Ali Teymouri Ali Teymouri

A1 level


Abc English Unlimited Starter Unit 3.4
Abc My famous origami stuff
Abc "Goods"

Main Aims

  • To provide reading practice in context of cultural differences concerning shops

Subsidiary Aims

  • Treated as vocabulary: Adjectives closed and open, adverbs of frequency usually and always, quantifiers few, some, and most.


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

-T: *will enter the class wearing jeans with his shirt NOT tucked in and his sleeves rolled up *to look like a shopkeeper* *might wear an apron if I can find one* -T: *Puts up 3 little stands in the middle of the classroom, with items having price-tags attached to them.* -T: *Politely summons a student to help put up a sign that says: "Open from 9 to 13", then thanks them and asks them to sit again (bow)* -T: "What is this?" -Ss: (Hopefully!) "Shop!" -T: "Excellent!" *smiles* "This is..." -Ss: "This is a shop." -T: "Beautiful!" -T: *Pretends to be confused* "Is ITI a shop?" "No?" "Is Koton a shop?" "Yes!" -T: "More examples?" "Koton?" "Good!" "Koton is a..." -Ss: (Hopefully!) "Koton is a shop!" -T: "Excellent!"

Pre-Reading/Listening (2-3 minutes) • To prepare students for the text and make it accessible

-T: "(3 S's names), come here please." -T: *Hands over 3 photos of shopping centers* *points at the board* "Whiteboard, please." *takes a short bow*. "Thank you, ladies and gentlemen."

While-Reading/Listening #1 (8-12 minutes) • To provide students with a less challenging gist reading task

-T: *shows them their HOs *unit 3.4, across cultures) and 'notes'/watches' and tries to make them excited using expressions and gestures* -T: *mimes reading* "Money *holds the green note up* or time *holds the paper watch up*?" * "tiiiime!" "moneeeeey!" -T: "(S's name), Please come here." *Gives them the HO and tries to have them demonstrate* -S: *demonstrates* (I pray so) -T: *smiles and takes another short bow* "Thank you very much." -T: *Signals them to work in groups of 5 or 6* *writes on WB: 1 MINUTE.* "You have...?" "On..." -Ss: "One minute" -T: "Read or listen?" -Ss: "Read" -T: "Two minutes?" -Ss: "One minute!" -T: "Excellent!" -T: *gives them their HOs of the text and their cards and signals them to distribute among their friends. -T: *signals them to work in groups* -T: *sets the timer in a way everyone can see*

F/B for P-R A#1 (2-3 minutes) • Giving F/B on the pre-reading activity in a more S-centered way

-T: *asks the whole class to read the text aloud and follows their progress with a marker and highlights all time-related vocabulary with a marker* -T: *Points at the words* *holds up the cards* *gestures "which?"* -Ss: "Time!"

( Partly Flexi-stage) While-Reading/Listening #2 (10-13 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

-T: *shows them photos of the three different countries* *tries to elicit their names* "Jap..." -Ss: "Japon!" -T: "Great! Japan!" *signals them to repeat after him* -Ss: "Japan!" -T: *points at the next country* *tries to elicit its name* "Eg..." -Ss: "Egypt!" -T: "-T: "Excellent! Egypt!" *signals them to repeat after him* -Ss: "Egypt!" -T: *points at the next country* *tries to elicit its name* "Grr..." -Ss: "Greece!" -T: "Beautiful! Greece!" *signals them to repeat after him* -Ss: "Greece!" -T: *shows them the next two text and points at the photos of different countries on the board* "Match, please." *signals them to work alone* -T: "Alone *shows one with fingers* or partner? *shows friends* Hm?" -T: "ALONE!" "No partner!" *shows one with his fingers* -T: "Alone or with partner?" -Ss: "Alone!" -T: "Beautiful!" *gives them their HOs* "Match, please!* -T: "Check!" *signals them to work in pairs. -T: "shows them part b of the exercise/HOs.* "Check if true or false" "True, or false" -T: "ALONE!" "No partner!" *shows one with his fingers* -T: "Alone or with partner?" -Ss: "Alone!"

Post-Reading/Listening #1 Clarfication (4-5 minutes) • To clarify the MPF of the TL Lexis

-T: *puts the chart up on the board and points at it* -T: *points at the blanks and signals the students to help him* *points at each day of the week and the shop being open, then says*: "It's always open." *Signals them to repeat after him.* "It's always open." -Ss: "It's always open." -(same for all other four items). -T: *shows all days of the week* "We're usually open?" "No!" -T: *shows four days of the week* "We're usually open?" "Yes!" -T: *shows four days of the week* "We're always open?" "No!" -T: *shows all days of the week* "We're always open?" "Yes!"

Post-Reading Role play (5-8 minutes) • Give the Ss the chance to use the TL

-T: "(Ss' names) come here, please." "Thank you!" *Shows them their roleplay cards and gives one each, then signals them to go behind and infront of the stand then asks them to act them out* -Ss: *demonstrate* -T: *signals them to choose a new pair* *signals them to have their seats back* "Thank you ladies and gentlemen." -T: *shows them the place* (will continue with as many pairs as possible)

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