Lilit Kochinyan Lilit Kochinyan

4C (Are we hooked on addictions)
Advanced level


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about addictions in the context of common obsessions

Subsidiary Aims

Perhaps the most important element of any plan is the part where we say what our aims are.Jeremy Harmer in The Practice of English Language Teaching


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

T asks Ss to talk in pairs and come up with ideas on what gadgets, apart from mobile phones, people are addicted to/obsessed with in the 21st century.

Pre-Reading (10-15 minutes) • To prepare students for the text and make it accessible

T pre-teaches the following vocabulary units or T distributes cards with the words and definitions and asks the Ss to match them in pairs: 1. conjure up - call forth, invoke, raise, stir, bring into existence/stress on the second syllable/verb 2. breed - a particular type/long vowel sound/noun, verb 3. look down on - think that one is superior to someone else, disdain, scorn/phrasal verb 4. compulsive - impossible to control, inescapable/stress on the second syllable/adjective 5. parlour - a shop/room where someone does their business/stress on the first syllable/noun 6. cluster - a group of things which are close to each other/stress on the first syllable/noun 7. hedonistic - indulgent, pleasure-seeking/stress on the third syllable/adjective 8. despairing - hopeless, gloomy/stress on the second syllable/adjective

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Ss read the text on p. 62 and answer the questions given: 1. What are behavioural addictions? 2. In what ways are they different from ordinary addictions? 3. How can they be treated? T receives open-class feedback, nominating Ss.

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed reading tasks

Ss read the article again and then choose a, b or c (p. 63 c) T asks Ss to compare their answers together. T receives open-class feedback. T elicits clarifications if necessary.

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

Ss are out into pairs. T asks them to discuss whether any of the addictions mentioned in the text are problems in their country. T asks Ss to report the outcomes of the discussion to the class (which ones are problems in Armenia?).

While-Reading #3 (5-7 minutes) • To provide students with more challenging inferring reading tasks

Ss look at the highlighted words/expressions and guess their meanings together in pairs. T receives open-class feedback.

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