Mandana Mandana

B2 (high school) level


In this lesson students are going to study and analyze a passage about FOMO. Throughout the lesson the learners will learn about informative text and its criteria, as well as the new vocabulary of the text. Students will be introduced to the topic through a short video and the target vocabulary will be discussed. The students will be given time to read the text twice, both for gist and specific detail. Finally the students will be asked to apply the structure in their own informative text with a different topic.


Main Aims

  • To provide detailed reading practice using a text about FOMO in the context of sleep deprivation and anxiety that it causes in students lives.

Subsidiary Aims

  • To assist learners understand the text structure and be able to apply it in writing.


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

There will be six pieces of A4 papers each with a different question about sleep and using phones at night time. The questions then will be put on the walls and students will be asked to walk around the classroom in pairs and discuss the questions. Then they will write their own answers to at least 3 questions (under the relevant question on the wall). IMPORTANT: The students should be reminded to only write their answers and NOT THEIR NAMES. Q: How many hours of sleep do you get every night? Q: How often do you wake up in the middle of the night? Q: What do you usually do when you cannot fall sleep? Q: Do you keep your phone close to your bed at night? Q: Do you put your phone on silent or airplane mode before going to sleep? Q: Do you feel worried or anxious without access to the internet?

Pre-Reading (Video and vocabulary) (8-10 minutes) • To prepare students for the text and elicit/preteach the new vocabulary

Students watch a short video about FOMO and they (in pairs) will make a list of five adjectives that describes the character and how she feels. pre-teaching Vocabulary: Through this activity T can elicit words such as Anxious, Depressed, lonely, etc. Phenomenon, Capacity and Depression have cognates in students L1, T confirms the meanings through CCQs. Each new target vocabulary will be drilled and then listed on the board.

While-Reading (gist) (7-9 minutes) • To provide students with less challenging activities in order to get familiar w/ the text.

Students will be given a short amount of time (2-3 minutes) to scan the text for the following information. Choose the correct alternative: 1.This text is informative / fictive. (informative) 2. The writer is a psychologist / teacher. (teacher) 3. This text can be found in a book / on a blog. (on a blog) Students then discuss in groups: -what elements in the text shows that the is informative. (e.g: statistics, reference to an article and experts' observation) -How do we know that the text is (probably) from a blog? (Language/style)

While-Readin (detail) (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Students will have time to read the text more thoroughly and answer the following questions: Are these statements true or false? Underline the relevant information in the text. 1.Mr Braddock thinks it is dangerous to own a smart phone. (F) 2.About 30% of students cannot focus on their school work because they are always tired. (T) 3.FOMO is a common problem among young people. (T) 4.Students won't be able to perform well at school if they own phones. (F) Students check their answers in pairs, T gives feedback.

Post-Reading (Learners productivity) (13-16 minutes) • To provide an opportunity to expand on what they've learned produce their own informative text.

Students are gonna be asked to write an informative text at this stage. They will look at the answers the class gave to the questions in the beginning of the lesson (warm-up) and collect data from it for their text. T demonstrates by going to different questions hanging on the wall and driving a factual piece of information based on their answers, e.g: almost half of the the students in this class feel anxious without internet. The students then can write a short report with that information about FOMO and sleeplessness, how much it is felt in their own community and among their classmates. WC feedback, students read the data they found most interesting out loud and compare ideas

Web site designed by: Nikue