Reading - Twitter Account
Intermediate level

Description

The main aim of this lesson is Reading through lesson shape E. After the lead-in-stage, some important vocabulary will be elicited, they will be given a text first as the jigsaw. Then they will have some detailed practices, then it will be followed by some controlling practices. If there is time, the task will be finished by a discussion about the student's experience in pairs. The sub-aims of this plan are passive vocabulary and speaking.

Materials

Abc Picture - Twitter
Abc True / False Questions
Abc WH Questions - Twitter
Abc WH Answers - Twitter
Abc Text
Watch?v=52pvpm0yngq?size=16&default=html Twitter Video
Abc Picture and Cutout

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Twitter and Olympic! in the context of Twitter

Subsidiary Aims

  • To provide review of Twitter in the context of Twitter and Olympic

Procedure

Warmer/Lead-in (7-10 minutes) • To set lesson context and engage students

After greeting, I will play a short advertising video about Twitter (https://www.youtube.com/watch?v=52PvpM0yngQ). Because there may be different students with different ages, this video helps to understand the importance of an account name in social media, especially Twitter. Also, it helps to grab their attention to the topic. Then I will ask them about their social media account name, for example, and some interesting account names that they have ever heard. Then I will show the picture of Javier Castano, who is the first character in the reading passage.

Pre-Reading (10-15 minutes) • To prepare students for the text and make it accessible

I will give some pictures and some cutout vocabulary to match with the pictures as a passive vocabulary activity. Then, I will ask them to check their answers with their partners. As feedback, I will ask students to give their answers.

While-Reading (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

First, I will put the students to some groups of three or four, then I will give them a reading text to read quickly, as the reading for gist. On top of the reading text, there are five heading options which they should choose one of them as the best heading. Then, they have time to check their answers in their group and give their reasons for their choice. Then, I ask them to chose a representative for each group to give the answer and the reason why they choose it. ICQ before giving the text is so important.

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

I will give the students some True / False questions about the reading and ask them to read the text again and answer the questions. I also ask them to underline the answers from the text as their reasons. Then I will ask them to check their answers with their partner and explain their reasons. As feedback, I will ask one student to answer the first question, then s/he should choose the next student to answer. Finally, I will review all correct answers as the whole class feedback.

Post-Reading (10-15 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I will give some WH questions to students, with the word limit for their answers. I will ask them to read the text again and answer the questions. This practice would be challenging because there is a limitation of their answers. Because of this, ICQ is so important. Then, I will ask the students to change their partners and check their answers with the new partner. As feedback, I will give the answers to the students.

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