Oliver Page Oliver Page

Teaching Plan 1B
A2 level


In this lesson, students will be introduced to the theme of tourism and tourist locations; firstly by a quick brief about tourism in Britain from myself, with a quick task regarding where they would like to visit in Britain and why. Following this, they will discuss tourism in their countries. They will then read a short article about Machu Picchu, followed by a vocabulary hunting exercise. The next task will consist of them re-reading the article with some true or false questions regarding Machu Picchu. The students will then discuss their opinions on the plan to build a cable car for the Inca city, followed with whole class feedback. The final task will consist of small groups discussing the effects of tourism in Istanbul with whole class feedback.


Main Aims

  • To give students practice reading for gist and detail in the context of travel and tourism.

Subsidiary Aims

  • To give students freer speaking practise to help their spoken fluency.


Lead-in (4-6 minutes) • To set the context of the lesson - Tourism

T will give handout and a brief description of tourist attractions of Britain. Ss will be given an exercise asking to list 5 tourist attractions they wish to visit and why. Ss will discuss answers with other students before getting WCFB.

Pre-reading (4-6 minutes) • To prepare students for the text

Ss will work in pairs, discussing a rough overview of tourism in their country. WCFB will be used to check the students opinions on tourism in their home country.

Pre-reading #2 (4-6 minutes) • To predict the contents of the reading

Ss will receive a copy of the Machu Picchu picture handout, with a quick reading exercise with vocabulary words they would expect to find in the article text and why they would expect to find them in the article. They will also receive the cable car vocabulary explanation handout, giving them clarification on what a cable car is.

Gist Reading (4-6 minutes) • To provide the students with less challenging gist reading

Ss will receive the Machu Picchu article, reading through it, with T monitoring the class, checking for Ss understanding of the article.

Gist Reading #2 (4-6 minutes) • To show the students understand the article

Reading through the text of Gist Reading #1, Ss will work alone, answering true or false questions in relation to the Machu Picchu article text. T will then ask Ss to check their answers with their partners to see if they concur, with WCFB to follow up - checking the whole class' answers

Detailed Reading (6-8 minutes) • To provide the students with more challenging detailed reading

T hands out Reading exercise 3, asking the students to work in pairs to underline the arguments for and against the cable car at Machu Picchu. Ss will discuss with their partner which side of the argument they agree with, discussing why. WCFB will follow up, to check the Ss views on the topic.

Post-Reading (4-6 minutes) • To provide students with an opportunity to expand on what they've learned

In small groups, students will discuss the effects tourism has on Istanbul; positive or negative. T will walk around, monitoring and aiding in discussions. WCFB will follow up the task, getting a WC overview of whether they think tourism in Istanbul is a good or bad thing overall.

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