TP 2
Intermediate level


In this lesson, students learn how to read for gist and detail, and speak for fluency in the context of social networking stories.


Abc Headlines
Abc Extensions task
Abc Questions to get students habits and how they feel about social networking sites
Abc Reading texts
Abc Story 1 & story 2 questions
Abc Answer key to stories' questions

Main Aims

  • • To provide practice in the integrated skills of reading for gist and detail, and speaking for fluency in the context of social networking stories.

Subsidiary Aims

  • To provide grammar practice.


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

T writes the following questions on the board: 1. How many different social networking websites can you name? How are they different? 2. Do you use any of these websites? If you do, how much time per day do you think you spend on them? If not, do any of your family/friends/colleagues use one? How much time do you think they spend on it? 3. What are the advantages and disadvantages of social networking sites? T asks the whole class the first question. T writes students' answers on the board. T answers the questions with reference to herself to demonstrate. Ss then work in pairs to discuss the questions together. T gets feedback from the class.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

T tells Ss they will read 2 news stories, 1 from a newspaper and and the other from internet news. T focuses Ss on 1 headline and asks students to talk about it, guess what the story is about. T divides Ss into pairs. Ss walk around the room discussing in pairs what they think the stories are about. T takes some general FB.

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

For the jigsaw reading, T seats Ss in two separate groups – A & B. T gives instructions for the task (sets the time-limit) – Ss read to match the story with the headline. T gives Text 1 to Group A and Text 2 to Group B. Ss peer-check their answers within their groups. T checks each group’s answers.

While-Reading/Listening #2 (8-8 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T gives each group the relevant set of questions. (T sets the time-limit) Ss read again, then peer-check in their groups. T monitors and makes sure each group has the correct answers, T gives an answer key for students to check their answers. T gives Ss time in their groups to practise re-telling their story in their own words.

Post-Reading/Listening (6-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T regroups the Ss into pairs – 1 A + 1 B. Ss retell their stories and guess what the headline was. T monitors and takes some general FB.

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

T gives Ss time to read the story they didn’t read before, before the Extension task. T writes the questions on the board. Ss discuss these in larger groups. T monitors and takes some general FB. Ext. task questions; 1. Do you think the Internet is a good place to meet a future partner? 2. Do you know anyone who has met their partner in an unusual way? 3. Would you ever add members of your family as friends on a social networking site? 4. Would you use a social networking site to find relatives you’ve lost contact with? 5. Do you mind that people can look for you by using an internet search engine?

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