Jerelynn Jerelynn

Reading and Shopping
Intermediate level


Main Aims

  • To provide practice in gist and detailed reading in the context of grocery shopping

Subsidiary Aims

  • To provide speaking and vocabulary in the context of grocery shopping


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

Ask students some questions as an ice breaker (Who likes to eat? Do you cook at home? Where do you buy your food?" What are some of your favorite foods?) Before showing the video clip, tell students to make a list of the food items they see in the clip. After showing the video clip, elicit responses from students.

Prediction Task (3-5 minutes) • To encourage students to predict the text and contemplate the content

"I'm going to show you a photo that is relevant to what you are about to read. I want you to tell me where you would find most of the items you see. I also want to know what country you think the article we are going to read takes place. Are the items you see healthy?" Use the projector to show the photo's I've compiled based on items listed in the text. Elicit feedback.

Pre-teach Vocabulary (5-7 minutes) • To provide students with an understanding of some of the terms they will read within the task.

Tell the students they are going to be reading about the shopping habits of the people in Britain but first we are going to look at few words that they will find in the text. Pre-selected the words free-range, luxury, and organic. Elicit free-range by asking examples: If they like to eat chicken or eggs? Those chickens, are most of them raised in cages? If they aren't raised in cages, how are they raised? If something is caged, is it free? Write the word on the board along with part of speech (adj). Explain the meaning. Model the word, Use in a sentence "When I go grocery shopping I prefer to buy free-range chicken instead of factory raised chicken." Show the photos of the chickens on projector. Drill the word with the students, repeat three times. Elicit the word again. Elicit word "luxury" by giving example using Beluga caviar. "Who knows what caviar is? Have you had it? Have you ever bought it? Is it usually expensive? There is a type of caviar known as Beluga caviar (show photo) which is said to be the most expensive food in the world. It costs up to $5000/kg = 20,000TRY/kg. (click photo to show price) So if you bought something like Beluga caviar that was expensive but not necessary...does anyone know what we call that?" Try to elicit the word. Write the word on the board. Model the word. "Buying beluga caviar is a luxury few people can afford." CCQs: "Do you have other food to eat? So it is not necessary. And is caviar cheap or expensive? expensive. So it is a luxury. Drill the word. Note the part of speech (noun) but could be used as an (adj) if it precedes a noun. Ask for examples. (Luxury item, luxury boat) Elicit organic "Ask local supermarket name. Do they have any fruits or vegetables labeled "locally grown"? Do you buy these items? If so, do you notice they cost more money? Does anyone know what we call these items that are grown naturally, without the use of chemicals?" Organic. Write on board. CCQ's "cost more? chemicals used?" Drill the word. Note part of speech (adj) Alrighty, so those are a couple of examples of words you may find in the text you are going to read.

Reading for gist (10-12 minutes) • To encourage gist reading to get an overview of the text

"I am going to give you two different things. {Use chesting to show them the article and the question handout.} The first one is the article we are going to read. And these are the questions we will answer about the reading. The first thing you are going to do is to quickly read the first two paragraphs of the article. Then you will answer these 3 questions. Notice the page is folded. Do not unfold it. We are only doing the top part. You will have 5 minutes to read the two paragraphs and answer the questions." ICQs: "Which paragraphs are you reading? Should you unfold the paper? How many minutes do you have to read and answer the questions?" Wait 5 min. Put the students in pairs. Now check your answers with your partner. Elicit whole class feedback, having them say their answers to the questions. Nominating if needed.

Reading for detail (14-16 minutes) • To practice reading for details.

"Now you are going to unfold the handout. We will do the second part. Work with your partner again. Read the rest of the article and answer the questions. You have 6 minutes." ICQs: "Do you unfold the handout? How many minutes do you have?" Wait 6 minutes Monitor students. While they are reading, prepare the WB with two columns "Products in the basket at the present time" and "Products that have been added in the last 10-20 years" "Now I am going to give each pair of you a response. You will come place it under the appropriate column either products in the basket now or products that have been added in the last 10-20 years." Give each pair a couple of responses on a slip of paper and have them come up to the board and stick them under the appropriate list. Feedback. Does the class agree with the lists? Elicit responses. Correct any mistakes. Elicit answer to #3. Nominate a student. Feedback.

Post-Reading/Speaking with focus on accuracy and pronunciation (8-10 minutes) • To provide an opportunity to discuss the text and expand on their thoughts

Put the class into small groups. Tell them "I'm giving you a list of 3 questions that I want you to discuss with your group. You have 4 minutes to discuss" ICQ: "How many questions are there? How many minutes do you have?" Take some general feedback from the entire class, having them discuss each of the points. Use nominating to increase participation in some of the quieter students. Praise the students. Give positive feedback for their participation.

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