ahmad ahmad

Reading - shopping
Elementary level

Description

In this lesson, the students are going to discuss shopping,and they will identify different words about clothes. The students are going to discuss how important are clothes to them through reading a context about different people from different countries to see what they think about clothes, shoes and shopping then they will give us a feedback about their own impression about shopping and clothes.

Materials

Level1bworksheets2 handout questions
Abc Tp's book

Main Aims

  • To provide gist, scan and detailed reading practice using a text about Do you live to shop or ... shopt to live? in the context of shopping

Subsidiary Aims

  • To provide review of clothes lexis in the context of sh
  • To provide fluency speaking practice in a conversations in the context of three different people from different countries to see what they think about clothes, shopping and of course, shoes.

Procedure

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

I will introduce my self to the students. Then I am going to ask the students some simple and different questions about shopping, clothes and colors to lead the students in the lesson.

Pre-Reading/Listening (5-6 minutes) • To prepare students for the text and make it accessible

I am going to show the students some pictures about different types of clothes and ask them what they represents then I will give them clear and simple instruction to lead the students in the " Jigsaw" activity.

While-Reading #1 (6-8 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

I am going to divide the students into three groups (A,B and C) as a home groups to read for detailed the handouts they will have and discuss the comprehension questions which are in the handouts they will get through a group work and compare their answers to make sure that they are the same. I will monitor the class to check they are on task and work effectively.

While-Reading#2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

the students will have a number off in our case ( 1,2,3,4) then I will ask the students to move to the expert groups that is in designated locations around the room which based on like numbers students from each home group as all 1s in one spot ,all 2s in another spot ,all 3s in another and all 4s in another known as expert groups.Then I will ask the students who gathered in the expert groups to discuss what they scanned and learned in their home groups.

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

After that, in appointed time the students will move back to their home groups.Finally, members will take turns teaching the rest of the home group members what they learned in the expert groups. The teacher will monitor each group just to listen to their discussions and demonstrate the vocabulary that the students may need to know.During this stage I will stick on the board three pictures to the different people that they read about and ask the students to match the texts to the pictures that are on the board .

controlled- practice (5-6 minutes) • To provide the students with an opportunity to parctice speaking and brainstorming their ideas.

I am going to ask the students to work in groups to discuss a handout questions which are related to the texts they read and monitor them to get the feedback.

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