EVERYONE'S A JOURNALIST
TESOL B1 level
To provide gist and detailed reading practice using a text about EVERYONE'S A JOURNALIST
Introducing the students some new vocabulary and have them practice these vocabulary through some pictures and flashcards, including " definitions and examples."
Procedure (34-45 minutes)
Ask students to look at the photos. Put ss into pairs or small groups to guess what happened. Tell them that they have 2 minutes to discuss in pairs or small groups, then they share as a class for another 2 minutes.
- I put some pictures and definitions on the board, including the implied meanings of the blocking vocabulary. - Then, have the ss stand up and have them match the definitions to the appropriate pictures. - After checking the matching part with the WC, put some examples on the board and will have the students match the definitions to the suitable examples. - At the last stage of the pre-reading, teach the pronunciation of the blocking vocabulary and have the students repeat the pronunciation of the words. The blocking vocabulary and their definitions: collapse : – to fall down suddenly because of pressure or having no strength or support. crash : − to hit something, often making a loud noise or a lot of damage crash-land: – to land an aircraft suddenly because of an emergency, sometimes resulting in serious damage or injuries crew :– a group of people who work together (especially on a ship or aircraft) explode: − to break up into pieces violently hurricane: − a violent wind that has a circular movement meteor: − a piece of rock from space that produces a bright light as it travels through the Earth’s atmosphere
Give students about five minutes to read the article and answer the questions. They then compare answers in pairs. Answers: 1- The photos show news stories which were spread on social media. 2- A story about ice being found on Mars; an earthquake (a sudden movement of the Earth’s surface, causing damage) in Haiti; a story about a hurricane in New York. 3- Some stories are false.
Tell students to read the article again more closely and individually and answer the comprehension questions on page 93, exercise no 3. They then compare answers in pairs. Check answers with them. Answers: 1- No one died. 2- on social-media sites. 3- the discovery of ice on Mars. 4- He used information on social-media sites to help people find family members after the earthquake. 5- They were fakes.
In this stage, students read the questions and think about their answers Individually. Put them into pairs or small groups to discuss the questions. Take feedback as a class. open the discussion up to cover the ways in which social media can bring about social/political change. Discuss these questions: - Have you ever seen breaking news on Facebook or Twitter before it was on TV? What was it? Was it true? - Have you ever shared a photo or news story that you later discovered to be false? - Do you agree that social media can ‘save lives and change the world’? Why / Why not?