·Teacher shows picture w/c with the statement: "Millions of people are dying every year from preventable diseases", which reads aloud and then asks w/c what ss think is the keyword on it and why. Also T asks what such a text mıght come from: a) brochure, b)encyclopedia article, c)a story, d) opinion article in a newspaper

Teacher writes the word preventable on w/b and asks what ss think it means. Here, if no correct answer is given, T explains by means of elicitation.Then T writes "preventable disease - preventable weather" on w/b and asks w/c which combination is possible. Eliciting meaning follows, asking first if weather can be prevented and explaining the difference between predicting and preventing.

T hands out ss a number of cards in which nouns are written. Ss have to match them with adjective-cards around the classroom. Then peer correction, and feedback: Ss check the results of the activity w/c.

T writes on w/b "Winning the battle against disease" and asks ss w/c what they think this type of headline is about and where it comes from (in their opinion). T also writes * (TsBk choices) on w/b and ask ss what helped them to decide, (eg, the headings) and then ss do some PW discussion about what they know themselves about such diseases.

T tells ss to do an anticipation test (ex.1) consisting of a short list of characteristics of diseases in which ss (in pair work) check what they expect to find in the text. T tells ss to read the text for detail (slowly) and then, in PW, do ex.2. Another reading follows, this time quickly, for deducting meaning from context and then ss proceed to do ex. 3

Ss read the 2 statements in ex. 4 and choose which one matches better their opinions and discuss why. In small groups ss debate metaphors and if necessary, T takes some FB and/or explains any doubt.