Stephen Ianno Stephen Ianno

High-Speed Trains
Beginner level


Students will discuss transportation they use. They will examine a series of antonyms that can be used to describe transportation before reading about the fastest trains in the world


Abc Word cut-outs
Abc Reading
Abc Reading Questions

Main Aims

  • To provide gist and detailed reading practice using a text about high-speed trains in the context of transportation

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of high-speed trains


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Students brainstorm methods of transportation that they use. Write their ideas on the board Ask students what methods they like and which ones they dislike

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

Show students word cut-outs telling them these words can all be used to describe transportation Instruct students to group the six words in three pairs or three sets of two Class feedback, write the groups on the board and label them as antonyms Draw a smiley face next to the words with positive connotations and a sad face next to the ones with a negative connotation

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

Show students the train picture and ask students what they see Ask them to decide which words from the cut-outs describe this train Hand out the reading and assign students to read and decide if their guess was correct about the words After students have read, have them check their response with a partner Quick class feedback to ensure students are on target

While-Reading #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Show reading questions and instruct students to read through the questions Students reread the text and extract the correct information to answer questions Students check with partners for correct answers Hand out an answer key for students to check

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Ask students if they feel Turkey should have a high-speed train Help students decide some of the pros and cons e.g. Istanbul to Ankara in an hour and a half, lots of money to construct Students talk in pairs before sharing ideas with the class

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