This document provides examples of reading sequences for different levels of English language learners. Example 1 is for pre-intermediate students and involves looking at a picture from a magazine and discussing the text. Example 2 is for intermediate students and has them quickly preview a web page about a council changing its mind on an important issue. Example 3 is for intermediate to advanced students and involves a webquest where students visit websites to gather information for a class project on a debate topic. Activities for each example include discussion questions, vocabulary exercises, role-plays, and group work.

1. EXAMPLES OF
READING
SEQUENCES

2. Example 1: sunscreen
(pre-intermediate)
• In this example for pre-intermediate students.
• Students first look at a picture.
• They can recognize what reading is.
• After students can discuss the text between them and the teacher.
• Also they should identify the type of text, in this case is a magazine for
teenage girls, because in the reading there are images of attractive
people combined with short texts.
• The class can study some of the language in the text, in this case some
kinds of descriptions.

3. Possible activities
• Students can write descriptions of themselves following the
examples of page in the magazine.
• They can decide which of the four people they would most
like to meet and why.
• They can role-play an interview with the characters in the
article, or they can prepare a short talk about the topic.

4. Example 2: campaigns
(intermediate)
• The following reading sequence is designed for teenage
students.
• This sequence will appeal to teenage students because of the
topic is presented as a web page.
• The sequence starts when students are asked to look quickly
at the reading text and say where they think it comes from
and what at a first glance.

5. • This ‘first glance’ should both engage students and also allow
them to start predicting what they are going to read.
• After the teacher listens predictions about reading, students
should read the text fairly quickly in order to answer the
following questions.
1. What’s the important news?
2. Why did the council change its mind?

6. Possible activities
• The last questions can be discussed with whole class between
students and teacher.
• Then teacher can ask students for their reactions to the story
before getting them to do some study work, they are asked to
match words (from the text) and meanings, for example:
• Finally, students are involved in an activation role-play related
with the topic of the reading.

7. Example 3: webquest
(intermediate to advanced)
• One type of activity using the Internet is a webquest. Students
can visit various websites in order to find information to use in
class project.
• According to Gavin Dudeney and Nicki Hockly, webquests
normally have four basic stages:
1. Introduction stage.
2. Task section.
3. Process stage.
4. Evaluation stage.

8. Possible activities
• For the task, students will be divided into groups, and each
group will prepare a different aspect of the debate.
• The students are conscious that web pages they will be visiting
are real, and not designed just for schools, and they may find
the reading level challenging but they are reassured that they
are free to use an online dictionary or any paper dictionary
that is available in the classroom.
• Students now begin their quest with background web links for
everyone: All the students have to do is click on the links, and
they will be taken to the relevant website.

9. • Now, students can divide into groups in order to answer
certain questions, for example:
• (Based on the information they have found on the Internet.)
• Finally, in the evaluation phase, the whole class tries to come
up with a statement about the topic that they can agree with,
and the author suggests that they post their opinions on a
website which discusses the topic (this provides real-world
interaction which should be highly motivating).

10. Bibliography:
• Jeremy Harmer. HOW TO TEACH ENGLISH. Pearson, 2007