New lesson plan: TP6 Consumer Crazy

Mustafa Fouda

TP6 Consumer Crazy - Intermediate level

TP6 Consumer Crazy
Intermediate level

Description

In this lesson Ss learn about some vocabulary through a reading text about the consuming. The lesson starts with a discussion about what we love shopping for and what we hate it for. This is followed by text reading where Ss read and relate story about consuming. Finally there is some controlled practice through a pair work activity and then there is a free speaking activity.

Materials

Pictures

White board

handout

shreds of paper

cards

Pictures

White board

handout

shreds of paper

cards

Main Aims

To provide fluency speaking practice in a discussion in the context of buying things
To practice reading for gist and specific information in the context of buying things

Subsidiary Aims

To provide clarification of some new vocabulary

Procedure (34-45 minutes)

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

T asks ss 'What is the thing that all women like the most?' (Shopping). If they don't get it, T shows them a picture of a woman going shopping. T opens a discussion with ss about why they love or hate shopping. T asks ss to work in pairs and discuss 'If you could go out and buy anything today, what would it be? Do you ever buy things you don't need?' ss have 2 minutes for discussion. ICQs: Are you working in pairs? (Yes) Are you writing? (No) Are you speaking? (Yes)

Pre-Reading/Pre-Teaching Vocab (5-7 minutes) • To prepare students for the text and make it accessible

T uses pictures to elicit the words and their meanings. (jewellery - electronic gadgets - possessions - a reward - deserve - lack of choice) T models and drills the words with students, and then highlight the words on the board eliciting the form from ss.

Reading for Gist (4-5 minutes) • To provide students with less challenging gist and specific information reading tasks

T asks ss to read the introduction to the article and look at the photos and the headings. T asks ss 'What do you think the article is about?' T sets 2 minutes for the task. Ss work individually, then check answers in pairs. T gives feedback. ICQs: Are you working in pairs? (No) Are you writing or reading? (Reading)

Reading for Specific Information (7-9 minutes) • To provide students with more challenging reading tasks trying to find some specific information in the text

T asks ss to individually read the article in order to answer the questions in the handout given to them. T divides ss A: Read Text 1 / B: Read Text 2. T gives ss another handout to make it easier for them to answer. Then each ss tells his partner about what he/she read. After that, T gives feedback. ICQs: Are you working individually? Are you answering before reading? (No) Are you answering in the other handout? (Yes)

Highlighting Vocabulary (3-4 minutes) • To clarify the meaning of some words in order to use them easily in the speaking part

T gives Ss a few minutes to read the other text quickly. Ss find the words in text and discuss the meaning of the words and phrases in pairs. Check the answers with class, giving further explanations / examples where necessary. T asks CCQs; * Which word means without a home? _ homeless * Which word means not having too many things to choose between? _ Lack of choice If there isn't enough time, T gives ss a handout in which students will do a matching exercise matching the word or phrase to its meaning. Ss check in pairs. T gives feedback

Free Practice (12-15 minutes) • To provide fluency speaking practice in a discussion in the context of buying things

T gives ss shreds of paper with 6 questions for each group. Each student picks a questions to ask the group and have discussion on it till the group finishes the 6 questions. If there is enough time, each group chooses a speaker to share their ideas with the whole class.