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GENERAL ENGLISH · PRACTICAL ENGLISH · PRE-INTERMEDIATE (A2-B1)

READING
HABITS
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1 Warm up

Read the quotes below. Do you agree with each one? Say why/why not.

"The more that you read, the more things you will know. The more that you
learn, the more places you’ll go." Dr. Seuss

"If you don’t like to read, you haven’t found the right book." J.K. Rowling

"There is more treasure in books than in all the pirates’ loot on Treasure
Island." Walt Disney

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READING HABITS

2 Focus on vocabulary: reading material

Part A: What are the different types of reading material? Can you think of any others?

books comics magazines newspapers online material

1. 2. 3. 4. 5.

Part B: Put the following books into the right category below.

biographies crime drama fantasy guides

horror romance science fiction self-help travel-writing

1. fiction:

2. non-fiction:

3 Speaking practice: reading habits

Part A: Finish the sentences so they are true for you.

1. I like to read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . read the news.

3. The last article I read was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. The last book I read was . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

5. I often read . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . online.

6. I remember reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . when I was a child.

Part B: Create questions for the six sentences. Then interview your partner.

1.

2.

3.

4.

5.

6.

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READING HABITS

4 Listening comprehension
Part A: Listen to Riley answering the same questions. What question is he answering? Write them in
the order you hear them.

1 What was the last book you read?

What do you like to read?

What do you remember reading when you were a child?

How often do you read the news?

What do you often read online?

What was the last article you read?

Part B: Listen again and complete the sentences.

1. The last book he read was .

2. He reads the news .

3. He read when he was young.

4. He likes to read .

5. He often reads online.

6. The last article he read was about .

5 Focus on vocabulary
Part A: Read the responses from the interview and discuss the meaning of the words and phrases in
bold with your partner.

1. I’m really into crime novels and thrillers as they are exciting.

2. Every morning when I have my cup of tea. I probably shouldn’t as I often feel depressed after
reading what is happening in the world.

3. I read a human-interest article about a man who walked all around England to raise money for
charity. His story was fascinating. I also read an article about The Philippines. It sounds like an
amazing place to visit and explore.

4. Last month I read The Shining by Stephen King. I was terrified the whole way through, but I couldn’t
put it down.

5. Hmm... I read all kinds of content. News articles, websites, and blogs.

6. I was a big bookworm when I was a kid and a big fan of Paddington Bear. I read all the stories and
loved all the adventures he went on. I also read Beano comics. I would get so excited when the
new copy came out each month.

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Part B: Now, check your ideas and match the words and phrases to the correct meaning below.

1. I’m really into (phrase) a. like something very much

2. terrified (adj.) b. very scared

3. bookworm (n) c. information that is found on a website

4. depressed (adj.) d. someone who reads a lot

5. fascinating (adj.) e. unhappy

6. content (n) f. wonderful

7. human interest (phrase) g. unable to stop reading until the book is finished

8. amazing (adj.) h. details about people’s experiences and feelings

9. I couldn’t put it down (phrase) i. very interesting

6 Language point: adjectives

Part A: Look at the two sentences. Why do we use excited (adj.) in the first sentence but exciting (adj.)
in the second sentence? Then fill in the gaps with -ed or -ing.

• I would get so excited when the new copy came out each month.
• I’m really into crime novels and thrillers as they are exciting.

1. adjectives describe a situation, person, or thing.

2. adjectives describe how people feel.

Part B: Match the images with an adjective from below.

amusing annoying boring confusing disappointing relaxing surprising thrilling

1. 2. 3. 4.

5. 6. 7. 8.

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Part C: Circle the right adjectives in the questions below. Then ask and answer the questions with
your partner.

Group 1:

1. Do you think reading magazines is interesting / interested?

2. Why is the news always depressing / depressed?

3. Do you get confusing / confused reading instruction manuals?

4. Do you think crime novels are interesting / interested?

5. Have you read any stories that terrified / terrifying you?

Group 2:

1. Have you read any annoying / annoyed plots that you didn’t understand?

2. Did you think comics were amusing / amused when you were a child?

3. Do you think reading blogs online is boring / bored?

4. Have you ever watched a film adaptation of a book and thought it was disappointing / disappointed?

5. Do you find reading relaxing / relaxed?

7 Speaking task: ask a question (optional)

Choose the word and ask your group a question using the adjective.

interesting amused disappointing confused

interested terrified disappointed annoyed

exciting terrifying relaxed annoying

excited bored relaxing fascinating

amusing boring confusing fascinated

8 Speaking task: class questionnaire (optional)

Read your sentence distributed by the teacher. Create a question to ask your classmates. Ask everyone
in the class. Ask additional questions to get more information. Create a sentence reporting your
findings.

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READING HABITS

Transcripts

4. Listening comprehension

Riley: Last month I read The Shining by Stephen King. It was terrifying but I couldn’t put it down.

Riley: Every morning when I have my cup of tea. I probably shouldn’t as I often feel depressed
after reading what is happening in the world.

Riley: I was a big bookworm when I was a kid and a big fan of Paddington Bear. I read all the
stories and loved all the adventures he went on. I also read Beano comics. I would get so
excited when the new copy came out each month.

