Menna Mamdouh Menna Mamdouh

Reading
Intermediate level

Materials

Facebook profile could damage job prospects Teflism Reading Handout
Abc Coloured Markers - Whiteboard
Abc Pictures
Abc Projector
Abc Employment lexis sheet
Abc HO 2
Abc HO 1
Abc Text without title
Abc HO 3

Main Aims

  • To provide gist, scan and detailed reading practice using a text about social media in the context of Facebook profile 'could damage job opportunities'

Subsidiary Aims

  • To provide clarification of employment lexis in the context of Facebook profile 'could damage job opportunities'

Procedure

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

Teacher chests the picture and asks the students what these logos are/What can you see in this picture? Teacher asks ss to answer questions in HO 1 in 2-3 mins and write the answers down. Teacher asks ICQs like: How much time do you have to answer the questions? Are we going to answer them individually? Are we going to write the answers down? Teacher pairs up the students to check their answers in pairs. Teacher listens to each pair's representative using Nominating.

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Teacher chests the questions and asks them to answer questions of HO 2 in 2-3 mins. Teacher divides the class into A's and B's and then gives the questions to all A students while reminding them that there are no right and wrong here. Teacher discusses in the last 7-8 mins that we should filter what we post on social media because we never know who is watching. T. tells them that once a 'candidate' got 'rejected' after an interview although they had qualifications and that a candidate's 'reputation' is very important to the 'firm.' Teacher elicits the meaning and form of the words: candidate, rejected, reputation, and firm.

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

Teacher asks the students to read the text individually and quickly without stopping at difficult words in 2-3 mins. A title is 3 to 5 words. Teacher asks ICQ's: Is it in pairs or on your own? Are you going to read everything? How much time do you have? Can you use a title of 1 word? Teacher hands out the text to ss. Teacher monitors the ss consistently. Teacher sets them in pairs to discuss their answers. Feedback by writing their answers on the board.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Teacher holds HO3 and asks the ss to read the text and answer these questions in pairs in 8-10 mins. Teacher asks ICQ'S Teacher monitors the ss. Teacher gives feedback through answer-key.

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

Teacher asks students to get out a piece of paper and summarise the text or explain what they understood into a paragraph of 5 lines. They are given 3-5 mins Teacher asks ICQ'S. SS work individually. Teacher monitors Teacher asks the SS to swap their writing texts and check them together in pairs. Teacher gives feedback on the board.

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