Keri Hughes Keri Hughes

READING: Australia travel blog (2c | Down Under, pg. 20 ex. 1-3)
Intermediate level


In this lesson, students will read a passage from a blog about a trip around Australia and answer questions and provide short-answer responses to gauge their level of comprehension.


Abc Turkey slideshow
Abc 2c | Down under READING exercises 1-3
Abc Australian Outback slideshow
Abc Vocabulary worksheet (handout 1)

Main Aims

  • To provide gist reading practice using a text about events and locations in the context of traveling throughout Australia

Subsidiary Aims

  • To produce the target language during speaking exercise


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

Briefly tie lesson in to the earlier lessons that have been discussing travel. "Last week we talked about unusual adventures. Today we're going to read about one woman's unusual adventure." Ask the students questions: - Do they like to travel? - Where have you traveled? - Have you traveled within Turkey? (Kapadokya, Antalya, Ephesus, etc.) Project Australian Outback slideshow and ask the students: - Has anyone traveled to Australia?

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

- Hand out vocabulary worksheet (handout 1). Instructions: Look at the definitions at the bottom of the page (while chesting). Read sentences 1-4, and fill in the blanks with the words below. Work in pairs. You have 5 minutes. ICQs: - are you working together or alone? (together) - how many minutes? (5) Vocabulary *outback (noun) - remote rural areas of Australia, inland *inspire (verb) - motivate, encourage, to make someone do something by stirring their emotions *spectacular (adjective) - beautiful in a dramatic way, striking (example: fireworks) *spellbound (adjective) - fascinated, amazed, attentive as though by magic Sentences - Last month I traveled through the **outback** of Australia. - Her trip **inspired** me to climb Mt. Kilimanjaro. - The New Years Eve fireworks over the Bosphorus are **spectacular**. - I was **spellbound** by the whirling dervishes in Konya. As the students work in pairs, write the new terms on the board. (Also don't forget to write the questions from exercise 1 to prepare for next step). Correct the sentences as a class. Finish exercise with pronunciation drills and add stress to the terms on the board.

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

Write the questions from exercise 1 on the board (do this while the students are working on pre-teaching exercise). Instructions: Read questions to exercise 1. Read PART ONE of the blog about a trip around Australia. Answer the three questions in exercise 1. Work individually, for 5 minutes. ICQS - Are you working with your partner or by yourselves? (alone) - How many questions are you answering? (3) - How many minutes? (5) 1. Who is the author? **Nerina Klein** What does she do? **She's a travel writer.** 2. What is she going to do? **She's going to explore her own country.** 3. What is the purpose of her blog? **The purpose of her blog is to inspire other people to find out more about Australia** Instructions: Now check your answers with your table for 3 minutes. ICQs - Are you working together or alone? (together) - Should you be talking? (yes) Monitor students as they speak amongst their groups, check for any examples of error correction to add to the board. After 3 minutes pass, share the answers as a class. Then check for comprehension. CCQs - Is Nerina Klein a travel writer? (yes) - Is she going to travel around New Zealand? (no) - Where? (Australia) - Does she want to encourage people to travel around Australia? (yes)

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

Write descriptions 1-5 on board as the students read them. Instructions: Read descriptions 1-5 in exercise 3. Read PART TWO of the blog to find the adjectives Nerina uses to describe these things. For example: the people she has met are INCREDIBLE (underline on board). You have 10 minutes to work alone. ICQs - Together or alone? (alone) - How many minutes? (10) 1. the people that she has met **incredible** 2. her experiences during the trip **amazing** 3. the Rock at the start of the day **spectacular** 4. the Anangu caves and sacred art **fascinating** 5. the way that the Rock changes color **wonderful** As the students work quietly, monitor and check for errors. Check their progress at 5 minutes, then give them a 5 minute warning. After 10 minutes, have students check their sentences with their group (3 minutes). Then review as a class. CCQs: - were the people she met mean or rude to her? (no) - did the Rock change colors throughout the day? (yes) - do you think Nerina enjoyed her trip? (yes)

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

Project the Turkey slideshow. Instructions: Now think about places you have traveled in Turkey. With your partner, talk about a trip you using some of the adjectives from the reading above. For example: I was **spellbound** on my trip to Kapadokya. The sight of the hot air balloons rising above the fairy chimneys of Goreme was **spectacular**. ICQs: - Are you working with a partner or alone? (partner) - Are you speaking or writing? (speaking) Continue this for the remainder of the class. If time allows, ask one or two students if they'd like to share about their trip.

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