Zahra Zahra

Reading Lesson
Intermediate level


In this lesson, students develop their reading and speaking skills and they also learn about some vocabularies related to traveling in Australia through guided discovery based on a reading text from a blogger's web diary. The lesson starts with a discussion about all they know about Australia. This is followed by skim reading where students read the first part of the text very quickly to get an idea about the whole text and answer a couple of general questions. There are two more different types of tasks afterwards: "Reading for Detail" in which students read the text more carefully and decide which sentence is true and which one is false; "Reading for Inference" in which they practice reading for inferred meaning. Finally there is some free practice via a final discussion.


Abc New Words Handout

Main Aims

  • The main aim of the lesson is to give Ss practice on "Reading". In particular, "Skim Reading for Gist", "Reading for Detail" and "Reading for Inference" through the context of traveling.

Subsidiary Aims

  • There are also two sub aims, Speaking and Vocabulary. After this lesson students will be able to talk about Australia in particular and also will be able to describe an exciting journey they have made before!


Warmer/Lead-in (5-7 minutes) • To make the students interested in the lesson and give them a general idea about the topic of the lesson. Another aim is to help them understand the meaning of "outback" and "Aborigine".

Before the lesson, get some pictures of Australia including pictures of "outback" and "Aborigine" and put up them on the walls all around the classroom. Put the vocabulary categories from Speaking ex 1 on the whiteboard using a power-point table. Ask the students to walk around the room in pairs and try to find the connection between the pictures. After that, ask students whether they can guess the topic of the lesson or not! Students share their ideas with the whole class. Finally, ask the students to select a picture and put it under the right category on the whiteboard.

Teach blocking vocabulary (5-7 minutes) • to clarify the meaning of key vocabulary items

Elicit the following words: "backpack", "explore", "accompany someone", "spectacular", "spellbound", "the bush", "to be worth it", "the desert, fascinating" by giving them a handout and present the vocab in a "I know, I don't know" activity. Students know they are going to read a text about Australia. Give them the handout and let them decide on their own whether or not they know the meanings of the mentioned vocabularies and put them in the appropriate column. Put students into small groups and ask them to help each other with the new words. Check the answers with the whole class afterwards.

Text Title (2-3 minutes) • To provide the reason for the students to read the text through making predictions.

Write the title of the text ( Down Under) on the board. Students talk about what they think it means. Draw a globe on the board or use a real and ask students to think with their partner and let you know if they know where Australia is in relation to Britain. Elicit or explain that it is almost the opposite side of the globe. In other words, to go there, you need to go "down" and "under"!

While-Reading 1 (5-7 minutes) • To provide practice in reading for gist

Now that they know they are going to read about Australia, try to challenge the students to guess more about the text by showing them some pictures related to the story and ask them to link the pictures together in order to guess what they are going to read about. Students share their ideas to the whole class. Make sure they know the word "Web diary". Now ask them to read the first part of the reading quickly and answer the questions. After that, ask them to check their answers with their partners. Then take whole class feedback.

While-Reading 2 (5-7 minutes) • To provide students with more challenging detailed reading.

Ask students to look at the sentences in exercise 2. Students read the second part of the text on their own and decide if the sentences are true or false. Get students to peer check. Now do whole class feedback or show them the correct answers.

While-Reading 3 (5-7 minutes) • To provide students with another challenging reading task which is "Reading for inference".

Focus students on exercise 3 and tell them to work together to find adjectives in the text used to describe different things, Do one of the questıons as an example so that they know what they need to do. Provide them with an answer key. Make sure students have no problems or questions.

Post-Reading (5-7 minutes) • To provide the students with an opportunity to respond to the text and expand on what they have learned

Ask students to discuss the following questions: 1. Have you ever been to Australia? If yes, tell us about your experience. 2. Would you like to go to Australia after reading about it? What about Australia sounds the most interesting to you? Why? 3. Tell us about the most fascinating traveling experience you have ever had!

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