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, scan, detailed and deduction reading practice using a text about Twitter account in the context of Rio de Janeiri Twitter account

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a conversation, debate in the context of Twitter and Social media


Warmer/Lead-in (4-6 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. Then students are asked to discuss with their peers and guess any conceptual connection between Twitter and Javier Castano within a given one-minute time. After that, I ask some volunteers to share their ideas to the class. This triggers students interest and would be a quick warm up.

Pre-Reading/Listening (11-12 minutes) • To prepare students for the text and make it accessible

Before asking students to go through the text, four words and phrases as ''shoeshine, humble,surrendered,and 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 for the rest.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 in a given limited time for one minute, 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 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 four 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 (19-22 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 to right person? 2) What is Javier's intention to hand over passwords to authorities freely?".3) What is the importance of having official account in popular social media? After which, I hand over the questions to them, group them into four and ask them to have discussions over the questions within 10 minutes. They are told to choose one person as a spokesman to present their ideas of their members to other groups later. While the learners are talking to each other, I monitor the learners discreetly group to group. I do not overtly offer help, interfere and correct so the students will not tempted to call on me unless there is a significant problem and if they ask for help, I do it swiftly and effectively, then return to my discreet monitoring role.Meanwhile, I note down their errors and mistakes for delayed feedback. For correction work for this fluency activity, I write a number of sentences from my paper on the board. I ask the students to come up to the board and correct the sentences. In addition, I elicit and highlight the correct forms and pronunciation respectively. Finally, the teacher invites two or three of the students to share their concepts with the whole class.

Web site designed by: Nikue