Islam Islam

Machines Behaving Badly
Intermediate level


In this lesson, students will study the reading 'machines behaving badly'. This lesson is a receptive skill in reading form. The lesson will start with visual prompts of old technology, then new technology. Students are expected to elicit the images and what the lesson topic is about. A small list of PTV (pre-teaching vocabulary) will be examined in relation to the reading exercise. The teaching will include some drilling exercises, a reading for gist activity, a reading for detailed information activity, and a speaking activity. Through the lesson, there will be clear ICQs, CCQs and feedback for each activity.


No materials added to this plan yet.

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Technology in the context of Disadvantages of Technology

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of Advantages and disadvantages of technology


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

- Tell students that they are going to watch a video and discuss a couple of questions afterward. - Play the "When technology fails" video. - Show them the questions and read them to students. - In pairs, students discuss. - Share with the class.

Pre-teaching Vocabulary (5-7 minutes) • To prepare students for unfamiliar words and phrases.

- Words: antisocial/anti-social, flick through, show off, textspeak, comprehensible, technophobe) - In this stage, target vocabulary will be taught to students through fitting them into their answers to the discussion questions - The ECDW model will be followed for each word. - MPF, CCQs, etc. are included in the attached language analysis (LA) sheet.

Reading Task 1 (reading for gist) (7-10 minutes) • To provide students with less challenging gist reading tasks in order to have them get the main idea of the text.

Exercise 4 (a) In this activity, students will skim through the text to match the headlines (1-7) with the paragraphs (A-G). - Explain the task but do NOT provide the sheet yet. - Ask them: 1. For this task, do you need to read word for word? (No, read quickly) 2. Do you need to understand the details? (No, the general idea) - Advice them to read the first sentence carefully, then read the rest of the paragraph quickly. - Set a time limit of 5 minutes & have them work individually. - Students check in pairs. - Check with the class.

Reading Task 2 (reading for detail) (15-20 minutes) • To provide students with a more challenging, detailed reading task.

Exercise 5 - Draw students' attention to exercise 5. - Give them 30 seconds to read the questions. - Ask them: 1. For this task, do we need to read carefully? (Yes) 2. Is it enough to get the main idea of the paragraph? (No, we need to understand the details) 3. Think of task 4 & task 5. Which one should take a longer time? (Task 5) 4. Why? (Because we need to read more closely) 5. In task 5, do we give our opinion or answer according to the reading? (according to the reading) - In pairs, students read and answer the questions. - Shuffle the pairs and have them check with their new partners. - Display the answers and have them check quickly.

Reading-based speaking (8-10 minutes) • To provide with an opportunity to respond to the text in their own terms and ideas.

Exercise 7 (B) - Ask students who likes technology and who does not? - Group them accordingly and have them, in groups, list five reasons for liking/loving technology and reasons to dislike/hate it. - Explain to them that they are going to have a debate, where each team will pose an idea, and the other responds to it. - Encourage them to defend their positions.

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