Safa Riahi Safa Riahi

Social networking sites
Pre-intermediate level


In this lesson ss will practise reading for gist and specific information and practise speaking for fluency in the context of social networking sites.


No materials added to this plan yet.

Main Aims

  • to practise reading for gist and specific information in the context of social networking sites

Subsidiary Aims

  • To provide clarification and practice of vocabulary related to social networking sites.
  • to provide a fluency speaking practice in a conversation in the context of social networking sites


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

project different pictures of different social networking sites on the board. Elicit from the ss the names of the sites ask the ss what sites do they use the most and why Materials: Projector

Pre-Reading (5-7 minutes) • To prepare students for the text and make it accessible

Pre-teach vocabulary: to fancy: ask students for a verb that expresses something they want to have or do CCQs: is to fancy something means something that I feel like doing? (yes) tell the ss to give me examples of things they fancy doing in the evenings (drinking coffee, meeting with friends...) Drill the word with the students then write it on the board a myth: by showing a picture of Santa claus. Elicit the word myth from the students CCQs: is a myth something real? ( no) is it something we believe in?(maybe yes) ask students to give me other examples of myths in egypte (Curse Of The Pharaohs) Drill the word with the students then write it on the board a behemoth: showing students a picture of an hippopotamus Elicit the word from the students CCQs: does behemoth mean something small? (no) does it mean something giant?(yes) give me examples of behemoth (elephant, coca cola organisation...) Drill the word with the students then write it on the board

While-Reading#1 (5-7 minutes) • To provide students with a gist reading task to check their general understanding of the text

Tell students that they're going to read the text in 3 minutes and circle the main idea of the text. ICQs: what are you going to do first? (read the text) and then? (circle the main idea of the text) are you going to read slowly or quickly? (quickly) distribute the text and the first handout containing task n1 Monitor the students peer check feedback: nominate a student to read the answer ask ss if they agree with the answer

While-Reading/Listening #2 (14-16 minutes) • To provide students with a challenging detailed reading task

divide students into 4 groups : 2 groups of four students, and 2 groups of five. Demonstrate activity 2 where the students have to read the text carefully and match the cards containing different sentences with the appropriate site (Twitter,Facebook,LinkedIn,Flickr and Google+) ICQs: what are you going to do(read the text and match the cards) Are you going to work alone? (no, in groups) Give students the cards Do the first one with the ss, and let them continue Monitor peer check Feedback: students have been sitting for a while now, and need to move they hang the cards on the board

Post-Reading (12-15 minutes) • To test students understanding of certain vocabulary in the text through the blockbuster game

The students are already divided into four groups, flash the blockbuster on the board, Explain the rules of the game to the ss each group chooses a letter, The teacher reads the definition of the word, Ss need to figure out the word starting with that letter in 10 seconds, if they can't another group can answer Teacher writes the scores on the board. the objective here is the group who gets the highest score wins. Demonstrate an example with the students Students play the game.

Freer practice (8-10 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned through a fluency speaking practice

Tell the students that they have 3 minutes to write one positive and negative thing about each social networking site, In pais, they have to talk to each other and tell a positive and negative thing to the partner without mentioning the name of the site, the other student need to figure out the site. then, they choose another partner and do the same thing. The aim here here is to to talk to most number of ss. Demonstrate the activity with ss Ss stand up, talk to each other Monitor and take notes ask ss how many people they've talked to what are the most dangerous sites they've talked about? and why? Error correction

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