New lesson plan: Fashion victims

yaser

Fashion victims - Pre-intermediate level

Fashion victims
Pre-intermediate level

Description

This lesson aims to provide the ss with the opportunity to focus on a blend of skills,namely reading, listening ,speaking. The lesson also strives to help the ss to make use of the TL in a number of activities.This lesson starts with presenting pictures that represent the idea of being a fashion victim. The visuals can help the ss to gear up for the following mini-discussion.Next, the ss embark upon a reading about GUCCI with a family tree to present. This stage involves reading for gist and detail. After that, the ss cope with a controlled practice of the TL.. This activity requires the ss to read and fill the blanks in the family tree. This will be followed by detail reading of the the passage in that the SS are required to scan read the text and answer some comprehension questions. After that, they go on to do some detail listening to work out if the text and the recording correspond. The lesson rounds off with a semi-controlled practice of TL.

Materials

Gap-fill handout

HOs,WB,markers

Gap-fill handout

HOs,WB,markers

Main Aims

To provide practice, clarification and review of articles in the context of fashion.

Subsidiary Aims

To provide practice of listening for detail in a text about Gianni Versace
Reading for gist and detail in the context of fashion

Procedure (35-45 minutes)

Warmer/Lead-in (5-7 minutes) • To set lesson context and engage students

The SS are presented with images that illustrate the concept of being a ‘ fashion victim'. The SS are prompted to contribute to the context I will set. I will write sentences with different uses of articles in singular and plural forms. I will bring the TL to the SS' notice by using different colours. The visuals can set the stage for a lively discussion following the presentation of the word ‘ fashion victim'. As a matter of fact I need to ask some CCQs to make sure they have worked out the form and and the meaning of the vocabulary item ‘fashion victim' I have presented. Then the SS go ahead and discuss the questions in exercise 1 in pairs. To get feedback I will have the SS to nominate one another.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

The reading aims to expose the SS to the TL . The SS are required to gist read the passage and complete the family tree. After two minutes or so they check up their answers. To save time I will write the answers on the board. Next, the SS read the text for detail. Answering the comprehension questions involves regrouping. I will also have them find the answer in the text so that they can convince their peers.

Highlighting (7-9 minutes) • To draw students' attention to the target language

I will provide the SS with a grid in which they see categories for jobs, countries, things that there are only one of them like the world. The SS need to fill the columns with the words in bald. Once they are done with the column, I will go on to ask some CCQs to gauge their understanding of the TL.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

I start with having the SS guess who the man in the picture is, what his job is, what he designed and where he is from. The questions will prompt the SS to make use of the TL. In exercise 6 the SS get on with a controlled practice of the TL. This activity aims also to provide the SS with some detail listening into the bargain as the SS have to find out what piece of information is missing in the text. I will have them check their answers. I will nominate one of the SS to answer the question. I will also get others to verify their answers.

Semi-Controlled Practice (7-9 minutes) • To concept check further and prepare students for free practice

The ss are provided with two passages on separate HO each one containing one. The ss are divided into groups of two, in each group there are SS that read the same text. In pairs they are required to complete the texts using articles. Once they are over and done with that, I provide them with the answers. Finally, I will have the learners ask and answers the questions and explain their texts to each other.