Rania Kuraa Rania Kuraa

IELTS General Training Reading
B2-C1 level level


This lesson plan is useful in preparing students for the reading section of the IELTS examination. SS will be introduced to the summary-completion task type and practice the skills required to answer them. Also, it allows students to practice identifying key words, paraphrasing, analyzing the language in the questions and predicting what sort of word is required, and utilizing important reading strategies such as previewing, predicting, scanning and intensive reading. This lesson plan accompanies Cambridge IELTS 9 General Training, section 1. This lesson is suitable for students of intermediate level and above.


Abc Answer keys
Abc Flashcards
Abc IELTS 9 Cambridge University CUP
Abc Pictures
Abc Ho1
Abc Ho2
Abc Ho3
Abc projector
Abc Whiteboard
Abc Audio track
Abc Answer keys

Main Aims

  • To familiarise students with the summary-completion task type in the IELTS reading section.
  • To provide students with practice in previewing, predicting, scanning and intensive reading skills in the context of train travel.

Subsidiary Aims

  • To familiarise students with identifying key words,synonyms and paraphrasing.
  • To provide practice in speaking in the same context.


Lead-in (3 minutes) • To generate students' interest in the general topic of travel

• Play a short audio track of a train station background noise – no talking, just the “noise” – and have the students guess the place. • Display some pictures of different train stations (e.g.Ramses Train Station in Egypt) and ask some questions about it. • Ask some follow-up questions: Do you like to travel by train?why? What do you usually do on a train? Where do you usually go by train? When was the last time you traveled by train? What do you like and dislike about trains? What are the advantages of commuting by train over traveling by car? How do people find cheap or discount train tickets to get around your city in your country? What do you think of the train system in your country?

Context-Setting (3 minutes) • To generate students' interest in the topic of trains

• Display a picture of some passengers at a train station on the board. • Ask students to discuss in groups what the people in the picture are doing and why they gathered like this. Discussion questions: *************************** What do we call the place at the train station where you buy tickets? What are these people doing? How do we call people who travel by train? How can you find a good value train ticket? How do people find cheap or discount train tickets to get around your city in your country? Have you ever missed your train? Have you ever had any problems on your train journey? Can you get a refund on a train ticket you didn't use? Can a train ticket be rescheduled? • Start your open class feedback by listening to students answers and responding genuinely to their opinions:

Pre-teaching Vocabulary (5 minutes) • To make sure students do not face difficult words that might block their understanding

• Hand out worksheet 2 ( Word Definition Activity) with the blocking words. • Tell students to work in pairs to match the words to their definitions. • Elicit answers from SS and and feedback as a whole class .

Previewing/Prediction (5 minutes) • To give SS an idea about what the text is through the headings and to use L's knowledge of the text topic to guess what it is going to be about

Write the title "Train Travel Information" on the board and tell SS that it’s the name of the article that they’ll be reading. • Give SS one minute to brainstorm different ideas about the possible content of the text. • Ask SS to discuss in pairs what kind of information they expect to see in the notice. At the end of a minute ask for ideas about the notice’s contents. • Write students’ ideas on the board as a list on the board underneath the title. Ask some questions: • As a feedback,hand out the sample reading task and summary. Students skim them for a minute to get an overall idea of the content of the notice. • Get SS to discuss in pairs again whether they have changed their ideas or not. • Review the ideas on the board now that students have seen the text. How much of the content of the text did students predict? Was there anything they didn’t think of? Who would need to read this text? Which of the following is the text most likely to contain information about? a)Holiday destinations b)Types of different trains c)Train Ticket cancellation charges and refunds

While-Reading (15 minutes) • To provide students with less challenging gist and specific information reading tasks

• Direct students to the summary text . • Tell SS that in this task the summary is of the whole text so they will be looking for e main ideas in the text. (N.B: In some cases of this task type, the summary is of a part of the text. They would therefore need to locate which part of the text was relevant and look for supporting ideas.) • Ask SS to look at the instructions and read them carefully. • Tell SS that they should always check the number of words that can be used in each gap – in this case no more than three words. Ask the following questions: Can you answer using two words? Yes Can you answer using four words? No Are all the answers in the text? Yes • Show an OHT or chest the HO2 of the questions. • Explain that there are several ways to analyse the information provided to help find the answer: • identify key words to scan the text for and think of other ways these may be expressed or paraphrased, as the key words themselves will probably not be in the text in exactly the same form. • look at the surrounding words for clues about the missing word in terms of collocation • predict what part of speech the missing word(s) is/are • Direct students to the summary text again and focus on the first gap of the summary(Q8), ask a student to read the first sentence up to the first gap (Q8). • Analyse (Q8) as a class by asking students to underline the key words (elderly, studying full time,concession,). • Ask SS to think of synonyms or paraphrase for the two words. • Elicit the type of word needed for (Q8), getting as many different answers as possible.If students offer possible answers, accept them all and write them on the board. • Ask SS to scan the original text looking for the keywords an elderly: senior citizen concession: discount • Put students in pairs to look at the questions and underline the key words. • Whole-class check using the OHT of the underlined key words. • Working in groups, ask students to think of synonyms and paraphrases for the underlined key words in HO3. • Eliciting answers from students. • Working individually, ask students to take each question of the summary text at a time and to scan the original text looking for key words, synonyms and paraphrases to identify where the information comes from. Mark the margin with a number. • Tell SS that the information in the summary text is in a different order from that in the original text. • Ask students to complete the task. Remind students to read through their summary at the end, checking for mistakes in grammar, spelling or meaning. • Ask SS to check their answers in pairs, Where they disagree, ask them to explain their decisions, identifying key words and phrases in the text to support their choices. • Hold a whole-class check. • Ask students to put the following stages of the procedure into the right order as a recap: • check the summary for grammar and spelling mistakes (6) • predict the missing words (4) • skim read the text for general meaning (2) • scan the text for the relevant sections of the summary (5) • read the instructions (1) • read the summary and decide which part of the text it refers to, or whether it is a summary of the whole text (3)

Post-Reading/Listening (14 minutes) • To provide with an opportunity to information in the text for communicative purposes and to familiarise them with the IELTS speaking tasks

• Ask students to do the speaking activity(a). Tell them that they have only one minute to prepare. • Get SS to interview each other and ask them to allow their friends to speak for two minutes maximum and one minute minimum. • Start open class feedback asking SS about the interesting stories they heard from their partners.

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