Name: Benjamin Teicher

Time Stage and Aim

Date: 25/08/08
Procedure

Interaction Tutor's comments

3
mins

Lead-in:
Mime being really sick.
T-Ss
To generate interest in the Instructions Cue
S-S
topic
I want you to tell me some of things that
I can do to feel better.
Time: 1 minute
Pair work
OCFB
If none of the students do, suggest using
the internet.

5
mins

Pre-teach:
To familiarise students
with any potential
'blocking words'

Teach the words 'symptom' 'diagnosis'

'self-diagnosis'.
Drill concentrating on emphasis and the
sound of the vowels.

6
mins

Orientation:
To encourage students to
bring their own schemata
to the way they read the
article

Stick article headline up onto the board T-Ss

(in large print!)
S-S
Chest worksheet and briefly explain that
the article is about using the internet to
make a self-diagnosis.
Instructions Cue
Teacher: Write down two or three
reasons why it might not be a good idea
to use a website for advice when you are
sick. Can anyone think of an example:
Student: The website cannot see you like
a doctor can.
A website only gives general information.
A website might have wrong information.
A website might confuse your symptoms.
The website might make you panic if it

T-Ss

tells you that you have brain cancer for

example.
Time: 2 minutes
Pairs: 2 minutes
OCFB: Get students to write on the
board.
6
mins

Gist Task:
To develop the students'
ability to read for gist

Chest worksheet
T-Ss
Instructions Cue
S-S
Teacher: I want you to read the article
and see if the writer mentions any of the
reasons written on the board.
Monitor
Time: 90 seconds
Pairs: 90 seconds
Monitor to see if students have picked up
the reasons that are in the article. If
necessary discuss certain points briefly
in OCFB
OCFB: Tick and cross next to the things
on the board.

15
mins

Detail Task:
To develop the students'
ability to read for detail

Chest worksheet
T-Ss
Teacher: I want you to read the article
S-S
again. The writer gives a number of
reasons against using the internet to
self-diagnose illness. He also suggests a
safe way that we can use the internet for
medical purposes.
Instructions Cue
Teacher: In the box below each
paragraph place a tick if you agree or a
cross if you disagree. I also want you to

underline the sentences in the article

that you think are most important to
whether you agree or disagree.
ICQs: Teacher: What will you do if you
disagree with the writer?
Student: Place a cross in the box.
Teacher: And then what will you do?
Student: Underline the passage.
Time: 7 minutes
Monitor to see if students are underlining
passages, help those that are not
Pair work:
Monitor to see what students are talking
about for use in OCFB
OCFB
10
mins

Follow-up activity:
To allow students to
consolidate what they
have learned through a
task which exploits the
context of the article to
develop the productive
skill of writing.

Pyramid Game:
T-Ss
Teacher: Okay, we've talked a lot about S-S
why we shouldn't use the internet when
we are sick. Now, let's think about it
from a different point of view.
Put topic on the board
I want you to think of five reasons why it
is better to use a website than to see a
doctor when you are sick.
Example: Convenience.
Time: 3 minutes.
Then organise groups of three, to decide
the best three reasons
Then groups of six, to decide the single
best reason.
OCFB