Nickolas Diel Nickolas Diel

Reading Lesson 01
Pre-Intermediate level


In this lesson, students will practice their reading skills through an article about a cable car to Machu Picchu. They will predict relevant vocabulary from a word list, answer true or false questions about the article, and identify arguments within the article. The students will also give feedback about tourist attractions and share their opinions on the Machu Picchu cable car. Finally the class will discuss the effects of tourism here in Istanbul.


Main Aims

  • To provide scan and detailed reading practice using a text about tourism in the context of the Machu Picchu cable car

Subsidiary Aims

  • To provide fluency speaking practice in a dicussion in the context of the effects of tourism in Istanbul


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

Discuss tourist sights from Wisconsin and the United States. Students will write down 3-5 tourist destinations that they would like to visit and then discuss with each other and the class. Class questions from Speaking activity 1

Pre-Reading (5-8 minutes) • To prepare students for the text and make it accessible

Show the picture of Machu Picchu and discuss with students. Introduce the vocabulary from reading activity 1: city, fast food, jungle, path, ruins, tea bag, train, valley, views, cable car. Ellicit feedback from students and discuss how the vocabulary could relate to the picture.

While-Reading #1 (8-10 minutes) • To provide students with less challenging scan and specific information reading task

Students will read the text "The Ruins of Machu Picchu" and complete reading activity 2, answering the true and false questions about the article. Students will compare answers with a partner and then the class will check answers together.

While-Reading #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading task

Students will work in pairs to find and underline arguments for and against the Machu Picchu cable car as directed in reading activity 3. The students will then work as a class to identify all of the arguments present in the article.

Post-Reading (10-15 minutes) • To provide with an opportunity to freely speak and expand on what they've learned

Students will be put into small groups (of ~3) and prompted by questions on the whiteboard to discuss the effects that tourism has on Istanbul and life in Istanbul, writing down three of their ideas/opinions. The groups will then share their ideas with the class and hold open discussion on one point from each group as written on the whiteboard. Possible questions: Is Istanbul crowded because of tourism? Are there too many tourist shops or fast food restaurants near tourist locations? Is there too much garbage/rubbish because of tourism?

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