English Lesson Planner | Unusual shops, superlative adjectives

Ross Ledford

Unusual shops, superlative adjectives - Reading and speaking - Elementary level

Unusual shops, superlative adjectives - Reading and speaking
Elementary level

Description

In this lesson students will learn about superlative adjectives and their correct use through both receptive and productive sections. The lesson is in the context of unusual shops and will start with gist reading and reading for detail activities in the context of a text script and pictures of unusual shops from around the world. Students will then have two free production speaking activities in the context of unusual shops, their favourite shop and shopping.

Materials

HO #1

HO #2

Visual Aids - Lexis

White Board (WB)

HO #1

HO #2

Visual Aids - Lexis

White Board (WB)

Main Aims

By the end of the lesson Ss will have practised their skills of reading for gist and specific information by reading an article about the top 5 unusual shops.

Subsidiary Aims

To provide fluency and accuracy speaking practice in a conversation in the context of shopping and shops.

Procedure (43 minutes)

Introduction (2 minutes) • To set lesson context and welcome students. To distribute lesson material.

Ensure Ss are seated appropriately for GW and PW with an even mix of stronger and weaker students. Welcome Ss to class. Introduce myself to any new Ss who may have joined. Ask new Ss to make name signs. Introduce topic "Unusual shops". Distribute HO #1.

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

Ask Ss to turn to page 1 of HO #1 Ask Ss to look at the pictures and elicit what they see (pictures of different types and sizes of shops shops) Ask Ss to feedback if they know and like these shops. Put students into pairs or groups depending on class size. Ask Ss to read the conversation points on the page and and discuss in pairs or groups. Circulate and monitor assist where required. Nominate Ss for feedback

Pre-Reading task (6 minutes) • To prepare students for the text and make it accessible. To activate schemata and for students to predict text content. To introduce new vocabulary.

Ask Ss to turn to page 2 oh HO #1 and focus on the pictures (pictures of the 6 different shops written about in the reading exercise activities). Ask students to briefly discuss what they see in pairs or groups, Ask students for feedback on what they see. What type of shop etc. Try to elicit the word elegant. Clarify meaning using VAs of 2 woman (1 elegant and 1 in work clothes) Vocally modal and drill. Write on WB highlighting stress. Ask CCQ based on VAs of restaurants which restaurant is elegant? Try to elicit word designer (as in designer goods, clothes etc). Clarify meaning using VAs of designer labels. Ask CCQ are designer clothes cheaper or more expansive than normal clothes? Vocally modal and drill. Write on WB highlighting stress. Try to elicit word huge. Clarify meaning. Ask CCQs is Istanbul huge? Is this pen huge? Vocally modal and drill. Write on WB highlighting stress. Try to elicit the word cool (when something or someone is fashionably attractive or admirable). clarify meaning using VAs of groups of men. Ask CCQ based on VAs which car is more cool? Which building is the coolest? Vocally modal and drill. Write on WB.

While-Reading Activity #1 Receptive skills (7 minutes) • To provide students with a less challenging gist task prior to reading for more detail and comprehension in the context of unusual shops.

Distribute HO #2 with reading text and context related pictures on. Explain to Ss that we are reading the text quickly full understanding is not important at this point. Ask students to gist read the text and match the lettered sentences on page 3 of HO #1 to the numbered paragraphs in the text. Explain they have 3 minutes to do so. Monitor participation. Assist as required. Ask Ss to compare their results in pairs. Nominate Ss to write answers on board.

While-ReadingActivity #2 (10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks in the context of unusual shops. Receptive skills.

Ask Ss to turn to page 4 of HO #1. Ask students to read the text in more detail and complete the 5 questions and 8 true or false statements on page 4 of HO #1. Allow 6 minutes to do so. Circulate and monitor. Assist as required. Ask Ss to compare and discuss answers in pairs. Nominate for feedback on questions. Invite students to the WB to feedback answers to true or false statements.

Post-Reading Speaking tasks. Production skills. (13 minutes) • To provide Ss with an opportunity to respond to the text and expand on what they've learned. For students to have speaking practice in the context of shopping and their favourite shops.

Divide Ss into groups. Ask Ss to turn to page 5 of HO #1 Focus attention on the questions at the top of the page. Ask Ss to discuss and answer the questions in groups. Circulate and monitor. Assist as required. Nominate for feedback. Change Ss groupings. Focus Ss attention on the questions and sentence prompts under the heading of my favourite shop. Ask Ss to make some notes about their own favourite shop. 3 minutes to do so. Ask Ss to tell the other members of their group about their favourite shop. Circulate and monitor. Assist as required. Nominate for feedback. Thank students.