New lesson plan: Facebook profile 'could damage job opportunities'

Alshimaa Abdel Hakeem

Facebook profile 'could damage job opportunities' - A1 level

Facebook profile 'could damage job opportunities'
A1 level

Materials

projector,flash cards and pictures

projector,flash cards and pictures

Main Aims

To provide gist, scan and detailed reading practice using a text about The effect of the facebook profile on the job seekers employment prospects, in the context of Facebook profile 'could damage job opportunities'

Subsidiary Aims

To provide fluency speaking practice in a conversation in the context of Facebook profile 'could damage job opportunities'

Procedure (45-55 minutes)

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

*Ask SS what are the types of social media applications? *Project some pictures of social media applications: Facebook,Whats app,Twitter. *Ask SS which one gives us more information about someone's life and his opinions? *Peer check. * Elicit some answers for the third question to come up with the aim of the lesson 'Facebook profile 'could damage job opportunities'

Pre-Reading (10-12 minutes) • To clarify the difficult words in the text.

*Project some pictures and students will give a word . *Ask the students to give a synonym for a word. *Drilling and make sure of the correct pronunciation. *write the word by highlighting the phonological form. .

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

*project the text without a title. *Ask the students what is missing here (they will answer the title) *Ask the students to read the text quickly to come out with a suitable title. *Ask some ICQs to check their understanding. Ask students to check with their partners.

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

*Grab the students attention. *project a sheet to( Fill in the blanks with only one word). *Ask some ICQs to check the students understanding. *Ask the students to peer check with their partners. *Give the students feedback (by asking them to look to the back of the sheet).

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

*Divide the students into four groups . *Ask them to discuss about the topic. *Ask one from each group to express his opinion.