Rahma Sherif Rahma Sherif

The Great Outdoors, Expeditions
intermediate, Grade 5, A2 to B1 level


In this lesson, Ss will practise reading for gist and specific information in the context of an expedition. They will read facts about two popular explorers all over the world. New vocabulary is to be explored as well in this reading lesson. The lesson starts with a discussion about the pictures and a quick skimming of the subtitles to get the names of the explorers. then Ss will start their reading process. I will be ready with the vocabulary list and definitions or pictures to be ready for any question by the Ss. a series of activities are provided as post-reading and the class will end up with a game.


Abc reading passages and book exercises
Abc IQ board
Abc school dictionaries
Abc flashcards
Abc ppt
Abc a ball
Abc Rucksack

Main Aims

  • To provide gist and detailed reading practice using a text about popular explorer in the context of expeditions

Subsidiary Aims

  • To provide clarification and review of adventure related vocabulary in the context of expeditions
  • To provide fluency speaking practice in a describing maps activity in the context of expeditions


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

T presents the PB p. 29 and zooms in on the pictures only. SS open their books SS discuss what they can see and who are the people in the pictures in pairs. T monitors and provides help if needed. an open discussion will be followed to activate Ss' schemata T writes some of the Ss ideas on the board while discussing.

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T focuses Ss' attention on the green heading and asks: " Who is an explorer"? SS take a few seconds to read T elicits answers from the Ss and writes the word in the vocabulary column on the board. pre-teaching vocabulary: T teaches the word "expedition" by eliciting its meaning from the class: what do the explorer do?= they go on a journey to learn new things about the world. Are they having fun only? = No Do they discover unfamiliar places and enjoy them as well? = yes So we call exploring journeys "expeditions" look again, what are the names of our explorers today? Marco Polo & Ranuloh Fiennes

While-Reading#1 (gist reading) (10-16 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T focuses Ss' attention on question 9 on top of the page. T points at the question: " What should you do?" Ss: to read the texts and decide the most interesting journey. T sets instructions: read alone first, highlight any tricky words for you, then discuss with your partner. ICQs: How many texts are there? = 2 Are you going to write after reading? = No Are you going to discuss with your partner? = yes You have 7 minutes maximum. T sets the timer T monitors and provides help when needed. After the timer rings, T allow 3 mins discussion. T elicits some answers from the class T checks any difficult words and lists them on board.

While-Reading/ specific information and guessing meaning from the context#2 (20-22 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

1) T asks Ss to guess the meaning of the words listed on the board from the context. or use the dictionary for additional help (east- west- North pole- South pole- rucksack- sledge) T provides an example "East: the direction towards China on the map." "west: the direction towards America on the map." Instructions: work in groups of 3 you have 7 minutes T monitors and gives help to slower SS. T provides feedback using the pictures on the IQ board, miming the directions, and realia for the rucksack 2)T sets activity 11 in the same page SS work individually first, then they check in pairs. T provides the modal answer at the end Instructions: read the heading, what should you do? = read again and write yes/ no if no, correct the sentence. you have 5 minutes T monitors SS and provides help whenever needed. T provides feedback at the end by eliciting the answers from the class.

Post-Reading (20-30 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1) T sets task 10 in p. 29: Listen and choose "Macro" " Ranulph" or both. Write the beginning letter for the name only or the letter "b" for both T plays the audio Ss check in pairs T shows the answer on the IQ board at the end. 2) T assigns activity (12) in the Pb, p. 29 as HW 3) Activity 13, Pb, p. 29 as Look at the map T focuses SS' attention to the map. T elicits the direction on the compass. T sets the task, models the first two with class. SS work in groups of 3 or four to complete the task. T assigns an ambassador from each group to ask other groups for help or to check their answers. T monitors and gives help if needed. Instructions: - Complete the rest of the activity in the same group. - each group, has an ambassador. (Ahmed in the first group, Abdelrahman in the second, Hana in the third, Salma in the fourth, Adam in the fifth, Zeiad in the sixth, Farah in the seventh, and Malak in the eighth group) - The ambassadors' job is to ask other groups for help or to check their answers and report back to their groups. - You have 8 mins ICQs: Are you working alone? = GW What's the ambassador's job?= asks for help or checks answers How much time should you spend? = 8 ms maximum T monitors and takes notes. T provides feedback: (praises clever work and performance, then checks mistakes and corrects with the class) If time activity: Activity 14) Play the Map game (till the end of the session) - T divides the class into two big teams and describes a place on the map like the example in the activity. The first team to answer correctly gets a point. - T throws a ball to a strong student to try. - T repeats until SS become confident then T divides the class into pairs to play together.

Web site designed by: Nikue