New lesson plan: Reading of "the world's greatest travellers" about Lonely Planet

Ali DUR

Reading of "the world's greatest travellers" about Lonely Planet - Intermediate level

Reading of "the world's greatest travellers" about Lonely Planet
Intermediate level

Description

In this lesson, Ss make a gist and detailed reading of the text "the world's greatest travellers".

Materials

Intermediate Coursebook

Intermediate Coursebook

Main Aims

To provide gist and detailed reading practice using a text called "the world's greatest travellers" in the context of "travel guide books"

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of travelling and guide books

Procedure (33-41 minutes)

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

Show them a picture of guide books. Elicit the word "guide books". Have Ss discuss the Qs in pairs: 1) Have you ever used a guide book? When and where? If not, what do you use to get information about a place? 2) What are the advantages and disadvantages of using a guide book? Elicit some answers from the class as w/c FB

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

Have Ss look at the picture which has "A guide book for Turkey" on one side and a picture of the founders of the publishing company on the other. Ask them "what do you see in the pictures?" "Is there a connection between them?". Have them discuss these Qs in pairs. Write their ideas on the board.

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

Put Ss in pairs or in groups of 3-4 people. Give them each a set of headings and the paragraphs cut beforehand. Have them match the headings to the paragraphs. Check answers asking Ss why they thought that was the correct answer, give w/c FB. *** Have the pairs put the paragraphs in a logical order. Have them check their answers with a neighbor pair. While monitoring, if you see they are having difficulties, tell them paragraph D is No 4 in the order as a tip. Give whole w/c FB.

Detailed-Reading (6-7 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Have Ss answer the Qs in Ex. 4 individually for about 3-4 minutes. Tell them to underline the answers on the text. Have them pair check answers. Ask Ss where they found the answers and give w/c FB.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

After eliciting "on the cheap" and "on a shoestring" from the Ss, tell Ss that you are a poor man, but you still want to travel! Put Ss in pairs Tell Ss to recommend a must-see place for you in Turkey They should answer the following Qs: - Why should I go? What can I do there? - Where is this place? How can I go? - When is the best time to go there? Why? And remember, I am poor, so give me advice! I live on a shoestring! After they get prepared in pairs, they come to the w/b and make a small presentation.