Stephanie Guler Stephanie Guler

Intermediate (B1+) level


This lesson's focus will be on the receptive skill of reading (including the sub skills of gist and specific information reading, as well as inferring meaning) in the context of selfies. The lesson will begin with a discussion about social media (pros and cons). Students will share their experiences and opinions with their classmates and the whole class. Then students will do a pre-reading activity, by looking at photos related to the article and predicting what they are going to be reading about. Next, students will practice reading for gist by quickly (timed) reading the article and writing possible titles with a partner. Then, students will practice reading for detailed information by finding the significance of a list of terms in the article. Finally, students will practice inferring meaning by discussing the opinion of the author in relation to the article. The lesson will conclude with a speaking activity in the same context, which will enable students to share their personal ideas while practicing speaking for fluency.


Main Aims

  • To provide gist, scan and inference reading practice using a text about dangerous selfies in the context of social media

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of dangerous selfies / social media


Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Stand at 2nd board. Greet Ss. Ask, who uses social media? [Write Ss ideas on 2nd board for them to reference throughout the lesson] Which social media platforms do you use? (Facebook, Twitter, Instagram, etc.) Have you ever taken a selfie? Do you take them often? Then have them discuss in their groups (write these ?s on board for Ss reference): Is social media a good or bad thing? How has it changed your life? Do you think people are different today because of social media? What do you think about selfies? Ask each group to share their opinions with the class and make notes on board with key words for Ss to refer to during the lesson.

Pre-Reading (4-5 minutes) • To prepare students for the text by activating top-down processing

Tell Ss they are going to read a newspaper article, but first they will try to guess the topic. Show Ss a group of photos (dangerous selfies) on projector. Ask Ss to discuss the photos with a partner and predict the topic of the article. Have each pair share their predictions with the class.

Reading for Gist Exercise (6-7 minutes) • To provide students with less challenging gist reading task

Show Ss the newspaper article. Explain they will have 90 seconds (timed) to quickly read the article. Then they will work with a partner to write a few possible article titles/headlines. ICQs How much time do you have to read? 90 seconds So, will you read slowly or quickly? Quickly Are you going to read all of the words or have a quick look? Have a quick look So what are you reading for? Main idea, topic After you read, what are you going to write? Titles for the article Give out article face down. Tell Ss to turn their papers over when T says start. When time is up, tell Ss to get with their partner and write a few titles for the article. Encourage them to have fun with it and be creative. For FB, each pair will write one of their titles on the board and Ss will choose their favorite as a class. Then T should tell Ss the actual title: The dangerous art of the ultimate selfie Elicit from Ss what "ultimate selfie" means CCQs Is this a boring selfie? No Is it an exciting one? Yes Did the people taking the selfies risk their lives (give examples/elicit if Ss are unclear with this phrase)? Yes Are these photographs famous? Yes

Scanning for Specific Information (6-7 minutes) • To provide students with more challenging scanning reading practice

Show on projector (or write on board): Moscow 12 Research 20 million Viral Tell Ss to look at the words on the board. Explain they will read the article once more, but this time more carefully. Ss will scan the article for the words on the board and match them with their meaning using a puzzle activity. ICQs Are you going to read every word? No scan for specific information What are you going to do with the words on the board? Find them in the article and match them with their meaning (puzzle) If Ss seem unclear, demo the first word. Give Ss puzzle. Tell them they have 3 minutes to complete the task with their partner. Monitor Ss. For FB, show answer key on the projector (in HO form and answers highlighted in the article). Have Ss check their answers. Ask Ss if they thought the exercise was easy or difficult, and if they have any questions about any of the words in the article. If Ss have questions about certain lexis, elicit meaning from Ss, provide examples, and write these on the board (use 2nd board). - See LA for more info on clarifying lexis

Reading to Infer Meaning (7-8 minutes) • To provide reading and speaking practice with making inferences

Tell Ss they will read the article one more time, except this time they will think about a few things (write these on board for Ss to refer to): The author's opinion (elicit these from Ss): What does the author think about this topic? What is the tone (elicit tone from Ss) of the article? Funny? Serious? Do you think she takes selfies? Ask Ss to read the article again and think about their ideas (remind Ss that taking notes might be helpful) When Ss are finished, Ss will stand up and walk around the room to share their thoughts with their classmates. [Play background music from YouTube to set the mood] Monitor and collect errors. For FB, nominate a student to share their ideas, then find someone who disagrees. Ask that student to share their opposing views.

Post-Reading: Speaking Activity (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned while practicing speaking for fluency

Show Ss the photos of the dangerous selfies on projector again, this time with a list of questions next to the photos: 1. Why are selfies so popular? 2. Do you take selfies? Why or why not? 3. Do you know anybody who takes too many selfies? 4. Would you take a dangerous selfie for a million likes on Instagram? Tell Ss they will now share their own opinions and experiences about selfies and social media. Have Ss take a minute to think about the article they read and how it relates to the questions on the board. ICQs Are you going to write or speak? Speak Are you going to speak about facts in the article? No (or possibly yes) Are you going to speak about your own ideas? Yes Then assign Ss a new partner (A, B, C, D...) and have them to discuss the article and answer the questions. After about two minutes, assign new partners and have Ss discuss again. Monitor and collect errors. For FB, nominate a few Ss to share their opinions.

Delayed Error Correction (4-5 minutes) • To highlight good language use and correct speaking errors

Write several utterances on board, some good and some that need improvement. Tell Ss that there are a few errors on the board, and they need to find and correct them. Have Ss work with their partner to correct the errors. For FB, go through each sentence and elicit corrections from Ss.

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