ASSIGNMENT 3 - READING LESSON PLAN
Date: 26.04.2023
Level of class: Upper-intermediate
Length of lesson: 60 minutes
Lesson Type: Four skills – Reading
Lesson Topic: Social Media is Warping Our Perception of Reality
Lesson Aims:
By the end of the lesson, students will be better able to…
Recognize and comprehend key terms that are crucial to grasping the content of the text.
Utilize the sub-skills of reading for gist and reading for specific information to engage with text more
effectively and acquire a full and contextual understanding of a piece of writing.
Lesson Outcomes:
By the end of the lesson, students will have…
Exhibited comprehension of the meaning, form, and pronunciation of key terms that are essential to
understanding the text's content which will be presented to them in the form of a language analysis.
Practiced reading for gist by working in pairs to identify the appropriate summary that best describes the
text from the summaries provided.
Demonstrated their comprehension of the text by discussing and answering questions regarding the finer
details of the text through reading for specific information.
Shown an improvement in their reading ability by displaying an increased overall grasp of the text.
Anticipated difficulties:
1. L1
Due to the class's monolingual nature, students may be pressured to speak in their L1 when they
encounter a challenging situation, which could impede their learning process. Furthermore, they
may have little opportunity to practice their L2 outside of class, which could significantly reduce
their exposure to and use of the language.
2. Age and level
, Students of this age range may be inhibited in their participation because they are self-conscious
and worry about looking foolish in front of their peers and they lack the confidence to speak up
when they have something to contribute.
A reading lesson could be tedious for students at the upper-intermediate level.
3. Reading sub-skills
When reading for gist, students may find it challenging to pinpoint the main idea or purpose of a
text.
Students could find it difficult to distinguish between important and irrelevant information, which
would cloud their understanding of the text's core point.
4. Vocabulary
There are many terms that look and sound alike but have different meanings in French and English,
known as false friends, and this can cause confusion for French students learning English.
Some English sounds are absent or pronounced differently in French, making it difficult for French
speaker to pronounce them. Examples include the ‘r’ sound versus the English /r/, the /Ɵ/ sound,
as in Thursday and thirsty and /i/ versus /i:/
Suggested solutions:
1. Emphasize the significance of using English and get your students excited about the idea from the very
beginning. Allow them to negotiate the ground rules for using English and L1 in the classroom, one of
which is that they must use English instead of their L1 while in class and explain to them how this will
benefit their language development. Use English posters to decorate and surround your students with an
English-speaking environment. Create a pleasant environment where English is expected and criticism,
especially from students, is prohibited.
2. Remind students that making mistakes is a normal aspect of learning a language. If a student makes a
mistake, the teacher will record it and discuss it with the class or privately with the student to avoid
singling out any student, which will boost student confidence. Remember to praise students for a job well
done to boost their self-esteem.
Choose a fun topic or material and include lots of level-appropriate exercises to make the lesson
entertaining.
3. To address these issues, teachers can provide strategies and activities that help students develop their
reading comprehension skills. For example, teachers can model how to identify the main idea and purpose
of a text and provide opportunities for students to practice this skill with a variety of texts.
4. To offer your French-speaking students’ greater confidence to spread their linguistic wings and embrace
English as an extension of their own language, stress the similarities between the two languages when
teaching English to them. Encourage students to communicate even if they don't always get it properly.
, Model pronunciation, refer to the phonetic chart and drill key words when needed. However, the emphasis
will be placed on text comprehension and enabling students to express themselves with confidence than
on perfect pronunciation.
Authentic Text (insert reading text here or link to the listening recording)
Social Media is Warping Our Perception of Reality
(By Harry Chafer 12th June 2020)
In a world of digital transparency, we’re losing our grip on what’s real.
“By giving people the power to share, we’re making the world more transparent.’ — Mark
Zuckerberg, 2012.
In many ways, Zuckerberg, founder, and CEO of Facebook (which has almost 2.5 billion monthly
users), is right with this quote. However, the real question is, what kind of world has social media
made more transparent?
I ask this question because nowadays, no matter who you are — even if you do not currently have a
social media profile — you are only a few taps of a screen away from being able to spectate the lifestyles
of some of the wealthiest people in the world, their million-dollar mansions, primed and perfect
bodies, expensive cars, and beautiful scenery. There is only one problem. You are not living these lives
you are just watching other people live them and doing nothing to improve your own situation.
It’s inevitable that the most famous people on the planet have the most followers on these platforms.
Cristiano Ronaldo has, at the time of writing, 220 million followers on Instagram. At any one time, at
least 3% of the global population could be scrolling through Ronaldo’s Instagram, gazing at his pristine
lifestyle — the result of a supposed £26 million-per-year deal he has with his current club, Juventus.
