Becky Van Eijk Belgrave Becky Van Eijk Belgrave

Reading class in the context of travel advertisements
Beginners level


A skills class focussed on reading in the context of travelling. Ss will be reading travelling advertisements of 5 different destinations. They will practice sub skills gist and detailed reading.


Abc Whiteboard
Abc Matching handouts
Abc Projector
Abc Vocab sheet
Abc Worksheet for detailed reading

Main Aims

  • To provide gist and detailed reading practice using multiple small texts about holiday destination advertisements in the context of travelling.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travelling.
  • To provide review and clarification of travelling words in the context of holiday advertisements.


Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Show Ss a photo on the WB. It is a business woman looking frustrated. Ask Ss what kind of job does she have? What expression does she have on her face? Does she look happy? Try to elicit the words- business (wo)man, stressed, sad, frustrated, tired. Ask from them what they think she should do and try and elicit the word 'holiday'.

While-Reading#1 (8-12 minutes) • To provide students with less challenging gist task

I will tell Ss that Linda is stressed and therefore needs a holiday (I will try and elicit as much as I can). I will tell them that they have 4 texts on their table of advertisements for holiday destinations. I will ask Ss to get into groups of 3 (where I will purposefully distribute the stronger Ss with weaker Ss) and hand them each a package of paper. I will ask them to read very quickly match which country goes with which advertisement. CCQs: can you talk? do you read quickly or slowly? do you have to understand every single word? I will use pyramiding to then group pairs into groups of 4 to cross reference their answers and discuss why they got different answers. I will also ask them to circle 3 words in each text that make them believe it the corresponding country. Feedback will be done briefly and orally.

While-Reading/Listening #2 (14-16 minutes) • To provide students with scanning reading skills and more challenging detailed reading tasks

I will then give Ss another worksheet- on one side will be some 1 word answer questions where Ss write which country is being talked about depending on the fact/number given. On the other side there are open ended questions where in groups of 3 (or whatever is convenient and makes sense depending on the number of Ss) they will work together to find the answers. Feedback will be done orally with the class discussing answers and deductions of how they came to them if there are conflicting answers.

Post-Reading (5-10 minutes) • To see how much the Ss really understood from the texts in a fun way

There will be some sentences written on colored papers. The class will be split into teams. I will put columns for each country. I will one by one read a phrase out and one member of each team has to rush to the board with the corresponding sentence and place it under the correct country. The person with the most points wins.

Speaking activity (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will then project the woman from the first slide up. I will remind them her name and how she's tired and needs a holiday. I will project the next slide, with bullet points of what kind of holiday she would like. I will ask Ss to in pairs discuss in English which holiday would be the best suited for her according to her points. I will ask for 1 or 2 volunteers to share with the class which country they believe suits her the best and why.

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