New lesson plan: Body Dysmorphic Disorder (BDD)

Ahmed

Body Dysmorphic Disorder (BDD) - Upper Intermediate level

Body Dysmorphic Disorder (BDD)
Upper Intermediate level

Description

Firstly, this lesson will introduce the topic of the imagined ugly syndrome. Therefore, to introduce the topic the tutor will begin with a warmer that will include the teacher drawing pictures of people seeing an image in the mirror contrary to reality. The teacher will elicit from the students the correct medical term BDD. Some example celebrities will be given and how it affects both genders. Secondly, a gist reading exercise will be done by answering three relevant questions on the text. Thirdly, a detailed reading controlled task of fill in the gaps. Fourthly, a vocabulary lesson is will be performed by asking the students to match eight words with the correct definition. Fifthly, another controlled vocabulary session will be conducted by asking the students to fill in the gaps with six possible words. Lastly, a freer activity is to be practiced by asking the students to read two articles and explain it to each other.

Materials

No materials added to this plan yet.

Main Aims

To provide gist and detailed reading practice using a text about Imagined Ugly Syndrome in the context of Celebrities

Subsidiary Aims

To provide fluency speaking practice in a Conversation in the context of Fashion and Celebrities

Procedure (45-55 minutes)

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

I will start by drawing a stick figure woman called Jane who is a model. She will be looking towards a mirror. I will ask the students what the woman expects to see in the mirror. The students should start answering but I will not respond with an answer and just acknowledge their ideas. I will then I draw a round circle figure and obese version of Jane in the mirror. Then I will ask the students is the reflection in the mirror an accurate reflection of Jane? and why does Jane see a fat person? In addition, I will draw a male face and his reflection in the mirror. However, his reflection in the mirror will have pimples and oversized ears. Then I will elicit from the students if the picture is a correct representation of the man's real face. I will eventually elicit from the students that some people possess an inaccurate view of themselves in their minds and I will mention the medical term for it which is Body Dysmorphic Disorder. I will also ask the students who usually suffers most from this kind of illness and I will try to elicit that models, actors and celebrities normally do. Moreover, I will also ask which gender suffers most from this disorder and answer them that they equally suffer from this problem.

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

I will define Stunning Incomprehensible Conquer using vocabulary analysis

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

I will write three questions on the board: 1- What is Imagined Ugly Syndrome 2- Who suffers from it? 3- Why do they suffer from it? I will tell the students: "you have two minutes too quickly skim through the text individually I'm about to give you, answer the questions in exercise two (while pointing to the question)" (ICQ). Then I will ask them to discuss their results with their peers and check if they got the same answers. Then we will answer them in a group.

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

After that will do a detailed reading task where I ask my students to read the article again in 5 minutes and answer the questions in exercise three page thirty in the handout. I will make sure students are clear on this by giving loud and graded ICQ's while illustrating on the handout where the question is and make sure everyone understands. The questions will require them to match the quotes with the correct person who said it. After that I will ask them to discuss their results with their partners and then we will answer them in a group class. I will try and explain my answers bu showing which paragraph and reading it to them.

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

In this session, I will initiate a vocabulary exercise where I use (exercise 4 page 30 in the student book). The task will ask the students to match the relevant highlighted words in the text to the correct eight given definitions. Secondly, the student will be asked to fill in the gaps of a text with eight given words (exercise 3, p. 18, workbook). Lastly, a freer session will be implemented. In this, session the students will be required to read a text on the fashion industry and a text on a famous celebrity and the students will be split into two groups and each group will read a text. then they will explain the text with their peers after reading silently for 5 minutes, then they are required to change partners with the other group and explain each story to their partner.