Gülperi Dolkun Gülperi Dolkun

Reading lesson
Intermediate, B1 level


In this lesson, students practice their reading skills such as prediction, reading for gist and specific information while being encouraged to practice strategies like skimming and scanning using a text about giving away twitter names from Guardian. First, the lesson starts with asking students some discussion questions about social networks. Then it's followed with introducing some new vocabulary from the text to the students. After that, the students are given some short tasks to practice using skimming and scanning strategies. Later, a longer reading comprehension task is provided to the students. Finally, there're some follow-up discussion questions incorporating the students' comments and personal giveaway experiences.


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Main Aims

  • To provide gist, specific information reading practices to build up the students' speed reading skills using a news story about giving away Twitter accounts from Guardian

Subsidiary Aims

  • To provide a basic clarification of "publicise", "hand over", "formerly", "once", "privilege", "voice", and "reservation"
  • To provide fluency speaking practice in a discussion with some follow-up questions about the text


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

1. The teacher asks the students to discuss the following questions on board in pairs, then the teacher writes down the questions on the board: Do you use social media? How many types of social media accounts do you have? Do you have different account names for them or the same name? What kind of names do you use? Your personal real names or some interesting funny names? Why? The teacher may slowly walk around the classroom to monitor and listen, then collect some interesting answers. 2. The teacher stops the discussion and names the students with the interesting answers to share them with the class.

Pre-Reading (12-15 minutes) • To prepare students for the text and make it accessible

1. The teacher had some sentences with the words from the text highlighted put on the wall before the lesson starts. She gives the students the definitions of the words and ask the students to walk around and read the sentences on the wall, then write each highlighted word next to the correct definition. (Chesting. Task before text.) 2. The teacher asks the students to do pair-check. 3. The teacher collects the answer from the students and writes down the words on the board. 4. The teacher reads the words and notes the syllables and stresses down, then drill the words with the students. (Back-chaining) 5. The teacher projects only the pictures in the text and the Twitter logo on the board. Then she tells the students that they'll read a news about them later. And she asks the students to write down their predictions about the story in the news on a piece of paper.

While-Reading # 1 (10-13 minutes) • To provide students less challenging gist and specific information reading tasks while using skimming and scanning strategies

1. The teacher asks what the students do when they want to know the main idea of a reading text. After collecting some ideas from the students the teacher introduces the basic concept of skimming. Then she gives a list of skimming tips to the students and asks them to choose the correct tips. (Chesting. Task before text.) 2. The teacher gives a short explanation of skimming (on paper) to the students to let them check if they think they have got the correct tips or not. Later, the teacher gives the answer. 3. The teacher asks the students to skim the text for 1 minute and answer the question: what is this story about? Please use your own words and explain in one sentence. (Chesting. Task before text.) 4. The teacher asks the students to find the seven words on the boards in the text quickly, and underline them. (Chesting. Task before text.) 5. The teacher introduces the basic concept of scanning. (Use CCQs: do you read everything? do you look for a specific information, like a keyword?) 6. The teacher asks the students to read the questions on the board (projected). Think about what answers they need to look for, then scan the text as quickly as they can and write down the answers. Questions: 1. Who handed over the password for @riodejaneiro ? 2. Where is the picture of Javier Castano in the text taken? 3. How much does Javier Castano earn a day? 4. According to the text, how many people are there in Japan and Rio? 7. The students do pair-check, then the teacher gives a whole class feedback.

While-Reading #2 (15-17 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. The teacher asks the students to read the text individually and answer the questions on the worksheet. (Chesting. Task before text.) The teacher sits down quietly and lets the students do their tasks. 2. After most of the students are done (give about 8 mins). The teacher asks students to do peer-check in pairs and justify their answers to each other. 3. The teacher monitors when they do peer-check. She notes down the names who have the correct answers. 4. WC Feedback: name the students with the correct answers to share it with the class, ask for justification for True/False questions. 5. If the students still have questions about the correct answers, the teacher explains accordingly.

Post-Reading (12-14 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

1. The teacher asks the students to look at the predictions they have written down before and talk about if there are any differences with the text. If so, what are the differences? (Whole class discussion) 2. The teacher asks the students to talk about if they think Castano has a "privilege" as he says in the text, and what they would do if they were Javier Castano in pairs. The teacher monitors and asks some students with interesting answers to share with whole class later. 3. The teacher asks the students to discuss in a group of three students: Are social media like Twitter, Instagram, and Facebook really important? If so, do they have the same importance to the individuals and official authorities? How do they use social media and networks differently? What are the advantages and disadvantages of using social media for individuals? For organizations? For countries? The teacher monitors with a low profile. If a group is done or can't come up with any ideas. Ask them to participate in other group's discussions and exchange ideas. 4. When the discussion is done, the teacher names a couple of students to report the interesting ideas they heard from others.

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