Pedro Sampaio Pedro Sampaio

TP 5 Lesson Plan
Intermediate level

Materials

Abc Headlines
Abc Texts and Questions

Main Aims

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

Subsidiary Aims

  • To read for gist and scan

Procedure

Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

T writes "Social Networking" on the board and asks Ss what the most common applications are, and writes them on the board. Then, T writes 2 questions below them (Do you use any of these websites? How much time per week do you spend on them?) (What are the advantages and disadvantages of social media?). T asks students to discuss the questions in pairs for 3 or 4 minutes. Finally, T asks Ss what their answers were.

Pre-Reading/Listening (7-9 minutes) • To prepare students for the text and make it accessible

T asks Ss if they know any interesting stories about social media websites and lets a S tell a quick one if they have any. After that, T explains that Ss will see 4 story headlines (Titles) and guess in pairs what the stories are about (The headlines are projected on the board). T does one of them with Ss to model, then gives some time for them to try and guess. T takes feedback on each story.

While-Reading/Listening #1 (7-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T tells Ss they are going to read a story and they have to match it and the correct headline. T then divides the class into 2 groups (A and B) and gives story 1 to group A and story 2 to group B. The secret in this activity is that students in different groups have different stories and are not aware of that. Give Ss around 4 minutes to read and match. Ss then peer check to see if they got the right answer and T discreetly gives them the answer.

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

T tells Ss they are going to tell the story to a person in the other group, and to prepare for this, they will answer some questions about the text they have just read. T gives the questions to each student, according to their group (Story 1 questions to group A and story 2 questions to group B), puts Ss in pairs and tells them to discuss and answer the questions. T gives them an answer sheet. After Ss finish answering all the questions, T tells them they will practice telling the story in their own groups before they explain to the Ss in the other group. T tells them to rehearse and gives a time limit of 4 minutes. After they have practiced, T reorganizes the class, pairing up students that were previously in different groups (1A + 1B) and tells them to tell their story to their partner. This is the part that Ss realize the story is different from theirs. The S who is listening tries to match the correct headline. T monitors the activity while taking notes for the feedback session.

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

T asks one of the Ss of group A to tell the story they have listened to and the correct headline. Then, proceeds to do the same thing with group B. After that, T writes on the board sentences Ss have produced during the last activity and asks Ss to discuss them in pairs (Some sentences will be true and some will be false). The focus will be on verbs in Past Simple and Present Perfect tenses in case they make lots of mistakes about them. Finally, T does whole class feedback.

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