Aya Hamed Aya Hamed

reading lesson
intermidiate level


in this lesson, students will identify the kind of reading text. They will know about different places in the world and what made them different from other places in the world. The lesson starts with a discussion about the benefits of traveling and asks them if they had traveled before. through the discussion, they will be able to recognize what makes the place special from another one. They will feel as if they are preparing their luggage and about to go on an imaginary trip across the world. This lesson will go through four steps: warm-up, pre-reading, while reading, and post-reading.


Abc handout , the course book, class dojo and drive and listen, box contain different items ,Pictures

Main Aims

  • To provide gist, scan and detailed reading practice using a text about 100 places to visit before die in the context of mention the five places in the text and underline the difficult words
  • To practise skimming and scanning skills in reading.

Subsidiary Aims

  • To expose the students to the blocking words and try to get the meaning of it from the text and use them in a sentence.


Warmer (3-5 minutes) • To grab the students attention and have fun at the beginning.

After I welcome my students and ask them about their day, I expect that they are having a nice day. I ask them to use the reactions thumb up or down to indicate their state. I will start the session with the "the magic box'' game. it is about a box that has different objects inside it then I grab an object from the box and let them ask me questions to get what is the object the first one who gives the correct answer is the winner. The box will contain a flower, the sharpener has the shape of a seal, a picture for a carpenter, a watch, and a mobile charger. I will choose their names randomly by class dojo wheel. I pick the first student and let him or her ask me yes or no questions for example is it living or non-living. does it have a tail? is it green? This activity will take 5 minutes. I think there will be a chance to ask about three objects but I will prepare at least seven or eight items.

lead in (5-7 minutes) • start talking about the topic and elicit the main idea

I will open the '' drive and listen'' website and show them the cities we are about to discuss in our lesson. I will ask them if they visit a place from these places before. This website lets the student see the cities as if they are there and walking in its streets and hear the real sounds from the car. I will take them on a ride in Amsterdam, Singapore, and Los Angeles. I will help them by asking questions like What can you see ? is it an ancient city or a modern one? does it attract you to visit such a place? what would you take with you when you will go there? what is the currency of these countries? For the cities that aren't included on the website, I will show them pictures of them. I will ask them to describe what they can see in the picture. Ask them what do you think our lesson is about today. I am going to elicit what is kind of text we are about to take. I will hide the title of the text and ask them to think about a title? then I will reveal it and ask them what do you expect to read here? what are we going to find in this text? is it speaking about the good aspects that attract people to these cities?

Pre-Reading/teaching vocabulary (10-12 minutes) • To prepare students for the text and make it accessible . Clarify the meaning of the blocking words .

in this stage, I will introduce the meaning of the blocking words in the text. I will try to elicit the meaning from the students by showing them pictures or videos about the words. The blocking words are canyon, amphitheater, splendid, gondola, meadows, and tropical. ask them first to guess the meaning of the word and show them the picture of the word. I will start with the word canyon and ask them what can you see in the picture? I expect their answers will say it is a river so I will say you are close and try to elicit the meaning from them which is a deep gorge typically one with a river flowing through it as found in North Canyon. in this point I will show them the picture of the Grand Canyon to connect the meaning with the text I am about to teach to them. I will ask them about the synonyms What is the synonym of the word canyon? The model answer is ravine or pass. In the end, I will show them the form of the word and the spelling. The second word is amphitheater. I will show them the picture and ask them to describe the picture I expect them to say it is a big theatre. I will try to ask them simple questions that make them get to the point. Does it have a certain shape? I think they will answer it is an oval or a circle. I will ask Is it a close or open theatre? They will say It is open then I will show them the meaning which is an open circular or oval building with a central space surrounded by tiers of seats for the presentation of dramatic or sportive events. in the end, I will show them the spelling and the form which is a noun. The third word is splendid. I will show them a picture of a hotel and ask them how can they describe the scene? I expect them to say it is wonderful. I introduce the meaning for them which means magnificent or very impressive. Ask them to put the word in a sentence. This hotel has a splendid view. Show the spelling of the word to them and identify that it is an adjective that describes a noun. The word gondola I show them a picture of it and ask what can you see they will say it is a boat. I add to them its meaning that a light flat bottomed boat. I ask them did anyone try the gondola before? Then I will show them a picture for the next word meadows and let them describe the picture I expect them to say grassland. So I say to them exactly great job then I show them the word and ask them to give synonym to the word which is field or grassland. The last word will be tropical. I will show them the picture of Koh Samui, that will be found in the lesson I ask them to describe what is in the picture. Then I will clarify the word for them by saying that it is belonging or peculiar to the tropics. I ask them while doing that Students will repeat the words after me to make sure that they well pronounce them. After that, I will ask them if they know the form of the word is it a verb? is it a noun? In the end, I will show them the spelling of the word while I am repeating it and clarify on which part of the word do we put the stress.

