Deniz Bulut Deniz Bulut

Consumer Crazy-Reading and Speaking
Intermediate level


In this lesson, students learn about some vocabulary based on a reading text about consuming. Ss will talk about what they love and hate about shopping at the beginning of the lesson and then read the text to make sense of the vocabulary and the subject. This will be followed by a speaking activity where they'll be working in groups at the end of the lesson.


Abc Cutting Edge H/O
Abc WB
Abc Pictures
Abc Cutting Edge H/O

Main Aims

  • To provide gist reading practice using a text about how two people respond to buying goods in greater amounts in the context of consumerism
  • To provide fluency speaking practice in a discussion in the context of buying things

Subsidiary Aims

  • To provide clarification of some new vocabulary


Warmer/Lead-in (3-6 minutes) • To set lesson context and engage students

T tells an anecdote to get the students say shopping. Once they get it, she'll ask what they love and hate about shopping. T asks the students to work in pairs and discuss 'If you could go out and buy anything today, what would it be? Do you ever buy things you don't need?'

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

T divides the WB into 3 sections and writes "I really love shopping for...", "I love shopping for..." and "I never go shopping for...". T prints out the words of exercise 1a and sticks them to the board with blutacks. T divides the class into 2 and asks students to come and place the words where they want them to be one by one to shake them a little before reading the text.

Reading for Gist (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T asks the students to read the instruction of the article and look at the photos and headings. T asks Ss what the text might be about individually and then asks them to work in pairs to discuss their answers. She monitors and gives feedback.

Reading for Specific Information (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T asks Ss to individually read the text and to take notes to answer the questions. Then each student tells their partner what they read and check their answers.

Highlighting Vocabulary (8-10 minutes) • To clarify the meaning of some words

Ss find the words in exercise 4 in text and discuss the meaning of the words and phrases in pairs. Check the answers with class and giving examples where necessary. T asks CCQ's like, 'which word means not to have a home?' T also checks understanding of the words "mogul" and "entrepreneur" by showing them some pictures.

Post reading/Free Speaking Activity (5-10 minutes) • To provide fluency speaking practice in a discussion in the context of buying things

T writes down the questions of exercise 5 and make each pair choose one and have a discussion. If there is enough time, Ss can share their ideas with the rest of the class.

Web site designed by: Nikue