Intermediate level


Lesson starts with T telling about her travel for the course and asks Ss if they've ever travelled for a reason. T will let Ss to discuss and find reasons. T will elicit the idea of "running away with a broken heart" for the reading text. Ss will make a gist reading for the question on WB when the T gives the HO. Then T will continue with one controlled, one semi controlled practice. Finally T will introduce the lexical set of locating and set a freer speaking activity to provide fluency in the context of travel.


Main Aims

  • To provide gist and scan reading practice using a text about getting away from an emotional torment in the context of travel

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of travel


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

T tells Ss where she came from to study (work) there and then asks Ss if they've ever travelled for a reason.

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

T asks for what reasons people travel. For eliciting few ideas T hangs up visuals for basic ideas and then tells them to discuss in pairs for 2 minutes to find more reasons. T ends this stage with a WC feedback and clarify some vocabulary if needed.

While-Reading (6-8 minutes) • To provide students with less challenging gist and specific information reading tasks

T gives a folded HO to Ss and tells them to make a gist reading to find an answer to the question: "Why did the author go travelling?". T writes the question to the board and gives Ss 2 minutes. Then T get WC feedback to check and decide if a second reading needed. ICQs for this stage: Do you unfold the HO? "No" How many minutes are you going to read? "2 minutes" CCQ: Why are you reading? "To find an answer to the question on board"

While-Reading (15-17 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T tells Ss to unfold their HOs and do the exercise individually that includes true and false statements from the text in 3 minutes. Then tells Ss to check in pairs. T asks Ss to correct the false statements. Then T splits students as "A"s and "B"s and asks "A"s to write one sentence to summarize the first paragraph individually. T asks "B"s to do the same for the second paragraph. T will give Ss 2 minutes for this activity and then asks Ss to write their sentences to WB. T ends the stage with a WC feedback to choose the best sentences for both paragraphs. ICQs for this stage: !st exercise: Do you write detailed information? "No" Do you answer with "true of false"? "Yes" How many minutes do you have? "3" Are you checking your answers with your partner? "Yes" 2nd stage: How many sentences you are writing? "one" You write it alone or with a partner? "alone" How many minutes do you have? "2"

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

T asks Ss to talk about places they've been to in pairs for 2 minutes. While Ss talking T hangs up a world map and a Turkey (country) map to WB. Then T asks one of the Ss (whom she chose by monitoring to modal the language) where she/he's been to and where that place is located. With the S's sentence T introduces the lexical set of locating places. Then T sets a speaking practice in pairs letting them use the maps on WB. CCQ: What are you going to talk about? "places we've been before" ICQ: How many minutes do you have? "2"

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