Sherouk Ragab Sherouk Ragab

Facebook profile 'could damage job opportunities'
Intermediate level

Materials

Abc HO1
Abc White board
Abc Projector
Abc Colored markers

Main Aims

  • By the end of the lesson students should be able to provide gist and scan reading practice using a text about Facebook profile in the context of Job selection

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of Job selection

Procedure

Warmer (2-3 minutes) • To grab students’ attention, encourage them to participate in class activities and get them focused.

Welcome students and introduce them the 'word squares' game. 1. Draw a square on the board with nine boxes. 2. Write different letters in the square. 3. Students have to make as many words as they can from the letters in the box. 4. The pair with the most words win. Source: https://www.youtube.com/watch?v=r0hzlIHJ5j0 check their understanding through ICQs 1. Are you going to write one word for each letter or more ? 2. Do you have to copy the square in your paper? 3. Are you going to play individually or pairs?

Lead-In (5-6 minutes) • To introduce the topic, make predictions and engage students.

Use the projector to display a picture of a Facebook profile and a logo for a job opportunity. let the students guess what the picture is talking about, after listening to their suggestions, praise it, pose questions: - What do you think that might affect the hiring process? - Can you hire someone posts inappropriate contents on social media?yes or no and why? - Do you think it's fair to judge people from their Facebook profile?and why? - Is it reasonable to accept or reject candidates according to their online behavior? Discuss the answers with them

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

1.Students will watch a video on how social media can affect your job. link: https://www.wisn.com/article/using-improper-social-media-etiquette-can-affect-your-job/5937812 2. Use the white board to write the difficult words, with a black marker, and the form; with green marker. Illustrate hard words,before reading, like candidate, employer, employee, reputation and recruitment through examples and definitions. 3.Before skimming the text, students should have read the pre-comprehension questions: *displaying the questions on the projector* - What types of online behavior was mentioned in the text? - How can job seekers promote their personal brand? - Why do employers fire their staff? - How can the candidates manage their online reputation? - To whom was the survey questioned? Then check their knowledge about skimming, if it is not clear for some: explain briefly that skimming is understanding the main idea of a text. 4. After skimming ask them what is the main idea of the topic?. 5. In pairs let students answer the previous questions. 6. Each pair will answer one question. 7. Teacher clarifies any incorrect answers. Note: (ICQs) - Remind the students to go through it quickly to get the main idea. - Remind them they do not have to understand every single word in the text. - Let them apply the contextual guessing: guess the meaning a word from the text.

While-Reading (5-7 minutes) • To practice reading for details.

1. T displays four questions on the projector for Ss to read: - How many top companies have the survey questioned? - In what countries do the survey take place? - What was the name/website of the online recruitment network? - How many per cent of employers had fired their staff, according to Mr. Yasin? 2. Ss scan the text for specific information individually. 3. Class will be divided into two groups, 5 students/group, to discuss and answer together the above questions. 4. Monitor the students during the activity. 5. Whole class feedback to check the answers.

Post-Reading (10 minutes) • To respond to a text and expand on what they have learned.

- Students will match the words, individually, with its correct meaning.(Exercise 3,p.20, course book) - Discuss the answers in pairs. - T will nominate students, each will answer one question. -Clarify any mistakes by asking the rest of the class' opinion.

Speaking practice (10-15 minutes) • To practice speaking through conversation in the context of job selection/job opportunity.

- Encourage students to use the new vocabulary in their conversation. - Pair work - Monitor the class and write down some feedback, right and wrong, on the white board: use colored markers, blue for the right and red for the wrong. - Each pair will come to the board and speak. - Discuss the incorrect feedback by repeating the sentence or the word with a question intonation, praise the correct ones.

Closure (1-2 minutes) • To wrap up the lesson.

- Advise students to be careful on their online behaviour and reputation as it might affect their career. - Review the hard words and its meanings. - Inform them with the assignment.( write a paragraph using the new vocabulary- record the dialogue on p.26 in the course book) - Greet them and wish them happy weekend.

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