Why We Should Read Books
Most people think their opinions are their own. A lot of the time, they’re not. This B2 reading and discussion lesson is built around a short video by author Robert Greene on why books matter more than most people realize. Students watch the video, work through eight vocabulary items, match quotes to meanings, and then get into a real conversation about where ideas come from and how reading changes the way you think. The book recommendation activity at the end gives the lesson a personal angle that tends to stick.
Lesson overview
- Practice matching quotes from a speaker to their intended meanings
- Learn eight vocabulary items connected to thinking, perspective, and influence
- Discuss where personal beliefs actually come from and whether they’re really “ours”
- Build speaking confidence by recommending a book to a partner and handling follow-up questions
Student's Version (Light/Dark)
Teacher's Version (Answer Keys)
Printable Classroom Version (A4)
| Level | Vocabulary | Video Length | Lesson Time |
| B2 / Upper-Intermediate | 8 words | 4:01 min | 60 min |
Vocabulary
- inherit
- trivial
- narrow worldview
- recurring thoughts
- resentment
- expose yourself to
- grounded in reality
- implore
Contents
- Lead-in
- Vocabulary Preview
- Definitions
- Video
- Comprehension
- Practice (quote matching)
- Quote
- Discussion
- Practice (vocabulary in context)
- Speaking
- Pair-work
Start with the lead-in questions and give students a minute to think before they share. The question “Do you think our thoughts are really our own?” tends to surprise people. It’s a good one to let sit for a moment before asking for answers. If students seem hesitant, you can share a quick example from your own life first.
Before the video, go through the vocabulary. The words “resentment” and “implore” are the ones most students won’t know. Focus time there. The matching activity on slide 10 is a solid way to check understanding in context, so don’t skip it even if the group seems confident.
Play the video once all the way through, then give students a few minutes to write down the three reasons they found most convincing. This B2 lesson works best when students compare their choices before you do the comprehension slide together. You’ll find that students often pick different moments from the video, which opens up a natural disagreement worth exploring.
The quote from George R. R. Martin on slide 8 works well as a short pair discussion before the longer discussion questions. It gives students something concrete to react to. For the main discussion, try to keep groups small. Three or four students per group means everyone has to contribute.
The final activity, recommending a book to a partner, is where the lesson tends to come alive. Give students a minute to think about their book choice before they start talking. Remind them that their partner needs to ask at least three follow-up questions. This stops the activity from ending in thirty seconds and pushes students to actually engage with what they’re hearing.
