TP3 - Online friendships
To give students practice in reading for gist, detail and deducing the meaning from context , in the context of friendships made on social networking sites
To give students practice in speaking for fluency after introducing, reviewing and practicing vocabulary used to talk about social networking sites
Procedure (41-48 minutes)
Who uses the internet to chat to people and share pictures and ideas? These are social networking sites. Go over the ones they thought of yesterday
In groups students use the handout to identify known words, unknown words and words they only think they know. Monitor for errors in pronunciation and meaning. Each group gives the words they think they know. If that word is on another group's known list then let the students tell each other. For the unkown words that nobody knows write the words on the board with the meanings not in order and get students to match correctly. Keep this on the board for future class reference. Model and drill pronunciation of the words. Students work in pairs to discuss handout exercise 1. Monitor for pronunciation. Elicit answers from a couple of students. Students discuss the text heading which is on the board in different pairs. Reasons why these sites are bad for friendships.
Change pairs. Students read the text handout individually for gist then discuss in pairs if it mentions any of their ideas. Monitor for understanding. Elicit some ideas from the pairs and write them on the board
In different pairs students read exercise 3 questions then read the text again and answer the questions after I go through an example with them and check understanding. Monitor for understanding and error correction. Use projector with text on and get students to underline on the board where each answer is. Elicite reasons from nominated students.
Different pairs discuss exercise 4. Monitor for error corrections. As a whole class who strongly agrees with Dr Tyagi? Why? Who strongly disagrees? Why? Elicit answers 2 and 3 from a few students and write answers to 3 on the board. Draw a spider diagram on the board and elicit the benefits from the students. Add any other benefits they can think of. Do error corrections if necessary