Lesson Plan
“Experts, Liars, and Skimmers”

Instructor:**Matthew*Barbee*
Class:**University*Academic*Reading**
Date:**May*20,*2013*

Main%Language%Skill:**Reading*–*skimming*and*scanning*texts/reading*fluency*
Secondary%Language%Skill:%*Writing*–*writing*fluency*
Time:%*~*60*min.*Student Learning Objectives:%%

Students*will*.*.*.***

1. Use*skimming*and*scanning*skills*to*more*efficiently*
understand*and*locate*specific*pieces*of*information*while*
reading*a*text.*
2. Write*an*informative*paragraph*that*gives*specific*information*
on*a*specific*topic.**%TIME

ACTIVITYMaterials:%%• 1*topic*card*per*student*• Scissors*• Tape**PROCEDURE

Introduction%

Tell*the*students*that*each*of*them*is*a*reporter*who*is*writing*a*special*feature*about*a*rather*obscure*topic*for*their*respective*newspaper.*In*order*
to*write*their*features,*tell*them*that,*in*a*few*minutes,*they*are*going*to*meet*an*expert*in*the*field*of*their*chosen*topics.*

10*

Topic%Cards:%(Develop*questions*on*a*specific*topic)*

Give*each*student*a*“topic*card”*with*space*for*5*questions*(see*attached).**Once*the*students*have*their*topics,*ask*them*to*write*six*related*questions*based*on*what*they*think*the*readers*of*their*newspapers*might*like*to*know*
about*their*topic.***• No*yes/no*questions.*• Make*sure*students*avoid*using*pronouns*in*their*questions.**For*
example:*‘When*was*sliced*bread*invented?’*as*opposed*to*‘When*was*it*invented?’**2*

TRANSITION%

When*the*students*have*finished*writing*their*questions,*collect*the*papers*
and*redistribute*them*at*random.*

Fake%Experts:%(Write*an*
informative*
paragraph*on*a*specific*topic)*

Tell*the*students*that*they*are*now*the*‘experts’*on*the*topic*that*their*new*set*of*questions*are*based*on.*Their*job*is*to*make*up*the*answers*to*the*questions*(lie*if*you*have*to),*making*them*sound*as*convincing*as*possible.*Give*the*students*a*few*minutes*to*read*through*the*questions*to*make*sure*they*understand*them.***
On*a*separate*piece*of*paper,*the*students*now*write*out*a*short*paragraph*that*answers*the*six*questions.*They*can*be*as*creative*and*as*far]fetched*as*they*like,*but*remind*them*that*since*they*are*‘experts’,*their*writing*should*
be*quite*formal*and*technical.**• Monitor*as*the*students*write,*checking*for*language*problems*and*dealing*with*any*questions.**• Make*sure*that*they*do*not*write*the*topic*as*a*title*this*time.*In*addition*
to*answering*the*questions,*the*experts*should*also*include*three*extra*
pieces*of*information.**

3*

20*

Matthew Barbee, 2013

Lesson: “Experts, Liars, and Skimmers”

TRANSITION%

When*the*paragraphs*are*ready*(it*is*a*good*idea*to*set*a*time*limit*for*the*writing*part*so*that*everybody*finishes*at*roughly*the*same*time),*hand*out*
scissors*and*ask*the*students*to*cut*the*questions*they’ve*just*answered*up*so*that*each*question*is*on*an*individual*slip*of*paper.**Collect*the*questions*and*redistribute*them*so*that*each*student*gets*a*set*of*
six*questions*based*on*six*different*topics.**• Make*sure*that*nobody*gets*a*question*that*they*have*just*answered*in*
their*role*of*‘expert’.*

15*

Skimming%Race:%(skim*the*student*
generated*articles*
to*find*specific*information)*

Tell*students*to*read*through*the*questions*and*underline*what*they*believe*
to*be*the*keywords.*While*they*do*this,*collect*the*paragraphs*and*tack*them*to*the*board*where*they*can*be*read*without*having*to*be*moved.***Tell*the*students*that*they*now*have*to*find*the*answers*to*their*questions*as*
quickly*as*they*can.*They*must*do*this*by*leaving*the*questions*on*their*desk*
and,*starting*from*the*first*one,*race*over*to*the*board*to*find*the*answer.*This*
involves*skimming*each*paragraph*until*they*find*the*appropriate*one,*then*scanning*the*text*in*order*to*find*the*answer.*Having*located*the*correct*
answer,*they*return*to*their*desk*and*write*the*short*answer*on*the*slip*
before*moving*on*to*the*next*question*and*repeating*until*all*six*answers*are*found.***
The*first*student*to*finish*should*inform*the*teacher.*5*

Point*out*the*necessity*of*scanning*and*skimming*and*inform*the*students*
that*it*only*took*them*____*minutes*to*read*through*all*the*paragraphs*to*find*Closing/Reflection% the*information*they*needed.**Ask*the*students*if*they*had*to*read*everything*
to*find*answers*to*their*questions.*• Feedback*and*Corrections*

*

*

5*

*

Variations
Lower%Level%Variation:%*The*teacher*can*use*found*articles*and*have*the*questions*already*written*for*the*students.**Also,*students*could*work*in*groups*of*two*or*three*depending*on*class*size.**This*would*also*be*a*
good*pre]*or*post]activity.%*
Higher%Level%Variation:%*In*addition*to*this*activity,*the*teacher*can*ask*students*to*research*the*topics*on*the*Internet*in*order*to*get*the*real*story*and*then*write*up*a*report.**
Alternative:%*This*lesson*can*alternatively*be*used*to*practice*Listening*and*Speaking*skills…*Instead*of*writing*full*paragraphs,*tell*the*students*to*write*points*to*prepare*a*speech*on*the*topic.*Each*student*then*gives*a*speech*as*the*others*listen*for*the*answers*to*their*questions.****

Matthew Barbee, 2013

Lesson: “Experts, Liars, and Skimmers”

TOPIC:Monkeys

TOPIC:

History of Bread

TOPIC:

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TOPIC:

Sandwiches

TOPIC:

Peanut Butter

TOPIC:

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CanadaNew York City

Matthew Barbee, 2013

Lesson: “Experts, Liars, and Skimmers”

TOPIC:Tokyo Fashion

TOPIC:

Traveling Abroad

TOPIC:

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TOPIC:

Living in Space

TOPIC:

Holidays in Japan

TOPIC:

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Homestay in France

RobotsMatthew Barbee, 2013

Lesson: “Experts, Liars, and Skimmers”

TOPIC:

History of Toothpaste

TOPIC:

Action Movies

TOPIC:

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TOPIC:

Okonomiyaki

TOPIC:

American Fashion

TOPIC:

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Firework Festivals

Sports and Fitness

Matthew Barbee, 2013

Lesson: “Experts, Liars, and Skimmers”

TOPIC:

History of Soy Sauce

TOPIC:

SnakesTOPIC:

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TOPIC:

OnsensTOPIC:

K-pop

TOPIC:

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Living in Hokkaido

Foreigners in Japan

Matthew Barbee, 2013