Patrick Ward Patrick Ward

B2 level


In this lesson, students will practise reading and vocabulary related to the future of medical science


Abc HO2

Main Aims

  • By the end of this lesson, students will have practised reading for gist and detailed comprehension relating to advances in medical science, and have had the opportunity to develop oral fluency on the topic

Subsidiary Aims

  • By the end of this lesson, students will have learned and strengthened their vocabulary related to medical science


Warmer (5-7 minutes) • To generate interest in the topic and activate existing knowledge

T will put Visual 1 (cartoon of "mad scientist" creating clones and celebrating his 187th birthday) on the OHP. Attempt to elicit the context, "What will we be talking about today?" Instruct ss to get into pairs to briefly discuss some of the ideas in the picture and then see what can be elicited from the pairs (e.g. cloning, life expectancy, genetic engineering, science, medicine, cosmetic surgery etc.)

Lead-in (5-7 minutes) • To pre-teach/unblock key lexis required to understand text

Ss given HO1 and told to gap-fill the sentences with the lexis provided on the same sheet. They work individually for the task. ICQ: Does it matter if you don't know all of the answers? (no) ICQ: Do you work on your own for this? (yes) Monitor to see which vocab causes problems. FB will be provided using the HO1 ans key. They check in pairs.

Pre-teach vocabulary (10-10 minutes) • To pre-teach the TL

Having noted any problematic vocabulary during monitoring of the previous stage, I will ask the meaning of the following vocab, as required, and explain and write on WB: life expectancy (how long someone can expect to be alive) cells (draw on the board) immortality (live forever, never die) eradication (destroy, wipe out) infectious diseases (flu, a cold, malaria) vaccination (mime an injection, or syringe, and explain) treatment (explain, what you go to the doctor for) hereditary disease (a disease from parents, family) I will explain each of them, drawing simple visual clues as needed for some (e.g. cells, syringe for vaccination, infectious disease, immortality).

Reading for gist (2-3 minutes) • For students to get an overview of the text through reading for general information

Ss given HO2 and told to fold over the bottom of the page (hiding Q2). Ss told to look at text briefly and find the answer to Q1: "What type of cells would you need to replace organs?" FB elicited from WC. ICQ 1: Do you work on your own or in pairs? (on your own) ICQ 2: Do you need to fill in the gaps? (no)

Reading for specific information (5-5 minutes) • Ss to further familiarise themselves with the written text

Ss told to unfold lower part of HO2 and individually fill in the gaps with the numbers. ICQ: Do you do this on your own? (yes) FB given with ans key, they check in pairs.

Reading for detail (10-10 minutes) • Ss to read to understand the written text in depth

Ss told to read through the written text again and answer Question 3. ICQ: Do you work alone for this? (yes) ICQ: Is this a careful read? (yes) FB given through ans key, ss told to check in pairs.

Speaking task (5-6 minutes) • To allow an opportunity to react to the text

Ss asked to get into groups of four and discuss the issues raised in the written text. Which ideas are good and which are bad? FB given by asking each group if they managed to agree on anything, if so, what?

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