Patrick Cody Patrick Cody

TP 7 - Fashion and Things
A2 Pre-Intermediate level

Description

In this lesson students will read a short passage about office attire. Difficult vocabulary will be pre-taught before students complete a series of gist and detail activities related to the text. The lesson will end with productive/ semi-controlled speaking practice. Number 1

Materials

Abc Language Analysis
Abc Post Reading Questions
Abc Detail Reading Hand Out
Abc Intro Speaking Prompt Cards

Main Aims

  • By the end of the lesson students will have practiced their reading for gist and detailed comprehension through a text about fashion in the workplace.

Subsidiary Aims

  • By the end of the lesson students will have had an opportunity to develop their oral fluency skills through a discussion about the studied text.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students. To activate students' existing knowledge of the topic.

Students will be broken into groups of three or four. Each group will be given a speaking prompt card related to fashion. Students will be given 2-3 minutes to discuss their opinions/responses to the prompt as a group. After 2-3 minutes one student from each group will rotate to a new group who had a different prompt. Students will again share their prompts and opinions. As the students return to their seats the teacher will elicit the topic of the lesson. "Things we wear / fashion".

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

Prediction Task: Student's will look at the picture above the article. Elicit guesses concerning what the text will be about. Pre-Teach Vocabulary: Using the attached Language Analysis pre-teach potential blocking vocabulary.

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students will have 90 seconds to read the text and answer the following question. -How does Mr Dale feel about his company's dress code? (He does not like it) The answer should be elicited from the students along with an explanation or defense of their answer. How did you know Mr. Dale didn't like the dress code? Why didn't he like the dress code (Mr Dale doesn't like the dress code because.....) (At this point you are looking for students to demonstrate that they practiced the skill which was assigned. (reading for gist).

While-Reading/Listening #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students will be given a true-false exercise related to the text. Working first individually the students must read the passage again in order to answer the questions correctly. Again students should focus not only on the answer but must be able to explain why the answer is true or false. When finished students will check their answers in pairs. (As an observer the teacher can try to match weaker and stronger students. The goal of pair checking is for the students to justify their answers to one another.) As a final check the teacher will ask for whole class feedback.

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 complete an oral activity answering three questions related to the text and their opinions of the situation. There should be either 3 or 6 groups of students. Each group will be given one question. Students will discuss their opinions for 2-3 minutes before passing their question clockwise and receiving a new discussion point. After each group has discussed all of the questions the teacher may have a short whole class feedback session.

Feedback / Error Correction (3-5 minutes) • To provide students with delayed error correction and feedback from the controlled practice.

As students are speaking throughout the lesson the teacher may take notes of any common errors related to meaning, form, or pronunciation. These can be written on the board at the end of class and discussed. This can include further pronunciation work on the pre-taught vocabulary.

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