This paper reports a videotaped self-observation of a 47 minute ESL reading lesson. The focus of the lesson was on intensive reading. The entire teaching session was videotaped; the videotaped data were analyzed using (a) ethnographic microanalysis, (b) selective verbatim transcripts, (c) Seating Chart Observation REcord (SCORE), (d) conversational analysis, and (e) Initiation-Response-Feedback (IRF) sequences. The paper addresses key issues on the nature of reading questions and the nature of teacher-student and student-student interactions at pre-, while-, and post-reading stages. It also addresses how the intensive reading lesson could be integrated with other language skills and what roles a teacher, students, and teaching materials played. Moreover, the paper highlights an issue on how all of the reading class activities analyzed were connected to the SLA theories. This self-observation report has pedagogical implications for the implementation of intensive reading programs in EFL contexts, such as in Indonesia.