Ahmet Cihat Yavuz Ahmet Cihat Yavuz

DELTA Module-2 Pre-Interview
B1 level


Main Aims

  • To provide gist reading practice using a text about social networking in the context of olympic games to be held in Rio De Janeiro

Subsidiary Aims

  • To provide fluency speaking practice in a debate in the context of what they would to in the shoeshiner's shoes


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

The T initially asks the class to interact in groups of four about what they know about social networking, whether they have accounts; and then asks them to share whether they use twitter, how often, for what purposes; and then encourages them to share twitter accounts of each.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Before gist reading, The T shows the picture of the shoeshiner and says his name, then elicits his age, nationality, job, and city of dwelling through giving prompts about the city like famous for its football league, dance etc. Then, the T asks the class what this text would be about after giving the title of the text. The class engages in pairs to guess the content of the text. After a minute of conversation, the T takes the guesses of the pairs (may be, writes them down on the board). Following that, the T elicits the meaning of key lexis coming up in the text. The selected words and phrase are: publicize, humble, surrender, hand over and handle. To convey the meaning of these words and phrase attached flashcards will be used and sample sentences and mimes will also be utilized to achieve easy and correct convey.

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

The T hands out the text and asks the sts to read it to answer the following question, "Why has the shoeshiner become the reason of this article?". The class reads the text in1-2 min and shares their answers with their elbow partner. The T monitors the class in the meantime and receives the answers from the class at the end of the activity. Then, the T evaluates the answers of each pair by giving brief feedback. After that, the T asks the class to read the text once again to answer the following four questions: 1. What is the name of the account Javier Castano (the shoeshiner) handed over to the authorities in Brazil? 2. When did the shoeshiner register key Twitter account names? 3. How many key accounts did the shoeshiner hand over? 4. What is the next handle he wants to surrender the rights of? The class engages in pairs to answer these questions seeking specific information in 4 minutes. At the end of the activity the T gives WC FB.

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

Following skimming and scanning tasks, the T provides sts with a few more questions requiring detailed reading. The questions are: 1. How much does the shoeshiner demand in return for giving away the twitter accounts to the authorities? 2. What is the common feature of the accounts the shoeshiner holds the rights of? 3. What is the attitude of legal representatives upon obtaining the rights of the handles? 4. What steps did Japanese authorities take to receive the handle @japan? The sts individually read the text to answer these questions and then check with different peers. At the end the T gives WC FB.

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

As the pos-reading activity the T forms groups of three to discuss the following question, "What would you do if you held key twitter accounts that are of interest to legitimate authorities? Discuss in groups of three with the underlying reasons behind your thoughts for 4 min. The T monitors the groups and encourages an open debate at the end of the activity, and ends the lesson.

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