Flávia Flávia

TP7 - Reading
Upper-Intermediate level


In this lesson students will develop their reading skills in the context of a news story of a tourist who got Machu Picchu all to himself. As a lead-in students will share their previous knowledge of Machu Picchu and then they will work in pairs to predict what the news story might be about by looking at a picture. T pre-teaches the vocabulary necessary to complete the following tasks working on MFP. After that, Ss read the text for gist to check their predictions. They then read the text again for the detailed reading task. As a follow-up they talk in pairs about being the only tourist to get the chance to visit a famous landmark. T then conducts OCFB and delayed correction.


Abc Jamboard https://jamboard.google.com/d/1CAoIIcqAxyVLralC_ToBEJhMWiwEQrvT3xhCoGjJ7pk/edit?usp=sharing
Abc Text https://docs.google.com/document/d/14Zgnr95dkyG9ttmCkCIhnmPkEodnYZ00UvsvPG5JQXE/edit?usp=sharin

Main Aims

  • To enable students to develop their reading skills for gist and detailed understanding in the context of a news story about a tourist who got Machu Picchu all to himself.

Subsidiary Aims

  • To enable students to develop their speaking skills talking about famous landmarks.


Lead-in (0-5 minutes) • to engage learners and activate their previous knowledge of the topic

• T shows Ss a picture of Machu Picchu – slide 1 – and asks questions to activate Ss previous knowledge of the place: ‘Do you know this place? Where is it? What do you know about it?’ • T then shows slide 2 with a photo of two people in Machu Picchu and asks Ss to predict what the story is about. • Instructions: You are going to read a true story from a newspaper. Look at this picture and in pairs try to predict what the story is about. You have 2 minutes. • T puts Ss in breakout rooms to predict what the text will be about. • After Ss have talked in pairs T conducts OCFB and writes their predictions on the board.

Pre-teach Vocabulary (0-5 minutes) • to cover MPF of key vocabulary to aid completion of the tasks

• T shows slide 3 with 3 words and elicits their meanings from Ss asking CCQs. There are pictures on the slide to help Ss convey meaning. T also works on form and pronunciation. Sprawling Meaning: CCQs: 1. Is a sprawling place covered with buildings over a large area or is it an empty space? Covered with buildings over a large area. 2. Is it a way of describing places or people? Places. Form: Sprawling is an adjective. T elicits more examples to collocate with the word. (e.g. sprawling suburbs, sprawling campus, sprawling metropolis, sprawling industrial complex, sprawling slum) Pronunciation: /ˈsprɔː.lɪŋ/ The stress is placed on the first syllable. To strand Meaning: T provides an example sentence to make understanding easier. ‘During the covid pandemic some airports closed leaving lots of people stranded in certain areas.’ CCQs: 1. When someone is stranded in a place does the person have the way to leave, to depart? No. 2. When someone is stranded in a place is the person left in an easy or difficult position? Difficult. Form: To strand is a transitive verb followed by the preposition ‘in’ – to be stranded in a place; to strand someone in a place. Pronunciation: / strænd / There is only one syllable. Ultimately Meaning: CCQs: 1. Do we use ‘ultimately’ to say what has happened after a series of things? Yes. 2. Is ‘ultimately’ a synonym of ‘firstly’ or ‘finally’? Finally. Form: Ultimately is an adverb. Pronunciation: There are 4 syllables and the stress is on the first one. /ˈʌl.tə.mət.li/

Reading for gist (0-5 minutes) • To provide an initial familiarity with the text and check students’ predictions

• T tells Ss they are going to read the text to check their predictions. • T sends the link for the google doc with the text and sets the task. • Instructions: Open the Google document. Read the text quickly and check your predictions. You only have 2 minutes. • ICQs: Do you read to get a lot of details or just the main idea? The main idea. • T provides OCFB. As a whole group T goes back to Ss’ ideas she had written on the board and check if their predictions were correct.

Reading for detailed information (0-10 minutes) • to get an understanding of specific details in the text

• T tells Ss they are going to read the text again but now paying attention to specific information. • T asks Ss to open the google document again do activity 1 individually. • Instructions: Read the text again and answer the questions in number 1. You have 5 minutes. • ICQs: Now do you read the get the main idea or specific information? Specific information. • After Ss have done activity 1 T sends them to breakout rooms to check their answers. • Instructions: Check your answers for activity 1 in pairs. You have 3 minutes. • T then provides OCFB and asks Ss to identify in the text where they found their answers (the lines in the text are numbered to make it easier to find information).

Post reading (follow-up) (0-10 minutes) • To allow students to respond to text in a communicative task

• T shows slide 3 and tells Ss they are going to discuss some questions in pairs or small groups, depending on the number of students in class. • Instructions: Can you read the questions, St A? Discuss these questions in pairs. You have 7 minutes. • In the breakout rooms Ss discuss the questions. • T monitors Ss’ performance.

Delayed correction / Feedback (0-10 minutes) • To provide learners with feedback on the completion of the task and language

• T writes some examples of language produced by Ss on the board. Ss have to say which ones are correct and which ones are wrong and correct the wrong ones. • Ss do the task in pairs in breakout rooms (5 minutes) • Instructions: Which sentences are correct? Which sentences are wrong? Correct the wrong ones. You have 5 minutes. • T conducts OCFB

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