Sarah Hong Sarah Hong

Upper Intermediate level


In this lesson, students practice summarising an article about compulsive shopping. The lesson begins with a prediction about the contents of two articles. This is followed by a gist activity for the first article, and a model conversation about the article. Key phrases are extracted from the text and clarified, before student use the second article to prepare for speaking. The lesson focuses on students discussing in pairs their summaries and opinions about the second article and ends with feedback on the speaking activity.


Abc Exercises adapted from upper intermediate student coursebook
Abc Slides

Main Aims

  • By the end of the lesson, learners will have practiced and developed their fluency for speaking in a freer practice conversation in the context of summarising an article about compulsive shopping

Subsidiary Aims

  • Learners will also have practised reading for general understanding (gist) in the context of short news articles about compulsive shopping
  • Learners will also have understood and used language related to summarising and giving opinions in the context of compulsive shopping


Lead-in (3-3 minutes) • To set lesson context, engage students, and activate their previous knowledge of topic area

-T displays shopping images and elicits ideas, highlights term 'shopaholic' -T sets predication task -Instructions: Read the two headlines. What do you think each story is about? -T demos answer. -Learners discuss their predictions for the headlines in OCFB, 2 mins. -Scripted transition: Now let’s read the first news article.

Exposure (6-7 minutes) • To provide students with a model of production expected in coming tasks through reading

-T puts google slide article one link in chat box, asks learners to open link, checks learners have it. Instructions: Read the text quickly and decide: Which sentence is the best summary of the article? -You only have 1 minute. -ICQ: Do you need to understand every word? (No, just choose the best summary) -Learners read and answer individually, 1 min. -T conducts OCFB. -T puts google slide conversation link in chat box, asks learners to open link, checks learners have it. Instructions: Read the text quickly and decide: Is it a good summary of the article. -You only have 1 minute. -ICQ: Do you need to understand every word? (No, just decide if Anna's summary is good or bad) -Learners read and answer individually, 1 min. -Instructions: Ok, don't tell me your answer yet. Tell each other why you think she did a good or bad job of summarising the article. -Check answers in pairs, 1 min. -T conducts OCFB. -Scripted transition: Now you will prepare your own summary of an article.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

- T conducts OCFB and covers MPFA for expressions used to summarise and raise questions, taken from the model conversation. MEANING: - T scrolls down to the second Google form 'Choose the correct meaning' in the Google Site 'Conversation' - Instruction: answer these in BOR with partners. You have 1 min. ICQ: Are you working individually or in pairs? (in pairs) - Learners match phrases to correct type of phrase (2 choices) - T conducts OCFB and elicits meaning of more challenging phrases through synonyms: what's a synonym for 'according to'? (said by/reported by) what's a synonym for 'wondered'? (curious/want to know/think about) CCQ: Does 'to raise the question' mean to answer a question, or to focus on a subject? (focus, [used to bring up a subject]) FORM -T displays googles slides, form slide, highlights fixed/semi-fixed expressions, asks: which parts of these phrases stay the same and which parts can change? - T demos, elicits answers including possible substitutions CCQ: what usually comes after the word 'whether'? (or not) [a phrase showing that two alternatives are possible] PRONUNCIATION -T displays pronunciation slide -T reads and drills sentences chorally and individually -T elicits key sound features, including linking, stress, weak sounds, intonation APPROPRIACY - T displays appropriacy slide, asks 'are these phrases formal or informal?' (formal, polite) - T highlights exceptions: 'all about' (all makes it more casual), 'I'd be interested to know' ('be interested to know' is definitely more formal than 'like to know' but in formal writing use 'I would' not contraction), 'apparently' (formal, but suggests slight negative connotation of distrust) Scripted transition: Now let's prepare to summarise an article.

Productive Task(s) (15-20 minutes) • To provide students with an opportunity to practice target productive (speaking) skills

PREP FOR SPEAKING: -T shares link to second article, says 'this is a new article about compulsive shopping'. - Instructions: Read the article, and decide: a) What are the main points? and b) What do you want to know more about? -T demos, highlights one key point and raises one question, using target phrases You have 2 mins to read and prepare your answers. ICQ: Are you speaking now, or preparing your notes to speak later? SPEAKING: - T demos conversation with one student - Instructions: Discuss the main points of the article and what you are curious to know more about. Remember to use these phrases (shows Google slide). You will have 12 minutes total to talk about it. 4 mins with your first partner, then you'll change to a new partner two more times. ICQ: How much time do you have? (12 mins) What happens after 4 mins? (change partners) ICQ: After you have talked about the main points, what else do you need to do? (say what you would like to know more about) - Learners share their ideas in pairs in BORs for 4 mins - When T is about to change BORs, T broadcasts message to all 'Get ready to talk to a new partner' - Learners share their ideas in new pairs in BORs for 4 mins two more times

Feedback and Error Correction (6-7 minutes) • To provide feedback on students' production and use of language on the completion of the speaking task

-T displays 'Before we finish' google slide -T conducts OCFB, says 'Tell me about your ideas, what did you think about the article? -T gives positive feedback about good language use, suggests some reformulation. -T highlights any pronunciation errors in use of target language. -T highlights 2 incorrect sentences. -T writes on the screen samples of learners’ production, says 'Can you tell me if this is correct? Why?

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