complete the chart in the past simple. Model the first example on the whiteboard with students: Present simple: They want to go to Australia. Past simple: They wanted to go to Australia. Put students in pairs and give them the handout. and a timeline of completion of 5 to 8 minutes. Post-activity, have students switch partners and compare answers. Provide class feedback by distributing answer key.

Sequencing of Events • To provide practice in close reading.

Attach cut up sentences in groups of four or five on the walls around the room in miscellaneous order. Show students the cut up sentences. Tell them that they are to put the sentences in order based on the events that happened in the story (for example, what comes first? Then second?) Model this activity on the whiteboard (Ex: Two British teenagers decided to go to Sydney, Australia for their holiday or They booked a cheap flight online- which comes first?) Put students in pairs and assign them to stations with sentences. Provide students a timeline of five minutes in which to complete the activity. Monitor. Have students switch stations to check each other's answers. Post-activity, provide answer key so students can correct the sequencing of events.

Post-Reading Activity • To provide personalization of ideas in the text through a written task.

Instruct students that they will write a paragraph that is the missing ending to the story. Model this example by providing students with the Example: Ending of Story handout. Let them read it and use it as a language and grammar model (past simple) for activity completion. Students will do this activity individually. While completing, monitor and provide error correction. Post-activity, advise students to switch papers and give feedback to each other on what they like/find interesting about each other's stories. Provide model feedback language on the whiteboard.

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