Summary
This lesson dives into the unique culture of LinkedIn, often perceived as "cringe." Students will examine how LinkedIn is supposed to function versus its reality, analyzing content and discussing authenticity in professional online spaces. Through video comprehension, vocabulary building, and grammar exercises focusing on "to be supposed to", learners will develop critical thinking and communication skills. The material encourages reflection on personal branding and the future of professional social media.
Activities
Warm-up discussion: Students share their experiences with social media platforms, including LinkedIn, and discuss the concept of "cringe" content and the separation of personal and professional online personas.
Grammar introduction and practice: Learners are introduced to the modal expression "to be supposed to" for expectations and rules, followed by a gap-fill exercise related to social media norms.
Vocabulary matching: Students match key terms such as networking, thought leader, and algorithm with their definitions to prepare for the video content on LinkedIn culture.
Video analysis: Students watch a video discussing why LinkedIn's content can be perceived as "weird" or "cringe," taking notes and answering detailed comprehension questions about its themes and examples.
Pros and cons discussion: Learners complete a table and discuss the advantages and disadvantages of using LinkedIn for professional purposes, drawing on the video and their own insights.
Parody video analysis: Students watch a humorous parody of LinkedIn culture, identify the exaggerated behaviors, and discuss why such satire is effective and relatable.
Grammar application: Students further practice "to be supposed to" by contrasting the intended purpose of LinkedIn and professional behaviors with their often-observed reality.
Content critique and rewriting: Learners analyze examples of typical "cringe" LinkedIn posts, identify problematic elements, and rewrite them to be more authentic and genuinely professional.
Group discussion on professional social media: Students debate the role and future of LinkedIn, "thought leadership," and the importance of an online professional presence, proposing improvements.
Creative writing task: Students choose to either write a parody "cringe" LinkedIn post or a genuinely helpful and authentic one, sharing their creations with the class for feedback.
Vocabulary focus
This lesson introduces and reinforces vocabulary related to professional social media and online content. Key terms include networking (building professional connections), thought leader (an influential expert), algorithm (rules for content display), cringe (embarrassing content), go viral (spread rapidly online), ghostwriter (writes for others), authenticity (being genuine), and C-level executives (top company leaders).
Grammar focus
The primary grammar point is the modal expression "to be supposed to". Students learn to use it to discuss expectations (e.g., "LinkedIn is supposed to be professional"), rules or correct behavior (e.g., "You're not supposed to post party photos"), and the intended purpose or function of something. The lesson provides clear examples and structured practice exercises to solidify understanding and usage.
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