selin selin

Upper Intermediate level


In this lesson, students will warm up with a short speaking activity. Then they will be introduced some new vocabulary through a text.They will read for gist and find the words in the text. Students will scan the text and match the words from the text with their meanings. They will work in pairs and make a dialogue and give their thoughts about the villains.


Abc reading text
Abc Gap-fill handout, Tables(Microsoft Office)1
Abc Gap-fill handout, Tables(Microsoft Office)2
Abc matching exercise

Main Aims

  • By the end of this lesson, the learners will be better able to talk about their opinions on villains and the vocabulary will be clarified and practiced with various activities.

Subsidiary Aims

  • To provide gist and scan reading practice using a text about villains


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Present pictures of some villains on WB. Elicit the word "villain" by asking them some questions such as; "What is common to the people on these pictures?" "Are they good characters or bad characters?" "What do we call the bad characters in movies?" and so on. After eliciting the word, group them to think about these. (1 min)What do you know about these people? What are their characteristics? Count Dracula in Dracula Cruella De Vil in 101 Dalmatians Darth Vader in The Empire Strikes Back Dr. Hannibal Lecter in The Silence of the Lambs The Joker in Batman The Queen in Snow White and the Seven Dwarfs The Shark in Jaws The Wicked Witch of the West in The Wizard of Oz Give feedback; Which one more scary? / Are they fictional or real? Why? Can you think of anyone else to add to the list?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Chest the text and give instructions; Read the text very quickly and say what it is about? Put the five villains in order of 'pure -nastiness' (5=most nasty, 1=least nasty) ICQ (Are you reading quickly or slowly?)ask "What's the prize for the competition?" (100 DVDs) Draw a line and write from 1 to 5 and after they read, elicit the answers and write the answers. Give another HO includes the target vocabulary with a chart and ask them to fill in the chart as "know it," "sort of know it," or "don't know it at all." (warn them not to look at the half of the page) Then, on the same paper, have them write a definition or "my guess on meaning" for the words they know and kind of know (they don't use a dictionary or smart phones) Emphasize this is not about "being right" they will provide the information. Elicit the answers and give the vocabulary matching HO. Give instructions before HO. "Read the text again and find words or expressions in the text, match the definitions 1-8." Present the answer key on WB.

Highlighting (2-4 minutes) • To draw students' attention to the target language

Ask them to look at the chart again and check their guess. Ask " Who guessed four correct words correctly?"Who guessed more than four? Drill the words in pairs and WC.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

Give the chart and model it ( which one is noun/adjective/ verb) (where is the stress?) and elicit the answers and fill the chart for the first one). Drill the words in pairs and WC.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ask them to fill their own chart with their partner. ask them check the answers .

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Put the Ss into groups of 2-3 and ask them to write or invent a description. Use at least 5 words. Only 5 sentences. They have 5 minutes. Give colourful big size papers. ICQs (how many words? / How much time? /how many sentences? ) The description will be displayed for the other groups to read and decide which is the best. Each group writes comments for the other groups’ description. Depends on time, they will give their comments orally.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ask "Who is your favourite film villain?" Group Ss into 2-3 and give instructions; "Imagine that you want to make a film with a really bad villain. What should they look like? What are some of the characteristics they should have? What ambitions should they have?" Give feedback and make error correction.

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