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Reading - Vocab
B2 - Upper Intermediate level


In this lesson students will practice compound nouns via a guided reading text about the worst inventions of all time. The lesson will begin with the Ss listing 5 inventions they believe are the worst of all time, followed by being provided a bunch of photographs and asking the Ss were they in their worst invention list. Followed by being provided a HO by the T asking why each one is on the worst invention list followed by a reading for gist activity followed by a T,F,NG activity and lastly followed by a discussion which shouldn't have made the worst invention list.


Abc Speak Out Upper Int HandBook
Abc Powerpoint Presentation Slide
Abc Powerpoint Presentation Slide

Main Aims

  • To provide gist, scan and detailed in the context of The worst inventions of all time

Subsidiary Aims

  • To provide gist, scan and detailed reading practice using a text about Worst inventions of all times in the context of Bright Ideas


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

The T will provide a bunch of photographs, asking the students to discuss 5 worst inventions of all time.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

The T will provide more pictures and ask the Ss did they have the same idea whilst looking at the pictures displayed. The T will then ask the Ss to be in pairs to discuss 2 reasons why each made it on the worst invention list. The T will then listen to their reasons and pre teach vocabulary they may be exposed to from the text provide.

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

The T will then provide a text and the Ss will need to answer the question how many of their reasons were the same as the ones displayed

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

The T will then provide True or False Statements for the Ss to read whilst reading the text once again and underline any phrases or words that took part in their final decision.

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

The Ss will then discuss in their groups what shouldn't be on the list and what they would put individually instead.

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