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Receptive Skills - Phobias
Pre-Intermediate level


In this lesson, students will practice their receptive skills (reading) by reacting to a text on phobias. They will read for gist by skimming and scan to find specific information for which they will have to answer questions for. I'll pre-teach some vocabulary, after they complete their gist and scan task The next stage is a group reading activity. The students will split into two teams: blue and yellow, there will be 6 different phobias posted around the classroom the two teams will have to match the famous person to the phobia, they will have 1-2 mins for each phobia. The post-reading activity is an invention, students will produce their own phobia and provide a treatment plan and then we will do a response sharing for each group's own manufactured phobia and treatment plan.


No materials added to this plan yet.

Main Aims

  • To provide gist, scan and detailed reading practice using a text about phobias

Subsidiary Aims

  • To provide clarification and practice in the context of phobias and terminology related to illnesses


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

- T greets students - T refers to the previous lesson of the night - T asks "Do you remember what we talked about last night?" - T elicits "So what do you think we do for people with phobias? - I1: "Have a quick discussion about that in pairs." - I2: "You two minutes." - T leads PW into a WC, as-a-class and elicits more before leading into the Pre-Read

Pre-Reading/Listening (9-10 minutes) • To prepare students for the text and make it accessible

- T chests HO#1 - I1: "Read the text, alone please." - I2: "And answer the question at the top." - I3: "You have one minute." - ICQ1: "Are we taking 5 minutes to read?" - T asks WC "So whats the answer?" - I4: "Discuss and come up some ideas how people with phobias can get help." - I5: "You have 3 minutes." - T asks WC "So how can people with phobias get help?" - T waits for Sts responses - T leads into scanning activity

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

- T chests HO #2 - I1: "Please re-read the text." - I2: "Answer questions 1-3." - I3: "You will do it alone." - I4: "You have 8 minutes." - ICQ1: "Are we reading quickly?" - ICQ2: "Are you working in pairs?" - T waits for Sts to finish and leads into clarifying words highlighted in the LA - T asks Sts "So what is the difference between affect and effect?" - T waits for Sts to react - T goes into clarifying - T does WCFB and review over the answers - T leads into the next activity

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

- T chests HO - I1: "We have two teams, blue and yellow." - I2: "Over at the left wall, you have readings." - I3: "Read each one carefully." - I4: "Match it with your famous person's fear." - I5: "You have 5 minutes." - I6: "The first team to finish wins!" - T gives feedback on the activity - T Chests HO#3 - I1: "Read the text and fill in the blank." - I2: "You have 3 minutes." - I3: "Check in pairs after you finish." - WCFB

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

- T chests paper - I1: "You will design your own phobia and the cure for it." - I2: "You have here some color pencils." - I3: "You have the rest of the class." - ICQ1: "What are we doing?" - ICQ2: "How much time do we have?" - T says "Have fun" - Whole class response and groups present their phobias

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