Özgür Çetinkaya Özgür Çetinkaya

Topic: good communication
B1+(intermediate) level

Description

This lesson's focus will be on the receptive skill of reading (including the sub skills of gist and specific information reading) in the context of friendship and relationship. The lesson will begin with a discussion about social media (pros and cons). Students will share their experiences and opinions with their classmates and the whole class. Then, students will practice reading for gist by quickly (timed) reading the article. The lesson will conclude with a speaking activity in the same context, which will enable students to share their personal ideas while practicing speaking for fluency.

Materials

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Main Aims

  • To provide gist, scan and inference reading practice by using the text

Subsidiary Aims

  • To provide fluency speaking in a conversation in the context of social media.

Procedure

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

Stand in front of the classroom and greet students. Teacher asks who uses social media? (For students who were absent last week). What are the advantages or disadvantages of Facebook? (T will write students ideas on the board) How do you feel when people celebrate your birthday on Facebook? Do these sites make people alone?

Pre-Reading (4-5 minutes) • To prepare students for the text and make it accessible

T shows some pictures to the Ss one by one. The Ss will discuss about the pictures they share ideas with the whole class.

While-Reading #1 reading for gist and scan (8-10 minutes) • To provide students with less challenging gist and scanning

Show Ss the article which is on Ss book. Explain they will have 2 minutes (timed) to quickly read the article. ICQs How much time do you have to read? 2 minutes So, will you read slowly or quickly? Quickly Are you going to read all of the words or have a quick look? Have a quick look. So what are you reading for? Main idea, topic. Give out article. When time is up, tell Ss they are going to do crossword puzzle with a partner. Encourage them to have fun with it. Teacher let the students find the meaning and the words. This exercise provide Ss interaction.They have 5 mins to do ,T will monitor Ss. Then students will give the answers.

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading

Tell Ss they will read the article one more time, this time they will think about a few things ,the Ss will look at the question below the text and answer the questions. Tell the students they have 4 mins. When Ss are finished, Ss will stand up and walk around the room to share their thoughts with their classmates. 3mins.T monitors them. After that they will answer the questions together with whole class.2mins

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

Ss will look at the questions on page 17. The Ss will work in pairs and answer the questions and speak about own their idea. They have 2 mins .After two minutes they will change their partners .Monitor and collect errors. For FB, nominate a student to share their ideas, then find someone who disagrees. Ask that student to share their opposing views.

Error correction (3-5 minutes) • To highlight good language use and correct speaking error

Write several utterances on board, some good and some that need improvement. Tell Ss that there are a few errors on the board, and they need to find and correct them. Have Ss work with their partner to correct the errors. For FB, go through each sentence and elicit corrections from Ss.

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