Mehrdad Mehrdad

Mehrdad Kharazy Dehkharghani's TP3
Upper intermediate level


In this lesson the students will be having more exposure with the main context of the unit "appearance" and we will be studying about the dymorphic disorder.


Abc Answer key for ex.4
Abc Answer key for ex.3
Abc straightforward

Main Aims

  • To provide detailed, deduction, inference, gist and scan reading practice using a text about Imagined ugly syndrome in the context of Ugly Syndrome

Subsidiary Aims

  • To provide clarification, review and practice of Psychology, Refer, eating disorder, blemish, wardrobe, drive them into the spotlight, have hidden agends in the context of Appearance, Health


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

I will first introduce two of the people named in the listening; I will then show two other people from Turkey; I will show the 3rd slide to build up the context.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

I will pre-teach Psychological and Psychology, and refer,

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

They will Skim very fast and answer the Questions in ex.2 they will have 2 minutes; I will ask for pair work; I will ask for answers out loud

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

I will ask them to move on to the ex.3 and answer the questions there in 3 minutes; students will do pair works; I will ask for the reasons behind their answers; I will give them the answer key

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

There will be some pictures to be related; the question will be how can you relate these pictures to each other?

Focus on vocabulary • to teach them needed Vocabulary for the next Grammar part

vocabulary will be more emphasized by asking the students work on ex. 4; there will be a pair work; the answer key for ex. 4 will be given.

Freer Productive skill (Speaking) • Speaking for fluency using the new vocabulary.

I will have them answer ex.5 questions 1st individually; Then I will give them time to speak in groups.

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