Riley: I’m really into fiction, mostly crime novels and thrillers as they are exciting and keep me
guessing throughout the whole story.

Riley: Hmm... I read all kinds of content. News articles, websites, blogs and of course people’s
posts.

Riley: I read a human-interest article about a man who walked all around England to raise money
for charity. His story was fascinating. I also read an article about The Philippines. It sounds
like an amazing place to visit and explore.

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READING HABITS

Key

1. Warm up

5 mins.
The students start by reading the three quotes about reading and discuss whether they agree or not and then give
their reason.

2. Focus on vocabulary: reading material

Part A:
5 mins.
This stage is for students to identify different types of reading materials. First, they look at the pictures and identify
what each picture is. Review the words and ask the students if they can think of any other things people read.

1. magazines 2. comics 3. newspapers 4. books 5. online material

Part B:
5 mins.
Ask the students what type of books people read. Elicit and check the words fiction and non-fiction. Ask them to
categorise the different types of books. Check the meaning during feedback and practise pronunciation.

1. FICTION: fantasy ≀ science fiction ≀ romance ≀ horror ≀ crime ≀ drama

2. NON-FICTION: biographies ≀ travel-writing ≀ self-help ≀ guides

3. Speaking practice: reading habits

Part A:
5 mins.
This stage gives the students an opportunity to think about their reading habits. Ask them to individually complete
the gaps with a word, so they are true for them. Model it first with your answers. Monitor and help students with
any unknown words.
Part B:
5 mins.
Ask students in pairs to create questions to match the six sentences. Check them as a group and add them to the
board before asking the students to ask and answer the questions with their partners. Ask the students to report
back one piece of information about their partner.

1. What do you like to read?

2. How often do you read the news?
3. What was the last article you read?
4. What was the last book you read?
5. What do you often read online?
6. What do you remember reading when you were a child?

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READING HABITS

4. Listening comprehension

Part A:
5 mins.
This stage is for the students to hear someone responding to the questions. First, they listen for gist by matching
each response to the correct question in the order they hear them. They write the number next to the question.
Get them to check their answers in pairs before doing group feedback.

What was the last book you read?

How often do you read the news?
What do you remember reading when you were a child?
What do you like to read?
What do you often read online?
What was the last article you read?
Part B:
5 mins.
Now they then listen again for specific information and complete the sentences.

1. The Shining by Stephen King

2. every morning
3. Paddington Bear and the Beano comic
4. crime and thriller fiction novels
5. the news, websites, blogs, and people’s posts
6. a man who walked all around England to raise money for charity and The Philippines

5. Focus on vocabulary

Part A:
5 mins.
This stage is for students to learn some topic-related vocabulary from the context. They first discuss the meaning
of the words in pairs.
Part B:
5 mins.
Now they match the words and phrases to the definitions to check their guess from the previous part.

1. → a. 2. → b. 3. → d. 4. → e. 5. → i. 6. → c. 7. → h. 8. → f. 9. → g.

6. Language point: adjectives

Part A:
5 mins.
This stage is for the students to recognise the difference between -ed/ing adjectives. First, they read the two
sentences and discuss the difference. Then ask them to fill in the gap to clarify the use. During feedback, give the
students a few examples so they can see the difference
— A boring lesson/I was bored during the lesson
— The holiday was so relaxing/ I felt relaxed the whole time

1. -ing 2. -ed

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READING HABITS

Part B:
5 mins.
The students then look at the images and match the correct adjective. Check the meaning and practise the
pronunciation. Then elicit the ed adjective and ask students to give you some examples. When they feel annoyed,
amused, etc.

1. thrilling 2. surprising 3. boring 4. confusing

5. disappointing 6. annoying 7. amusing 8. relaxing
Part C:
5 mins.
This stage is for students to identify the correct adjective for each question. Ask them to do it individually and
then check with their partner before conducting group feedback. Then ask the students to change partners and
ask and answer the questions together.
Group 1:

1. interesting 2. depressing 3. confused 4. interesting 5. terrified

Group 2:

1. annoying 2. amusing 3. boring 4. disappointing 5. relaxing

7. Speaking task: ask a question (optional)

5 mins.
This stage is for the students to get some fluency practice using the adjectives. Put the students into small groups
and choose for them each a set of adjectives. They take turns picking up a card. They have to create a question
using the word. The other students have to answer the question. Do a demonstration and a few examples first.
Example: Do you think science fiction is interesting? The topic doesn’t have to be restricted to the topic of
reading.

8. Speaking task: class questionnaire (optional)

10 mins.
This is a final productive task where students have to complete a survey about their classmates. First, give each
student a sentence (cut-outs are on the last page in Teacher Notes). They then have to create a question which
will elicit the information. Check everyone’s questions for accuracy before starting. They then all stand up and
walk around, asking their question. They should note down their classmates’ answers. Monitor and jot down any
good examples or errors to use for some post-task language feedback.
When the students are finished, ask them to report their findings. Put the example sentence on the board. 10
people in the class enjoy reading science fiction.

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READING HABITS

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