Sara Alrefadi Sara Alrefadi

Elementary level


No materials added to this plan yet.

Main Aims

  • To provide gist and detailed reading practice using a text about Me and my clothes in the context of fashion and clothes

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of shopping habits
  • To provide review of clothes lexis


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

1. Display some pictures of people wearing different outfits of different styles on the walls. Give the students cards with the names of the three types of styling. The students have to hold the card with their favorite style labeled. 2. after they have chosen a clothing style, ask the students to work in pairs and tell each other why they like this style? Demonstrate before they start. 3. Ask few students to share their partners' answers.

Pre-Reading (7-9 minutes) • To prepare students for the text and make it accessible

1. Ask students to work in pairs to match the words with the pictures. 2. Display answers on the screen. 2. Ask the students to go to ex2. Ask them to work in groups and tell each other about the clothes that they usually/sometimes/never wear. Demonstrate before they start the task.

While-Reading (5-7 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

1. Pre-teach vocabulary of: designer clothes, fashion magazine, try on, send back. 2. Tell the students to read the article and match paragraphs from 1-3 to the people in the photos. When they finish, they check in pairs. 3. Display answers on the screen.

While-Reading (7-9 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1. Ask the students to go to ex3 and read the article and fill in the gaps with Ronnie, Catherine or Samantha. Ask them to check in pairs. Display answers. 2. Ask the students to go to ex4 and decide whether the sentences are true or false. They check in pairs and then display answers.

Post-Reading (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell the students that they need to work in groups. Demonstrate the task before they start working. Monitor while they're working.

Content/Linguistic Feedback (3-5 minutes) • To provide OCF and corrections to the errors made in the production stage.

1. Ask the students to share some of their partners' answers. 2. Provide delayed error correction

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