Tohid Asef Tohid Asef

alternative therapies
upper-intermediate level


In this lesson, students will learn some new words mentioned in a text about alternative therapies. They will also develope their scanning for specific information through reading the same text. Finally, they will discuss how they can make their school a healthier place using the language they have learned.


Abc Markers
Abc Hand-outs
Abc overhead projection
Abc White board

Main Aims

  • Reading- scanning for specific information, intensively for detail.

Subsidiary Aims

  • Learning new words, speaking fluency practice


Warmer (5-7 minutes) • To interest generate in the topic

I put pictures of the alternative therapies on the board. I ask students what they think the pictures show. I then get students to discuss the questions in ex1. I elicit answers by asking the following question: 1- Do they show modern medical treatments of traditional medical treatments? 2- Are they more popular in western countries like the U.S or England or in western countries like China and India? I tell students they are called alternative therapies and they are very popular in many countries.

Pre-reading (10-12 minutes) • To introduce new vocaburay

I will write following words on the board and pre-teach them using pictures, gestures, definitions, examples, etc. I ask students whether they know what the words on the board mean eliciting definitions and examples. If students are not familiar with the words or they need further explanation I will teach the words as follows: chronic: I give students a brief definition and the following examples: I have had headaches since I was a child. My headaches are ........ (eliciting answers from students). I had a headache last night but I feel well now. Was my headache chronic? (non-example- eliciting answer from the students) makeover: I show the students two pictures of my kitchen. One showing how it looked like before the makeover and one showing how it looks like now. I ask them which looks more attractive? How has it changed? Then, I tell them I gave my kitchen a makeover. low morale: I provide a context by getting students to imagine that they are members of a soccer team and their team is losing games one after another. Then I ask them the following question: How do you feel about the next match? Positive or negative? Do they have confidence or not? Why? Because they have have low morale. Boost: I give them a brief definition. Then, I go on to ask them what happens if their team wins the following games. The wins will boost their morale. (eliciting from students). Color scheme: I show the students photos of two different bedrooms with different color scheme and ask them what colors they see and which combination they like better. I will then tell them these combinations are called color scheme and ask them what they think the best color scheme for a bedroom is. Stimulate: I give them a brief definition. I show them a number which I write on board before the class starts. I tell them that the number has been on the board since the class started. Then I ask them whether they had noticed the number. They would say no. I tell this number is so important to me to stimulate their interest and curiosity. Fluorescent lights: I will show them the fluorescent lights in class by pointing at them. Stress: Most students probably know what stress means. I will have one or two students to use the word in a sentence. I will ask them whether they think I am under stress.

Scanning (5-8 minutes) • To find specific information in the text.

I tell students that they will read an article about alternative therapy called office doctors. I write the title on the board and ask them what or who they think the office doctors are. I write the 2 questions in ex 2 on the board and get students to read the text quickly and find the answers. I tell not to worry about the gaps. I get students to peer check and then take w/c feedback.

Gap filling (6-8 minutes) • To find connections between ideas in a text

I give students time to read the sentences first. I will then get them put the sentences into the gaps. When students are finished, they can check their answers in the answerkey on the wall. I ask students whether they have any problems and help them find the proof for their answers.

Discussion (3-5 minutes) • To practice speaking fluency

I ask the students the questions in ex4.

Discussion (5-7 minutes) • To practice speaking fluency, and review the new vocabulary

I ask students how they could change ITI to make it a healthier place to study in. I get a few ideas and put them in small groups to do speaking ex 1 and 2. I give them time to come up with some ideas. Students will be monitored and notes will be taken for delayed FB. I will then regroup students and get them to tell each other their plans and answer the questions in ex 2. If time, I will do some delayed FB on w/b on errors I noted monitoring.

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