Abdulsalam Abdulsalam

Upper-Intermediate Level level


In this lesson, the students will experience speaking freely about scientific facts and myths. They will discuss some inventions that made the world a better place. They will also come across some word families to see the difference in the stress. The lesson will start by matching some inventors/ scientists and their creative inventions/discoveries to set up the context of science. Then taking them to some myths and facts for them to know the difference between scientific facts and myths. During the lesson, we shall highlight some new science lexis for them to use in the freer practice stage.


Abc PPt slides
Abc English file Upper-Intermediate
Abc Christina Latham-Koenig Clive Oxenden, New English File 3rd Edition, Oxford.
Abc Pictures
Abc Soundtracks of the book

Main Aims

  • For the students to practice speaking for fluency in the context of science.

Subsidiary Aims

  • To provide clarification of passive voice in the context of science


Warmer/Lead-in (3-5 minutes) • For the Ss to get warmed and enganged to the context of the lesson.

- T displays (slide1) containing names of female inventors and scientists. T asks the Ss to match them with their inventions/discoveries. Ss do so in pairs/groups in breakout rooms. - T monitors the students as they discuss. T could move some students to other groups in case T feels it is needed for more interaction.

Useful Language / Pre-teach vocabulary (10-12 minutes) • For the students to be exposed to new lexis in the context of science to help them practice speaking smoothly.

-T displays (slide2) showing a picture. T tries to set up a context of the picture so Ss have a clearer image. T tries to elicit the word. T can display the definition/example to help the Ss generate more ideas. T displays the word, reads it, then asks the Ss about the stress, and finally marks the stress and drills it until the Ss fully get it. -T does the same to (slides 3-4-5-6-7-8-9).

Exposure (8-10 minutes) • For the students to practice speaking for fluency in the context of scientific facts/myths through a listening track.

-T displays (slide 10) showing some scientific facts and myths that people think are facts. T asks the students to discuss in pears/groups which one they think are true and which aren't. -T sends the Ss to breakout rooms to discuss. T monitors as Ss discuss. T can take some notes in case he/she needs to use some in the feedback. -T listens to Ss and then asks them if they could think of any other myths people think are facts. - T displays (slide 11) containing a chart of some scientific family words. T asks the students to figure them out in pairs/groups. T gives some time for the Ss to do so in breakout rooms. -T monitors as Ss as they fill in the gaps and discuss the stress pattern. -T asks the students what they found. T confirms the answers as Ss say them. -T asks the students about the stress of the tricky ones. (T could reveal the answers to Ss to check in case he/she needs time) -T makes sure that the Ss got the idea of stress shift in family words.

Productive Task(s) (10-12 minutes) • For the students to practice speaking for fluency and accuracy in the context of science.

-T displays (slide12) containing some prompting questions for the Ss. -T asks the students to take a look at the questions to confirm they got them. T asks the Ss to grab a piece of paper and a pen. -T asks the students to interview their partners and write the answers they get from them. T tells the Ss to mingle once they get enough information from that partner (T needs to take care of mingling). -T monitors the Ss as they interview without interruption unless the Ss need help. -T takes notes as s/he monitors, to use them for the feedback.

Feedback and Error Correction (5-7 minutes) • To provide feedback on students' production and use of language

-T listens to Ss for feedback. T prompts the Ss to speak in case they need it. -T uses finger correction if needed.

Flexi stage (3-5 minutes) • For the students to have an extra chance to practice speaking for fluency in the context of science.

-T displays (slide 14) containing a prompting request. -T asks the students to think of an inventor/scientist they know and like. - Ss try to think and tell T and Ss about him/her (including his impact on the world/ inventions).

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