Muhammad Nour Kaseer Muhammad Nour Kaseer

Cold-blooded Killers
upper-intermediate level


In this lesson students are going to read two texts that discuss the nature of dolphins and whether they are nice creatures or just cold-blooded killers. The first text is an article that accuses dolphins of being ferocious animals while the other is a letter defending the nice dolphins.


No materials added to this plan yet.

Main Aims

  • Reading

Subsidiary Aims

  • Speaking: students are going to learn how to speak accusing and defending a person or an idea


Warmer (2-4 minutes) • To set a context get students to think of the nature of animals

The teacher sticks a picture of a doliphin on the white board ( presenting a nice one) and gets students to say what they think of Dolphins. He gets some feedback on the photo then asks the students (would you love to swim with dolphins?), he asks them to get in pairs and discuss that question and gets the feedback.

Lead-in (2-4 minutes) • To introduce students to the subject of the artciles

The teacher writes on the white board "cold-blooded killers" and tries to elicit the meaning from students (sticks a photo of a dolphins trying to attach a human) then asks students to disucss their ideas in pairs and he breifly gets the feedback.

Reading (4-7 minutes) • Getting students to read for gist

The teachers introduces the article to the students and asks them to read it quickly while think of the answer of the question " how is the description of Doliphins in the article different from your description?" after reading the artcile the students get in pairs to discuss the difference between their former ideas and the ideas the artcile suggests.

Reading (4-7 minutes) • Reading for scanning.

The teacher tries to elicit the meaning of the word "accusation" and makes sure they understand it well before he asks them to read the article again and underline the accusations articulated against the dolphins in that article. after students finish reading the teachers gets students in pairs to compare their ideas then gets the feedback on the article.

Speaking (2-3 minutes) • To get students to briefly speak about what they think of the ideas in the article

The teacher asks the students "do you agree with the accusations in the article?" if time they may get in pairs and discuss their answers and feedback

Reading (3-5 minutes) • To get students to learn how to respond to accusations

The teachers tells the students they are going to read another article that responds to the first one. he asks to read to answer the question "Does this article respond to the first one?" they read and the teacher asks them to discuss their answers in pairs and then get the feedback.

Vocabulary (if time) (2-6 minutes) • To introducce students to new vocabulary

The teacher asks students to look at the underlined words and discussion with their partners what they think they will mean. The teacher elicit the meaning of the vocabulary from students and drills

Reading (4-6 minutes) • Getting students to read to find specific information

The teachers asks students to read the article once again and in their groups discuss the question "How many accusations does this article respond to" the students read and find the answer, then the teacher gets the feedback

Free Practice (2-3 minutes) • To allow students practice the vocab they have learnt along with the concept of responding to accusations

The teacher Divides the class into two groups and writes on the board names of two animals cats and dogs and ask group one to brainstorm accusations for cats and defend for dogs while the other group will have to do quite the opposite then afterwards they all walk around and practice the Language

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