Are teenagers becoming worse readers — or simply becoming very good at a different kind of reading?

Inspired by the PISA 2025 reading results, this B2–C1 lesson turns a current real-world issue into a practical experiment students can actually experience.

Students read the same text twice: first in SCAN MODE to find information quickly, then in THINK MODE to construct meaning, connect ideas and retain the argument. The difference becomes the starting point for exploring how phones, fragmented digital reading and attention may be changing the way we read.

Students practise skimming, scanning, inference, sustained attention, evidence-based comprehension and reading stamina, while learning to recognise a particularly important reading trap: the plausible-but-wrong answer.

The lesson develops naturally from experience → noticing → reading → diagnosis → discussion → transfer → writing, so students have something meaningful to say before they are asked to discuss or write.

Includes: student worksheets, vocabulary, reading strategy work, comprehension diagnostic, Reading Mode Lab, debate, B2–C1 writing task, Teacher’s Guide, differentiation and answer key.

Ideal for: B2–C1 EFL/ESL • teens • reading comprehension • reading strategies • critical thinking • digital literacy • screen time • PISA 2025 • exam preparation

The takeaway isn't “read more slowly.” It's smarter than that:
match your reading mode to your purpose.