Eda Koç Eda Koç

TP 6
Intermadiate level


In my lesson, students will be extending their reading skills in the context of social networking websites. The lesson will start with a discussion about different social networking websites. This is followed by a reading for gist activity where students will match the headlines with the stories. Then they will read the text again for specific information. Finally there is a speaking activity where students will retell their stories .


Abc ex.2 Headlines
Abc ex4. Questions
Abc ex3. answer key
Abc ex3. Stories
Abc PPP ( vocab)

Main Aims

  • To provide gist, scan and detailed reading practice using a text about social networking stories in the context of social networking

Subsidiary Aims

  • To provide fluency speaking practice in a retelling a story in the context of social ne


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

Ask studendt “ how do we share information on the internet? Elicit “throguh social network websites. “ Write it on W/B Tell them to stand up and write some websites they know. Tell them to discuss these Qs in pairs ( maybe note on W/B) Do you use these website? If so, how much time do you spend on them? Do your friends/family use one? If so, how much time they spend on them? What are the advantages and disadvantages of social networking sites? FB > W/C

Pre-Reading/Listening (4-5 minutes) • To prepare students for the text and make it accessible

T intrdouce ex2 Put the headlines on the board and tell them to guess the stories behind the headlines. Do the fisrt one with the class. Ss discuss in groups. FB >W/C

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

T introduces ex3. Now read the stories and match wih the headlines. Give Ss 4 mint ICQs here> What are we reading for? matching T divides the class into two groups. Ss read Solo then Peer-check. FB> Ss go and check the answerson the wall.

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

T introduces ex4-5 Tell Ss that they are going to retell their stories. But first Tell ss to look at the Qs,read the text again and use the answers to retell the story. ( Give time to Ss to get prepared) ICQ> why are we reading again? to find the answers to the Qs. Ss read the text Solo T monitors and helps if needed. Ss group-check FB> T checks ıf they have correct answers and ıf not she asks Qs to make them figure out the correct answers for themselves.

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

T Ss that they are going to retell their stories to the other group. Elicit retell: Do the other group ( bananas) know your story? no Will you them your stroy? yes Will you tell your story in the same way? No How will you tell your story? Using the answers of the Qs. When they are ready Divide Ss into pairs. Tell Ss to retell thair stories. And the other one guess the headlines FB> Nominate Ss to get feedback. Tell Ss to exchange the stories and read them. ( flexible) If there is time .> T tells Ss to discuss "do you think internet is a good place to meet a future partner?" Why Why not? Do you know anyone who has met their partner in an unsual way? ( flexible)

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