selda selda

Writing your favourite shop
Beginner - A1 level


In this lesson, ss will improve their writing skills through a product writing approach about their favourite shop. Ss will practise speaking skills as sub aim.


Abc Model paragraph HO
Abc questions to prepare writing
Abc ppt of visuals for pre teach vocab
Abc Listening for specific information
Abc HO 1

Main Aims

  • To provide product writing practice of a paragraph in the context of their favourite shop

Subsidiary Aims

  • To provide specific information listening practice using a text about someone's favourite shop.
  • To provide fluency speaking practice in a conversation in the context of their favourite shop


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

Ss will discuss these questions in pairs "Do you like to shop? Do you prefer shopping online or at the mall?" T asks ss about their partners as fb

Preparing to write (8-9 minutes) • To provide a model of production expected in coming tasks through listening

T will elicit the word "mall" and "store" using visuals of malls (Mall of Istanbul), write shop and ask what the same word for shop is, after a few seconds if ss don't answer, T says store. CCQ: Do you go to malls which one is your favourite? As there will be listening and focus on some important words T will drill the bold words on the HO "at the mall - in small stores, bookstore - an electronics store, cheap - interesting, on Friday nights - on Sundays, DVDs - computer games. This drilling will help ss focus on the necessary words as my main aim is not listening so they will finish the activity fast. After drilling T chests and reflects the HO and say showing we will circle one of the bold words according to the listening. Ss listen and circle the correct answer. ICQs: Can we circle any of the words or one of the two bold words at the end? Like- at the mall and in small stores? Can we circle it according to ourselves or the listening?Are we doing it alone or in pairs? Ss peer check. T gives answer key.

Useful Language (7-9 minutes) • To highlight and clarify useful language for coming productive tasks

T makes ss stand up and notice the question on the walls. T shows ss their random partners and ss will discuss the questions which are pinned on the walls "What is your favourite store? Why do you like it? when do you go there? What do they sell? What do you like to buy?" T asks Why question to a few ss and elicit the answer because. T writes the first sentence asking ss what is your favourite store? My favourite store is ....(eliting from a student). T reflects the useful language on the WB and also gives the HO to ss who need. Ss have 5 minutes to talk about the answers.

Productive Task(s) (15-18 minutes) • To provide an opportunity to practice target productive skills

Ss write about their favourite store working alone using the model. ICQ: Are we writing alone or in pairs? T monitors for delayed fb, helps when needed but don't interfere.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T says ss to stick their papers she demonstrates this. Ss have 3 minutes to check the content and 5 minutes to read and find the language mistakes too. Ss will stick their writings on the board and walk around the class to read each other writings. When they finish T asks which shop/ writing they liked more. After ss sit at their seats they will read their friend's writing again to check the mistakes this time. T says them to sit and gives the writings to ss and ask them check the mistakes. T asks what mistakes they find and T will elicit the correct ways for the mistakes from the ss.

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