Mariam Khalaf Mariam Khalaf

Reading and Vocabulary Lesson ( So you think you know what's good for you?)
Upper-Intermediate level


In this lesson, students will be introduced to health related vocabulary through a reading text "So you think you know what's good for you?"


Abc Reading Text

Main Aims

  • To provide review of Health related lexis in the context of Do you think you know what's good for you?

Subsidiary Aims

  • To provide gist and scan reading practice using a text about Health related text in the context of studies that were made about different health tips


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students and prepare them to the text their are going to read and the vocabulary related to it

The teacher will write on the board "So you think you know what's good for you" and let the students discuss in pairs if they know what's good for their health and what do they do to maintain a healthy life and body. The teacher will then ask the pair to talk about each other's healthy and unhealthy habits.

Pre-Reading (8-10 minutes) • To prepare students for the text and make it accessible

The students will be divided into two groups. the teacher will give the two groups the list of words from the Cutting Edge Student's Book p.18. The teacher will revise the words with the students the and make sure they know all of them, the teacher will elicit from them the meaning of the words they don't know. Students have 3 minutes to discuss and to decide which of these words are good for them and which are bad for them *There is no right or wrong answer it depends on each person's opinion and view.

While-Reading (2-3 minutes) • To provide students with less challenging gist and specific information reading

The teacher will put students into pairs, tell them who is student A and who is student Band ask them to read part A or part B from the article. (The article will be folded and students from group B will take the side with text B and group A will take the side with text A). Give students 2 minutes to read their part of the text to look for the words from the box. At this point, the teacher will not let the students check their answers.

While-Reading/Listening #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The teacher will distribute to the students'. Questions A for group A and Questions B for group B and then give 5 minutes to read their part again to answer by circling the correct alternative. The teacher will give them the answer key. Make sure that they know the meaning of the bold words in the questions both A and B. Students will take 1 minute to think about what they read and what they're going to say to summarize the article they read. The teacher will be monitoring them closely to check that both groups A and B both talk about their articles and answer the questions together and discuss whether they agree or not. Then students will unfold their readings and group A will read article B and group B will read article A and see if what their partners told them were correct.

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

The teacher will give each student a different word from the box. Each student has one minute to write a sentence with the word given to them. then students will sit in a circle and the first person will say their sentence, the second one will have to repeat the first person's sentence and his to it.... until the last person will have to repeat all of them and form a short (funny) story using the words they learned in class

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