To provide gist, detailed and deduction reading practice using a text about tourism in the context of Machu
To provide fluency and accuracy speaking practice in a conversation or exchange in the context of tou
Procedure (45-55 minutes)
As a lead-in, open the discussion about travel and tourism. I will include a short anecdote about my own experience coming to Turkey. I will ask students what they think is the most loved or most important tourist attraction in Turkey. The students can then work together to discuss the three questions in the Speaking exercise.
As a pre-reading exercise, I will ask students to read the words in the colored box (as seen in Reading Ex. 1) and predict which words will appear in the text. The students will then skim the text for the words and check to see if their predictions were correct.
This part of the lesson will allow the students to get more comfortable with the text by reading for gist and specific information in order to correctly answer the true/false questions. The students will work alone at first and then check their answers with a partner, seeing which questions were correct. I will ask if there are any questions that they answered incorrectly and see if they can understand why, referring to the text as necessary.
In this exercise, students will be asked to read the text again. This time, they will find information from the article that represents arguments either for or against building a cable car at Machu Picchu in Peru. After they have found some of the arguments, we can share them on the board and see which students agree or disagree with.
As an end to the lesson, we can have a group discussion in which students will come up with at least two sentences that illustrate their thoughts and beliefs about tourism as it relates to this magazine article or in general. I will monitor to make sure they are creating sentences using the target language and then facilitate the discussion.