Gonzalo García Gonzalo García

Pre-Intermediate level


In this lesson, learners will have a gist and detailed reading practice session in the context of identity theft


Abc Zoom platform

Main Aims

  • To provide gist reading practice using a text about identity theft in the context of technology

Subsidiary Aims

  • To provide fluency speaking practice in a conversation of security in the context of technology


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

I say hello to the students and tell the goal of the lesson. I share the following link: https://www.menti.com/6kn7e66ie9 , so they can vote on the question of this link: https://www.mentimeter.com/s/f0e48dcbee9de4084d52996b8c4a483a/71bd1198aa85. In previous classes, I have had a delayed reaction, so I exemplify by answering: I use my cellphone

While-Reading GIST (8-8 minutes) • To provide students with less challenging gist task

MFPA (2 min): (As explained in problems and solutions) I share the prepared slide with the vocabulary selection and give a minute for students to analyze it, and ask if there are any questions. CCq's for MFPA: Are all meanings logical? Do all words have the same form? (no) Are all words nouns? (no) Are all words appropriate for all contexts? (no) Do you pronounce all words the same? Then, I tell them: We will read now about the importance of protecting your ID... Enter the following link (https://forms.gle/pW6PfzqkKfgKGWci8) (I share the screen in the process). Do not submit, and write down when finish. ICQ's: Do you read for detail? No Do you write finish or done in the chat? Yes Do you finish the activity? No (This stage can be combined with the next one as it pertains to time)

Peer-feedback (and open class) (6-6 minutes) • Have Students check progress and then, confirm in OCFB

After I have confirmed everyone has finished, I say: With the information you got, please contrast in your groups (BRouts) (I give four minutes). After they have finished, I bring them back, I ask for an example (What do you have Rosaly), and then share general results from the quiz.

While-Reading (9-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

(Considering the problem and solution registered) I tell the students (sharing my screen in the process): Enter this link: https://forms.gle/9v9uPmpaMbCcfPMP8 You read the text again and answer the questions. Do not submit (I cross out the submit button while doing that). Please write done/ finish when you complete the activity.

Peer-feedback (and open class) (3-4 minutes) • Have Students check progress and then, confirm in OCFB

Two alternatives for this (considering what was said on the previous step). If students finish with more time: 1) I tell the students: Enter your groups and compare answers. I bring them back and share group results. If students finish on time: 2) Text on a private zoom message the results with the following partners (I do the groups). Then, I confirm by sharing the group results.

Post-Reading/Listening (9-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

I tell the students: speaking of security; in groups, you answer these questions (I share screen and form: https://jamboard.google.com/d/1OcR6DG-NAusZz8ZlCreeJ_O5j8BtzcWy4CVbrVQPMbY/edit?usp=sharing) After I create the breakout rooms, at half of the mark I tell them I will move them to a different team. While students work, I listen to know if I include feedback for accuracy, and not only content.

OCFB (2-2 minutes) • Do a content feedback of the practice session done before

I ask students: What did your peers say? Do you agree? Why?

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