Perdi Brown Perdi Brown

TP6 Train travel
Elementary level


In this lesson students discuss train travel and learn to read for gist then detail. They work in pairs and groups and learn functional lexis to describe train travel.


Main Aims

  • To give students practice in reading for gist, detail and deducing meaning from context , in the context of travelling by train

Subsidiary Aims

  • To introduce and review functional lexis to talk about travelling by train. To give students practice in speaking.


Warmer/Lead-in (6-7 minutes) • To set lesson context and engage students

Play hangman on the board to ascertain the topic of the lesson which is travelling by train. Students say a letter and I mark it on the board if it is there. Continue until the word is there. Put a picture of a train on the board to clarify. I took the metro train this morning to get here. Who else took the train today? Ask different students if they like the trains or the car better.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

Put words on the board. Divide the meanings between the students and get them to match the meanings to the words. Monitor for help and all student participation. Students sit down Do you all agree? Make any changes necessary. Concept check all the words to make sure they all understand. In pairs which words do they think they will find in a text about high-speed trains. Concept check high-speed- Is it fast or slow? so will you see? Fast Monitor for understanding Students come and tick the words they think they will see on the board.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students read the text quickly on their own to se if their answers on the board are correct. Peer check- students work in pairs to talk about which words they think they see. Monitor for error correction and lexis help needed. Students come and tick in another colour the words they see in the text. Does everyone agree?

While-Reading #2 (14-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Read the text again to find the answers. When you find an answer hold up the correct card. Who can be first? There are 3 correct answers and 3 wrong answers. Students read again to find the answers to question 1. Once everyone has held up a card ask students do they all agree. Hand out cards for questions 2-5. Read the text and hold up the card to answer 2 etc.

Post-Reading/Listening (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Does your country have a high-speed train? Would you like to travel on one? Talk in pairs. Monitor for error correction. Feedback- elicit answers and hands up who would like to travel on one. Nominate students to say why.

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