oussama oussama

Reading (interfering with nature) - Vocabulary
Upper intermediate level


In the present lesson, students are introduced to the reading text through a lead in activity. The text tackles some fundamental questions facing modern medical science. The lesson starts by displaying a video related to the topic. Then the teacher paves the way to the next activity pre-reading. Students will be able to read for gist through skimmking and read for specific information as they will practice some listening. The lesson is designed for reading as a major skill focus but it shall also incorporate a listening activity and a speaking activity which constitute our sub-aims


Abc Pictures / Handouts

Main Aims

  • To provide students with a set of reading skills that they can use to foster their understanding.

Subsidiary Aims

  • To provide students with a wide range of vocabulary and enhance their speaking skills.


Warmer/Lead-in (3-5 minutes) • To set the context for the lesson and get students engaged

The teacher greets his students and welcomes them to class again. The teacher shows a video about '' the worst cases of plastic surgeries''. Through displaying the video, students start creating and developing interests in the topic at hand. The teacher asks students if they know somebody who has gone through the same process. The teacher gets feedback and right after he gives instructions about the next activity.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

The teacher pairs up students and gives instructions. Basically, the teacher gives a picture to each pair of students and ask them to react to it in pairs and jot down any relevant vocabulary that corrensponds to the picture. The teacher gets quick feedback and raise more interests in the topic. The teacher writes three statements on the whiteboard and gives students a handout containing different hypotheses from the text. Students will be asked to read the hypotheses and match them with the statements on the whiteboard. Students will be asked to compare their answers with their peers. Then, the teacher gets whole class feedback, elicits the meaning of ambiguous language items and drills for pronunciation.

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

The teacher gives the reading text to the students and asks them to read it quickly-skimming- to check their ideas in the previous activity. The teacher checks ideas as a whole class. The teacher asks students about their first reactions towards the text before moving to the next activity. The teacher pairs up students and asks them to guess what the numbers in (ex3) refer to in the text and plays the recording for the first time then students complete the text with the numbers. The teacher plays the recocording for the second time and ask students to check their answers. The teacher gets whole class feedback.

While-Reading/Listening #2 (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The teacher gives students instructions about the next activity ( ex4). Students will be given a set of words and phrases and and they have to find synonyms for each word or phrase. Students work indivudually but they will have to compare their answers when they finish. The teacher gets whole class feedback, correect mistakes through elicitation and models some words then get students to drill before moving to the next activity.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

The teacher groups students accordingly by giving them names America Vs England. The teacher gives instructions about the activity, students will have to speak in their groups and prepare arguments in order to defend their ideas. A group of students will be against cosmetic surgery while the other groups will be for. Students will have to talk in groups and gather evidence that they can use to convince the opposing group. The teacher sets a time limit then the group with the strongest arguments wins the 'bottle'. The teacher gets whole class feedback and gives the floor to the next teacher.

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