Sinem Sinem

Intermediate level


In this lesson, students learn about the target language by improving their reading skills for gist and specific information. They will also improve their vocabulary(as a sub-skill) by learning the target words within the text. They will start with a quick lean-in. Then they will find the photo which is described in an extract. Later they will read the extract for specific information and answer the questions. This will be followed by a controlled activity and later a freer activity in which the students will talk about a city or a country they know.


Abc H/O#1
Abc H/O#2
Abc H/O#3
Abc Cards
Abc Pictures

Main Aims

  • To provide opportunities for students to improve their reading skills for gist and specific information.
  • To enhance students' comprehension.

Subsidiary Aims

  • To provide chances for students to improve and expand their vocabulary.


Lead-in (3-4 minutes) • To familarize students with the topic and set the lesson context

Put some pictures on the board and ask students if they have ever been any of those places. Ask them to talk to their pairs about the place they would like to visit most. Elicit the answers.

Pre-reading vocabulary teaching (8-10 minutes) • To get students familiarized with the target vocabulary which is essential for the reading.

Ask students how we call a lake or water that is separated from the sea by an area of rock or sand. Try to elicit lagoon. Model and drill. Give them the written form. (Lagoon /ləˈɡuːn/) Elicit the vocabulary 'unspoilt', 'untouched', spectacular', 'surrounded', 'cliff' and 'bay'. Students will be asked these eliciting questions: 'How do you call a place which is beautiful because it has not been changed or built on? #unspoilt (ˌʌnˈspɔɪld) 'How do we call a place if it is not changed? #untouched (ʌnˈtʌtʃt) 'And if this place is very impressive? #spectacular (spekˈtækjələ(r)) Which verb do we use to say if there is forest all around that place? #surround (səˈraʊnd) How do we call a high area of rock with a very steep side, often at the edge of the sea or ocean? #cliff (klɪf) How do we call a part of the sea, or of a large lake, partly surrounded by a wide curve of the land? #bay(beɪ) Students are also asked the following CCQs: If a place is unspoilt, is it chanced in any way?#No If a place has a spectacular view, does that mean it is very impressive? #Yes If a place is surrounded by the forest, is there a forest around it? #Yes If there is a cliff, is it very high from the ground?#Yes Is it at the edge of a sea or ocean? #Yes Model and drill. Give the written form: unspoilt (ˌʌnˈspɔɪld) untouched (ʌnˈtʌtʃt) spectacular (spekˈtækjələ(r) surround (səˈraʊnd) cliff (klɪf) bay(beɪ)

Reading task #1 (3-4 minutes) • To enable students to develop ability to read for gist.

Ask students to read an extract from The Beach and find out which photo it describes. Ask them to compare their answers with their partners. Elicit the answers and give feedback.

Reading Task #1 for specific information (8-10 minutes) • To enable students to develop ability to read for specific information.

Ask students to read the extract again and decide if the sentences are T or F. Get them check their answers with their partners. Elicit the answers and give feedback.

Reading task #2 Gap fill vocabulary activity (8-10 minutes) • To provide opportunity for Ss to practise the target language within the context.

Give students H/O. Ask them the complete the descriptions using the words given. Match the descriptions with the two other photos of beaches in the first exercise. Ask them to check their answers with their partners. Elicit the answers. Give feedback.

Freer Speaking Practice (10-12 minutes) • To enable Ss to use the TL in an oral activity fluently

Put students into groups of three. Ask them to talk about places in their city or country according to the information card given to them. Give them a minute to get ready. Monitor and take notes during the speaking activity.

Delayed F/B (2-3 minutes) • To correct the errors Ss made

Write the notes that you have taken during the speaking activity on the board. Ask the students to discuss the possible mistakes they made during the activity. Elicit the answers from the whole class. Give feedback.

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