Osama Alasswed Osama Alasswed

Living in fear, Examining Fears and phobias
Upper Intermediate, B2 level


The reading text examines the topic of fears and phobias. It discusses whether a phobia is genetic or learnt. It also describes the most common phobia: Claustrophobia, and how best to treat phobias- by gradually exposing their fear, and teaching them relaxation techniques. It goes then to talk about the differences between a fear and a phobia, and finally, it describes the strangest phobia of all, in which patients have fear of long words.


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Main Aims

  • • To practice reading for gist, specific reading and detail reading in the context of "Living in fear".

Subsidiary Aims

  • Vocabulary: Word building


Warmer (2-4 minutes) • To engage students and get them interested in the lesson

- Teacher will present a PPT slide picture to introduce the topic of the lesson "Fears & Phobias". -Teacher will ask SS to describe people's feelings in the pictures and whose lives are are more complicated? - Then he moves to the other slide to present extra types of fears and phobias

Pre-teach vocabulary (3-5 minutes) • To prepare students for the text and make it accessible

- Teacher will give students HO1 of anticipated difficult vocabulary. - He will ask students to work in pairs to match definitions with their explanations. - Teacher will show the answer key to students to correct.

Lead-in (3-5 minutes) • To activate students' existing knowledge of the topic

- Students work in pairs and try to predict answers for the questions 1-5 in ex.1 (HO1) depending on the pictures and their knowledge about thesubject.

Gist- reading (4-6 minutes) • To provide students with less challenging gist and specific information reading tasks

- Teacher will ask students to go back again to ex.1, but now they will work individually and skim read the text (HO3) quickly and find the exact answers to compare with their previous answers. - Students discuss answers in pairs and then the teacher provides the answers.

Detail reading/Jigsaw reading (14-16 minutes) • To further practice reading and get the most understanding of the text

Teacher will explain & write the procedures on the board: - First, Divide students into 3 jigsaw groups of 5 students. ( A- B- C- D- E) - Appoint one student from each group as the leader. - Divide the day’s lesson into 5 segments. - Assign each student to learn one segment. - 5m to read over their segments - ( As - Bs - Cs- Ds - Es) join each other and write notes about their segments. 5m to discuss - Students back into their Home jigsaw groups. - Ask each student to present her or his segment to the group. 5m - Float from group to group, observing the process. - At the end of the session, give a quiz on the material. HO

Post-Reading/Controlled practice- Quiz (3-5 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- After finishing their discussion with their groups, teacher will ask them to do a quiz individually to answer and hand them (HO4) T/F questions about the reading. - Pair check the answers. - Teacher provides the answer key.

Focus on vocabulary (Optional) (2-4 minutes) • - To clarify the meaning so learners understand it. - To clarify pronunciation so learners know how to say it. - To clarify the form so that learners know haw to construct it.

Teacher will have students move to vocab. ex.1 (HO5)

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