Pınar Uysal Pınar Uysal

"The Style Interview" Reading Lesson
Pre-intermediate level

Description

In this lesson, students practice reading in the context of an interview with a famous fashion designer. Sts do a skimming exercise by matching the titles with the paragraphs. Then, they fill in the gap sentences to practice detailed reading. Sts also practice certain topic-related vocabulary after which they do a free speaking practice through a discussion about their favourite fashion brands.

Materials

Abc Small papers with vocabulary and definitions
Abc Papers with titles
Abc HO

Main Aims

  • To practice reading in the context of an interview with a famous fashion designer

Subsidiary Aims

  • To provide sts with a free speaking practice to develop fluency
  • To practice topic-related vocabulary

Procedure

Lead-in (6-8 minutes) • To set the context of the lesson

T sticks photographs of famous Turkish designers on the board and asks some questions about them such as: Do you know who they are? What do they do? Where do you see them?On newspaper or television? Do they have something in common? T aks these questions to elicit the word fashion designer. T asks if they design clothes more for men or women.

Pre-reading (3-5 minutes) • To clarify some of the topic-related vocabulary before the skimming task

T sticks a picture of a sewing machine on the board. T asks students what it is used for to elicit the work "sewing". T points her outfit and asks sts how she looks. T asks CCQs such as: Are these my normal clothes? Why do you where these kinds of clothes? It starts with "sh". etc. to elicit the word "chic".

Skim-reading (7-9 minutes) • To provide students with a less challenging reading exercise before the detailed reading

T shows sts the HO and tells them to read and match the paragraphs with the right titles. T gives them 3 minutes for this task. Sts check their answers in pairs. Then, T projects the HO on the WB and sts come to board to stick the titles. T asks the whole class if they agree with the answers.

Detailed reading (8-10 minutes) • To provide students with a detailed reading exercise

T asks sts to fill the gap sentences alone. Sts check their answers in pairs. Then T projects the HO on the board again. T asks each pair what their answer is and writes it on the board. Then, T asks the whole class if they agree and why.

Lexis activity (10-12 minutes) • To practice certain topic-related vocabulary

T gives sts the definitions of highlighted words in the text. T asks sts to match the words and definitions alone. Then, T divides sts into three groups and tells them to discuss about their answers and make changes if necessary. Then, groups go the tables of other groups to check if there are any differences. T asks what are the differences and why. T uses CCQs to clarify the meaning of problematic words. Then drills the words and writes them on the board.

Post-reading discussion (8-10 minutes) • To provide sts with a free speaking practice to develop fluency

T divides sts into three groups: H&Ms, Zaras, and Kotons. T asks students to discuss about their favourite fashion brands. T asks them to talk about how often they go shopping, which brands they prefer, and what they buy the most.

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