Heba El Tatawy Heba El Tatawy

Reading, Facebook profile
B1 level

Description

In this lesson SS learn some new vocabularies related to Facebook and job hunting based on a reading text about "Facebook profile 'could damage job opportunities'. The lesson starts with a discussion about social media application then followed by explaining the new vocabularies. After that SS will be asked for a gist reading followed by questions asked to found their answers through intensive reading.Finally, post reading stage 'productive skill' will be applied through a controlled practice.

Materials

Main Aims

  • By the end of this lesson SS will be better able to use a set of vocabularies in the context of facebook profile and job hunting ..
  • To provide product and process writing practice of an essay in the context of A factor that affects on job opportunities.
  • By the end of this lesson SS will be better able to use a set of vocabularies in the context of Facebook profile and job hunting.

Subsidiary Aims

  • To provide product writing practice of a essay in the context of Factors that affect on Job hunting.

Procedure

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

Asking ss to dicuss in pairs for three minutes what kind of posters they share on their Facebook wall ? and if these posts reflect their real personality or their professional side.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

*First I will explain the difficult vocabularies in the context through eliciting; -A word like ''candidates'' I will write it with the blue marker and introduce it by asking them; ''what we call the person who is competing to get a job or elected position.'' May be some students will know it based on the previous lesson " Job hunting''. Also I will introduce the other meaning ''some one who is taking an exam'' and ask them about its part of speech and write (adv.) beside the word with the red marker. - Another word " faux pas'' I will introduce it too through eliciting by showing them a picture of social misbehave and asking them to describe this behavior. Then write the '' faux pas'' while saying it and asking them to repeat it with writing the transcription above it with the green marker and asking them about the part of speech with writing ''N.'' with red. - The last word will be '' cultivate'' I will introduce it by showing them a picture of a man preparing a land and growing crops and asking them if used a word meaning preparing land and growing crop in job field what would be its meaning? And write the word cultivate with blue and (V.) with red.

While-Reading/Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

*In this step I will chest the context and explain what they are going to do; I will photocopy the context without the title asking them to read the essay quickly and guess the topic in 4 minutes. * Checking their understanding through ICQS: -Are you going to read quickly or slowly? -Do you need to understand every word? -What are you going to guess? *After they finish I will ask them to discuss in pairs the guessing topic or title in 2 minutes. *Then we will discuss their guessing about the topic in 3 minutes. * After that I will show them the original title of the context.

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

*Give the ss the instructions of the task we are going to launch after grabbing their attention. I will ask them to read the text this time intensively to answer some questions in 7 minutes; -What was the result of the survey that questioned human resource managers? -What do People really need to make sure they are using this resource to their advantage? -What did Mr. Yasin cautioned job seekers to be aware of? * Then I will ask them to check their answers with their colleagues through pair check in 4 minutes . * After that I will ask them to turn their papers to check their answers.

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

I am going to ask them if they are agree with idea adapted by the context or not. Then I will divide them into two groups of five learners to discuss what other factors could impact on job opportunities and write it down. Then I will check their understanding of the task through ICQS. And I will make sure that they have a blank page and a pen. After that I ask the two groups to have peer check discussion.

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