Sylwia Ejmont Sylwia Ejmont

TP 8a July 24 reading
A1 level


In this lesson students will work on receptive skills by reading a text about two friends' journey from Thailand to the UK by tuk-tuk. First they will explore the theme of transportation and speak about different modes of transport between places. They will then read the text first in order to scan for information, after which they will read it again for gist, checking their comprehension through a few questions about the journey. Students will be exposed to Simple Past verb forms and the construction 'go by something'.


Abc Transportation flash cards
Abc Matching HO
Abc "Let's go by tuk-tuk!"
Abc Reading questions HO
Abc Transportation questions
Abc Two cities flash cards
Abc Tuk-tuk flash card
Abc Your amazing journey HO

Main Aims

  • To develop students' reading skills in scanning for information and understanding gist

Subsidiary Aims

  • To provide speaking practice on the topic of transportation using expressions 'to go by' and employing relevant lexis; to expose Ss to Simple Past verb forms


Lead-in (3-4 minutes) • To set lesson context and elicit some ideas about different modes of transportation

T sticks the photos of London and Bangkok on the board and ask students how one can travel between them. "How can you get from London to Bangkok?" As students bring up different ways to travel, T will put pictures of transportation modes on the board. airplane ship bus motorcycle car bicycle train

Speaking practice (3-4 minutes) • To provide speaking practice with vocabulary used to describe modes of transport and to drill TL 'to go by'

T ask the Ss how they usually get to ITI and other places in Istanbul. T highlights the preposition 'by' on the board. T writes the model question on the board and distributes slips of paper with different destinations and in groups of three Ss practice saying how to get there. "How do you usually go ________?" - I usually go by metro. - I never go by taxi. During feedback T drills different transportation phrases.

Pre-reading setup (4-5 minutes) • To prepare students for the content of the reading by introducing the two characters and the concept of a tuk-tuk

T sticks the picture of a tuk-tuk on the board and elicits ideas about this mode of transportation. "What kind of machine is a tuk-tuk? Is it fast or slow? Is it comfortable? Is it easy to drive? Where can we find tuk-tuks?" T draws the pictures of Jo and Antonia on the board and asks the students to predict what kind of journey they might have in a tuk-tuk. elicit ideas about unusual journeys and their purpose: Why do people go on long journeys? Mention Jean BĂ©liveau who walked around the world for 11 years. -- to do something unusual Why would you go from England to Thailand in a tuk-tuk? -- to raise money for charity Pre-teach the concept of 'raising money for charity' and the word 'journey' CCQ: Is a journey usually short or long? (long) Are charities getting money from people? (yes) Are they helping people who need it? (yes) examples: UNICEF, Kizilay

While Reading task (4-6 minutes) • To develop students' reading skills in scanning for specific information

T tells the Ss to read for the first time, fast, and scan the text for information they will need to complete the first reading task, which is matching verb expressions with details like dates and numbers. T distributes the HO and has Ss read. FB in pairs, then quickly as a whole class

Reading task 2 (8-10 minutes) • To develop students' reading skills in finding the main idea and check their understanding of the gist

T chests the HO with questions and tells the Ss to read more carefully the second time in order to answer questions about the text. FB in pairs

Post-reading activity (3-5 minutes) • To give students additional practice using TL and personalize the theme of journeys
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