Hamed Hashemian Hamed Hashemian

Online influencers (Reading)
Grade 9 (9E1), Intermediate level


In this lesson, students are going to gain a better understanding of "How to become an influencer" through a top-down strategy based on a reading text. This lesson commences with an engaging activity of eliciting the topic and then followed by projecting a picture of the most renowned soccer player to draw their attention to the lesson. They are going to skim, scan, and also reading for details to respond to the relevant questions about the text. It will be led to a productive skill (speaking).


Main Aims

  • To provide gist, scan and detailed reading practice using a text about Influencers: the online stars who set the trends in the context of Influencers

Subsidiary Aims

  • To provide fluency speaking practice in a Conversation in the context of Influencer


Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

Greeting them than asking them to form two sentences to guess the topic through the GO TO SLEEP activity. The students will be divided into 8 groups each consisting of 4 members. They will be labeled Instagram, Facebook, Zalo, and youtube respectively. They will be asked to go to sleep (close their eyes) and once they are called they are allowed to open their eyes and look at the screen. They will be asked to form the first sentence in their groups while writing them down on a mini whiteboard (A3), and this will be applied for the second sentence. Afterward, they are going to be shown a renowned celebrity (CR7) on the screen but through the "What's in the box" activity. I mean they will be given some written clues and his name will be elicited. The major aim behind this activity is primarily contextualization.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

In order to gain a better and general understanding of the text, three unfamiliar vocabularies will be taught to them by means of an engaging activity (Meaning, Form, Pronunciation). There will be three rows inside the classroom and each row will be given a cutup concerning one word (Team 1: Subscriber, Team 2: Promoter, Team 3: Retailer), they have to put the letter s of the word in to correct based on what is being projected on the screen (the first letter and the last letter plus their definitions). The students will be asked to form a pair with the partner who is next to them. They will be given 4 headings alongside 4 paragraphs excerpted from their book on pages 30 & 31 and they are required to match them based on their content. (Gist) Once they are done, the correct responses will be depicted on the screen.

While-Reading/Listening #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Once they have gotten familiar with the text and the content, they are going to be handed a handout containing 4 statements and they must spend less than 3 minutes reread the text deciding whether they are True or False (individual task (silent)), this stage is genuinely focusing one of the reading subskills (reading for details). I hasten to add and emphasize that they have already been familiarized with the relevant techniques/strategies of addressing T or F questions (Finding Easily Identifiable Words (EIWs) plus keywords then locate them in the text). the fast finishers will be asked to highlight some more unfamiliar words in the vicinity of the response they found. They will be asked to check their responses in pairs first then they are already being given a red as well as a green card (green represents T and red indicates F). As whole class feedback, they will be asked to raise their hands while choosing the number they like and they are sure about showing red or green cards to check the validity of the sentences based on the text.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

There is another exercise that they have to read for details to respond to the questions from exercise 2 page 30. They will be given some instructions to remind them of relevant strategies for dealing with Short Answer Questions then the designated handouts will be distributed amongst them and they are required to spend less than 4 minutes to detect the proper answer (individual). ICQs: 1.Are you doing it together? No. 2.What type of reading questions are they? Short Answer Questions. 3.How much time do you have? 3-4 min. One they are finished, they will be asked to check their responses in pair, As a whole class feedback activity, I will provide them with the answer key on the screen but the responses will be deliberately reversed due to the fact that I want them to focus on the answers and read them out loud for me.

Post-Reading/Listening (4-6 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Academically speaking, it is of great importance to lead a lesson to a productive skill (speaking, writing) where students are being provided with the golden opportunity of personalizing and putting what they have learned into practice also through the language production associated with the topic. 3 questions will be displayed on the screen and the students will be given a piece of green paper in the shape of a leaf. tey will be asked to discuss the questions and write their partners' replies o that leaf. Q1: What social media applications do you use most? Why? (at least 2 reasons) Q2: Who are your favorite influencers? (At least 2 celebrities) Why do you follow them? Q3: Do you like to become a popular and renowned influencer? Why yes/no? (2 reasons) I will draw a huge trunk alongside the branches of the tree. They will be asked to come to the board and use a magnet to stick their leaves on the branches of the tree. tey will be also asked to reflect upon the other responses and discover what they have n common.

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