Dario De Santis Dario De Santis

High-speed trains
Elementary level


This is an ability lesson focused on reading and speaking in the context of high-speed trains. After some brainstorming and a matching exercise to clarify the meaning of some adjectives, students read a text about high-speed trains and carry out two tasks. Finally they do a mingle activity in the form of questionnaire on transport.


Main Aims

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

Subsidiary Aims

  • To provide clarification, review and practice of adjectives in the context of high-speed trains and types of transport
  • To provide fluency speaking practice in a conversation in the context of high-speed trains and means of transport


Lead-in (4-5 minutes) • To set lesson context and engage students

Write types of transport on the board. Brainstorm some of them to the board (train, bus, plane, coach, tram, underground, ferry boat). Check pronunciation and drill. Show table with types of transport. Give instructions: Ss in pairs write 3 adjectives to describe each type of transport. Give handout. In FB get some of them to write on the board the adjectives and compare answers.

Pre-Reading (matching ex, clarification) (6-7 minutes) • To prepare students for the text and make it accessible

1. Show handout on wb. Give instructions for matching ex: "match words with pictures". Handout material. Monitor & prompt. Allow time for peer-check. Get FB by getting Ss to mark answers on the wb. In w/c check/clarify meaning of difficult words. noisy: elicit a noisy place. horrible: elicit synonyms (terrible, awful), elicit sth (monster, witch, zombie). comfortable: elicit sth (sofa, bed, chair), CCQs: How do you feel on a comfortable sofa? (good/relaxed). convenient: when there is a lot of traffic, a bicycle is more convenient than a car. CCQs: Is it better to use a car or a bike? (bike). Use pictures to elicit difference btw tall and long. Elicit that all these words are adjectives. Model and drill pronunciation. Mark stress and difficult sounds on board.

Reading #1 (7-8 minutes) • To provide students with less challenging gist and specific information reading tasks

Ss in pairs underline the adj in the chart that they think they'll find in the article about high-speed trains. Give reading text. Ss read the article and check their answers. Monitor & prompt. FB in w/c "Which words were in the text"? Answer key: fast, comfortable, convenient

Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading tasks

Give instructions showing the handout. (read questions, read text, answer questions). Give handout and allow Ss some time to read the questions. check they know: bullet and network. Ss read the article and individually answer the questions. Monitor & prompt. Allow time for peer-check. W/C FB by nominating one S, then they nominate each other.

Follow-up activity: Speaking (8-10 minutes) • To provide with an opportunity to respond to the text, practice and personalize the language orally.

Regroup Ss. Give instructions for mingle activity showing questionnaire on the board. Give a demo, write your name and answer on the board. Ss carry out the mingle activity. Monitor & prompt. Get some FB

Language Feedback (3-4 minutes) • To provide students with language FB about their output

Write errors on the board. Encourage self-correction, reformulation, correct errors

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