Eda Atak Eda Atak

The longest bus ride
A1 level


In this lesson, ss are going to practise reading in the context of 'the longest bus drive' . Through the reading activity they will also be able to practise the superlatives which is the grammar focus of this unit. Also some speaking practice will be done as a productive activity.


Abc Reading text hand-out
Abc Hand-out for reading activities
Abc Gap fill handout matching

Main Aims

  • To provide gist, scan and detailed reading practice using a text about 'the longest bus ride' in the context of holidays and places.

Subsidiary Aims

  • To provide fluency speaking practice in a conversation,debate in the context of holidays and places to visit.


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

- Ask ss ' What kind of holidays do you like most?' Tell them to speak with their partners. - Ask each of them about their partner's favorite holiday. - Tell them to atch the video about Ozbus and tell what kind of holiday it is. - Play the video of Ozbus. - WC F/B.

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

Elicit/Pre-teach the words. Backpacker, ultimate, reserve, break down, awesome. Backpacker: What do we cal a person who travels round the world and stays in cheap places/hostels.? CCQs:Do they travel much ? Do they spend much money on holidays? Ultimate: Final and the most important or the best. Is it the the worst or the best ? Reserve: (Show picture) . A place where wild animals can live and be protected from hunting. Do wild animals live these places? Are they safe there ? Break down: (show picture of a broken down car). If a car breaks down it stops working. Is it something good or bad? Can you drive the car if it breaks down? Awesome: Very good wonderful. Is it very good or very bad?

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

- Show ss the hand-out. Tell them to read the text quickly to answer the two questions below. - Give the hand-out and let them read the text for about 30 seconds. - Ss discuss their answers with their partners. - Show the next hand-out and show the first part. - Tell them they need to find answers to these questions. Some questions do not have answers in the text. - They check their answers with pairs and WC F/B is done. -

While-Reading #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

- Show ss the next part of the hand-out. - Tell them they will choose between True or False by looking at the sentences. - Tell ss to think about false sentences . 'Why are they false ? Find the true information!' - They check the answers in pairs. - Project the exercise on the board and ask ss come on board to show the correct answer.

Post-Reading (5-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Tell ss to listen to a conversation with an Ozbuz passanger and find his answers to the questions. -Show the matching hand-out. (questions and answers) -Give the hand-out and play the record . - Monitor, play again if neccessary. - They check answers in pairs and WC F/B is done.

Speaking • To provide students chance of speaking on the subject

- Tell ss to talk about their dream journey. -'How are they goind to travel? With who? To where? - Ss first tell their partners and then they change their partners and tell about theri partner's dream holiday . - Monitor well and do delayed error correction.

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