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

(Prediction) before we read I will ask them what do you think our lesson is about today? I think they will answer we are going to speak about different places we can visit and enjoy our time. I ask them What are the attractive elements that may make these places more interesting than other places? The answers will vary according to my students' preferences. They may say we like to go to the beaches. Others say that we like historical places. some of them want to go to one place that has more than one element and a lot of things to do in it. I will listen to 3 students or 4. it depends on how much speech they will produce. I will choose the names by the wheel to make all my students' attention to the class and focus on our speech. I will tell them to feel free if they want to react to somebody's experience using thumb up or heart. I ask them about the kind of text we are about to introduce today. I will help them with simple and direct questions. Is it a story? Is it a science article? Is it fiction or nonfiction? The answer should be a nonfiction article. I ask them Is it include people's opinions or facts? They should say both answers are correct. We may say one's opinion and geographical facts about these places. I ask them about their favorite one from these places before reading to see at the end Does their first impression last or not. B( Gist task) in this stage I will ask them about the general idea of the topic we are about to discuss. The answer should be it is about places nice to visit and enjoy being there. I ask them How many places do you expect to speak about today? they will say they will be five. I ask them from where you know this? students tell me that because we have five subtitles. I will ask five students to mention the five subtitles. The answer will be: !- Natural wonder The Grand Canyon, USA 2-Ancient wonder Petra, Jordan 3-Romantic city Venice, Italy 4-Modern city Las Vegas, USA 5- Beach Koh Samui, Thailand I will clarify the idea of the topic that it will be about five places with different features and classifications. At the end of this task, I will ask them How are you feeling about the text? Are you ready to dive deep into its details? Raise your hand or react with a thumb up if you are ready and pick up your suitcase and let's go there.

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

Now my students get the whole meaning of the text. I will divide them into 5 groups and before dividing them I will inform them with the instructions. Each group will read and discuss one passage. I will label the passages 1- The Grand Canyon 2- Petra 3- Venice 4- Las Vegas 5- Koh Samui. If they are in group one they will discuss The grand canyon. If they are in group two they will read and discuss Petra. If they are in group 3 They will read and discuss passage 4 Venice. If they found themselves in group 5 they will read and discuss passage 5 Koh Samui. I will handle them the Before, During, and after worksheet that talks about nonfiction reading strategies before reading, while reading, and after reading. Through this paper, I help my students to organize their ideas and help them to give a well analysis of the text they are about to read. I will ask them questions to check if they had understood me or not. I will say the step they will be supposed to do and they replay by mentioning the name of the stage. If I'm setting purposes for reading at what stage is this step. they should say before reading. If I am stop, think, and retell. They should say while reading. I say if I am checking my purpose for reading and notice new information I have learned, they should say after reading. Before letting them join the breakout room I make sure that all of them have the coursebook and understand their task before they are about to go. I told them that they will have five minutes.

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

After they come back to the meeting I will ask one of each group to discuss what they made. I will send them the second worksheet that contains the three, two, one Strategy, in this strategy they should mention three things they have learned, two interesting facts, and one question they have. I will let them to minutes to finish this task individually then I will discuss it with them again. At this point Maybe my students lost their attention if they are so I will say and point with my hands as if I am holding a magic wand: Pocus Pocus and ask them to replay with Everybody focus. their replay should be in the same tone and innovation. I will ask them to finish the last paper and send it back to me to check it Now it is time to make conversation by choosing two of them one of them will be a visitor the other one will be the interviewer. The visitor will choose a place and the interviewer will ask him questions to know what makes this place special and splendid. In the end, I will ask clarifying questions to check the concept I taught to them. I will ask them to assess the meaning of the vocabulary in the text.

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