Hatsuna Yasuda Hatsuna Yasuda

Intermediate level


Ce3iorjzt7cwouapaeda ho1 story 1 and 2 HO1
Qdjnmpbkreygnecxqlpi ho2 questions HO2
Mre8krqlferh1i0wqhwl ho4 preparing for retelling HO4
07tzfzltokxjksprrkya ho3 answer key HO3

Main Aims

  • To extend reading practice using a text about good communication in the context of social networking

Subsidiary Aims

  • To provide speaking practice in order to retell the story in the context of social networking


Warmer/Lead-in (5-6 minutes) • To set lesson context and engage students

T shows the 1st question of 2A-1 on the board (WB1). "How many different social networking websites can you name?" T tells Ss to write the names of social networking on the board (2 min). T asks Ss "Do you use any of these websites?". Circle the websites that they name. T asks Ss "How much time per day do you think you spend on them?" Write the time on the board (don't forget to write "TIME" before writing the time). Ask Ss to work in groups and tell them to QUICKLY discuss about the advantages and disadvantages of social networking sites (2-3 min). Get them to write on the board (WB2). General W/C FB

Pre-Reading (5-6 minutes) • To prepare students for the text and make it accessible

T tells Ss that they are going to read 2 news stories from a newspaper and internet news. T posts the headlines on the board (WB3). Asks Ss "What do you think the stories are about?" Check the words "reunited" and "wed". Asks them to stand up, work in different pairs, and come close to see the headlines and think about the stories (2 min). Nominate Ss to report back. General FB.

Initial Reading (5-6 minutes) • To provide students with less challenging gist and specific information reading tasks

T tells Ss to give 2 different news stories. Group 1 will read Story 1, and Group 2 will read Story 2. Give them 2 min. Make sure that Ss will read the stories and match them with the right headlines. Give ICQs: 1) Are you going to read 2 stories? (no); 2) How many stroy? (1); 3) Will you work individually? (no, in group); 4) How long do you have to read? (2 min) Get Ss in groups and give them Story 1 and 2 (HO1). Ss read the stories (2 min).

Detailed Reading (17-18 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

Tell Ss that they will get Ss Story 1 and 2's questions (HO2). Tell them to read the news again and answer the questions individually. ICQs: 1) Are you going to work in pairs? (no); 2) Will you read the news again? (yes) Give Ss HO2 and get them work (5 min). Peer-check (2 min). Monitor, help Ss when they need, and check if they have correct answers. Give them answer keys (HO3) and tell them to read the answer keys quickly (1 min). Tell Ss to prepare individually to retell the story to Ss in another group with their own words. Encourage them to use the phrases that they have learnt in the previrous lessons. ICQs:1) Are you going to write? (yes); 2) Are you going to use phrases? (yes); 3) Will you use your own words? (yes) Give them HO4 and phrase lists from the previous lessons. (5 min) Ss stand up and retell their stories to another group. Work in pairs. Make sure that they retell their stories and let their partners to guess the headlines (5 min). Monitor. Ask which story match with which headlines. Take some general FB.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T shows the questions on the board (WB4) and get them to read the questions (1 min). T tells Ss to switch the stories and individually, read it quickly (2 min). Work in pairs/groups (depend on the size of class) and discuss one of the questions. T gives each pair/group one question from the list on the board. (2 min) Ask them to write their answers on the board. If a few Ss finish the activities, ask them to discuss about another questions. Monitor and take some general feedback

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