Tatiana Araz Tatiana Araz

TP 8 Amazing journeys
Beginner level


In this lesson, students will ptactise reading for gist and specific information in the context of transport. Students will review transport vocabulary and learn some new words related to the text. Then students will practise speaking for fluency in a discussion about the unusual journeys.


Abc flashcards on the topic 'transport'
Abc hand-out / while reading 1
Abc picture from the article

Main Aims

  • To provide gist and scan reading practice using a text about amazing journeys in the context of transport

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of transport


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

The Teacher says that there is so much traffic on the road and she comes here by minibus, then by metrobus and then again by minibus. She says that she wants to fly to ITI by helicopter. Then she asks the students how they usually get to ITI. There are pictures on the WB with the names of different means of transport to help Ss to do the task. The Ss have to complete the sentences in the hand-outs about themselves using the vocabulary from the WB and discuss their answers with their partners. The T demos the exercise. While monitoring the T understands whether she has to highlight: the usage of the preposition 'by' with means of transport; explain the difference between 'taxi'(British E.) and 'cab' (American E., but also used in UK); and the difference between 'come' and 'go'.

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

The T points to the picture (tuk tuk) on the WB and asks if the Ss they know what it is. The T asks CCQs to elicit the answer. The same procedure with: Thailand, a journey, raise money for charity (see Language Analysis). The T drills the words chorally and individually, highlighting the pronunciation.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist reading task

Students look at the photo and discuss what they think the article is about. This can be done in pairs or with the whole class. The T writes all the ideas on the WB, but doesn't say if they are right or wrong at this stage. The Ss read the article to find out which of the ideas are correct. The T ticks the correct ideas and crosses out the wrong ones. The T also checks what the Ss know about Bangkok (the capital of Thailand) and Brighton is a city in England.

While-Reading/Listening #2 (14-16 minutes) • To provide students with reading for specific information task (scanning)

The Ss look at the task first and then do exercise on their own. Ss compare their answers in pairs saying the dates, places and numbers to each other. The T checks answers with the class writing them on the WB.

Post-Reading (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The T suggests Ss to talk about the journeys:Do you think it was an unusual journey? Are you ready to travel so far? The T puts questions in different places of the room for the Ss to discuss them in pairs (see the list of questions in materials). The Ss are supposed to walk around the classroom in pairs and answer the questions. The T monitors the Ss and writes some errors on the separate piece of paper to be corrected later.

follow-up activity (1-2 minutes) • to highlight any problems or errors and to end a lesson on a useful note

T will do the delayed feedback / error correction following the freer speaking activity writing the wrong Ss' answers on the WB and correcting them.

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