Pedro Sampaio Pedro Sampaio

Cyber Bullying
B2 level


No materials added to this plan yet.

Main Aims

  • Learners will read and understand the vocabulary and phrases related to bullying and cyberbullying.

Subsidiary Aims

  • Students will learn the Active Reading technique.
  • Students will practice scanning and skimming.


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

T writes on the board "Dancing Man" and projects the image above the text, then asks Ss to discuss them. Then, T writes the word bullying and draws an arrow from the title to this word. T asks Ss "Do you think he has a problem with bullying? Why?". T elicits a few answers and writes them on the board

Pre-Reading/Listening #1 (5-7 minutes) • To prepare students for the text and make it accessible by pre-teaching some vocabulary.

T asks Ss if they know what cyberbullying is and tells them they're going to read a text about it. But before reading, T hands over the matching exercise with the highlighted words and expressions from the text and their meanings. Ss then have to match. After they're done, ask Ss to check in pairs whether they got the same answers. T then checks with the whole group.

Pre-Reading/Listening #2 (7-9 minutes) • To teach students the Active Reading technique.

T writes/Projects the following sentence on the board: "But this time, as well as laughing at him in person, someone decided to publicly fat-shame him by posting the video online, with a hurtful comment." T then tells Ss that sometimes there are long, complicated sentences in texts, but there's a very easy way to understand them by breaking them down. T then asks Ss to try to do it. T then asks Ss to check in pairs and elicits the correct answer. 1 someone laughed at sean in person. 2 They decided that thi s time they would also post a video of sean online. 3 They added a hurtful comment. T then projects the other 2 examples present in the text and asks Ss to do the same. Pair check and Group check when they're finished.

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

T tells Ss they will read a text about cyberbullying in pairs and gives each pair a set of pieces of paper with the texts' paragraphs. T tells Ss to put the paragraphs in the right order. Afterwards, T asks Ss to check with other pairs to see if they all have the same order. T then projects the text on the board to show Ss the right order.

While-Reading/Listening #2 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T projects the sentences in exercise 4 and asks Ss to read the text once more and fill in the blanks with their own words (1-3 word per blank). T then asks Ss to check in pairs. Afterwards, T asks a few Ss to read their answers. T then gives each pair of students a handout with exercise 5 and asks them to choose the correct answer among the options. Pair check and group check follow.

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

T tells Ss they will have the opportunity to interview Sean about the "Dancing Man" episode and asks them to prepare some questions in pairs. T then asks Ss to roleplay the interview with a different partner. Once they're finished, Ss swap roles. T then asks Ss to share with the group the most interesting answer they heard from Sean.

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