sait sait

upper intermediate level


In this lesson, the students read a text from the course book, which is about Imagined Ugly syndrome. Before reading, the teacher sets the context by using two pictures related to the topic. Then, students are asked to read the text. After the first reading they complete exercise 3. After the second reading, they will complete a matching activity. Secondly, they are going to make a speaking activity related to the topic. At the end they will have one more matching activity. While doing all these activities teacher helps them pronounce the words. If time allows teacher hands in an individual test related to the target vocabulary.


Abc Matching associated words
Abc matching some words and their definitions in the text

Main Aims

  • Reading the text and practicing the tatget vocabulary in the text

Subsidiary Aims

  • Learning, Pronouncing, and practicing the target vocabulary through reading.


Stage 1, Lead in (5-7 minutes) • It will be helpul to prepare students for the reading text.

There are two important steps in this stage. The first one is putting a woman dysmorphic female figure on the board and asking questions about it: ''Is she really fat? Why does she see a fat person in the mirror? The second Picture is a male figure with great muscles, but in the mirror he sees somebody thinner than himself. Similar questions are asked for the figure: Does he have great muscles? Does he see himself in the mirror? Why doesn’t he see himself enough muscled? Then the answer is given to them: Imagined Ugly Syndrome or Body dysmorphic Disorder BDD, which is the official term for the problem. After presenting the context the teacher ask students WHO they think gets this; actors, pop stars. The last step is questioning whether students think this mainly affects women or men.

stage 2, Reading for Gist (5-7 minutes) • Having a general information about the text.

For two minutes Student read the text quickly. Then Teacher asks the questions in exercise 1 and 2. It is a discussion about the text which will be done together. Before reading for specific information and for details, this stage will help students become familiar with the text.

satge 3, Reading for specific information (7-9 minutes) • Students will find only the information which is expected from them.

In exercise 3, there are eight questions about some characters in the text, as a gap filling activity. Students will read the information and find the character. Then, they will check with their friends and get the answer key.

stage 4, Matching the target vocabulary (7-10 minutes) • in three groups, students are going to match some words and phrases highligted in text to the definitions.

Students are asked to match the definitions and words. This procedure is done as a competition in three groups. Then, the answer key is distributed. The teacher explains the words again. Teacher helps them to pronounce.

stage 5, Speaking Practice (7-10 minutes) • To help students practice the target vocabulary

In three groups, students discuss the question in exercise 5: Do you think this is a serious medical problem and govenments should pay for research into it? After the discussion the ideas are shared with the class.

Flexi Stage, Matching words and phrases (7-10 minutes) • To practice the target vocabulary

Teacher divides students into three groups and students starts to match the words and associated definitions, or explanations. This is a competition. The first group will be the winner and teacher orders tea for them.

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