Julide Esra Ilyas Julide Esra Ilyas

In Fashion
Elementary level


In this lesson students will be introduced to words that involve shopping and clothes. Students will practice reading and speaking using the vocabulary words that have been introduced to them.


Abc Reading text
Abc cut up questions
Abc cut up statements

Main Aims

  • To provide detailed reading practice using a text about clothes in the context of shopping.

Subsidiary Aims

  • To provide review of clothes in the context of shopping.
  • To provide accuracy speaking practice in a conversation in the context of shopping.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The context will already have been set from the previous lesson. I will briefly ask the students if they enjoy shopping or not and what kind of clothes they like to buy the most and have a short discussion.

Pre-Reading/Listening (8-10 minutes) • To prepare students for the text and make it accessible

I will show students the picture of three people and ask them if they think the people in the picture enjoy shopping, why or why not. I will also ask the students what kind of clothes do you guys think these people like to buy?

While-Reading/Listening #1 (6-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will be given a worksheet with three pictures of people and three paragraphs. Their task will be to read the three paragraphs and guess who said which statement. Students will then check their answers with their partners. I will have the pictures of the three people on the board and ask the students to come up and match the statements to the people. Make sure to have simple instruction: Read. Match with pictures.

While-Reading/Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading task.

Students will read the three paragraphs again and will be given six statements. Their task is to match the statements to the person that said it. They will work in groups, first read the paragraphs and then match the statements. I will give each group the cut up statements and when they are finished they will come up to the board and match it to the person. make sure to give simple instructions: show the cut up and ask who said it?

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

Students will be put into three or four groups, depending on the number of students in the classroom. Each table will be given one of these three questions: Which person from the article is similar to you? why? Do you like shopping for clothes? why/why not? What's your favorite clothes shop? What do you usually buy there? Students will discuss the question that is given to them for about 2 minutes, then they will move to another table and talk about the question that is at that table. For feedback I will ask a student to tell me about if the person next to him/her likes shopping for clothes? I will ask another person another question and have a whole class discussion for a minute or two

Feeer Activity (5-6 minutes) • To engage students to speak using the vocabulary words learned.

Students will be divided into two groups. I will put a picture on the board and ask the students to try to remember what he/she was wearing. After a few seconds i will take the picture down and ask one students from each group to come up to the board. Their task is to write down as many clothes items that the person in the picture was wearing. Their group members will help by yelling out clothes. But if any of the members say any vocabulary in turkish they will receive a red card. In the end, who every has the most red-cards loses the game.

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