Ehsan Morshedloo Ehsan Morshedloo

Rio de Janeiri Twitter account
Pre-intermediate level


In this lesson, students read about Rio de Janeiri Twitter account . Five blocking words are presented via the projector. Then, students are asked to focus on the gist question before they read the article. This will be followed by reading for details. Finally, learners share their opinions about Javier's probable reasons for making such accounts for Olympic hosts since he offered the accounts free of charge,and the benefits a person can get from similar activities through social media.


No materials added to this plan yet.

Main Aims

  • To provide gist, detailed, scan and deduction reading practice using a text about Rio de Janeiri Twitter account

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation in the context of social media


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

I show a picture of the logo of Twitter onto the broad via the video projector, and elicit the name of the company. After that, the first picture of the text presenting Javier Castano is shown to the learners and some general information will be elicited.This triggers students interest and would be a quick warm up.

Pre-Reading/Listening (12-14 minutes) • To prepare students for the text and make it accessible

Before asking students to go through the text, four words and phrases as ''shoeshines, humble,surrendered, hand over" are written on the board and I elicit and teach the words with the help of picture- for shoeshiner-, explanation as well as examples.This is followed by modeling and highlighting the pronunciation-especially stressed and unstressed syllables- and their forms. After that, students are asked some CCQs about the four words. In the next step, students are asked to talk about any means of social media they have access to especially Twitter and if yes how often and why they use them?. (This is followed by instruction checking questions). After they shared their opinions in pairs, the teacher checks their points with the whole class.

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

As a gist-reading,I hand out the text and instruct the students to read only the first paragraph it in one minute and answer this question "According to the first paragraph, what is the text about?" This is again followed by ICQs to remind the learners that they should not read the whole text and they have a limited time for this stage. Then, the teacher gives WCFB after the learners check their answers in pairs.

While-Reading/Listening #2 (16-18 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

As a reading for detail, the teacher explains that students are going to get a sheet of paper including four questions as: What does Javier do in Malaga? When did he register many key Twitter account names? What did the Rio's tourism secretary say about the account name they received from Javier Castano? Name any other account names he handed over to authorities in other countries. So, they read the text to find proper answers for the questions. This is followed by a few ICQs to reassure the teacher if the learners got the instruction. Meanwhile Students are told that they have three minutes to read and find the answers. Then, they are asked to share their understandings with their peers. As WCFB, I ask the volunteers to say the answers to the class.

Post-Reading/Listening (13-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I explain to them that they are given two questions as "1) Would like to make accounts for famous events or people and hand them over their passwords to the right organization or right person? 2) What is Javier's intention to hand over passwords to authorities freely?".3) What After which, I hand over the questions to them, group them into five and ask them to have discussions over the questions within 10 minutes. While the learners are talking to each other, I monitor them group to group in a way which would n't be disturbance. I note down their errors and present them on the board after WCFB and elicit and highlight the correct forms from lexical, grammatical or pronunciation perspective.Finally, the teacher invites two or three of the students to share their concepts with the whole class.

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