Kelsey Wilkens Kelsey Wilkens

Australia Reading Lesson
Intermediate B1 level


In this lesson, Ss learn about Australia through the reading of a travel blog post.


39aui4rbtwyz6azup0db ho1 HO1
Cjvznymkq1adw6gaacai ho2 HO2
Vjpfecsstnkyb1mpbcbh ho3 HO3
Vxbnajfqes32rt1w3yw5 ho4 HO4
Kofmxrohsbww2oc4vb5w ho5 HO5
Ung0qv9ksnrbjnmv7t4l ho6 HO6

Main Aims

  • To provide scan and detailed reading practice using a travel blog post text about Australia

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel to Australia


Lead-In (4-5 minutes) • To set lesson context and engage Ss

Show Ss pictures on the projector. Ask Ss where these pictures have been taken, eliciting 'Australia.' Put Ss into small groups and ask them to share everything they know about Australia. Give each group a copy of HO1 with various categories to stimulate the discussion.

Feedback (1-2 minutes) • To check the content of the speaking activity

Have Ss from each group report out about their discussion of Australia.

Vocabulary Pre-teaching (2-3 minutes) • To prepare Ss for vocabulary in the text

Tell Ss they are going to read a text about Ausralia, but first you'll look at some vocabulary. Show Ss HO2 and tell them to decide if they know and can give an example, think they know but can't give an example, or don't know and put the words in the appropriate column.

Vocabulary Pre-teaching Activity (5-7 minutes) • To prepare Ss for vocabulary in the text and encourage peer learning

Put the Ss into two lines facing one another. Ask the Ss to talk with the person across from them about their 'think I know' or 'don't know' words. Approximately every thirty seconds have one row of Ss move down the line and switch partners.

Feedback (1-2 minutes) • To check that Ss have understood the vocabulary

Ask Ss if there are any remaining words in their 'don't know' columns. Answer any questions about the vocabulary.

Reading for Gist (2-3 minutes) • To provide Ss with less challenging reading task

Check that Ss know what a 'web diary' or 'blog' is. Tell them they are going to read one about a trip to Australia. Show Ss the reading and the questions in exercise 1 on HO3. Tell Ss to read the first part only and quickly to answer the questions. Pass out HO3.

Pair Check (1-2 minutes) • To check that Ss have understood the gist of the text and encourage peer learning

Ask the Ss to check their answers with a partner.

Feedback (1-2 minutes) • To check that Ss have understood the gist of the text

Elicit answers to the questions in exercise 1 to ensure Ss have understood the context of the blog and why it was written.

Reading for Detail (2-3 minutes) • To provide Ss with more challenging detailed reading tasks

Have Ss read the second part of the text on their own. Tell them to underline the descriptive adjectives that they read. Post True/False Gallery Walk questions while Ss are reading.

Adjective Match-Up (2-3 minutes) • To check that Ss have understood details in the text and encourage communication

Give each student an adjective cut-up from HO4 and ask them to mingle with the other Ss to find their match - the adjective to what it corresponds to in the text. When Ss have finished display the correct matches on the w/b.

Gallery Walk True/False (4-6 minutes) • To provide Ss with a more challenging reading for detail task that encourages communication

Pair the Ss with a new partner. Ask the Ss to walk around the room answer the true/false posted on the walls questions together. Instruct groups to sit down when they are finished and give them a copy of the answer key to check their answers, HO5.

Post-Reading (3-5 minutes) • To provide an opportunity to respond to the text and expand on what they've learned

Put the Ss into groups and distribute HO6. Ask them to discuss the questions in their groups. Monitor the discussions and write down good language and that which requires reformulation.

Feedback (2-5 minutes) • To give Ss feedback on the language they produced

Point out good language that the Ss used. Prompt any corrections or reformulations necessary.

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