1. Pre-reading discussion. Discuss the question as a class. Find out how many learners read travel books and reviews, what for and where (e.g.) online or in newspapers and magazines). 2. Focus learners on the picture of the travel book. In pairs or as a class, learners predict information about the book. 3. Reading for main idea. Learners read to find out whether it confirms their predictions in 2.

Ss to be put in pairs to discuss the questions in ex 1. Learners will also do ex 2 as it makes a good prediction task as well as sharing a few ideas with each other in pairs.

Jigsaw reading 1. Ss will be divided into two groups – A and B. Ss will be sitting separately and in their groups. Group A reads the L.A. Seaden review to check if their ideas from ex 2 are correct. Group B reads the Aliya Bakaev review to check if their ideas are correct. Ss peer-check in their groups. T will monitor each group and listen to their general ideas – but no whole-class feedback to be taken yet. 2. Each group does ex 3b as a group to decide on the star-rating. 3. Each group to be given a different set of questions (3 or 4 questions for each group) e.g.  Group A What does Seaden think about the book? What does Seaden say about the organization of the book? Who does he think wrote it? Why? etc. How did the book effect Seadan? Group B What kind of book does Aliya Bakaev think it is? What does she think about the information in the book? etc. Where is Aliya from? How did Aliya describe the book in short clause? 4. Each group reads their review again and answers their questions. Ss also peer-check within the group. Ss in pairs to be monitored and checked that they are getting these right.

1. SS to be regrouped – into pairs – 1A + 1B. (and one group of 3 if there is an odd number). Ss tell each other about the review they read and compare what the critics thought. 2. T then takes some general FB.

Post-reading for either option: 1. Ss to do ex 4 – Ss work together to find the adjectives in both reading texts to go with the adverbs. T elicits some general FB from Ss and deals with any questions. 2. T drills some of the vocabulary. 3. Ss engage in a follow-up speaking task to discuss general questions about what they think of the review and then more generally about the books they read, etc. Ss to use a HO for this task or follow the questions displayed on a projector, e.g. • Which review do you think is better? Why? • Do you usually read book reviews before you read a book? Why/why not? • If yes, do the reviews help you decide what to read? • Do you like this kind of books? why/why not? • Would you like to read this book? • When you travel somewhere new, do you read about it first? etc. Ss discuss these in pairs/groups – T monitors while Ss are speaking and then takes some general FB.